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https://clinton.presidentiallibraries.us/files/original/075925409ea20bad8fc1f6586e134a6c.pdf
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Withdrawal/Redaction Sheet
Clinton Library
DOCUMENT NO.
AND TYPE
DATE
SUBJECTfflTLE
001. memo
Cheron Brylski to Bridget Leininger (2 pages)
09116/1999
002. email
John Buxton to Andy Rotherham re: contact numbers Nawlins school
(partial) (I page)
09/2411999
RESTRICTION
. Personal Misfile
P61b(6)
COLLECTION:
Clinton Presidential Records
Domestic Policy Council
Andrew Rotherham (Events)
ONBox Number: 17351
FOLDER TITLE:
New Orleans Event
2011·0103·8
rcl63
RESTRICTION CODES
Presidential Records Act - 144 U.S.c. 2204(a)1
Freedom of Information Act - [5 U.S.C. 552(b)1
PI National Security Classified Information l(a)(I) of the PRAI
P2 Relating to the appointment to Federal office [(a)(2) of the PRA]
P3 Release would violate a Federal statute l(a)(3) of the PRAI
P4 Release would disclose trade secrets or confidential commercial or
financial information l(a)(4) of the PRA]
P5 Release would disclose confidential advice between the President
and his advisors, or between such advisors [a)(5) of the PRAI
P6 Release would constitute II clearly unwarranted invasion of
personal privacy l(a)(6) of the PRA)
b(l) National security classified information l(b)(I) of the FOIAI
b(2) Release would disclose internal personnel rules and practices of
an agency l(b)(2) of the FOIAI
b(3) Release would violate a Federal statute [(b)(3) of the FOIAI
b(4) Release would disclose trade secrets or confidential or financial
information l(b)(4) of the FOIAI
b(6) Release would constitute a clearly unwarranted invasion of
personal privacy l(b)(6) of the FOIAI
b(7) Release would disclose information compiled for law enforcement
purposes l(b)(7) of the FOIA]
b(8) Release would disclose information concerning the regulation of
financial institutions l(b)(8) of the FOIAJ
b(9) Release would disclose geological or geophysical information
concerning wells l(b)(9) of the FOIAJ
C. Closed in accordance with restrictions contained in donor's deed
of gift.
PRM. Personal record misfile defined in accordance with 44 U.S.C.
2201(3).
RR. Document will be reviewed upon request.
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WithdrawalIRedaction Sheet
Clinton Library
DOCUMENT NO.
AND TYPE
001. email
.
DATE
SUBJECTrrITLE
John Buxton to Andy Rotherham re: contact numbers Nawlins school
(partial) (1 page)
09/24/1999
RESTRICTION
P61b(6)
COLLECTION:
Clinton Presidential Records
Domestic Policy Council
Andrew Rotherham (Events)
ONBox Number: 17351
FOLDER TITLE:
New Orleans Event
2011·0103·S
rcl63
RESTRICTION CODES
Presidential Records Act • [44 U.S.C. 2204(a)]
Freedom of Information Act . [5 U.S.C. 552(b)]
PI National Security Classified Information [(a)(I) of the PRA]
P2 Relating to the appointment to Federal office [(a)(2) of the PRA]_
P3 Release would violate a Federal statute [(a)(3) of the PRA]
P4 Release would disclose trade secrets or confidential commercial or
financial information [(a)(4) rif the PRA]
P5 Release would disclose confidential advice between the President
and his advisors, or between such advisors [a)(5) of the PRA]
P6 Release would constitute a clearly unwarranted invasion of
personal privacy [(a)(6) of the PRA]
b(l) National security classified information [(b)(I) of the FOIA]
b(2) Release would disclose internal personnel rules and practices of
an agency [(b)(2) of the FOIA]
. b(3) Release would violate a Federal statute [(b)(3) of the FOIA]
b(4) Release ~ould disclose trade secrets or confidential or financial
information [(b)(4) of the FOIA]
b(6) Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
b(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
b(8) Release would disclose information concerning the regulation of
financial institutions [(b)(8) of the FOIA]
b(9) Release would disclose geological or geophysical information
concerning wells [(b)(9) of the FOIA]
C. Closed ill accordance with restrictions contained in donor's deed
of gift.
PRM. Personal record misfile defined in accordance with 44 U.S.C.
2201(3).
RR. Document will be reviewed upon request.
�5t3 -
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�http://www.pub.whitehouse.gov/uri-...oma.eop.gov.us/1999/91271l7.text.!
,;""
THE WHITE HOUSE
Office of the Press Secreiary
(New Orleans, Louisiana)
REMARKS BY THE PRESIDENT
AT EDUCATION EVENT
Sophie B. Wright Junior High School
New Orleans, Louisiana
11:45 A.M. CDT
THE PRESIDENT: Thank you. Thank you so very much. My good
friend, Congressman Jefferson -- I want to say moie about, him in a
minute. And to his wonderful
Dr. Andrea Jefferson. Senator
Landrieu, thank you for your friendship and support. Mayor Morial, you
were very kind to talk about the role that we play in helping to lower
the crime rate in New Orleans, but it never could have happened if we
hadn't had a visionary mayor down here who made the most of the policies
that were there., (Applause. )
Colonel Davis, thank you for taking on the challenge of
(Applause. ) To Gail Galapion,
thank you very much for what you said. And Scott Shea, thank you. And
Brenda Mitchell, the leader of our teachers; and especially to our
principal, Charlotte Matthew, thank you for leading this school and for
making me feel so welcome here.
(Applause.)
educ~ting the children o'f this
And I want to say a
word of thanks to all the people
of Louisiana. As Congressman Jefferson said, in 1992 and 1996, you gave
your electoral votes to Bill Clinton and Al Gore, and we are profoundly
grateful and we've tried to be worthy of them.
(Applause.)
I also want to thank the McDonough High School Band.
, (Applause.) .. I want to thank them
being here. The rest of you are
hot -- they' rein those band uniforms.
I used to : be' in one and I know'
how hot they are. And I want to thank them forb<?ing'rere.(Applause.)
One other tping ~'d like to say about this school -- I want to
compliment this school, on your school uniforms. Ilike them and I'm
glad so many schools in this paiish have them: lIve been trying to
promote them all across America for 'years now, and I thank you for that.
(Applause. )
.
-----...
You know, folks, I may have visited more schools than any
President in
I've certainly tried to. And I have never met a
child that couldn't learn or a school that couldn't do better and be
turned around.
There is a student standing behind me, and I don't want
to embarrass
but I want her to raise her hand -- named Nonya Grove,
who scored at ,the 95th
on the science portion of the Iowa
Basic Skills Test.
(Applause.) Good for you.
Let me tell you, too, I have been in schools in all kinds of
places -- I've been in schools -- I went to a junior high school in
Chicago in a neighborhood with the highest murder rate in the city,
which was, therefore, the highest murder rate in the state. But there
was no
in the school, there were no weapons, there were no
problems.
Hundreds of parents came to the school every week, and there
10f3
9/27119993:32 PM
�,.
http://www.pub.whitehouse.gov/tiri-... oma.eop.gov.usIl999/9/27/17 .text.l
,
were no. drQPQuts, and almQst
the kids went Qn to' cQllege. Why?
,
Because they had a gQQd plan and
wQrked it ~ard" and they believ~
that all kids CQuld learn.
NQw, the federal
dQes have an QbligatiQn to. help
yQu. And I want to' thank SenatQr Landrieu and CQngressman JeffersQn and
SenatQr Breaux and the Qthers in yQur delegatiQn and Qur party who. have
sUPPQrted what we have tried to. do. to.
the states -- to. help the
states adQP~ higher acade~ic standards in the GQals 2000 prQgram; to.
help them crack dQwn Qn drugs and gangs and viQlence. And last fall we
fQught to. get,a dQwn payment Qn 100,000 new'highly-trained teachers to.
lower thQse class sizes in the early
, as Congressman JeffersQn
wants the do..
(Applause. )
,
Already 108 more teachers have been hired in this parish.
And
yQur parish got $12 million under the e-rate prQgram that the Vice
President develQped -- have cut the CQst Qf hQQking up every classrQQm
in America to. the Internet by the year 2000,.
(Applause. )
NQw, what we've done in education is a
strategy to bring America back: We balanc~ the
a surplus of $115 billiQn this year.
Qf an Qverall
budget and have
When I tOQk Qffice, we were deep in debt seven years ago. and
we had high unemplQyment rates, high welfare rates and high crime rates.
We were cQmmitted to. eCQnQmic reform, welfare reform, refQrm Qf the
criminal justice system and education reform.
NQW we've gQt the IQngest
peacetime expansiQn in histQry, over 19 ~illion new jobs, the IQwest
unemplQyment rate in 29 years, the lowest welfare rolls in ~2 years, the
,1Qwest crime rate in 26 years
(applause) -- the first time we've had
two budget surpluses in a rQW in 42 years, when I was young enough tQ,be
in this schQQI.
(Applause.)
The questiQn is, what are we going to do with Qur
YQU knQw we've gQt a IQt of challenges out there. And yQU knQw as
as I do. that the mQdern eCQnomy requires more educatiQn from all peQple.
We've got the largest student population in the histQry of Qur country
and we will never do. what America Qught to. do. until every child in
America can
up to. his or her GQd-given PQtential.
.)
week, the cQngressional majority in the other
in
the HQuse unveiled an educati6n budget thai was $3 billion below what I
asked fQr-- no mQney to. finish hiring the 100,000 teachers; no. mQney to
modernize or build 6,000 schQOls ~- I knQW yQU ne~q that nQw.
We
need -- it can be hQt out here, but every schQQI Qught to' be
,air-:cQndi tioned in LQuisiana and I know they 're nQt, '(Applause.)
It
WQuld deny access to. hundred~ Q~ thQusands Qf childr~n tri'after-schoQI
prQgrams, so impQrtant to. imprQvinglearningand keeping th?t juvenile
crime rate down
keep kids in schQ91, Qff the street and 9ut Qf
trQuble.
That's very impQrtant, And mariy'Qt/1er programE!.-
NQw, Congressman Jeff~rsQn had it right.
We, have to. demand
mQre
Qur schQQls and invest mQre in them. ,Our balanced budget calls
fQr spending $200 milliQn to help schoQls turn arQund if they're nQt
performing well, Qr shut them dQwn and let parents chQQse Qther public
schQQls if they don't turn arQund.
But it is wrQng to. blame the kid and
it's wrQngnQt to' give the schQQls a chance'. And we knQw these schQQls
can be turned arQund if they have the reSQurces and a gQQd plan and they
wQrk the
(Applause.)
We've got to' do. better in WashingtQn, and that's my jQb.
But
I was 12 years gQvernQr Qf YQur'neighbQring state Qf Arkansas. And I
knQw -- I kn0w
hQW important educatiQn is,
You knQw, as President,
the future Qf, Qur children is the mQst impQrtant thing of all.
But I
have to' pursue it in many ways.
I have to' preserve the natiQnal
2of3
9/27/19993:32 PM
�http://www.pub.whitehouse.gov/uri-...oma.eop.gov.us/1999/9/27II T.text. 1
.
I have to work on making sure that we have Social Security
and Medicare in a solid way, so that when the baby boomers retire, it
doesn't bankrupt our kids, and their ability to raise our gdmdkids. But
if you're the governor" the most important thing you ever have to do is
see to the education of our children.
(Applause. )
Now, here's why ,I know Bill Jefferson cares about that. He
was too modest to say this, but he was born very poor in a small town,
and his parents and his teachers and his school helped him work his way
all the way to Harvard University.
(Applause.) Then he married a
wonderful woman who is even smarter than he is.
(Laughter.) And they
have had five magnificent daughters who have all had brilliant academic
careers
four of them already gone through Harvard. Why? Because
they had a good plan. They believed in education. They had parents and
teachers and schools and students and they worked at it steadily.
(
.)
,
So, no matter what I do as your President, you
need in
Louisiana a governor you know will fight for more ,teachers, for better
teacher
, for better pay, for smaller classes, and for m6dern
school buildings, for high standards and strong support.
I can teil you, he's fought with me every step of the way in
Washington. When we had to vote in 1993 to bring down the deficit and
increas~spending in education, and I said we had to balanc~ the budget,
but we weren't going to cut, education, we were going to do more, all the
members of the other party were
me. The bill carried by one
vote. To a major extent,' the economic prosperity America enjoys today
belongs to one vote -- and it carried in one vote. If Bill Jefferson
hadn't been in Congress and voted the right way, we might not be
standing here today.
(Applause. )
So let me say, I don't want him to'leave, especially while I'm
still in Washington.
(Laughter.) But he really can do even more good
in Baton
And, remember, twice he was'voted the Outstanding State
Legislator in the Loui'siana legislature. He's fought for you in
Washington; he'll fight for you and our children's education in Baton
Rouge. And I am honored'to be here with him today at this wonderful
school.
Thank you and God bless you.
END
30f3
(Appla~se.)
11:~5
A.M. COT
9/27/19993:32 PM
�Draft 9/24/99 5:55 p.m.
Glastris
PRESIDENT WILLIAM J. CLINTON
REMARKS AT SOPHIE WRIGHT' MIDDLE SCHOOL,
.
. .
.
NEW ORLEAN, LOU,ISIANA
' '"
,
September 27,1999'
,
", '
,
Acknowledgments: Rep. Jefferson; ~~nators Landrieu and Breaux; New Orleans
Mayor Marc Morial; Superiniendent Col. Alfons~ Davis; Principal Charlotte Mathew; 7th
grader Nonya Grove.
' '
,
The Founders of our nation believed two things that· were quite' radical at the time.
They believed democracy could be made to'work, and they believe~ all citizens could
and should be educated. If fact, their faith in the forner rested orJ.'their faith in the latter.
"Educate and inform the whole mass of the people," Thomas'Jefferson said, because "an
enlightened citizenry is indispensable for the proper functioning of a repUblic." The
longer I live, the more I've come to realize just how smart the Founder$ were--about a lot
of things, including education. I've probably visited more schools than any President in
history. Never have J met a student who couldn't learn-and learn at quite a high level.
Coming here to Sophie Wright Middle School only strengthens my faith that all
students can learn. If you want proof that this school is capable of high academic
achievement, just look at students like Nonya Grove, who scored at the 95 percentile on
the science portion of the Iowa Test of Basic Skills. Everything I have heard about your
plans for change convinces me that you will tum this school around. I have seen other
schools in other cities dramatically improve themselves by doing precisely what you are
doing:' raising standards, focusing on the basics, holding students, teachers, and principals
accountable, and giving them the tools they need to succeed, from tutoring to staff
development to after-school programs to computers.
\
I believe the federal government has an obligation to help provide the tools you
need to strengthen accountability and improve learning. And for six-and-a-halfyears my
administration has worked hard to fulfill that obligation, along with Con. Jefferson and,
Sen. Breaux, and Sen. Landrieu. Together, we have helped every state, including
Louisiana, adopt tougher academic standards with our Goals)OOO program. We've
helped hundreds of school districts crack down on drugs, gangs, and violence. We've
encouraged school uniforms-and I am delighted to see that Sophie Wright Middle
School has, too. We've begun to orgariize an army oftutors to help elementary school
children learn to read and middle school and high school students to prepare for
college-and those tutors are coming to Orleans Parish schools. Last fall, we fought for
and won from Congress a down payment on 100,000 new highly trained teachers to
reduce class sizes in the early grades. That has meant 108 more teachers for Orleans
Parish schools. I'm also delighted that the Orleans Parish has received $12 million from
our federal E-rate program, spearheaded by VP Gore, to help connect your classrooms to
the Internet.
�We have made education a new and urgent priority for our national government,
even as we've worked hard to bring fiscal discipline to Washington. Over the past six
and-a-half years, we have shrunk government, balanced the budget, and turned a federal
budget deficit of$290 billion into a budget surplus of $99 billion this year, with growing
surpluses projected for years to come. At the same-time we have nearly doubled our
investment in education and training. ""
" "
There can be little doubt today that this strategy, of fiscal discipline plus greater
investment in priorities like education, has worked. Readirtgand math test scores that are
rising across the country, with some ofthe biggest gains in urban areas. And we are
enjoying the longest peacetime-expansion in our history, witli 19:4 million new jobs;
rising wages; the lowest unemployment rate in 29" years; the lowest welfare rolls in 32
years; the lowest crime rates in 26 years; and the highest rate ofhome ownership on
record.
-".
Now the big debate in Washington is what are we going to do with our prosperity.
I believe this is a special moment in history, and that we have "a rare opportunity-and a
profound responsibility-tq use "our prosperity to meet America's long-term challenges
three challenges in particular.
First, if we want to keep this economic. prosperity going and spread it to the
people in the communities that have still not felt its full effects, we must use the surplus
to pay down the debt for the first time since 1835. That would mean lower interest rates,
more investment, and higher incomes and more jobs for all our people. And we must
also gIve Americans the same tax incentives to in the poorest neighborhoods in America,
that we give them to invest developing markets overseas.
Second, if my generation, the Baby Boom, is serious about making sure our
retirement does not impose a huge burden on our children and their ability to raise our
grandchildren, then we must secure Social Security and Medicare and modernize
Medicare by adding prescription drug coverage.
Third, if we want our children's generation-an even bigger generation than the
baby boom, and a far more diverse one-to have the future that they deserve, we must
provide them with world-class education.
We can meet these long-term challenges, and still have tax cuts we can afford. I
made this clear last week when I vetoed the tax bill the majority in Congress sent me
because their tax bill was wrong for Medicare, wrong for Social Security, wrong for the
economy, and wrong for education.
Ifwant to work with Congress to meet these fundamental obligations. Then we
can talk about having affordable tax relief that both parties can agree on. In my balanced
budget, I called for tax cuts to help school districts build, renovate, or expand 6000
schools. The majority's tax plan would have funded only one-tenth as much school
�construction. That's not good enough. There are simply too many schools in America
like Sophie Wright, with leaky roofs, tennites in the walls, and not enough classrooms.
Last week, the House leaders unveiled an education budget that is nearly $3
billion below what I called for in my balanced budget. It eliminates our effort to hire
100,000 new, highly-trained teachers to reduce class size in the early grades. It denies
hundreds ofthousands of young people access to after-school programs. It fails to
improve and expand Head Start. It cuts our successful America Reads program to
provide reading tutors for children who need them. It eliminates the GEAR UP program,
which helps young people prepare early for success in college.
The majority not only refuses to invest more in education. They refuse even to
demand better results from education: Back in May, I sent Congress my Education
Accountability.Act. It would require every state and school district receiving federal help
to take the steps you have taken here in New Orleans-from ending social promotion to
empowering parents by giving them report cards on their schools. It's been four months,
and Congress has yet to act on my accountability agenda.
Now, as Con. Jefferson says, we must demand more of our schools and invest
more in them. That's why my balanced budget calls for spending $200 million to help
schools tum around low-perfonning schools, or shut them down and let parents choose to
send their children to other public schools. This is a strategy that has raised student test
scores substantially-and often dramatically-in Chicago, Houston, Dade County,
Florida, and in North Carolina. It is the strategy you are employing here in Orleans
Parish and across Louisiana. Yet the majority in Congress has offered not one penny for
this purpose. Not one penny.
We need more accountability--not just from schools and students, but from
Congress. The majority in Congress should understand that if they try to pass an
irresponsible education budget and go home, they ~ili be held accountable.
If the congressional majority truly believes, as I do, that all students can meet high
standards, including students in low-income neighborhoods, why then do they refuse to
invest in accouhtability measures that are proven effective in helping students meet high
standards? Are they more persuaded by their ideology than the facts? Are they more
interested in scoring partisan political points that in truly helping students in low-income
neighborhoods learn? In their hearts, do they really believ.eJhat students at schools like
Sophie Wright can meet high standards? . ;
,
,
"
~w
I know I believe yoti can meet high standards. I knpw you believe it. I know
your parents, your teachers, your".~dministrators believe it.f.illd I know Con.. Jefferson
believes it. That's why he's been fighting for more teachers,'better training, smaller
classes, and for modem school buildings. He's fought hard for these things in
'
Washington. Let's help him take that fight to Baton Rouge.
f'
Thank you and Godblt~ss you.
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rt·T.>~ Paul D. Glastris
('i CZ;""'A" 09/24/9906:06:59 PM
r"
,
Record Type:
To:
Record
See the distribution list at the bottom of this message.
cc:
Subject: latest draft of mono new orleans remarks
Please send comments back ASAP, thanks. Paul (65716)
Draft 9/24/995:55 p.m.
Glastris
:'
PRESIDENT WILLIAM J. CLINTON
REMARKS AT SOPHIE WRIGHT MIDDLE SCHOOL
NEW ORLEAN, LOUISIANA
September 27, 1999
Acknowledgments: Rep. Jeffersoh; Senators Landrieu and Breaux; New Orleans Mayor
Marc Morial; Superintendent Col. ~lfonse Davis; Principal Charlotte Mathew; 7th grader
Nonya - Grove.
The Founders of our nation believed two things that were quite radical at the time.
They believed democracy could be made to work, and they believed all citizens could and
should be educated. If fact, their faith in the former rested on their faith in the latter. "
Educate and inform the whole mass of the people," Thomas Jefferson said, because "an
enlightened citizenry is indispensable for the proper functioning of a republic:" The longer I
live; the more I've come to realize just how smart the Founders were--about a lot of things,
including education. I've prollably visited more schools than any President in history. Never
have I met a student who couldn't learn-and learn at quite a high level.
Coming here to Sophie Wright Middle School only strengthens my faith that all
students can learn. If you want proof that this school is capable of high academic
achievement, just look at students like Nonya Grove, who scored at the 95 percentile on the
science portion of the Iowa Test of Basic Skills. Everything I have heard about your plans for
change convinces me that you will turn this school around. I have seen other schools in other
cities dramatically improve themselves by doing precisely what you are doing: raising.
standards, focusing on the basics, holding students, teachers, and principals accountable, and
giving them the tools they need to succeed, from tutoring to staff development to after-school
programs to computers .
. I believe the federal government has an obligation to help provide the tools you need to
strengthen accountability and improve learning. And for six-and-a-half years my
�·,
...
administration has worked hard to fulfill that obligation, along with Con. Jefferson and, Sen.
Breaux, and Sen. Landrieu. Together, we have helped every state, including Louisiana, adopt
tougher academic standards with our Goals 2000 program. We've helped hundreds of school
districts crack down on drugs, gangs, and violence. We've encouraged school uniforms-and I
am delighted to see that Sophie Wright Middle School has, too. We've begun to organize an
army of tutors to help elementary school children learn to read and middle school and high
school students to prepare for college-and those tutors are coming to Orleans Parish schools.
Last fall, we fought for and won from Congress a down payment on 100,000 new highly
trained teachers to reduce class sizes in the early grades. That has meant 108 more teachers
for Orleans Parish schools. I'm also delighted that the Orleans Parish has received $12 million
from our federal E-rate program, spearheaded by VP Gore, to help connect your classrooms to
the Internet.
We have made education a new and urgent priority for our national government, even
as we've worked hard to bring fiscal discipline to Washington. Over the past six-and-a-half
years, we have shrunk government, balanced the budget, and turned a federal budget deficit of
$290 billion i~to a budget surplus of $99 billion this year, with growing surpluses projected
for years to come. At the same time we have nearly doubled our investment in education and
training.
There can be little doubt today that this strategy, of fiscal discipline plus greater
investment in priorities like education, has worked. Reading and math test scores that are
rising across the country, with some of the biggest gains in urban areas. And we are enjoying
the longest peacetime expansion in our history, with 19.4 million new jobs; rising wages; the
lowest unemployment rate in 29 years; the lowest welfare rolls in 32 years; the lowest crime
rates in 26 years; and the highest rate of home ownership on record.
Now the big debate in Washington is what are we going to do with our prosperity. I
believe this is a special moment in history, and that we have a rare opportunity-and a
profound responsibility-to use our prosperity to pIeet America's long-term challenges-three
.'
challenges in particular.
First, if we want to keep this economic prosperity going and spread it to the people in
the communities that have still not felt its full effects, we, must use the surplus to pay down the
debt for the first time since 1835. That would mean lower interest rates, more investment,
.
.
" . . ,
and higher incomes and more jobs for till our people. And ~e l1l:ust also give Americans the
same tax incentives to in the poorest neighborhoods in America, that we give them to invest
developing markets overseas. .
"
Second, if my generation, the Baby Boom, is serious about making sure our retirement
does not impose a huge burden on our children and their ability to raise our grandchildren,
then we must secure Social Security and Medicare and modernize Medicare by adding
prescription drug coverage.
Third, if we want our children's generation-an even bigger generation than the baby
boom, and a far more diverse ohe-tohave the :t?ture that they deserve, we must provide them
�with world-class education.·
We can meet these long-term challenges, and still have tax cuts we can afford. I made
this clear last week when I vetoed the tax bill the majority in Congress sent me-'-because their
tax bill was wrong for Medicare, wrong for Social Security, wrong for the economy, and
wrong for education.
.
l
If want to work with Congress to meet these fundamental obligations. Then we can talk
about having affordable tax relief that both parties can agree on. In my balanced budget, I
called for tax cuts to help school districts build, renovate, or expand 6000 schools. The ,
majority's tax plan would have funded only one-tenth as much school construction. That's not
good enough. There are simply too many schools in America like Sophie Wright, with leaky
roofs, termites in the walls, and not enough classrooms~
Last week, the House leaders unveiled an education budget that is nearly $3 billion
below what I called for in my balanced budget. It eliminates our effort to hire ioo,oOO new,
highly-trained teachers to reduce class size in the early grades. It denies hundreds of
thousands of young people access to after-school programs. It fails to improve and expand
Head Start. It cuts our successful America Reads program to provide reading tutors for
children who need them. It eliminates the GEAR UP program, which helps young people
prepare early for success in college.
The majority not only refuses to invest more in education. They refuse even to demand
. better results from education .. Back in May; I sent Congress my Education Accountability
Act. It would require every state and school district receiving federal help to take the steps
you have taken here in New Orleans-from ending social promotion to empowering parents by
gfving them report' c,!rds on their schools. It's been four months, and Congress has yet to act
on my accountab~lity agenda.
Now, as Con. Jefferson says, we must demand more of our schools and invest more in
them. That's why my balanced budget calls for spen4ing$200 million to help schools turn
.
around low-performing schools, or shut t~e~ 40wn and let parents choose to send their
children to other public schools. This is a strategy that llasraised student test scores,
substantially-and often dramatically~in Chica~~. Houston, Dade County, Florida, and in
North Carolina. It is the strategy you are employing here in OrI(!ails Parish and across
Louisiana. Yet the majority in Congress has offered not one penny for this purpose. Not one
penny.
We need more accountability--not just from schools and students, but from Congress.
The majority in Congress should understand that if they try to pass an irresponsible education
budget and go home, they will be held accountable.
If the congressional majority truly believes, as I do, that all students can meet high
standards, including students in low-income neighborhoods, why then do they refuse to invest
in accountability measures that are proven effective in helping students meet high standards?
�."
Are they more persuaded by their ideology than the facts? Are they more interested in scoring
partisan political points that in truly helping students in low-income neighborhoods learn? In
their hearts, do they really believe that students at schools like Sophie Wright can meet high
standards?
I know I believe you can meet high standards. I know you believe it. I know your
parents, your teachers, your administrators believe it. And I know Cqn. Jefferson believes it.
That's why he's been fighting for more teachers, better training, smaller classes, and for
modern school buildings. He's fought hard for these things in Washington. Let's help him
take that fight to Baton Rouge.
Thank you and God bless you.
Message Sent To:
Terry EdmondsIWHO/EOP@EOP
Joshua S. GottheimerIWHO/EOP@EOP
Bruce N. Reed/OPD/EOP@EOP
Cathy R. Mays/OPD/EOP@EOP
Andy Rotherham/OPD/EOP@EOP
Bethany littie/OPD/EOP@EOP
John B. Buxton/OPD/EOP@EOP
Loretta M. UceIliIWHO/EOP@EOP
Joel JohnsonIWHO/EOP@EOP
linda Ricci/OMB/EO,P@EOP
Michele BallantyneIWHO/EOP@EOP.
Melissa G. Green/OPD/EOP@EOP
Jason Furman/OPD/EOP@EOP
Patrick M. Dorton/OPD!f,:OP@EOP
Carolyn 1. WuIWHO/EOP@EOP
linda L MooreIWHO/EQP@EOP
Karen TramontanoIWHO/EOP@EOP
Bridget 1. LeiningerIWHQ/l:PP@EOP
\
�'0
HEADLINE: Orleans has most of the worst public schools, report card says
BYLINE: By GUY COATES, Associated Press Writer
DATELINE: BATON ROUGE, La.
BODY:
Of Louisiana's 1,188 elementary and middle schools, 57 have been judged
as such bad schools that must be improved in th~ next few years or face
closure. Fifty of them are in New Orleans.
Another 497 were labeled as below average in the assessment done by the state
Department of Education and released Thursday.
The schools were scored on how students fared on two different tests and on
such items as attendance and dropout rates.
The testing is part of Louisiana's new school,accountability system. In
addition to school performance, the system also is to grade student
performance. This school year, 4th and 8th grade students will be tested.
Those failing will not be advanced to highe~ grade unless they attend and pass
summer school courses.
"We've got a long way to go but you can't fix something unless you know where
it is," Gov. Mike Foster said at a news conference as the scores were released.
"Now, we know'where the problems are.
"I said when I took office that we had to do something different or we would
not recognize public education in a few years. But, this will work because we've
brought everybody to the table, the Legislature, the education board, teachers.
Everyone has, bought into accountability."
The schools that score as' unacceptable get first attention, followed by
those that are below ,average.
Teams of educators are sent to the schools to find the problems and work up
game plans for improvement. The teachers may go through a training course.
"\
\
If a bad school does not improve within two years, parents will be able to
send their children to another public school. Eventually, such actions could
shut down an unacceptable school that does not improve.
The announcement brought immediate reaction from state Sen. Tom Greene, whose
campaign for governor includes a proposal to give students scholarships to
"attend any school. Greene said that would make parents responsible for their
children's education.
"You have to address the individual needs," Greene said. "The system can't do
that as well as the parents. The accountabiltiy has to be with the parents."
The scores also came up at a news conference in suburban New Orleans, where'
the Louisiana Federation of Teachers, a teacher union, endorsed U.S. Rep.
William Jefferson for governor.
LFT spokesman Fred Skelton said the test results "shouldn't come as any
surprise."
'
He noted that many of the schools are in areas of high poverty,
unemployment and undereducated parents who cannot help their children with
�school work.
"We can go around and play the old Louisian;l tradition of the blame game:
The teachers don't work hard enough. The parents don't do enough. We can now
make a decision to give students what they need to succeed."
Jefferson then outlined his plan to improve schools, including $ 160
million in teacher pay raises, an increase in teachers in the early grades so'
that there would be no more than 17 students per teacher in grades K-3 and
repairs and remodeling of crumbling schools around the state.
How to pay for it? Jefferson had two specific proposals to pay for at least
some of it. He would do away with a $ 130 million inventory tax exemption that
he said has failed to draw wholesale businesses. He also said $ 100 million of $
200 million in bond-fmanced construction projects for the state last year
actually went to local projects with the blessings of the governor, who wanted
to curry favor with lawmakers. He said he would end bond financing of local
projects, except for schools.
,
Jefferson rejected the idea of vouchers, and he made a fleeting reference to
the oil refinery tax being pushed by Democrat Phil Preis, who also is
challenging Foster. "I'm not talking.about a tax that has been rejected before," '
Jefferson said of the refinery tax, which has been repeatedly rejected by the
Legislature.
In New Orleans, school officials said th~ bad showing was expected, so
efforts are already under way to involve parents and improve scores.
A.G. Davis, chief of the New Orleans schools, said principals and teachers
will be given information about the tests so students can be instructed in
those areas covered by the questions. In addition, he said, they will be, given
things like additional textbooks.
The biggest punishment is a loss of self esteem by the faculty and principal, ,
said Leslie Jacobs, one of the governor's two appointees on the Board of '
Elementary and Secondary Education.
The embarrassment of being labeled unacceptable is usually enough to bring
about improvement, said Jacobs, adding that such is the case in other states
with similar accountability programs.
All of the schools must improve, even the only school in the state to be
labeled as a School of Academic Excellence, South Highlands Elementary in
Caddo Parish. That school scored 155.7 out of a possible 200 points.
Poverty is part of the reason why some of the schools scored low, said
Jacobs, noting that most of the Orleans schools are in poor ~eighborhoods.
But low. funding and poverty cannot be used as an excuse for poor performing
schools, she said.
Four of the poorest schools in the state in terms of children in poverty
had relatively high scores, she said: Hillcrest in Lincoln, Slocum in Rapides,
Collingston in Morehouse and Fenton in Jeff Davis Parish.
The Legislature must not stray away from the accountability program, she
�said. "This is a beginning."
What happens politically when parents start getting word this school year
that their kids are not going to be promoted? .
"Some of us just have to have intestinal fortitude," she said. "I think they
will. They know it's not doing the students any good to move along when they
haven't mastered basic skills."
�September 24, 1999
EDUCATION .EVENT AT SOPHIE B. WRIGHT MIDDLE SCHOOL
DATE:
LOCATION:
EVENT TIME:
FROM:
I.
September 27,1999
Courtyard, Sophie B. Wright Middle School
New Orleans, Louisiana
11 :05am - 12:20pm
Bruce Reed
PURPOSE
To address the need for both investment and accountability in public schools, and to urge
.Congress to send you a bipartisan Labor/HHS/Education Appropriations bill which
makes investments to reduce class size, improve teacher quality, expand after-:school
programs, modernize schools, and turn around failing schools in order to increase
accountability and ensure that all students receive a world class education.
II.
. BACKGROUND
You will speak in an outdoor courtyard, and will address an audience of approximately
2,000 people, including Sophie B. Wright Middle School students, teachers, parents, and
members of the New Orleans community. The Sophie B. Wright Middle School is a
grade 6-8 middle school with 564 students. 88 percent of the students come from
impoverished backgrounds, and 98 percent are African-American, 1 percent are Hispanic
and 1 percent are white. The students come from seven neighborhoods in the downtown
area. The school has been a low-performing ~chool for some time and was officially put
in corrective action last Thursday. As a result, a team from the school district will work
with the school to identify problems and develop a school improvement plan .. It is worth
noting that the students at Sophie B. Wright wear uniforms .. '
Overall, the New Orleans school system is in distress. Earlier this year a retired Marine
officer, Colonel Alfonse Davis was hired to run the school system. The Orleans Parish,
where this school is located, has 103 schools, 91 of which were rated as "academically
below average" or "academically unacceptable" schools. Statewide 47 percent of schools
earned these ratings. No school in the parish achieved either of the highest two ratings on
the Louisiana school accountability system although statewide only 1 percent of schools
did. Louisiana has put into place a reform package that includes raising content
standards, a long-range accountability plan for school performance, and investments in
teacher pay and training. The accountability plan holds schools accountable based on
�state tests in grades 4 and 8 (and eventually in high school) in math and reading.
"Academically unacceptable" schools are placed in corrective action and are assigned
assistance teams, and parents inchronically underperforming schools are given tije option
to transfer to another public school. The state also offers report cards, available on the
Internet, on state, district and school performance. In recent years, the state has raised
teacher pay and invested in technology and staff development for reading. The Governor
also tried unsuccessfully to push through a tuition voucher plan last year which would
have given disadvantaged parents the option of sending their children to private or
parochial schools.
At Sophie B. Wright you will speak about the need for both investment and
accountability in public schools and you will point out that higher standards,
accountability, and investment have worked to improve schools elsewhere and will work
in Louisiana. You will highlight your accountability plan, which calls for turning around
low-performing schools, improving teacher quality, ending social promotion, instituting
discipline policies, and issuing school report cards. You will also highlight the
investments that your balanced budget provides to ensure that students and schools meet
.high standards including support for after-and-summer school programs, reducing class
size in the early grades, your America Reads program and Head Start .. You will point out
that the House Republican LaborlHHSI Education Appropriations bill undermines your
class size reduction proposal, fails to invest in after-school programs, threatens efforts to
improve teacher quality, does not fund your proposal to help states and school districts
tum around failing schools and represents a step backwards in efforts to improve public
schools .. Your proposals continue to invest in what works while demanding greater
accountability, Republican proposals do neither.
III.
PARTI CIPANTS
Stage Participants:
Senator John Breaux
Senator Mary Landrieu
Scott Shea, Vice President, Orleans Parish S~hool13oard
Colonel Alfonse Davis, Superintendent, Orleans Parish
40 Sophie B. Wright Middle School students .
. Program Participants:
YOU
Representative Willia.ri1 Jefferson
Mayor Marc Morial
Gail Galapion, President, Orleans Parish School Board
Charlotte Matthew, Principal, Sophie B. Wright Middle School
IV.
PRESS PLAN
Open Press.
�•
V.
SEQUENCE OlfEVENTS
YOU will arrive at Sophie B. Wright Middle School, and will be greeted by Gail
Galapion, Orleans Parish School Board President, Scott Shea, Orleans Parish School
Board Vice President, Colonel Alfonse Davis, Orleans Parish Superintendent, and
Charlotte Matthew, Sophie B. Wright Middle School principal.
Senator John Breaux, Senator Mary Landrieu, Scott Shea, and Colonel Alfonse Davis
will be announced onto the stage.
YOU will be announced, accompanied by Rep. William Jefferson, Mayor Marc
Morial, Gail Galapion, and Charlotte Matthew, onto the stage .
. Charlotte Matthe~, principal, will make welcoming remarks and introduce Gail
Galapion.
Gail Galapion, Orleans Parish School Board President, will make brief remarks and
introduce Mayor Marc Morial.
r
Mayor Marc Morial will make brief remarks and introduce Rep. William Jefferson.
Rep. William Jefferson will make remarks and introduce YOU.
YOU will make remarks, work a ropeline, and depart.
VI.
REMARKS
To be provided by speechwriting.
�08/04/99 - News: Summer School in ... s in the Big Easy - Education Week
"
,
wysiwyg://6/http://www.edweek.org/ew/1999/430rlean.hI8
~ 4~:;:- finding what you;re looking for?
EDUCATION VlEEK em the WEB
TEACHER MAGAZINE
Summer School in New Orleans:
Serious Business in the Big Easy
Throughout the long, hot summer days here, children ride their bikes',
cool off with a swim in nearby lakes and pools, or play Nintendo.
Most children, that is. But for a dozen students in a muggy classroom at
Sophie B. Wright Middle School, and thousands of others throughout the
city, that yearned-for freedom is a long way off.
Read our story,
"Programs That
Promote Summer
Learnm~ Gam
Populanty," June
23, 1999.
These soon-to-be 4th and 8th graders have put seasonal pastimes aside
for some serious business: a new, high-stakes state test that most of them
are at risk of failing when they take it next spring.
Nearly half the nation's big-city school districts have summer school
programs in place this year, products of the push for accountability and
renewed demands to end the practice of promoting students who aren't "
academically ready. But New Orleans' approach differs from.most of
these districts'.
"Chicago Centers
Target 8th Graders
m TranSitIOn, '.'
ApnI21,1999.
c
Pushing students through drills and exercises geared explicitly toward
better scotes on the Louisiana assessment isn't the primary focus of the
city's Extended Learning, or "Ex-L," program. District leaders believe
that a broader curriculum of creative lessons offered ina relaxed
environment witll smaH .Classes will lead in the long run to better test
scores.
"We wanted something proactive rather than rea~tive. and came up with a
program that's not remedial and not "mandatory," said Calvin P. Casmier,
who oversaw the development pfth" program as interim superintendent
.
before taking a medical leave of absence last month.
.
.'..
..
,
"Crew Announces
Summer School
plan forN.Y.C.,"
March 3, 1999.
.
.
And in another significant difference. the program is not just for the" "
lowest-performing students. The district encourages. ~ut does not require,
students from all academic levels to participate.
Five-Week Program
At Wright Middle School, the 'change from the normal routines of the
school year is immediately evident, and there is little of the relentless
test-taking focus that is the mainstay of other summer programs.
The students have abandoned the uniforms they wear during the regular
school year for shorts, T-shirts, and sandals.
On a sweltering day last month, Gwendolyn Ridgley is busy
10f4
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incorporating her class' soda:..drinking habits into a math lesson on ratios.
"How many sodas do you drink in a week?" booms Ms. Ridgley, who
like other teachers in the program earns extra pay for summer duty.
"We need to find the range, the median, and the mean," the teacher adds
as she moves around the classroom. "And then we're going to move on."
About 120 students between the 7th and 8th grades fill out the classrooms
in this once grand hut now aged middle school in the uptown section the
city. In this first year of the Ex-L program, about 7,400 rising 4th and 8th
graders in the 82,000-student district are participating. The free,
five-week summer program runs from 8 a.m. to noon and includes both
breakfast and lunch.
No grades are awarded. To gauge progress, students are given a
diagnostic test atthe beginning and the end of the summer session.
Of course, the underlying goal of the summer program is to make sure .
New Orleans students are ready for the state test, the Louisiana
Educational Assessment Program.
The test, known as LEAP, takes on new importance in the coming year.
For the first time, students who fail either the mathematics or reading
portion of the test will face mandatory summer school and could be held
back a grade.
High Failure Rate Expected
According to Mr. Casmier, the state has predicted that as many as 80
percent of New Orleans students who take it could fail. That could lead
city to turn to a more test-oriented summer school program.
the
the
"We started asking early in
'school year what could we do to prepare'
. for LEAP," said Mr. Casmier, a 40-year veteran of the district. He served
as the inte.rirnsuperintendent until'a retired U.S. Marine colonel,
Alphonse Davis. ,too~ up ~he perman~nt post last mpnth .
I
,
.
.
W~ig~t Middle School, like m~y o.f the city's aging ~nd run~own s~hool
bUIldmgs, seems a gloomy settmg for learmng. espeCially With the City'S
swamp like summer 'climate.
' ,
,
Elaborate moldingsand wooden'pillars have been ravaged by termites,
roof leaks have left rotted walls and,floors. and rlIsted. sealed-up lockers
line the hallways.
.
.,.
,
But like most of the summer school sites, Wright has air conditioning,
and the students seem engaged.
"I like coming," said Frederick McFarlane, a studious-lOoking
13-year-old in round glasses and a buttoned-downshirt. Frederick, who
said he gets decent grades, opted to. come to the program because he
wants to improve.
Even when pressed, he didn't mention any specific anxiety over the
upcoming state test. "It's better than regular school because you get to do
fun stuff," he said, such as hands-on and group proj~cts. "And you ,get to
20f4
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.
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wear regular clothes."
. The small class sizes in the program have made it a lot easier for teachers
to do their jobs well and to be creative with lessons, said Charlotte L.
Matthew, Wright Middle School's principal. The Ex-L program requires
fewer than 15 students per class, while classes during the regular year can
be as large as 35 student, she said.
As aresult, Ms. Matthew said, "scores are going up, and students and
teachers are having fun."
Benefits for Poor Students
Though the school sits amid gentrified homes a few blocks west of the
city's famous Garden District, many of its students are bused in from
housing projects nearby. Poverty isa reality for most of the district's'
students: About 83 percent qualify for free or reduced-priced lunches.
Summer school can be especially beneficial for poor students, experts
say. When school is out, children from poor families often do not have
access to the learning opportunities enjoyed by their middle-class peers:
books, camps, travel, and recreation.
During the summer, low-income students "don't get the same kind of
day-to-day cognitive enrichment as upper-income students," said Karl
Alexander, a sociologist at Johns Hopkins University in Baltimore who is
conducting a long-term study on the progress of students in that city.
"The achievement gap widens over the summer,1l he added, but summer
sch<?ol can help reduce it.
In New Orleans, organizers have made an effort to differentiate the
summer program from the rest of the school year.
.
"The climate is different. The atmosphere is light but effe~tive, and kids
are responding to that," said Gertrude A.lvory, the interim director of the
program. Though achi~v¢ment statistics aren't yet available, she believes
the program is having Q strong effect. .
'It's Been Great'
Teachers in the program agree th~t Ex-L seems to be working.
Across the city, at Martin Behrman plemeptary $chool, an old building
surrounded by oil refineries; public housing, and ~ phaniling historic
neighborhood, Lillian Gibbs and her students seem to ~e enjoying
themselves.
.
All eyes follow the veteran teacher as she saunters around the classroom,
patting heads and answering questions.
She moves smoothly from biology--a lesson on the esophagus--to long
division to a small writing project.
When she begins a math problem on the board and calls for volunteers,
nearly every hand in the room reaches for the sky.
.
30f4
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"I'm so excited about your interest," she says, smiling. "I enjoy every day
you all are like this."
Later, she tells a visitor that she wishes the regular school year were as
rewarding.
"Because of the small class size, I can really pay ·attention to every
.
student's needs," she said. "It's been great. They work hard every day and
have learned a lot in a short time. It makes us all happy to be here."
PHOTO: Lillian Gibbs, a teacher at Martin Behrman Elementary School in New
Orleans, says the small classes and relaxed atmosphere of the summer Extended
.
Learning program are paying off with her students.
labari Powell, who will be a 4th grader this fall at Behrmari Elementary, works on a
math problem in Ms. Gibbs' class. --Benjamin Tice Smith
4of4
9/24/19996:00 PM
�Bethany Little
09/24/99 03:58:04 PM
Record Type:
To:
Record
Andy RotherhamlOPD/EOP@EOP
cc:
John B. Buxton/OPD/EOP@EOP
Subject: Re: $
All three New Orleans parishes combined received about $7.6 million in Class Size Reduction funds(this
is given out by county or parish), and Louisiana got about $15 million in Reading Excellence Act grants.
�Sopbie B. Wright Midd'e Sdloot C!pened iii
t 9,2. It js B tluee~ory .1llB.WllIY buillipg
with ilUditari~m. cafeteria ~d blacktop
5_
play &rea. We serve over S60 six1h,
&WeIth. at;d eigtltb gptfe ~ents-who
res ide prilqlrily in
and dou~1e
,famjly d~gs iQ bptb iQe immec:ti.ftte
uptown peigbbDlhQo4 bc:t\."fn tlapolecn
JOel Louis~ Avenu~ in JU exp~
Cajltihon ,eqtiQll pf~e city. ~usepf
this ~ altBD. . .qe clistriOt. oWJ 1.5%
OW'
tak1J public trqnspoJ1aJloil to
school.
.
of
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•
.(!
As Sophie B. Wright Middle Schad:·
We- Itrife tD maintain flo -~vir~nmeRt ill
1"hida ~qeab,
.
, a.re em,owered to aFhieve tholl
mdivi4&al goals and visiQOS;
, afe ~re arii imp~ ~use their
OJIlnions lito ~u~
, ' a~ co¢iGually clJaIleosed; aDd
, are fftOgnized for accmnpJi.ttunents
and a j9b wdl dope.
We ar~ BUl:.feuful by destao.
Our job is to:
•
Il!lcb l\41.IIbJ,IEcrts
, etceCKlbenclimarks
f rtjeef. opr W,8h expectations
SUtt:e!l1I powers o1Jl' eodeafOT8.
In cm:Jer to pR)~de an environment that
eDcourage6 open comrnunU:ation we will:
, attentivel)' liIteo ~ aU CXJDC8B!S;
, address conamu and exceed
e&'pt:cbltions;
II
• 't~ aU perSODS
witb dignrty aod
Cesp~and
• 'maintain loyalty tc the ft\Jde«s and
.
In s1lthiop we eboolc tQ.do the Wright
thing.
stBff~
tIWorftingToge1hn:
»'"Cun We Mlln,.
We VIII SIICC.!"
J
Sophie B, Wright Midd~e Scttool
14~6 N"poleon Avenue
New Orle~, Loui.si~ 7011 S
S04-896-t,(}93
TutoriDs P!:ograpJ for girls II, - 14
• Tu1a.oe CAPS - Me:rtoring PRlgQ.Ol
I!,1'
';.'
~sitive Talk
• Title .. qnd VI - Staff DeveloplPe:ot
~~ S~epce. Tedmotogy
• fOfiqe Chl1dRlQ - W,,""y WISe
Telcl1iog PragrBlD
Orsani~ ~ three mem~f
interdi~~lina.ry~. i.JIst:ri.a~iOD
• Delta A~emy- ",ento~$ and
belMs
witIf tijagoostif. ~~B aptd m.atll~as
syneys. Add.iP~ support for redins
apd ~cs is provided by in ,chool
I~bs ~d after scl\ooll¢orials. A visicn for
stuIm amered instructional delivery was
developfd in 1996,..d guidft ow pJaoo..ing
and implemetlta~on oftbe sra.nd.anJs bal.d.
qmittfllllll. TJdrnolosy i& iotegrated into
&tu4enf. xtivrues ao~ research project,.
. StllQeqts CXlple t.Q u~ with all aycrage qf
fowth B1'Vll. ql rea"'ln.. ....
.t.ol skills'
..-.ue ..I
l1lIIttematic,. w,tl'vered in 0111 distcict'll
a~c:ouut.af,Uity prpgJa1ll. tlachers have high
~ns and work to provide riaorous
ac~Ijlics ~ support toh~)p ~cs
meo~ thoie ~ectations.
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• Reading Through Technology - Sixth
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•
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• AuJo~ed o~ 1o,opo voll.1.ll1e libnry
• ~EPtJP E",D!P-.ry S~epce Prc~
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f.dpc¢oo
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For %11Dre inf~on qOlltalt
ChEirlotte L. Mattmew, IitiPclppl
896-4094
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John B. Buxton
09/23/9908:28:12 PM
Record Type:
To:
Record
. Paul D. GlastrislWHO/EOP
cc:
Bethany LittleIOPD/EOP@EOP, Andy Rotherham/OPD/EOP@EOP
Subject: corrective action in LA
Paul,
Sophie B Wright will be in Level I Corrective Action. See below.
Corrective Actions
Corrective Actions are intended to provide schools with additional tools and
resources to help them improve student achievement. There is also an
expectation that extensive efforts will be made by students, parents, teachers,
principals, administrators, and the schoolb6ard to improve student achievement
at the school. There are three levels of Corrective Actions. The intensity of
each .level increases if a school fails to show adequate growth.
Levell: Working with District Assistance Teams, schools will utilize a state
diagnostic process to identify needs, redevelop school improvement plans, and
examine use of school resources. BESE has also recommended the legislature
create a School Improvement Fund to assist these schools.
Level II: A highly trained Distinguished Educator (DE) will be assigned to
schools by the state. These DEs will work in an advisory capacity to help the
school improve student achievement, The DE will make a public report to the·
. school board on his/her recommendations for school improvement. Districts'
must then publicly respond to these. recommendations. For any Academically
Unacceptable Schools within Levelll,.parents will have a right to transfer their
child to a higher performing public school (see me student transfer section pp.
5-6 for more details).
.
.
.
Level III: The Distinguished Educator will continue toseNa In an advisory
capacity. All parents of sChools in Level III now have the right to transfer their
child to a higher performing public school. Districts must develop a
Reconstitution Plan (see page 6·for more details) by Springof the first year in
this level, and submit the plan to BESE for approval. A Level III school must
demonstrate growth equaling at least 40% of its Growth Target or 5 points,
whichever is greater, during its first year in this level. If such growth is not
achieved, the school must be reconstituted prior to the beginning of the next
year (if BESE has approved the Reconstitution Plan). If not, the school will lose
its state approval and state funding.
Schools with an initial School Performance Score of 30 or less will immediately
receive Levell Corrective Actions (Fall 1999 for some K-8 schools; Fall 2001 for
�some 9-12 schools).
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ACTION/CONCURRENCE/COMMENT DUE BY:
FOR APPROPRIATE ACTION: _ _ _ __
FOR YOUR INFORMATION:
DATE:
FROM: LINDA MOORE, DEPUTY ASSISTANT TO THE PRESIDENT
AND DEPUTY DIRECTOR FOR POLITICAL AFFAIRS
ROOM 114, EXT. 6-5247
~~J-~'
SUBJECT: __
mM~
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_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
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2850EOB
Ann Lewis
Lisa Brown
2660EOB
Tanya Lombard
1150EOB
Jocelyn Bucaro
Jennifer Luray
150EOB
Dan Burkhardt
Thurgood Marshall
1600EOB
Andrew Mayock
1150EOB
Kay Casstevens
S-212 Capitol
Mary Beth Cahill
1220EOB
_Minyon Moore
1300EOB
_Aviva Steinberg
1840EOB
Lynn Cutler
1060EOB
Anne McGuire
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1600EOB
Maurice Daniel
273.50EOB
Monica Dixon
2800EOB
Mona Pasquil
1150EOB
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185.5
Denise Dorio
I FLWW
Jennifer Palmieri
2FLWW
Jay Dunn
1160EOB
Skye Philbrick
1490EOB!
Fred Duval
1060EOB
Orson Porter
1150EOB
Julie Eddy
1840EOB
Bruce Reed
2 FL WW ,
Mike Feldman
2820EOB
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Julie Green
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Wendy Hartman
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Patti Solis-Doyle
Audrey Haynes
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Nancy Hemreich
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Dave Thomas
Craig Hughes
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Karen Tramantano
Mickey Ibarra
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Loretta Ucelli
1970EOB
Moe Vela
2650EOB
Cecily Williams
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Cynthia Jasso-Rotunno
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Laura Graham
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to
Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
AND TYPE
DATE
SUBJECTfflTLE
001. memo
09116/1999
Cheron BryJski to Bridget Leininger (2 pages)
RESTRICTION
Personal Misfile
COLLECTION:
Clinton Presidential Records
Domestic Policy Council
Andrew Rotherham (Events)
ONBox Number: 17351
FPLDER TITLE:
New Orleans Event
2011-0103-S
rcl63
RESTRICTION CODES
Presidential Records Act -(44 U.s.c. 2204(a)(
Freedom of Information Act - IS U.S.c. 552(b)l
PI National Security Classified Information [(a)(I) of the PRA)
P2 Relating to the appointment to Federal office [(a)(2) of the PRAI
P3 Release would violate a Federal statute (0)(3) of the PRA]
P4 Release would disclose trade secrets or confidential commercial or
financial information 1(0)(4) of the PRA]
P5 Release would disclose confidential advice between the President
and his advisors, or between such advisors [a)(5) of the PRA)
P6 Release would constitute a clearly unwarranted invasion of
personal privacy ((9)(6) of the PRAI
b(l) National security classified information [(b)(l) ofthc FOlAl
b(2) Release would disclose internal personnel rules and practices of
an agency [(b)(2) of the FOIA)
b(3) Release would violate a Federal statute I(b)(3) of the FOIA]
b(4) Release would disclose trade secrets or confidential or financial
information l(b)(4) of the FOIAJ
b(6) Release would constitute a clearly unwarranted invasion of
personal privacy l(b)(6) of the FOIA]
b(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIAI
b(8) Release would disclose information concerning the regulation of
financial institutions l(b)(8) of the FOIAI
b(9) Release would disclose geological or geophysical information
concerning wells I(b)(9) of the FOIAJ
C. Closed in accordance with restrictions contained in donor's deed
of gift.
PRM. Personal record misfile defined in accordance with 44 U.S.c.
2201(3).
RR. Document will be reviewed upon request.
:I
I
~
.I
~
�.,
.~
Education Woes,
Democrats on Target,
Congress Misses the Boat
By Congressman William Jefferson
Eight months tlgO, on a chilly, rdiny night in January,
President Clinton is!lucd a challenge to (he U,S. Congress
to emhark on n program to provide every single child in
Amcrica with the oppormnily to receive u world cla~s
education.
TI1C President outlined a Democratic plan to extend our .
country's world-wide reputation for providing the world's
highest quality college education 1.0 our elementary and
secondary schools.
Last momh in New Orleam, the President reiterated his
chaJlenge at the convention of the American Federation
of Tenchcrs.
.
"If you do nOI want out' country to continue to be di.
vided along the lines of income, to continue to grow more
unequal, if you don't want thc21 S' Century to he an
America where there are fabulously wealthy. succ-cssful
people living alongside breathtakingly
poor people. isolated ill areas wl1cr,~
opportunity never reaches - we have
to realize that if this is an Information
Age and if the erom)) ny is gmwi ng by
ideas. the.n it is more important than
I
I
ever beforo that educational excellence ,
be universal," the Pre-sident said.
The challenge Congress muSl tuckle
il; simple, yet important
.
• Reduce class size. Help local s(:hoois hire 100,000 IlC\V,
well-tJ-ninC(1 teachers for grades l~"~~sis important
to reduce c1a!lS size from the national average of one
tcacher for 22 stude.Jlt~ and an Orleans/Jefferson Par
ish average of one leacher for 28 students 10 an aver
age of 18 students per teacher. This
alJow more
personal attention for each pupil as they learn impor
tant skills,
'
• School constructJ.on. Provide $5 billion WOl1Ja of tax
breaks over the next five ye,lrs to help k'lC<d communities
build or moclerni7,c 5,000 schools and connect evety &~hu()1
to the Internet. 111is is really important for older school
syslcms like our public schools in New Orleans, where
~ome "tempontry da~srooms" arc over 40 yenrn old,
• Education Opportunity Zones. Invest in 50 high-pov
erty urban and rural school district.. to help them imple
ment standards-based, district-wjde reforms, such as
ending «~oci(\l promotion of low-achieving 8Iuuent'l,
maintaining high academic ~t,mdards and developing
strategies to keep studenls from falling behind their
peers,
j
will
·Enroura~e college 8tt~ndancc. Ioitiat.e intenf.:ive ouln-.ach
programs for students and families in high-poverty areas
to encourage everyone to seck. the social and economic
tewards available to college graduates in America.
• It:xpand Acces.~ to After-School Learning, Increase the
21st Century Community Learning Program by $1 bil
lion over five yt""-dfS to provide sbut-up fonds fol' school
comOluuity, pru.tnerships to establish or expand before~
or after-school programs for school-age "latch key"l)tu
dent<;,
Unfortunately. the l05lh COImress has not yet addrcss{'.-d
(be <'Iuestion ofquality education seriously. Admittedly. there
has been an effon to provide "chuice in education," a legis*
Intive, initiafive that begs the question of providing quality
education tu every child through America's puhlic schools.
Proponents of choice simplistically argue that a qual
ity education can he obulined by al
lowing parent'\ to utilize a ''Voucher''
1.0 seek quality education for their chil
dren at a puhlic or private school of
their choice.
I
Anyone familial' with the state or
•
education in New Orleans public and
.,
private schools can see the folly of dlj~
initiative by raising this question:·
"What happens when our besl puhlic
and private school.!:' reach,capacity?"
. Clearly. the opportunity for quality education throUGh
vouchers and p~fCnlal school choice is Iimited by the space
available ~t topqllatity elementary and secondary school !i.
Thus, the promise uf quality education through vouch
ers and parental choice rings hQlIow.
C..ongress must come to grips with the reality of the
task it faces. America and its Congress can not, and must
. not abandon its obligation to provide the opportunity of
quality education through a system of public schools that
i\ddre~scs the need to develop the academic skills of each
and every, student, where no one scJlool is favored over
another, no matter where the school is located, nor where
the parent livc::;,
This wiU be. no easy task, and it is not H task that we
cao afford to sidestep with easy promises, and ~moke and
mirrors, TIle President has pmposed a starting point
more qualified teachers, smaller dass size, federal help
for school repairs and construction and increased funding
for bcfore- and after-school programs. It is. time for the
Con!,J'fess to move forward.
-
.
···,
0
<,
.
�~.
,..,
WILLIAM J. JEFFERSON
crJMIIIITTEE~,
SECONb ~;i,.It:I, t(.lI."SWU\
WAYS AND MEANS
SUOOOMMITTEE*:
"'lAUE
HUMAN AI'$(lll~(;ES
WA~HINGTON
OfRCf,
241l CIINNOIII HOOSE OFfIr.E BuuloNr;
2OS1!i
(21)2) ,,~ M:~11
WASHINGTON, DC
1802
LIONEL R. COl.lINS, JH.
CHieF 01' STAFF
CONGRESS OF THE UNITED STATES
DEMOCRAnc STEERING AND'
POLICY COMMITIEE
HOUSE OF REPRESENTATIVES
WASHINGTON, DC 20515-1802
WHIP AT·LARGE
orJ tHI(."T Office:
101211AII' Rc)GG!; FEDEAAI. BUILDING
!>O1 M""'I1.1NE ~T~EET
.Nly{ QRLEANS, LA 7013tl
'!i04~ &W-2274
TO:'
FROM:
DATE:
RE:
WJJ, Monique Frazier
Jean LaPlace
October 14, 1998
. Orleans Parish Public School Construction Nccds
I have a phone call into Ken Ducote at OPSB to get up to date statistics.
Here are the notes I took 'earlier this year, but those were before the school.
.
board tax election. I run not sure whether the constructions were addressed or if
the proposals passed.
\
- $537 million of construction needed to bring schools up to 1991
standards.
- Millage election called for 3.5 mi11s that would only address $175
, mi11ioll of construction needs, including $1 0 million tor energy efficiency
projects.
-' $25 million for asbestos removal ov~r next ten years.
- More than 400 portable classrooms over 40 years old ..
All renovation problems in New Orleans are compounded by the fact that'
more than half ofthe school buildings were built between 1852al1d 1939.
Renovation work requircd meeting Americans With Disabilities Act requirements,
asbestos remova1, insulation problems related to installation of a.ir conditioning (if
not properly insulated, humidity aggravates mildew and mold problems) plus
proper sealing for air conditioning triggers requirement to meet national air quality
standards~ state' of the art fire code regulations must be met; sewer and water
renovations (new water pipes/proper grease traps fUT school kitchens); wiring-tor
computers and addition of computers adds additional cooling requirements and the
cost of equipment necessitates tighter nighttime security.
This should give you an idea of the brick and mortar construction problems
faced in New Orleans and other m~jor urban (and even rural) school systems.
-30
�WithdrawallRedaction Marker
Clinton Library
DOCUMENT NO.
AND TYPE
002. email
DATE
SUBJECTrrITLE
John Buxton to Andy Rotherham re:contact numbers Nawlins school
(partial) (l page)
09/24/1999
RESTRICTION
P61b(6)
COLLECTION:
Clinton Presidential Records
Domestic Policy Council
Andrew Rotherham (Events)
ONBox Number: 17351
FOLDER TITLE:
New Orleans Event
2011-0103·S
rcl63
RESTRICTION CODES
Presidential Records Act -144 U.S.C. 2204(a)l
Freedom of Information Act - IS U.S.C. SS2(b)1
PI National Security Classified Information l(a)(I) of the PRAI
P2 Relating to the appointment to Federal office l(a)(2) of the PR4.1
P3 Release would violate a Federal statute (a)(3) of the PRA)
P4 Release would disclose trade secrets or confidential commercial or
financial information [(a)(4) of the PRA(
P5 Release would disclose confidential advice between the President
and his advisors, or between such advisors la)(5) of the PRA)
P6 Release would constitute a clearly unwarranted invasion of
personal privacy l(a)(6) of the PRA)
b(l) National security classified information )(bl(l) of the FOJA]
b(2) Release would disclose internal personnel rules and practices of
an ageney [(b)(2) of the FOIA)
b(J) Release would ~iolate a Federal statute )(b)(J) of the FOtA]
b(4) Release would disclose trade seerets or confidential or financial
information )(b)(4) of the FOtA)
b(6) Release would constitute a clearly unwarranted invasion or"
personal privacy [(b)(6) of the FOJA)
b(7) Release would disclose information compiled for law enforcement
purposes (b)(7) of the FOtAI
b(8) Release would disclose information concerning the regulation of
financial institutions )(b)(8) of the FOIA]
b(9) Release would disclose geological or geophysical information
concerning wells [(b)(9) of the FOtA)
C. Closed in accordance with restrictions contained in donor's deed
of gift.
PRM. Personal record misfile defined in accordance with 44 U.S.c.
2201(3).
RR. Document will be reviewed upon request.
�John B. Buxton
09/24/99 11: 10:48 AM
Record Type:
To:,
,
Record
Andy Rotherham/OPD/EOP@EOP, Bethany Littie/OPD/EOP@EOP, Karin Kuliman/OPD/EOP@EOP
cc:
Subject: contact numbers Nawlins school
Here are some contact numbers forCharlbtte MAtthews the prih'cipal at SOPhie B Wright Middle:
JB
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~
Sopbie B. Wright Middle. School opene~ in
1912. It is athre&-Story' masonry buildipg
with auditorium, cafeteria pnd blacktop
ptay area. We serve over 560 sixth,
seventh, aqd eight!:) gra~e students ~o
reside prinlarUy in siQgle and double
farOlly dwqlliog$ in bptl:] tile immediate
\JPtown neighborho04 b~eE)I1 Napoleon
fI1~ Louisiana Avenues in i"he expi4llqed
CaJrollton se<itiQO. pftbe city. :Qecause pf
this large att,elldlmce distri~ over 75% pf
9Uf studebts t;:Ik~ public tnplsporta~on to
.chool.
J,P.
At Sophie B. Wright Middle School:
We strive to maintain \in,el\vironment i:p
Which st:u4ent!;
,
• are empo)vered to achieve their
indivi9ua1 goals optq ~sions;
• Bfe seqlre and itnpoItant bepause their
optruons fire ~lu~d;
,
• ate ~ually challenged; jUld
• are recognized for accomplishments
and a jpb well dOne.
We ar~ sJlt~e1IsfuI by design.
L.,
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t '
~
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-
Our j~b is to:
, roa<fI ~llstu~e¢'!
, exceed benclnnarks
• Rleef; cpr bigh ~eatations
Success powers ont endeavors.
In order to provide an environment that
encourages open communication we wi1J:
• attentively listen to all concerns;
.'
.
, address concerns and exce~
exp~i~ns; ._
It. • treat all persons with dignity and
respect; and
• maintain loyalty to the students and
staff>
.
In all things we cboose tQ. do the Wright
thing.
(~WoTJring Together:
We Can, We Must,
We Will Succeed!"
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Sopbie B. Wrigbt Miqd~e Sc,,"ool
1426 N~poleon Avenue
New Or)~qs, Lo~sj~ 70115
504-896-4093
Teaching PrografD
Or~d by thr~ mem~e~
interdi!,ciplinaJy~, ipstru¢on be~s
wit!} diagnostic reading f¥ld tnJltJterpafics
quveys. AddiJ,ionaf sUPR0It fer reading
and mathe~cs is provide~ by in ~ool
. u.bs 8Q.d aftet scbooltuto~Js. A, vision for
student ceotered instructional delivery was
developed in 1996 and guides our planning
apd implern.entat~on ofthe standar$ bas~
c~culup:1. Technology is integrated into
.stu~6DJ. aptiyiqes and research projects.
Stui;l.e.Qt.s /ZoJIle tQ us with an average qf
fourth grad~ s1¢ls ip reading ~d
mathema:tiCf. W~Il 'verst1d in QUi district's
'accoUQta~il~ prpgram, teat::bers have high
exp~ctati~s and work to provide rigorous
academics ~d sQPp'oIl tQ h~Jp sflJderrts
me~ those ~xpectatioIls.
.
Gr.ant, apd Progr~~
• CEO Reaqmg Progr~
• lbterveJ:!.fion Progt'BJl\
• Career ~u~on ~rogram
• LEARN - Professional Development to
Implement Standards Based Instruction
• CBTF - Classroom Based Technology
Fqnd
• Louisia.'!la Dept. of1ieaJth and a~
Reso~ces - 811l Period After School .
Prpgrarp
• Ford Foundation Planning Grant
Collaborative Initiative."
• Coca"Cola Foundation ~ Middle
School Math Scholars
.. Reading Through Technology - Sixth
Grade Tutorial Reading Program '
t.n
.. Delta Aca~emy - Mentoring an~
Tutoring Program for girls i ~ - 14
• Tulane CAPS - Mentoring Program :positive Talk
.' itJe n anq VI - Staff I>evelopment-:
T
Math. S~ieItc¥, Techqology
• for flle ChUdreti - Wordly WiS9
• Accelerated Reader
• A~ol)U\ted oyer 10,000 volume librafY
• SEPUP EJrelIlP~ry Science Progr~
.. ~BAP Sc!enc~ Clu~ .
I:T:!
-0
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"<.D
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=
=
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• Cop.n~cted Mflth
• Ex-L After School Program
•
..
0'
=
--'3
;:;::
Great Books
Quarterly Parent Meetings by Grade
co
Level
Xavier &aqu-qay Scje~c~ Academy
..
~SOD P1ap.s C,?rrelated to Standards
• Tll!e Team Dl'Sign
~
.. .SclJool wi~e l>i~gnostic r~ding aIld
math program
Cpmm~oity P~ers
• Copelands. Inc.
--'3
• U.S. Navy
• Mo non"lds # 69
• W"tSQIl Mem~rial T~ching .¥infsfri~s
tr)
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•
•
•
..
•
•
4.
•
•
•
Parent Involvement
Progress Report Conferences
..,~ Compacts
~areot Advisory CpUl1cil
PareIits Teaching in Eight Hour Day
PfQgrBlIl:'
,
VIDE - Vol~eers Involved in Better
.pd\1~tioo
.
Full Ti.rQe Parent Advocate
NatjoqaiIy aflUiated ParentTeacher
Student Association
Homeroom Parent Representation
Parent Patrol
Hall and Cafeteria Monitors
c..-.
-0
0::::>
=
�JlIelacognitiye stnrt:egi~,graphic
orgqnizers, standards fpr lesso? plans.
alternative assessment,.
• Career Pa~ Mentors
• Paren~ Sub~ Teach~rs
• Quarterly Gr"de Levfo'l Parent
•
•
•
•
•
Meetings
field trip chaperoqes
fundraising
_
fh9D~ nanks,
~~trtlfi~o~ projects
fh9lltf Ma!fler two~w~y
~q:unuqications
.t\tt~ndance and
.
• CEO Discipline Progr~ Levels I,n.m
• ~eer MedU¢onIConflict Resolution
-Intervenfion Roo~
• TlIle lV Dm8, F~ S~Qoij
• AJtema~ve Sfhcol Afllliafion
• _Schoo) AS!iistan~ Team
fuU TinJe SoviaJ Worker
• fnt:\ividualllf1~ Qraup CpunseliQg
Drop Qut Preyelltion
• - Teen Outreach Program
• S9cial worker early detection ~~
prevention a,ctivities
• ~divi~ual ~d grpup cpupsC:'l~g
• P.\lone Mast~r~fpnttation system to
alert P¥eots -- '
• Awards program for good attendance
• ESTAS program. for at risk, over age
•
students
ExtraCl,lrriC1.llar p~ams
incetdive$: &~our Day, Teeri ()ut.reach
for .
•
~ciplinaFian
• Teacher IStudent Advocates
'rbfessioDal Develop~e.ttt
Site ~sed r;bff Pevelop[llent
•
• ~ff "'~veloppumt te.:jcheril i.q.
~tlcbpo~ogy ~d Readiq.g
• Peer ~chin8 and. stqdy groups
• T~ approach to interdisciplinary
teaching
• Standards based strucbire for content,
instruction and assessm.
Corr~lation in
• iBAP apd
~ctipn in all sqbj~ areas
PhYsical equcation re;l~3 and ~th
integration .
• Weekly t~m meetings monitoring
teaching aIld learning
Il. M~ntllly.subj~ area deparllrl:entai
meetings
Demonstration lessons
•
• Research based models for instruction:
multiple intelligences. rubrics,
'rrBs
•
,
Winners in ~oys anq Girls Flag
Football
CompetitiOIl Citywide
Stud~n~~
IJh!~jpli..e
-.
•
AchieyeIPept
LEAP CRT • Ei~ Plld~
_
Advanced - 0; PrOfi~ient0; Basic - ~; Approaching Basic - 12;
Unsatisfitctory ·'82
~aae Arts: Advap.ced 0; Proficiient
l~ twic - 10; Approaching l$asjc - 32;
Unsatistlictoty ~.56
.
564 stud,?nts g-nldes 6,7,8
25 regui.¥ educaqon cli:1.$ses _
]0 spec~l e~uCqtiQn cJ!l~~e$
88% povertY lev~l , 98% Miean
Americt\n, 1 Hj~p~ic. l % Whit~
%
l)eoved ftQli:L seVeR QeighborhpoQs i:ilfue
Y,lPtown area
en
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•
Teaching staff of35
• -Paraeduca.tors: 6
• SupportPersOIltlel: Fyll time
-Counselor, Socia) Worker, Security
-3
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=
=
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Quard. Discipli:AaHan,
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Part time Nurse, $ppech Therapist,.
Gifted ~auage Teacher, Gifte~ Art
M~th~mati~s:
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Sixth Grade Composite SC9re-21
Seventh Grade Composite Score 18
.
=
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Average diag~lO.sti¥ scores in ~rlillg and
mathematics when students epter the
school are at the fourth grade levei as
detf3rmined by die Gates '4aginiie Reading
Test and the Brigance Test in Mathetp.atics,
AW!lI"~s", '"
4L
.
4>ui~.a.:~g.bteers..Advancement
Program
Exemplary Program for 8 Hour Day
• _Exemplary Reading Plan
• . Math 24 Competition
For more information OOIlta¢
Charlo!1e L. Matthew, Principlll
896·4094
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Notes
Sophie B. Wright Middle School
1426 Napoleon Avenue
New Orleans, LA 70115
(504) 896-4093
Grade Range: 6-8
Orleans Parish
The 1998 Louisiana Legislature authorized creation of a School and District Accountability System to
help improve student leaming by requiring schools and districts to demonstrate annual progress
toward meeting state standards. Each school's performance is assessed, using a School
Performance Score (SPS) that is a composite of four indicators: (1) 1998-99 LEAP for the 21st
Century (LEAP 21) Test results, (2) 1998-99 Iowa Test results, (3) 1997-98 student attendance
rates (grades K-8), and (4) 1997-98 student dropout rates (grades 7-8). During the 1998-99
baseline year, the Accountability System addressed the performance of students in grades K-8.
Accountability scores for grades 9-12 will begin in 2000-2001.
.
'Your school's performance is baSed on the SPS for all eligible students (Regular Ed. & Special E<!.) ,
How Schools Performed
Name of Category
SPS Range
School of Academic Excellence
150.0 or Above
School of Academic Distinction
125.0-149.9
School of Academic Achievement
100.0-124.9
Academically Above Average
69.4-99.9
Academically Below Average
30.1-69.3
Issued: September 23, 1999
For More Infonnation
Please Contact
Louisiana Department of Education Website:
www.doe.stateJa.us
'
or call us toll free at:
1-(877) 4LEAP21
1-(877) 453-2721
State School Code:
Your District
#
I %
0%
0
0
0%
6
6%
6
6%
41
40%
State
%
0%
1%
8%
44%
42%
~etrli~IYI(!'I:~aooEiPi!f6ieIScnoOl: i!m\II:30\O::O'riBel~
Academically unacceptable schools will receive extra assistance from the district and the Louisiana Department of Education.
036131
State School Code:
036131
�,~
SPS Components and Weighting
1998-99 LEAP 21 Test Takers and Index Results
The School Performance Score (SPS) is used to measure each school's progress toward meeting
the state goal. The table below shows the components of the SPS that apply to your school and
·the weight of each component. The goal is to achieve an index of at least 1DD in each area.
ii'"
'[,,[['5%
The LEAP 21 Tests given in grades 4 and 8 measure the performance of students at your school on
content required by the state. Starting in1999-2DDD, students in 4th and 8th grades whose scores are
unsatisfactory will not be promoted. Summer school and an opportunity to retake the test(s) will be
provided for these students.
\J,~;,[L5:8,,::,':::,;L
~T:
"", ::0: D.1"""
.}'2S,iI_
Student Population Identified for the LEAP 21 and Iowa Tests
The percentages of regular
education and special
~f":;"""=:":~~"",":,,,.:,~:..:..::;t'-';';"';;;"""=:"'t,,,,",""-"=:9 education students are used in
• These students received zero scores.
1. Reflects all students eligible for assessment including gifted, talented, S04 students, Limited English
Proficient (LEP), and speech or language impaired students.
2. Reflects eligible special education students not included with regular education students for
Accountability.
3. Reflects students exempted from assessment.
Note: #1 and #2 reflect those students who completed tests, students who did not complete
tests, and students who did not take tests and had not b~en exempted.
1998-99 Iowa Test Takers and Index Results
• This category ini::!udes those students who received zero scores.
The attendance rate shows the percent of students who are present on any given day, all year.
• These students received zero scores.
State School Code:
036131
Sophie B. Wright Middle School
�Louisiana Department of Education - Press Release
http://www.lcet.doe.state.la.us/doe/news/prSPS.asp
Louisiana Department of Education
Post Office Box 94064 I Baton Rouge, Louisiana 70804~9064
(225) 342-4411 I Fax: (225) 342-0193
FOR IMMEDIATE RELEASE
Date: September 23, 1999
Contact: Doug Myers, (225) 342-3600, Fax: (225) 342-0193
SCHOOL PERFORMANCE SCORES RELEASED TODAY
Go to the School Performance Score,Website.
BATON ROUGE, La. - Making history, the state today released "performance scores" on its 1,188 K-8
public schools, rating them based on student scores on state and national tests, attendance and
dropout rates.
.
The school scores are part of the state's new School and District Accountability System.
"This is a historic day because this has never been done before in Louisiana," Gov. Mike Foster said.
"For the first time, we are judging our schools' performance and giving them scores based on specific
criteria. This means we will be able to help schools that have problems and reward schools that are
succeeding."
.
':Parents should be excited about this because, for the first time, they can see how well their child's
school is performing," Foster said.
Foster said Louisiana is joining other states - such as Texas and North Carolina - where
"accountability" programs have been successful in improving student performance.
, "And I expect that we will see the same, positive results here," Foster said.
.
,
,
Louisiana's public K-8 public schools receive "School Performance Scores" this year. Public high
schools will receive state scores in 2001. Private and parochial schools are not judged by the
program.
The system is the result of more than three years of work, first by a 27-member commission that
included parents, lawmakers, business leaders, and educators, and then carried forward by the State
Board of Elementary and Secondary Education.
Under the system, schools are scored based on how their students fare on two·tests -- the state
LEAP tests (60 percent) and the national Iowa Tests of Basic Skills (30 percent) -- plus attendance
, and dropout rates. Attendance accounts for 10 percent of the score in K-6 and 5 percent of the score
in grades 7 and 8. Dropout rates make up the remaining 5 percent of the score for grades 7 and 8.
o
•
•
•
•••
•
Using the scores; schools are given one of six labels - "unaccept!'lble," below average," "above
average," "school of academic achievement," "school of distinction," and "school of academic
excellence.""
/
Statewide:
• 1 school received a "school of academic excellence" label, scoring above 150 on a scale of
zero (being the worst) to about 200 (being the best). ,.
"
.'
,
• 14 schools received "school of academic distinction" labels, scoring between 125 and 149.9.
• 95 schools received "school of academic achievement" labels, scoring between 100 and
124.9.
"
'
• 524 schools received "above average" labels, scoring above the state's average score of 69.4
and 99.9.
• 497 schools received "below average" labels, scoring between 30.1 and the state's average
score of 69.3.
• 57 schools received "unacceptable" labels, scoring between zero and 30. >
The state's 1O-year goal is for all K-8 public schools to score at least 100; and 110 schools met that
standard, including 92 elementary schools, 12 middle schools, 3 high schools and 3 "combination"
schools. Louisiana's 20-year goal is for all K-8 public schoOls to score at least 150.
, In addition to receiving scores, schools are receiving "growth targets." Schools scoring below 100 will
get 10 years, broken into five two-year intervals, to reach a score of 100., Schools will have to meet
the first of their "growth targets" by Fall 2001. Schools have until 2009 to meet, the state's 10-year
goal.
/
State Board of Elementary and Secondary Education President Glenny Lee Buquet called on parents,
grandparents, business and community members to join their schools as they work toward their
"growth targets."
,
10f2
9/23/\9998:25 PM
�Louisiana I)epartment of Education - Press Release
http://www.lcet.doe.state.la.us/doe/news/prSPS.asp
"Many of our schools have problems, but, working together, we can improve education for our
children," Buquet said.
Because the purpose of the accountability system is to encourage schools and districts to improve,
the focus is on growth. Schools that meet or exceed their "!)rowth targets" will get rewards. Those that
fail to meet their "growth targets" will go into "corrective actions" and receive assistance to help them
increase student performance.
"The release of the School Performance Scores is the culmination of three years of hard work by a lot
of people," BESE member Leslie Jacobs said. "While the focus now is on these performance scores
and labels, the real goal of accountability is to improve student achievement. We're going to get there
by improving every year and putting one foot in front ofthe other."
"All of our schools must improve for our children to be able to effectively compete for jobs in the next
millenium," State Superintendent of Education Cecil J. Picard said. "But we believe that, with
accountability, we can make a difference. Student scores will improve. Attendance rates will increase.
Dropout rates will decrease. This will mean fewer people going to prison, fewer people on welfare and
better-paying jobs for our children. This is the dawn of a new era for education in Louisiana."
Of the 1,188 K-8 public schools rated by the state, 817 were elementary schools, 242 were middle
schools, 46 were high schools that included some middle school grades and 83 were "combination"
schools that include elementary and middle school students.
"Poverty definitely stands out as a major factor impacting school performance in Louisiana," Picard
said. "We can't use poverty as an excuse, but we can't ignore it either. We must come up with more
innovative strategies to teacher our poor children, including a statewide preschool program to reach
them earlier, and we must provide more resources, to schools with large numbers of high poverty
children.
"We also plan to study schools with a high poverty population that are scoring well in our state and
elsewhere, and find out what they are doing that is working," Picard said. "Then we can share these
strategies with our low-performing schools."
Picard said the state will use "school assistance" teams to come up with ways to improve all schools
and is piloting a program to send "distinguished educators" into the lowest-performing schools.
Louisiana is joining 19 states that publicly rate the performance of their schools. Education Week, a
publication covering American schools, judged Louisiana's program to be among the "most
comprehensive in the nation."
To help parents, educators and others understand the program, the state has produced newsletters
and videos. It has also instituted a toll-free hotline to answer questions about the program at (877)
453-2721. Information and results can also be received at the department's website at
http://www.doe.state.la.us.
-end
20f2
9/23119998:25 PM
�09/22/99 02: 13:39 PM
Record Type:
To:
Record
'Andy Rotherham/OPD/EOP@EOP, Bethany LittleIOPD/EOP@EOP, John B. Buxton/OPD/EOP@EOP
cc:
Subject: RE: New Orleans School
---------------------- Forwarded by Karin KuJlman/OPD/EOP on 09/22199 02: 13 PM ---:,-----------------------
,&
Kris M Balderston
~
-09722/99 11 :49:17 AM
Record Type:
To:
Record
Loretta M. UceIliIWHO/EOP@EOP, Karin Kuliman/OPD/EOP@EOP, Julie D. EddyIWHO/EOP@EOP
cc:
Subject: RE: New Orleans School
FYI
---------------------- Forwarded by Kris M BalderstonlWHO/EOP on 09/22/99 11 :48 AM --------------------------
"Thornton, Leslie" <Leslie...:.Thornton@ed.gov>
09/22/99 11 :41 :02 AM
Record Type:
To:
Record
"TLick':!r, Ben" <Ben_Tucker@ed.gov>, Kris M BalderstonlWHO/EOP
cc:
Subject: RE: New Orleans School
Kris -
FYI -- this issue has gotten some press. It probably shouldn't affect a
decision to go to a particular school but you all should know about it.
Leslie
> -----Original M~ssage----
> From: Tucker, Ben
�·'
> Sent: Wednesday, September 22, 1999 11 :36 AM
> To:
Kris Balderston (E-mail)
> Cc: Thornton, Leslie
> Subject:
New Orleans School
>
> Kris
>
> So far, I am not aware of any DoED concerns with the Sophie Wright Middle
> School in 'New Orleans. Here is one issue to be aware of, and then grant
> info on Louisiana and New Orleans.
>
> Issue:
>
>
In Mitchell v. Helms, the Department is involved in a case before
> the Supreme Court involving services under Title VI of the Elementary and
> Secondary Education Act for private school children in New Orleans
> (Jefferson Parish School District). The Solicitor General has filed a
> brief on behalf of.the Secretary of Education arguing that the loaning of
> educational or instructional materials (other than textbobks) and
> equipment for sectarian school students in their own schools under Title
> VI is constitytional under the Establishment Clause of the First
> Amendment. The Solicitor General therefore is requesting the Court to
> reverse the portion of the Fifth Circuit's decision in this case that held
. > these services unconstitutional. The Supreme Court is expected to hear
> oral argument in December and a decision is expected by June 2000.
>
> Grants:
>
> 1) No Teacher Quality grants going to New Orleans or Louisiana.
>
> 2) Drug & Violence Prevention Coordinators for Middle Schools: $543,740
> awarded for FY 2000/2001 to New Orleans Public Schools. (This has not been
> announced and notification has not taken place.)
>
> 3) Grants to Orleans Parish for Goals 2000 and Technology Literacy
> Challenge Fund:
>
>
Orleans Parish
>
>
Goals 2000:
>
FY1998:
>
(1) $389,204 awarded to complete the reform of the district's
> curricula and to provide students with instruction that enables them to
>. make the transition from school to work.
>
(2) $300,000 awarded to a consortium which includes Orleans Parish
> to improve pre-service education by changing the nature of methods 90urses
> through which preservice teachers are prepared.
>
:>
TLCF (Technology Literacy Challenge Fund):
>
FY1997: $527,760 awarded
>
FY1998: $1,168,784awarded
>
�09i22/1999
14:30
5048970778
PAGE
A fax from The Brylski Company .
3418 Coliseum Street, New OrleanS, LA 70118
.
(504) 897·6110 or (504) 897-6150"
FAX: (504) 897-0778
Crnnpany. __________~~~------~--~--~----Fax#: _ _ _ _ _ _ _ _
Number of Pages: __--"--'____
~
(including cover page)
Sender:
Message: .'
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Louisiana
Orleans
Grade 4 English Skills
1
15
39
1
7.
25
Grade 4 Math Skills
Louisiana 2
8
Orleans
1
3.
32
15
Grade 8 English Skills
Louisiana 1
11
31
Orleans . 1
5
17
24
21
25
44
24
19
35
63
36
32
21
45 .
21
15
40
70
Grade 8 Math Skills
Louisiana
Orleans
1
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33
14
01
�09/22/1999
14:3~
BRYLSKICO
5048970778
PAGE
Iowa Test of Basic Skills (Norm Referenced Test)* .
(composite national percentile rank of the average standard score).
. Grade Level
3
5
6
7
9
LouisianaOrleans
45
23
44
23
45
26
44
24
44
28
Louisiana Graduate Exit Examination*
(total population percent passing)
Grade 11 only
Grade 10 only
Englisb
Louisiana 85
Orleans
69
Math
.Composition
74
53
93
84
ScieDce
80
64
Social Studies
88
75
REGARDING INFORMATION· ON EDUCATION IN LOUISIANA
56 %
The number of Louisiana 4th graders who were
below basic proficiency in mathematics in 1996
60 %
The number of Louisiana 8th graders who were
below basic ·proficiency in ·science in 1996
40 %
The number of Louisiana high school freshmen
who will never graduate
50th
Where Louisiana 4th graders ranked In the
1994 national reading assessment
46th
Where scores by Louisiana students taking
the ACT ranked in ,1997
Louisiana: Poor Social Conditions
= Low
Academic Achievement
02
�09/22/1999
14:30
5048970778
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Louisiana ranks at the bottom of social 'conditions affecting children:
50th
50th 49th
46th
42th
percent
percent
percent
percent
percent
of children living in poverty
of· children in ·single-parent families
of low-birth weight babies
of births to single teens
of violent juvenile crime arrests
41 percent of our 2nd and 3rd graders were not reading on grade
level.
22,000 -at-risk four-year-olds are not being served in Louisiana by
pre.-K, Headstart programs. The benefits of pre-school are an.
immediate improvement in intellectual performance, fewer referrals
to special education, fewer retentions, and higher graduation rates
Right now, LouIsiana is last in computer-pupil ration. Georgia has
been spending $150 million a year ,since 1994 in installing computers
in- classrooms. Louisiana started last year. In 19-9'1. the student:
computer ratio in Louisiana was 88 students to every one compu~er.
Today, the ratio is 27 students to every _one computer, according to
the' Governor's Office.
The better trained the teacher, the better the results in the
classroom. Th~re have been three pay raises over the past three
years. The Louisiana average teacher salary is approximately
$29.000, comparc::d to $33,000 for. the southern region and $39.000
for the nation.
MORNING ADVOCATE In a spedal'back to school" report released in mid
August, the U.s. Department of Education predicted the number of teens
graduating from Louisiana high schools will drop by nearly 7 percent in the
, decade ahead ..
JEFF ON VOUCHERS By Carl Redman. Advocate U.S. Rep.-William
Jefferson, D-New Orleans, said he supports charter schools' -- that 1S,
schools that are free of much state control but still receive state
funding. "But I'm not_ for vouchers because they are built on a false
assumption," Jefferson said. ''The assumption is that a parent· can go
out there and find a better school for their·· kids. enough of them so
they can make a difference to every family. !'We know there are
03
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PAGE
some schools that everybody is going to want to rush to and try to
get their kids into. The rest of. them (parents)· are going to be.
relegated. to deal with schools that are inferior to those." So the
vOl\chersystem doesn't change anything except a few ·folks can shop
better than others and maybe do better.". Iefferson said the only way
to improve poorly performing schools is to change· things such· as
class sizes and teacher quality.
LOUISIANA IN GENERAL
SLIPPING AWAY, The Times-Picayune, Aug. 9: Underneath the bubble of the
boom '90s is one startling fact: People and jobs are not coming here. Despite
the .booming economy, Louisiana is not keeping pace with the rest of the
South, latest estimates from the U.S. Census Bureau show. In a decade when
the South as a region gained 5 million residents, Louisiana is the only
Southern state with more people leaving than moving in. Since1990; 92,000
more people have moved out of the state than have come here.
F~O¥ MORNING ADVOCATE To get an idea of how Louisiana stacks up
against other states in the South in terms of spending per c911ege student,·
consider some numbers published in the 1998/1999 Fact Book.on Higher
Education produced by the Southern Regional Education· Board.
• The SREB says the 1997-1998 regional average for state and local general
operating appropriations per full-time-equivalent student at all four-year
public colleges and· universities was $5,356. F~r two-year colleges, the SREB
says the figure was $3,684.
. .
• The SREB's corresponding figures for Louisiana are $3,411 for four-year
colleges and universities and $2,630 for two-year colleges.
• . In Florida the numbers are $6,838 for four-year schools and $3,174 for two-.
year schools; in Mississippi the corresponding figures are $5,065 and $4,060.
Louisiana should· bring its spending per college s~dent up to a·level more in
line with the Southern regional average.
:
TECHNOLOGY According to a study by the Progressive Policy Institu(e,
Louisiana is a stodgy state where corporations and state government have
failed to use computers, the Internet and other high-tech tools to boost the
economy. The result is that Louisiana ranks 47th of 50 states in preparing its
economy for the next century.
The state has several times in the past planned a transition to a new
knowledge-based· economy, but the. state hasn't consistently invested in it, .
The top two states are Massachusetts and California. Louisiana finish:ed
ahead of only West Virginia, Arkansas and Mississippi.
Using 17 economic indicators ranging from the number of high-tech
jobs to the number of adults with Internet access, the Washihgton, D.C., think
04
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PAGE
tank gauged how well states have mastered what it calls the "New Economy."
The study describes the ItNew Economy" as fast-growing, flexible, innovative~
global and highly competitive. It says economic success in the next centur}~
will be based on how well states improve education, invest in worker
.training and encourage entrepreneurship. Louisiana scores below the
national average - often in the bottom five states •.: on 16 of 17 statistical
categories. Here are some examples:
.
• . Only one in five adults here has access to the Internet~ which ranks the
state 47th nationally.
• Less than 3 percent of, the state's work force is employed by foreign
companies, according to 1996-97 data, which the study says shows a lack of
integration into the global economy.
• Louisiana ranks 46th in educational attairunent, a category that generally
measures the percentage of workers with college degrees or at least some
college course work.
. .
• Few private 'firms have ...com" Internet domain names. The state ranks
44th in commercial1nternet sites per company. The vast majority of firms
in the state are not on the Worldwide Web at all.
• Only 1.5 percent of the state's work force is employed in high-tech
electronics, computers, software or telecommunications. That puts
Louisiana 48th.
• Private companies in the state rank low for investing in research and
development. 'Louisiana finished 49th in that category, ahead of only
Hawaji.
• . The state still ranks low in terms of the number of U.S. patents granted.
Companies in the state have only secured 0.21 patents for every 1,000 .
employees. That ranks 38th in the nation.
"My company~s motto is: The Future is Now/' he said. "Louisiana's motto is:
The Future Isn't Yet," said one business owner.
TIMES PICAYUNE State and local data indicate as many as 13,000'
Louisiana children experience homelessness at some point in the
year, and it's getting worse. Homeless children are the nation's new
outcasts, accordIng to a recent study by' the Better Homes Fund, and
Louisiana children are .at higher risk for horhelessness than any in
. the nation based on the state's high poverty rate, the large number
of children in foster care, the large number of female headed
households, the large number of children registered in public school
as homeless, and the decrease in the number of persons receiving
federal assistance due to welfare reform. Louisiana has one of the
highest poverty rates in the country. In Orleans Parish, 86 percent of
the8l;OOO publ~c schoolchildren are poor enough to qualify for the
free lunch program.
05
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LAST PLACE TO RAISE A CHILD A recent report of the Children's Right"
Council says Louisiana is the worst place in the nation to raise children. In
1995, when Foster was elected, we were 48th.
The Governor and his spin doctors would like you to believe thal this
last-place rating does not adequately reflect his Administration's attention to
children, that its research is inadequate or out-dated or insufficient.
So let's do some of our own research.
Louisiana has the highest percentage of children living in poverty in
the nation, a ranking which used be held by Mississippi.
Congre~s allocates welfare-assistance money to every state in the union
to help poor children and their parents. There is still $130 million in these
dedicated federal dollars for Louisiana which the Governor is unwilling to
spend on this state's poorest, non-working families.
In fact, he has offered to return nearly half of it to the federal
govern~ent. It's 1l\oves like this which will become part of the Republican
backed tax break being offered to America's wealthiest residents ..
The Foster Administration has failed to put meaningful job training
programs in place. No TANFF funds were targeted for quality day care for
. parents in job training.
.
. These are facts no report could fail to notice.
Congress also made it possible for every state in the Union to start a
health insurance program for the children of working and poor families.
There are more than 200,000 needy, eligible children in Louisiana.
In two years, Foster's commitment to LaCHIP lags behind all other
states, including Mississippi. Less than 40,000 children are registered even
though we have one of the lowest eligibility requirements in the nation.
Clearly, a change is needed.
to
06
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.
BRVLSKICO
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PAGE
FAX
A fax from the Brylski Company
"3418 COLISEUM STREET, NEW ORLEANS, LA, 70115
Phone: (504) 897~6110
'
Fax:
(504) 891...0778
TO: '
Kathleen Mulvihill
Education Foundation
FROM:
Heather Harper
RE:
Numbers
DATE:
Sept. 4, 1998
you
requested
---------------------------------------------~-
The minimum salary for a teacher with a Bachelor's Degree and no
experience is $25,100:. The maximum salary for a teacher with 25
years experience in the system and a PhD is $42, 526.
This year's number of certified/non-certified teachers is not ready
yet; but here are last y~ar' s numbers:'
There were a total of 4,700 teachers in the NOPS system.
306 are totally non-certified (labeled circular 665).
'
Of these,
,
274 are considered TTAOs (temporary teaching assignment only).
which. means that they have passed all four parts of the teacher
,exam. but don't hold an educational degree .
. So there are a total of 580 teachers out of 4.700 who are not
. certified.
Source:
Judy Gahr, Dir. of Personnel. 365-8644.
Thanks. if you have any questions, please call me at 897-6110,'
07
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From: Joseph LleRose To: Cheron Brylski
PAGE
.
Dllte: 912:2199 Time; 1::lIS:41:1' t"M
Compllrison of teaoher pay: '
.
Beginning and top .a/ary, New Or/esn. 98.99 to other cities 97-98
City
~
Beginning salary Top salary·
New Orletlns 1998·99
25100
42626
Years to top
26
(added $339 March 99)
Other Major Southern ,Cit;e.
(Note that these are salaries from two school years ago; some have increased
substantially)
City
Beginning salary Top salary·
Years to top
Atlanta 1997·98
31080
5j844
11
Alexandria, VA 1997·98
30000
63069
15
Memphis 1997..98
29919
48448
19
Miami 1997·98
28650
57500
~O
Fort Worth 1997.;.98
28200
48224
31
Houston 1997-98
2nOO
46153
24
San Antonio 1997~98
27096
47458
32
Dallas 1997-98
27000
46720
26
Birmingham 1997·98
26235
42301
12
Austin 1997-98
25840
40580
23
Mobile 1997·98
25722
38763
17
Huntsville. AL 1997-98
25236
46875
27
Chattanooga 1997·98 ,
24705
43974
16
Ei Paso 1997..9"
24633
·42628
28
Jackson 1997..98
22249
41592
23
Little Rock 1997.98
21020
42560
20
Other cities
Yonkers 1997·98
33259
74854
8
Pittsburgh 1997~98
32300
62200
10
'30770
55332·
8
Boston 1997·98
New Orleans beginning teacher pay is less attractive than other large cities.
Pay becomes even less attractive with more experience. e.g., a beginning
. teacher makes $4980 more in Atlanta, an 11th year teacher makes $17,81,7
more.
(111f1 year teacher in Atlanta makes the top salary of $53,844. An 11th year
.
teacher in New Orleans makes $36,657.)
* Ph. D. unless noted otherwise
~
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oale: 9/22/99 TIme: 2:0!!:.U t-M
TABLe I-I
.\ VERAGI n:.~HER S...w,RV IN
STA.TE R.~JONCS
Rank Slate
l'
CQr>l'1OOticUl
2
New Jersey
New York
Mlol1lg.a.n
A,laaka
PennsylVania
:3
4
i
7
D.O.
8
California
Rhode Island
Mas:sac:husette
9
10
11 illinois
12 Delaware
13 Oregon
14
15
Maryland
Nevada
16
Il'1diana
n~7·911
Percent 01
U.S. Average
Averago,
881.ry
$51,7t!7
50,284
48.7120
48.301 b
,48.275
47.S4;;!
44.746 b
44.585
44,506 b
44.286 b
43,707 e
42,439
42.301 e
e
103.1%
39,104 b
Georgia
Colorado
Virginia
New Hampshire
HawaII
26 Vert!'\ont
27 Tenf1C$Sae
28
29
--49'"
1
32
Florida
KenlIJcky
Ma.ine
Iowa
112.50/.
. 39.152-'''---'-01.0%
39.099
Washington
Wisconsin
113.7%
113.3%
113.1'1'.
41,4041
40.572
11 MinlWlSCla
Ohio
122.7%
120.8%
111.10/.
107.9%
107.5%
106.2%
1
19
20
21
22
23
24
25
e
131.5%
121.8%
\23.8'1'0
122.90/0
38,755 II
99.4%
99.4"'
9S.S"Iq
38.179 !
37.412
37,240
37.0241
36,663
, 36.698 b
97.0%
95.1"4
94.60/.
94.1'1'_
93.;2%
93.0%
'""37i,"8Ig-·"'---92.3%
34.584 f
67.9%
34.473
34,453 f
87.6%
87.6°"
87.3<;1.
34.349
--·-Bfi.elY:
----·-'""34.,084
34.071 II
S6.6'l'.
86.4%
85.9%
85.4%.
33
Arizon«
Ml!lSouri
34
35
KIl'l$$!l
33,800 d
Soufh Carolina
33,608
38
39
Nortl'lOarolina
Utal'l
32.981 III
84.2%
83.8%
40
Idaho
Alabamll
Nebtaeka
Arkansas
Wyoming
Oklahoma
Montana
Ne... Me,,;co
Louisiana
Mi!'!9iasippi
Noeth Dakota
SoLltt! Dakota
32.834
83.4'1'.
30.940
78.6%
34,001 a.t.
36 Texas-----·--·-3'3.531'--''-852%
37 Weet Virgi"ia
33.396 f
84.90/.
4I
42
43
44
45
46
~
-T
47
48
49
33,123
..-----32;ffir----'!~.4%
32,868
83.0%
32.119 a,t
81.6%
32.rt.!2.
81.4%
'--"-30-;err--'----.,'1.'9%
30.309 b
77.0'Y.
30.090
28.691
76.50/.
72.9%
71.7"10
27,1139
70.8%
S39.347
100.0%
Quam
Pusrto Rico
Virgi/'l Is/and$
S1
28,231
U.S. Average
60
$24.000
61,0%
$33.311
84.7%
$27.827
<\t,t
10.7%
a=estlmale or preliminary; b ..AFie!llimate; o"'lTladia,n; d.. estimated to exclIJoo Irlnge
benefit& al 8%: a=ireludes employer pick-up 01 employee perl$!on contribUtion, wh6re
apPlicable; !=include!'! extra d\lty pay. Source: Amorloan Federation of Teachers.
annual SIJrvey ot slide departments of education.
PAGE
09
�Comments
1997-98
School Report Card
WRIGHT, SOPHIE B.,
MIDDL~
SCHOOL
1426 NAPOLEON AVENUE
NEW ORLEANS, LA 70115-0000
(504) 896-4093 .'
The School Report Card gives important information abuut your child's school. Remember
every school is different. with its own special strengths and needs; therefore. the School
Report Card cannot tell you everything. It can. however. show you several things happening
at school that affect your child's education. We urge you to find out more about your school
from its teachers and principal. and to stay actively involved in your child's education.
In the class size. student attendance. and students suspended and expelled tables. the district
and state averages are for schools that are similar to your school. In other words. if your
school is an elementary school. the district and state averages are also for elementary schools.
School Characteristics
Faculty with a Master's
Degree or Higher
Your School
6-8
Your
District
Students
644
State
41%
Grades
40%
The Faculty
There were 42 faculty members at your school in 1997-98. The table above and to the right
shows the percent of faculty in your school with advanced degrees. Obtaining such degrees is
one way teachers are able to gain expertise and become more prepared for their students. The
faculty includes all teachers, principals, librarians, and counselors.
How Large are the Classes?
Small classes allow teachers more time with each student.
Students who attend schools with smaller classes generally
score higher on state tests. In 1997-98, 6 classes at your
school (5%) had 1-20 students, 12 classes (9%) had 21-26
students. and 114 classes (86%) had 27 or more. Classes
such as band. choir; and P.E. are excluded. The district
and state averages are for schools similar to your school.
Class Size
Your
Students Your
Per Class School District
1-20
21-26
··27 +
5%
9%
86%
8%
16%
77%
State
27%
40%
33%
State School Code: 036131
Produced by the Louisiana Department of Education- March 1999
�Testing
To measure student learning, the state mandates three types of tests. The Reading Levei is
assessed at grades 2 and 3. The Iowa Tests for grades 4,6.8,9,10, 'and II compare Louisiana
students to students nationwide. The L.EAP tests (those given in grades 3, 5. and 7 and the
Graduation Exit Exam given in grades 10 and II) measure what the state expects students
to learn. This report includes information on all students tested.
Student Participation
Information on attendance, suspensions, expulsions, and dropouts tells us how much
time students spend in schooL This information also tells us how difficult it is for
some students to finish school. This report includes information on all students.
------------------
Is Attending School Important to My Child's Education?
Students who attend school every day are more likely to do better in
school and are less likely to d'rop out. If a school had 90%
attendance. then 90 out of 100 students would be present every day.
The district and state averages are for schools similar to yours.
How Do Our Students Compare
Nationally?
The Iowa Tests are given to students to
test their
in several
different sul:!jectS.
scores are
compared with scores in the district,
state, and nation.
Student Attendance
Your
District
Stale
88%
Percentile Rank· The Iowa Tests
Grade Level
Your District
State
Nation
6
8
25
25
44
44
50
50
93%
Grade 5 LEAp· Percent Passing
HOW TO READ THE LEAP RESULTS
The striped bar in each Rraph shows the percent of students
at your school who passed the test In 1997-98. The white bar
is for your district and the shaded bar is for the state.
How Many Students are Suspended or Expelled?
The number of students suspended or expelled is
Students Suspended and Expelled
one way of looking at discipline. Some students
Your School
Your
who are disciplined attend in-school suspension or
Number Percent District
expulsion programs. Other students are removed Suspended
How Many Fifth Graders at Your
from the school (out-of-school suspension or
in school
1
0.2%
3.5%
School Passed the LEAP Tests?
expulsion). If a school had 4% in-school and 3%
out of school
107
15.6% 22.0%
Grade 5 LEAP results are not reported for
your schooL
out-of-school suspensions. then 4 out of every 100 Expelled
students would have been placed in the in-school
in school
0
0.0%
0.0%
~
out of school
3
0.4%
1.6%
./
suspension program while 3 out of every 100
students would have been removed from the
.-.II
school.
fll)
} V(j(JY"'--. U,...tl~
LV
..,/.")..J. (
rl
How Many Students Dropped Out?
It is important for students to finish high school.
Students who do not complete .school have a
harder time getting good jobs. If a school had 4%
student dropouts. then 4 out of every 100
students would have dropped out.
/1 /.J)
__
-----------------
Student Dropouts
Grade
Level
7
8
Your School
Your
Number Percent District
9
10
3.0%
3.8%
6.6%
6.5%
State
3.4%
4.5%
J-:5;: '/
How Many Seventh Graders at Your
School Passed the LEAP Tests?
In Language Arts. 68% (68 out of
every 100 students) passed.
In Math, 57% (57 out of every 100
stu~ents) passed.
Does Not Apply to Your School
Language Arts
Mathematics
• School
State
Grade.7 LEAp· Percent Passing
100
95
90
as
65
79
80
75
70
65
60
55
50
Language Arts
State School Code: 036131
School
Mathematics
District
Iii!. State
�,
John B. Buxton
09/21/9905:46:37 PM
Record Type:
Record
To:
Karin Kuliman/OPD/EOP@EOP
cc:
bethany little/opd/eop@eop, andy rotherham/opd/eop@eop
bcc:
Subject: Sophia B Wright Middle
IillJ
here's Sophie B Wright Middle's school report card
http://www.doe.state.la.us/DOE/omf/DSRC9798/036131m.pdf
A few highlights:
* 33% of Louisiana classes have 27+ students; 86% of Wright Middle have that many.
* Scores on the Iowa Tests are way below state and national scores
(19 for the school v 44 for state v 50 for nation in percentile rank)
* But, attendance, suspensions and dropout rates are better than state average
JB
Karin Kullman
~'"
'"
,.. -......,g
"
/
/'-", ,I.'~ ....l / Karin Kullman
\i
09/21/9904:03:42 PM
".
Record Type:
To:
. Record
Bethany Little/OPD/EOP@EOP
cc~
See the distribution list at the. bottom of this message
Subject: Re: New Orleans School ~
Thank you Bethany!!! That's a couple of things Kris doesn't need to check out!
Messa~ied
To:
kris m balderston/who/eop@eop
julie d. eddy/who/eop@eop
andy rotherham/opd/eop@eop
john b. buxton/opd/eop@eop
linda I. moore/who/eop@eop
brian v. kennedy/opd/eop@eop
�09/2V99 05:21 :14 PM
Record Type:
To:
Record
Andy Rotherham/OPD/EOP@EOP
cc:
Subject: Re: New Orleans School
here's the list of stuff education doesn't do.
----------••---.-.---- Forwarded by Karin Kuliman/OPD/EOP on 09/21199 05:20 PM •••-•••••------------:------
Kris M Balderston
""">!'T'I~?'\"'T.'~'TT"~r----~-------''/
·0972179904:53:14 PM
Record Type:
To:
Record
Karin Kuliman/OPD/EOP@EOP
cc:
Subject: Re: New Orleans School
this is our answer
-------------------- Forwarded by Kris M BalderstonlWHO/EOP on 09/21/99 04:53 PM -.-----•••-.---•••••••----
Leslie_Thornton@ed.gov
09/21/9904:07:00 PM
Record Type:
To:
Record
Kris M Balderston@EOP
cc:
Subject: Re: New Orleans School
::~::::
a general vet and find out the info about the grants. The
following questions the WH needs to go directly to the school for:
~~
~ ~
f\
cf...-rc.....
(
\
I"':'Q
_ _ ..
\
• demographics of student population
....l·-\
II" I'" - .. ~ ,J~
_
SChool pGlr:feFFflBr,ce
.. ~'18 aR ertel-school aNd/elF su'millel schObl ptOgraT11?
~. ILd 4
eIViRat are tRo sizes ef their classes?
_
~
1(1
•
..-we..balleJlear.eJiliaftne'ShJcl~-tmff~~
any recent school violence incidents?
lftV,;N\ c..
l ~
fLA'1..t
�To:
From:
Re:
Date:
Andy Rotherham
JB Buxton
Background on Louisiana
September 21, 1999
Here are 3 pages on Louisiana and some suggestions on the event and a stand-alone page on
their accountability plan. I am still playing phone tag with a school reform guy in New Oleans
who knows these issues cold.
General Background
Louisiana has long been recognized as having some of the-if notthe-Iowest performing public
schools in the nation. The state has consistently scored near or at the bottom of states
participating in the NAEP tests. Recently, Louisiana has embarked on an aggressive attempt to
improve its schools. Under the leadership of Gov. Mike Foster, the state has put into place a
reform package that includes higher standards, a long-range accountability plan for school
performance, and investments in teacher pay and training. The Governor also tried
unsuccessfully to push through a tuition voucher plan last year which would have given
disadvantaged parents the option of sending their children to private or parochial schools.
Notable in Louisiana's education effort have been the following:
School amI District Accountability Plan. The accountability plan calls for schools to be held
accountable for their performance on new state tests and the Iowa tests of Basic Skills, as well as
their attendance and dropout rates. Schools will have target goals and will be rewarded if they
reach them. Schools that fail to reach their goals fall into corrective action ..Corrective action
initially includes the assignment of district assistance teams or distinguished educators. For
schools that continue to fail, parents are given the choice of transferring to other public schools
and the schools are reconstituted or subject to loss of state funding.
State spending on education. In addition to the accountability plan, the Governor and
legislature have increased state spending on education by $200 million over the past year. The
Governor's latest state budget spends $600 million more for elementary and secondary
education than the 1995-96 budget. The additional spending includes $105 million to make
school funding more equitable, $50 million for a reading and math professional development
initiative, $25 million for a technology initiative, $12 million for teacher classroom supplies, and
money for teacher salary increases and increasing the school day by 30 minutes, the latter four at
Foster's urging.
Raising Teacher Pay. The state has put money into raising teacher salaries and the Governor
has articulated the goal of reaching the average of Southeastern (SREB states). He stopped
taking his salary as governor in early 1998 because he had not delivered on a 1995 campaign
promise to get public-school teacher pay to the Southeastern average. Foster is using that money
to fund education grants.
Report Cards. Parents and citizens have access to report cards on state, district and school
performance. The school report cards include information on how a school is performing in the
areas of student achievement; teacher quality; class size; attendance and dropout rates; and
suspensions/expulsions. Each area includes comparisons with the district, state and nation as
appropriate.
�Social Promotion. Beginning in 2000, the state's LEAP 21 tests will be used to assess student
readiness to be promoted to the next grade. Students who do not score at the "approaching basic"
level will be offered summer school and must pass a retest before they move on to the next
grade.
Extended Learning. 18 districts determined to be at risk offailing the accountability tests were
given grants of between $20,000 and $200,000 to operate summer and fall programs to help
students improve their scores.
Other education efforts include helping charter schools to open their doors through $1.3 million.
in state loans and the Tuition Opportunity Program for Students (TOPS) which allows qualifying
students to attend state college or university for free for two years or $5000 to attend a private
. institution in the state.
Reaction to Louisiana's Efforts and Unaddressed Needs
Observers of the education landscape in Louisiana believe that the state's accountability
program is a strong one and an important first step. They say that Louisiana has yet to make the
investments that are needed to support school and district efforts to achieve goal under the
accounta~ility plan, but that the understanding of the need to commit to those investments seems
to be there in the legislature, State Board, and Governor's office.
That said, observers point to class size reduction, scllool facility construction and renovation,
teacher professional development and attention to miserable high schools as the chief needs for
school improvement and the ones that are not being fully addressed. The state AFT affiliate has
not been an outspoke.n opponent of the accountability plan, but they have states that they believe
that the lack of attention to class size, in particular, is a major flaw.
The Gubernatorial Campaign
Governor Foster (R) is currently running for reelection against 3 candidates, Congressman
William Jefferson (D-New Orleans), attorney Phil Preis (D), and Sen. Tom Greene (R
Maringouin). Education is a central issue in the campaign and there is not much that separates
the candidates.
• Gov. Foster wants to get teacher pay to the Southern average and give new school and
student accountability programs time to work.
• Rep. Jefferson wants to increase teacher pay, reduce class sizes and pump more state money
into helping local school districts take care of dilapidated schools.
. • Preis wants to provide massive state assistance for school renovations through a new tax on
oil and natural gas processed in Louisiana.
• Sen. Greene wants to fight federal courts over public school desegregation mandates and to
put in a school choice plan.
Jefferson's Education Platform
• Raising teacher pay to the Southern average.
2
�• Reducing class sizes to no more than 15 students kindergarten through fourth grade, no more
than 18 in fifth grade to high school and no more than 20 students in high school.
• Requidng every third-grader to pass a statewide reading exam to advance to the fourth
grade.
• Assisting local districts with renovations, including air conditioning for school buildings.
• Requiring public schools to hire only certified teachers in the first through third grades.
• Encouraging parents to be more involved in their children's education.
Possible Event Messages for the President
• Louisiana is moving in the right direction by raising standards for all students and
,putting into place an accountability plan for schools. The state's plan looks very much
like what the President is proposing in the ESEA reauthorization. It includes testing in
grades 4 and 8, performance targets for schools, rewards and sanctions for performance, and
a plan for turning around failing schools. The state is also taking action to stop the practice
of social promotion, to raise teacher salaries, and provide report cards on school, district and
state performance.
• The state must now act to provide the investinents needed so that all schools and all
students can meet higher standards. While the state has been moving to raise teacher
salaries and provide more professional development opportunities for teachers, it is not
going far enough down that road. They need to focus on such investments as improving
teacher preparation, induction, and professional development; reducing classsize; and
extending learning opportunities through after and summer school programs.
• If teachers and students are to reach higher standards they can't do it in overflowing
classes and dilapidated school buildings. My administration seeks to support state
efforts to offer students the schools they deserve; Louisiana must not dodge its
responsibility for providing schools that are safe and conducive to learning. In
Louisiana, locals have responsibility for school construction and renovation. There is a
major call for the state to do more to help out locals, but the state has yet to act: On the class
size front, Orleans parish has high students per class numbers (need to find exact figures).
These are both major planks in lefferson?s campaign.
Event Location
I think we need to hold this thing in a school with overflowing classrooms or leaking roofs. Or
you could hold it in a place with an after-school program or a summer school component-many
schools in the Orleans Parish district have "Ex-L" programs which are summer sessions to help
kids improve on state tests. Or, we could hold it in a school with adisprciportionate number of
new teachers and highlight the need to invest in them.
If we hold it in a "good" school or "high-performing school" it needs to be one that can attribute
its high performance to some of these "investment" issues like teacher quality, school
modernization, extended learning, a specific strategy to turn around failure or class size
reduction.
3
�Louisiana's School and District Accountability Program
The state has borrowed heavily from accountability plans in North Carolina and Texas
recognized by Ed Week as 'having the two most comprehensive accountability systems in the
country.
(
The Louisiana program will hold schools and students accountable for their performance on state
tests in the fourth and eighth grades in math and Engl ish/LA (LEAP 21) and the Iowa Test of
Basic Skills, and for their attendance and dropout rates.' The LEAP 21 tests measure how well a
student has mastered the new state content standards. Once fully implemented, LEAP 21 will be .
given at grades 4,8, 10, and 11. The Iowa Tests comprise the state's norm-referenced testing
(NRT) program. These tests compare the performance of Louisiana's students to the
performance of students nationally. The Iowa Tests are given at grade 3, 5, 6, 7, and 9.
School Performance Scores will be calculated with test and attendance/dropout data and schools
will be accountable for reaching target goals over a two-year period. Schools are compared to
themselves for the purpose of performance targets. Schools .with an initial School Performance
Score of 30 or less will immediately enter Corrective Action. The state has designated three
levels of corrective action:
• Level I: Schools work with District Assistance Teams
• Level II: A nighly trained Distinguished Educator (DE) will be assigned to schools by the
. state. For any Academically Unacceptable Schools within Level II, parents will have a right
to transfer their child to a higher performing public school.
• Levellll: The Distinguished Educator will continue to serve in an advisory capacity. All
parents of schools in Level III now have the right to transfer their child to a higher
performing public school. Districts must develop a Reconstitution Plan by spring of the first
year in this level, and submit the plan to BESE for approval. If a school does not meet
performance goals during its first year in this level, the school must be reconstituted prior to
the beginning of the next year. If not, the school will lose its state approval and state
funding.
In addition to holding schools accountable, beginning in 2000, the state's LEAP 21 tests will be
used to assess student readiness to be promoted to the next grade. Students who do not score at
the "approaching basic" level will be offered summer school and must pass a retest before they
move on to the next grade.
.
To receive a high school diploma, students are be required to pass the state's Graduate Exit
Examination, which tests competency in math, science, social studies and English.
I For K-6 schools, the LEAP 21 tests will count 60%, the Iowa T~sts 30%, and attendance rates IO%. In 7-12 schools,
LEAP 21 tests count 60%, Iowa Tests 30%, attendance 5%, and the dropout rate 5%.
4
�>olicy Update:-Louisiana: A First Step - Quality Counts '99
"
http://www .ed week. org/sreports/qc99 / states/po licy/la-up.htrn
.s.
Louisiana:
A First Step
by Kathleen Kennedy Manzo
!
or years, the public has been
frustrated by a lack of
adequate attention to
education in Louisiana. But this
year, the state is moving forward
with the first stage of a long-range
accountability plan designed to
improve low-achieving schools.
Efforts to rai se standards, improve
Annua K-12
teacher pay, and hold schools and
billion
expenditures . .
districts more accountable for student
(alb revenue'sources)
achievement were fortified with
nearly $200 million in additional funding in the $2.2 billion state
education budget the legislature passed last year.
"We are hopeful that there are a number of factors that will allow this
program to continue and to allow Louisiana to show gains in student
achievement," says Leslie R. Jacobs, the state board member who
headed the state's accountability commission. "National trends [in
setting standards and designing accountability measures] create the
right cl imate for this set of refoTI11s to be successful."
The first round of testing under the new system will begin this spring
when 4th and 8th graders take tests linked to the state's new content
standards in' English/language arts and mathematics. In the fall, the
state's 1,100 elementary and middle schools will be scored on how
they compare with state benchmarks on those tests.
Hopes are high as
Louisiana sets its
long-range
accountability
plan in motion.
The plan offers monetary rewards for
schools that exceed expectations and
"corrective action," from the assignment of
district-assistance teams to the reconstitution
of school staffs, for low-achieving schools.
In spring 2000, students will be tested in
science and social studies. Tests in those
subj ects for 10th and 11 th graders will be
phased in in subsequent years.
Students took the Iowa Tests of Basic Skills for the first time last
year. State officials said the results--students averaged at or just
below the 45th percentile, with 50 being the national average--were
promising, considering that it was the first year they administered the
norm-referenced test. When fully implemented, the state and Iowa
1 of 4
9/20/99 12:05 PM
�..
Policy Update: Louisiana: A First Step - Quality Counts '99
.
http://www_edweek.org/sreports/qc99/states/policy/la-up_htm
test results will be the primary factors in detern1ining a school's
performance score_
Student attendance and graduation rates will also be considered.
''It is important to remember that we are in the early stages of our
reform initiatives," state schools Superintendent Cecil J. Picard said
in announcing the test results. "I believe [the reform initiatives] will
result in higher perfoD11ance in the coming years."
The state has been last, or nearly last, among the states on the
National Assessment of Educational Progress, a federal project that
tests a sampling of students in core SUbjects.
The rigor of the standards and the tests alone will not result in change,
some observers argue, unless the state school board is willing to set
the bar high.
"Most reforms in Louisiana have fallen down in the implementation
phase ... not in the first year, but there was a gradual erosion," says
Jackie Ducote, the president of the Public Affairs Research Council of
Louisiana, an independent watchdog group based in Baton Rouge.
"Where the board sets the perfonnance levels will be key_ [The plan]
can fall apart if they don't raise the level of expectation high enough,"
Ducote says.
Other educators and policymakers share Ducote's concern but believe
that the state board will find the appropriate standard for schools to
meet.
"We are going to set a bar and an expectation and not falter from it,"
vows James V. Soileau, the executive director of the Louisiana
School Boards Association.
Already the state board has rejected districts' efforts to lower the
standard for some schools when it denied requests to provide a
"handicap," or adjustment to the performance scores, for the districts
that have more minority, limited-English-proficient, and poor
students_
Officials hope a reading and math initiative, which has received $50
mill i on from the legislature over the past two years, wi 11 help raise
student performance on state and standardized tests.
The program provides up to 30 hours of teacher training in reading
and math instruction. A 30-minute increase in the school day will be
dedicated to core subjects, particularly math and reading in the early
gi-ades. Part of a $25 million technology initiative will also go toward
professional development.
. Although the Louisiana teachers' unions did not wholly support the
longer day, the legislature is compensating teachers for the additional
time with an annualsalary increase of$800 to $1,500 each. The
money was included in the state's "minimum foundation program," or
20f4
9/20/99 12:05 PM
�Policy Update: Louisiana: A First Step - Quality Counts '99
· ,.
http://www.edweek.org/sreports/qc99/states/policy/la-up.htrn
per-pupil financial distribution to districts.
The state pumped an additional $105 million into the $2.2 billion
program last year in its continuing attempt to establish a more
equitable funding system for districts by next school year.
And teachers won't have to dig as deep into their own pockets to pay
for more classroom supplies. For the second year in a row, they will
get a break from a $12 million pot of state money for that purpose, or
about $200 each.
The state is continuing its tuition-exemption program for teachers
who wish to take additional courses at state universities to improve
knowledge of their subject areas or teaching methods.
The state board was set to decide last fall whether to require
prospective teachers to talq~ the PRAXIS examination, which, unlike
the purely multiple-choice National Teacher Examinations that are
used now, requires test-takers to write essays and analyses and to
respond to pedagogical questions about the fields in which they hope
to teach.
The attention to improving the quality of the teaching corps in the
state has not eased teachers' apprehension about the accountability
program.
"We are concerned that school boards may try to put the entire
responsibility for improving test scores on teachers, with very little
recourse on the teachers' part to dispute SLICh an evaluation," says Bob
Crowley, the executive director of the Louisiana Federation of
Teachers, an affiliate of the American Federation of Teachers.
Despite all the supplementary money for schools, the lack of attention
to reducing class sizes isa flaw in the plan, Crowley argues.
Ten charter schools opened their doors last fall with the help of $1.3
million in loans from the state.
A 1997 law limits the number of such schools, which receive public
support but are free of most state regulations, to 42.
The legislature is expected to revisit the law this spring.
State education leaders won a round in court last year when a state
court 0 f appeals dismissed a lawsuit claiming that the state's school
funding is inequitable and inadequate. The court, sitting in Baton
Rouge, ruled that the state constitution requires only "minimum," not
"adequate," state aid to public schools.
An attempt to finance tuition vouchers also failed last year when the
legislature rejected Republican Gov. Mike Foster's plan to give
parents of' disadvantaged children the option of sending them to
private or parochial schools.
State policymakers are also focusing their energies beyond K-12
30f4
9/20/99 12:05 PM
�Update: Louisiana: A First Step - Quality Counts '99
,"
http://www.edweek.org/sreports/qc99/states/policy/la-up.htrn
p;.
education with a scholarship program designed to encourage students
to do better in high school and aspire to higher learning.
The Tuition Opportunity Program for Students, or TOPS, allows any
quali fying student to attend a state college or university, or an .
approved occupational program, free for two years. It will also award
up to $5,000 for students to attend private institutions in the state.
So popular was the higher education program that 4,000 more
students than expected for a total of 35,000took the ACT last year.
Despite the tendency for test scores to go down when the pool of
test-takers swells, Louisiana's students improved their average scores
on the college-entrance test.
State officials challenged the accuracy of the information submitted
by high schools for students who applied for the scholarships. The
state contends that officials in at least nine schools may have
misinterpreted the instructions for calculating grade point averages or
in determining core-curriculum courses. Nevertheless, the legislature
approved an additional $20 million for the program last year to extend
the scholarships to all qualified applicants.
It is a sign that the state has reason to hope for a brighter educational
future, says Louann A. Bierlein, the education adviser to Foster. The
governor has been credited with building the momentum for the
reforms.
"We expected to hear more grumbling that this [latest stage of
reforms], too, shall pass," Bierlein says. "But I think there is a
growing sense of optimism that maybe this time it will happen."
......
O [F..' re ','I U::.• .·~·t·t·]
1,;.1
© 1999 Editorial Projects in Educatilln
40f4
..:,~.j.e.
[Ne>..t State]
0
Vol. 18, number 17, page 148
9120/99 12:05 PM
�
Dublin Core
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Title
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Andrew Rotherham - Events Series
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Domestic Policy Council
Andrew Rotherham
Date
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1999-2000
Is Part Of
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<a href="http://clinton.presidentiallibraries.us/items/show/36330" target="_blank">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/612954" target="_blank">National Archives Catalog Description</a>
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2011-0103-S
Description
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Within the Domestic Policy Council, Andrew “Andy” Rotherham was Special Assistant to the President for Education Policy from 1999-2000. Before working for the Domestic Policy Council, Rotherham was Director of the 21st Century Schools Project for the Progressive Policy Institute (PPI). This series of Events includes records relating to education events and the corresponding background materials. The records include reports, memoranda, email, congressional correspondence, press releases, and speech drafts.
Provenance
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Clinton Presidential Records: White House Staff and Office Files
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William J. Clinton Presidential Library & Museum
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20 folders in 3 boxes
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New Orleans Event
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Domestic Policy Council
Andrew Rotherham
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2011-0103-S
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Box 13
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2011-0103-S-events.pdf">Collection Finding Aid</a>
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Clinton Presidential Records: White House Staff and Office Files
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612954
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e3bd9148592be272bd4d49935e482b6f
PDF Text
Text
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(ll-' Pt'~I)", I"()I(
t:t''iE
HI
~Te(1r,~': (\lid
(~) b~' addill~r at
7
8
~3;)
S('\'
F':\:\IILY LI'I'I'~H.\l'\' !-.;Eln"
"(1) Ix OI~~[~H.\L.-f.)tates
mily
w-;e
Ii
portion of
11
fnnd~
reeelyed ul1d~J' thiFi part to as~i,..,t l'Jig'ihle ellti·.
L2
:ties l'ecciyillg: a Sl.1bg.l'Hnt nuder section 12U3 (b-) ill
13
imprO'l.ing' the qualitr of ,family litcl'(l.C:,\·
14
vided under Even Start progTams uuder this part.
15
except that iu no case maya State:s use of fundH
16
:fOl' this purpose fora fiscal year re::;ul t it I a de<:l'case
17fl'Orn the !(.\\'el of
18
jl,:og.l'am
8cth~tics
Imrti(!ipHllt.~
SC1'vi<:!!:)
pro
aud sm"vll'eH pl'u\idl'd to
ill the precediug ,n:ai',
19
':(2) PBIOHI1'r.-IIl earl')illg' mit pal'H!-"'aplt (] ,.
20
H t)t<\[1! shall ~'in~ priorit.y to pro~~:nHns tlw r Wt~l~ of
21
low qU~llit:·. as p\-aluatNI 11m-led
22
progl'am qmtlit~· dC\'t'!o!'pd h.,· tlw ~tc\t (.
23
Lion 1210.
25
AssiRt<\.Jlte 1111c1r!' luu'Clg1'aph (1) sll(!.11 twill tIl(' thrill
Oil
tlU' illdil·(\t.Ol'~ of'
tlllc!('l'
s~(··
�,;
JRN.ll.2000
2:39PM
NO. 253
P.7/22
6
of technica.l assistance and tt'ainillg', pl'0\1ded b,\' 11
ellt,it~·
e~peri(!lu,:('
ill of'
3
agTeemeut \\ith an
4
fel'illg' high qua.lity training' ~irld tedlllit'al assl:-itill\(T
5
to family literacy providel"S,",
that IHHi
7 mentar)" and Secondary Education Act of If-Hii)
(~O
1",:),( "
8 6365) is amellded
(l) b~' redesignating- pan1.g1,ttph.'i (H) (wel (1L IJ
9
as paragTaphs (10) and (11), respe(!tin:J~'j <Iud
10
11
(2) by inserting after' pal'ag1'aph (tI) tile fol
12
lowing:' .
13
"(9) use instructional progTams ba,f)cd on sci
14
entifically based rea.ding research (as det111edi 11
15
tion 2252) for ahildren and, to the extent sllell 1'(.'
16
search is available, for adult.'~;71.
17
(d)
ELlmBI~g PAH1'ICIPA~Ts.-Sectiol1
:)E'('
120()(b)
oj:
18 the Elementa.l'Y and Secondal'Y Educatioll AC't of HJ(;5 (:W
19 U.S.C. 6366(1.») is amended by addillg at tile {'ltd till' flli·
;'(3) CfIUiDaJ~X ri ygAU~ 01" ;\m~ OJ{ OI.IH~H.
·21
lUI }i~\lf:~ll
Start
prog,·amas~istt·cl umlcl'
,,-ith
.pl'og.l'all1 l1nclm' pmt Al alld flUids
22
If
23
collahol"att~!:l
24
I'el'c;ved Hude,' ~uch part
25
'
pa~ing
t\
.
this 'Pil It
A pl'ogl'nm (:()I\t"jbutl'
to
the cost of' providing progTCtm:.; llmIt')" tllis
�JAN. 11.2000
2:39PM
NO.2S3
7
1
part to children 8 ~'ears of' ag{~
2
Start pl'ognlm,· 1I0t\,ithst('\l\ding' subsectioll
3
rnaj' perinit the p~lrtieipation ot~ C'hi!dl'("Jl H ~'t\m's of'
4
age
5
(e) PT~.:\~,-f::lectioll 1207(0)(1 )(F') of the I~Ir:ll1el1t.(H'.\·
01'
01'
older) the liJ\'eli
(a)(2),
aldel',",
6 and Secondar)r Education Act of 1965 (20
IT.8.C,
7 6367(~)(1)(F)) is amended br stl'iking' "Act, the Goalx
8 2000: Edu.cat.e Amel'ica Aet,ll and illsel'tillg !tAct",
9
(f)AWARD OF SrB(H~\':\'1\~.-Section 1208(b) of
10 Elementary and Secondary Edt'leatic)Jl Act of
11
l~)(j;j
tlw
.(10
U.S.q. 6368(b» is arnended
(1) by striking paragra.ph (3) and inserti llg' the
·12
j
13
followiIlg:
14
"(3)
15
subgTant
16
part aftet' the first yeal" theStateeducatiollalagen
17
cyshaU review the progress of each eligible
18
meeting the g:oa!s of the progT<,un referred to ill
19
tion 1207(c)(1)(A)andsha,1I evaluate the pl'of.!.1'am
20
based on the iudicators of prog1'am qUi1lity de\'elopl'd
21
by the ~tate u udel' see:tiou 121 0. 11 ; and
22
23
24
O()~TI~TI~G ELIGIlHLITY.-In
nmds
awaY'ding
to continue a program under this
entit~·
in
sec~
(2) in pal'l\g1'aph (5)
(A)
ill
subpata~l'aph (A), hy ~tl'ilcin~
last sentencej and
til('
P.8/22
�JRN:ll:2000
2:40PM
NO. 253
P.9/22
8
b)' amendiu~ suhpHru~I'(\ph (B)
(13)
follows:
2
H!-l
3
'. (B) 'Pht.'
li\!d(~l"a I shnt'll
Il~I\r('d Bllell'!'
5
ilC~('(II'd(Ull'C
6
(go) RJi!~I~AIU'H .-Section 1~ 11 of"'
t:-ll.1eollcl(1l'~'
sll b~T(lIIt
of ;lIl.'"
4
7 nllci
to read
1'('·
!'IubpaJ'aV-','aph (.:\) )0\11,111 IH' lilllitlid
III
1~()4{h).",
wititl'ilWtioll
Illl'
Education Act. of HH1;) (:W
Elvll1l&ptm'~'
r"~,{',
(i:3GHh)
,
8 is
<1 III ellCled
9
10
11
12
13
(I)"
(Hr'
ill,~nUf-lectioll (b), b~' stril,illg "!'illb!'il'{'rl011
and inserting "sJ.lbf.;ettiollS (ell
illlcl
(hI";
(:2) by redCf)lg11ating fi\lb:-;(~(;tion (I»
~ec:tioll(c);
~s
snh"
alld
(3) by inserting' (:\f·ter subs~~cti()ll (ll) the fol
14
lm\;ng:
15
"(b) S(tE:\''l'IJ..'ICAU.N-BASED
RgS7~:\IH'1
r n;.,:
FA~IIIS
16 LI'l'gltA(.'Y.
I~
17
"(1)
18
tllldrl' !'i(,(·tic)J1
19
l"it{.\l'l\c.:~'
20
." 21
22
<Hu:\,I<!ltAL.-Fl'om
1202{b)(2), the
i~
"(A)
Hf~(\l'('h (u~
~atiOl!lll
l'e~t"at'('h
shall can)' (Jut
amOl\llt~
Ilixtitlltc for
that
scielititlc-all~··lm~wd
dd'inccl
l't"l'Iex,\wl
ill !-if'C't-jlll! ~~;)~):
\'t'<\ding' re
a 1111
"(Ill det(~l'millc!-i-
23
"(i) tlw mOHt. eff('C'th',& \\"II,\"=" (If irllpro\,
t.lw
litenl(:~'
24
illg'
25
i Il~ diffi{!ultiel:i;
skills of' Cldllltx with
flllc1
l'l~ad-
�JAN. 11.2000
.
2:40PM
NO. 253
.
9
1
-.
it(ii) ,/tow family
litel·<1.e~-
f.;el'\'lec.s NUl
kll()wl(1{tg'l.~
2
3
I
amI skillx t.l!ey need to HUPP0l't tllei r' (·I,il·
6
, I
be:,t
' Inxtitnte for Litcnw.r slial.! oarry out the ]'(.'searr::h
7
. llllC!C'l' paragTaph (1) through all entity, ilichtcHng H
9
10
11
longitudinal
(JI'{)"iti('
~t1.l(liCH
'skills in childrell
\'l'llti()n~
parents ,,-ith tlll'
of' the developll1l'llt of'
i:~ltd
ltaR developed
Ijtel'ac~'
effl~(·t.iYl~ illtel'
to help chikh'en with reading'
diffi(;nltie~.".
P.1I1)/22
�JRN,ll,2000
2:40PM
NO. 253
O:\SIG\SIG99.AIB
'I
DISCUSSION DllAFT
PART C-EDUCATION OF MIGRATORY CHILDREN
2 SEC. 131. PROGRAM PURPOSE.
,
5
'
(;"l) lIi-ijlilragT£I.phfol
(~) hy
6
7
8
9
10
11
12
13
14
15
16
Fn
1I1/'CHIg-1i
(7),
hO('I,":
illserting: nft,(lr: p<~I'a.graph (1) 'lire· {'o\lo\\'
IIIg:
. Cllildr(lll
.
"(~) ewml'c t.lltll III ig:r£lt.OI'\'
(l1I1(Hl,!.!. t.1t~
Stat.l:s
tU'"
not
P{!IHI,li~ecl ill
b~'dispm'itie~ <l.UIClIlg' till' !--)tat.('~
'lHl.t.iulI l'equirclllollt.li
l
H,l\d
ill
\\'\1(1
nil."
(:n
in paragraph (5) (as
ell l'I'i('1 illi 111,
g'l'ud
::;0 reoesigllHi'.NIL
br
' ~t.rih:illg (laud" after the semicoJollj
(4) iu
p~ragl'aph
(6) (as so redesign a t.NI) ,
stl'ikiug' the period aBCI il\l::;et·tiug
18
11(7) eIlSl\r(~ t.iHlt Illi@J'i~10l'Y
"j
h~r
and " ; awl
b,Y adding at tl W .c.md the followi IIg:
.children
: allel npPl'opl'iatc ()ppOrbllJitiHR t.o
Htat.c·
20
dll:l.l1(,llgillg'
21"
!{h'IJ<lHl'd~ t.hat" all c'hildl'~'II"(lI'('
111(1(11"
"t'('pi"I' filII
lite' SHIlH'
C'ollt.(-'1I1 Hlle] :-:;tU<i(!lIt 1W.I'\"OI'IlHIIlC'(,
(lXPl'('j!'d III 1111·Pl....
22 SEC. 182. STATE APPLICATlON.
"
26
IIIHIIIH'"
andeollt.cut standal'dRi"i
(i))
23
111(1\'('
fit\ld~iI11 p(~,·r(lI·IIHlJl('(1
HI'.u.tc·
17
19
r(~sp(~H
. H('('t.ioll I :J04
(~O
'
pn' IWlt:)l\'(' 11
(1.H'(', f,:{!J4)
il'i (\lIl('lId(·I\..
P.l1/22
�NO. 253
O:\SlG\SIG99.AlB
DISCUSSION DRAFT
:-\.1,,( •
2
2
.1
rn)
:;
7
t'(~(1 ($ iQ'11 il ti l\U'
,.
,
(~ )
:-;PP('ti,'('I.\':rlll(/
H
(t ')
10
':(:2)
(I
II,\' iIlH(Wt.illg' an',Pl' 1I!l1'<1~:r;tpll (I) I Ill'
r/C's("'iptiou of joillt' plalllling: dlol'Ls 1.11lI1
11
'will be tlmde with [·espl~('t. to
12
nudel' thi~ Art., local, State, t).lld F'edel'al pl'ogl'alllR,
J3
il.lId biling'tIHl education pr'ogrnlHs undel' part A of
I4
titlC" VII;";
pl'og'('(tm:i assi:-;ted
<lllC.l
,(2) ill ~lIbse~tioll (cHiS), b~' insel·ting "and HI
15
H
16
fOl'lllnt. mlCl lallgllage tmderstalldCl.l>le to t.he pH.l'ellts"
17
h<>f'orr' t.ll<'
I RSEC.
133. COMPREHENSIVE PLAN.
19
S('llli('(>loll.
';:..sp(,tioll ):'HHl{:))(t) (20 tLf).C'. 6:Hllj(a)(l)) iR <ullI-lId
20 t'd-'
21
22
2.1
24
25
I 1) illsll"Jl(ln'~I'(\ph (A)
(.\ l 11,\' :-it.dlcillg' "t.IH' (Ioa.lx :lOO(}' liJdu('u!t,
P.12/22
�JAN. 11.2000
2:40PM
/'10.253
O:\SIG\SIG99.A18
2
DISCUSSION DHAFT
iliid
iIIS(I,-UIlP; "G502, if
or
I'(i) tlH' ,<;;pc('ial 11('('(1:-.;
3
4
dlildl'(~IlHr(' sp(~(~ir'I('ull~'
5
(~ol\lpl'dlpnl;h'(' ~tat.(!
IlIigTn.tot'.\·
ildd"p:isl'd
ill
tIl<'
piau;
"(ii) t.11<' eOlHpreheltsiw !')t.ntp plan is
6
eoll~l.l)()I'ati()1I
7
dcyelopl'<I ill
8
mLg'nl.t.ory ('hilc1rclIj and
9
"(iii)
with parPII(:; of
LlI(I('OlIlPI'clll\lI~i\'(' Nll1tl' pin 11
10
!lillg: iH lIot IIRl>r1 t.O sl1ppln.lIt
11
I'cg'u,nlillg\
12
~(.ilt(1 (If'f:ol't.:-;
this Pal't;".
UI'
adlllinistr-atiw fundi IIg-. few,
13 SEC.
1~4, COORDINATION.
14
Section 1308 (20 U.S.C. 6398) is amellded
15
16
(l) in subsectioll (b)(2), by' addiugnt. the end
t·h(.l following:
l7
II
teO)
film'
migrant stl1dclIt. J'(-K'OI~dR
t.\U\t
18
(1\'e llmilltflined with Federal [edncn.tioll] fUllclR,
19
t.he Set~rct.ar)~ Hh/l.1l dctt.~r·llliue t.h<~
20
data. elCIlH-'llts with respect t.o Uw 1'l'(·{U'dfi. tlw
21
menus tl.lldreqnil'el11elltq fOl'
millillHHl1
CU:(O.(I:-;S
tu t.\tt'
....
~.'
22
23
(~)ill !)l1b~c(·t.i()l\
24
25
;111(1
(e), by ~t.rikill~· H$(),OOO,OOO"
IlIscl't.ing· U$10 ,0()O,OOO''j
. P ,13/22
�JHI'I. 11, t::1::l1::l1::l
2: 41PM
NO,253
O:\SIG\SIQ99.A18
:{ L.c',
DISCUSSION DRAFT
4
(:~)
2
3
!II
~t*l,i.iOO,OOOP
~11 bscetioll
and
(4) b)' ndclillg
4 " (f') DN/'J\
iW';l;.wtill~'
ll.'"
(d)( 1. L
b,'"
"lFl,OOO,OOO";
:-;!I'j kill;!..!.'
Hlte!
t",Il(' l'lId !.lie follo",ill/l';
COl II JI'}( ""'10:\ .-'i'IIl' HU<:I'(\t.m',\·
:-;1111/1 di 1'1"1'1
5 t.he l\iat.ioIlHI Cellt'{ll' fot' Hldu('at.jOL) Statisth'.H to l'1I11I'{"
G dnt.n
Oil Hligl'at.(lI'Y ChiJrl!·l~II."_
P.14/22
�JHN.l1. 2000
Z: 41PM
NO.253~~(.22
"I",
O:\KOS\KOSOO.023
DISCUSSION DB.A.FT
1
S.L.C,
"PART D-PARENTAL ASSISTANCE
2 "SEC. 1401. PARENTAL INFORMATION AND RESOURCE
3
TERS.
"(a) PoRPOSE.-The purpose of this part is-'
4
5
"(1) to provide
6
7
CEN
leadership~
teehnical
aS$i~ta.nce,
and financial support to nonprofit organizations and
.
local educational agencies to help the organiza.tions
,
8
and agencies implement successful and effective pa
9'
rental involvement policies, programs, and activities
10
that lead to improvements, in student performance;
11
"(2) to strengthen partnerships among parents,
12
teachers, principals, administrators, and other school
13
personnel in meeting the educational needs ofchil
14
dren;
15
16
11
18
"(3) to develop and strengthen the rela.tioIlBhip
between parents and the school;
"(4) to further the deVelopmental progTess pri
marilyof children assisted under this part; and
19
"( 5) to coordinate activities funded, under this
20
part with parental involvement initiatives funded
21
under section 1118.
22
"(b) GRANTS AUTHORIZED.-'
23
"(I)
IN GENERAL.-The Secretary is authorized
24
to award grants in each fiscal year ·'to nonprofit
25
ganizations, and nonprofit organizations in consortia
26
wi:th local educa.tional agencies, to establish parental
Of
�..
NO. 253
'
DISCUSSION DRAFT
O:\KOS\KOSOO,023
S.L.C.
2
1
information and resource centers that provide train..
2
ing, information, and support to
"(A) parents of children enrolled in ele~
3
·4
mentaty schools and secondary schools;, and
5
6
"(B) individuals who work with the par
ents described in subparagraph (A).
7
. "(2) AWARD RULE.-In awarding grants under
,8
this part, the Secretary shall ensure that such
9
grants are distributed equitably among urban and
10
11
12
rural areas.
"SEC. 1402. APPLICATIONS.
H(a) GRANTS APPLIOATIONS.
13
"(1) INGENERAL.-Each nonprofit. organiza~
14
tion or nonprofit organization in consortium with a
15
local educational agency, that desires a grant under
16
this part shall·· submit an application to the Sec
,
17
18 .
"
,retary at such time and in such manner as the Sec
retary shall determine.
19
"(2) CONTENTS.-Ea.ch ttpplication submitted
20
under paragraph (1), at a minimum, shall include'
21
assurances that the organization ,or consortium
22
will~
23
.24
"(A)(i) be governed by a board of directors
the membership of which includes parents; or
P.16/22
�JHI'i. 11. ~~~~
2: 41PM
NO. 253
DISCUSSION DRAJ:i1T
O:\KOS\KOSOO.023
S.L.C.
3
1
2
3
4
"(ii) be an organization or consortium that
represents the interests of parents;
"(B) establish a special advisory committee,
the membership of which includes
5
6
"(i)
parents
described
in section.
1401(b)(1)(A); and
"~(til represent~tives
7
of education pro
8
fessionals with expertiae in improving serv
9
ices for disadvantaged children;
10
" (C) use at le8,8t V2 of the funds provided
11
under this part in each fiscal year to serve
12
areas with high concentrations of low-income
13
families in order to serve parents who
14
verely educationally or economically disadvan
15
taged;
~re
se
16
"(D) operate a center of sufficient size,
17
scope, and quality to ensure that the center is
18
adequate to serve the parents in the area;
(E) serve both urban and rural areas;
19
H
20
"(F) design a center that meets the unique
21
training, information, and support needs of par
22
entsdescribed in section 1401(b)(1)(A),par
23
ticularly such pitrents who are educationally or
24
economically disadvantaged;
P~17/22
�JHI'l.11.212!12!12!
2:41PM
NO. 253
O;\KOS\KOSOO.02S
DISCUSSlON DRAFT
-S.L.C.
4
1
H(G) demonstrate the capacity and exper
informa~
2
tise to conduct the effective training,
3
tion and support activities for which assistance
4
is'sought;
5
"(Ii) network -with
6
H(i) clearinghouses;
7
"(n) parent training and information
8
centers assisted under section 682 of the
9
Individuals with
10
Disabilities
Education
Act;
11
"(iii) other organizations and agen
12
cies; and
13
"(iv) parents of children enrolled in
'14
elementa.zy schools and secondary schools;
15
"(1) focus on serving parents described in
16
section 1401(b)(1)(A) who are parents of
17
income, minority, and limited EngliM pro
18
ficient, children; and
19
H
low~
(J) use part of the funds received ll;Ilder
20
this part to establish,. eA"Pand, or operate Par
21
ents as Teachers programs or Home Instruction
22
for Preschool Youngsters programs ..
23
"(b) GRANT RmNEWAL.-:-Fqr each fiscal year after
24 the Drst fisc~ year an organization or consortium
25
assist~ce
r~eives
under this part, the organization or consortium
P.18/22
�NO.2S3
0: \KOS\KOSOO.023
DISCUSSION DRAFT
.
S.~.C.
5
1
~hall' demonstrate
in the application submitted for suCh
2 fiscal' year after·the first fiscal year that. a portion of the
3 serviGes provided by the 'organization or consortium is sup- .
4 ported through non-Federal contributions~ whlah contrlbu- .
.
.
.
5 tiona may be in.cash or in kin,d.
6
7·
"SEC. 1403: USES OF FUNDS.
"(a) IN GENERAL.-·Grant funds received under this
8 part may be used
".
.1
.
.
sup
9
"(1) for parent training, info:rmation,and
10
port programs· .that provide· a.ssista,nce to parents. to
11
enable the parents
12
13
14
15
>I(A) to engage
in activities' that will im
prove student performance;
'~(B)
to provide followup support far their
Children's educa.tional achievement;·
16
"(0) to improve home and school
17
nication so that parents will be able to
18·
nicate more ·effectively with teachers,principals,
19
. counselors, administrators, and other school
20
21
22
COrnlnU
commu~
personnel;
"CD) to become active participants in
school plaruring and improvement;
,
provi~
23
"(E) to participate inilie deaignand
24
sion of assistance to students who are notmak
25
iug adequate educational .progress;
.
.
P.19/22.
�..
JHI't. 11. C:IQIQIQ
~: 4~PM
NO. 253
DISCUSSION JlRAJl'f.r
O:\KOS\KOSOO.02S
S.L.C.
6.
1
u
(If') to· obt.ain information about the range
2
of optiOIijl,. programs,· services, and resources
3
available at the national, State, and local levels
4
to assist parents and school personnel who work
5
with parents;
H(G) to participate in State and local
6
7
de~i-
sionmaking;
8
"(H) to train other parents;
9
"(!) to provide support for parents to help
10
the parents learn. QJid use the technology a.p
11
plied in their children's education so as to assist
12
the parents in reinforcing and supporting their
13
children's learning; and
14
H{J) to plan, implement, and fund activi
15
. ties that coordinate the education of their chil
16
dren with. other Federal prqgrazns that serve
17
their children or their families; ant;!
18
!
('(2) to include Sta.te or local educational per
19
sonne1 where such participation will further the Be..
20 .
tiVities assisted under the grant.
21
"(b)GRANDF'ATHER CLAusEl,-TheSecretazy shall
22
~e
furids made available under this part to continue to
23 make gra.nt or contract payments to each entity that was
·24 awarded a multiyear grant or contract u.ilder title IV of
25 the Goals 2000: Educate America Act {as .
such title was
.
P.20/22
�NO. 253
..;;",
O:\KOS\KOSOO.023
DISCUSSION DRAFr
. S.L.C.
7
1 in effect
OIi the day before the date of enactment of the
2 Educational Opportunities Act) for the duration of the
3 gra.nt or contract award.
4 "SEC. 1404. TEOHNICAL ASSISTANCE.
5
"The Secretary shall provide tecb..nical assistance, by
6 grant or contract, for the establishment, development, and
7 coordination of parent training, information, and support
8 programs and parental information and resource centers.
9
10
"SEO. 1405. REPORTS.
"(a) lNFORMATION.-Ea,ch organization or cons or
11 tium receiving assistance under th:is part shall submit to
12 the Secretary, on an annual basis, information concerning
13 the parental information and resource centers assisted
14 under this part, including
15
16 .
17
"(1) the number of parents (including the num"
ber of minority and limited English proficient par
. ents) who receive information and training;
"(2) the types and modes of training, m£onna
18
19
20
tion, and support provided under this part; and .
. "(3) the strategies used to reach and serve par
21
ents of minority and limited English proficient chil
22
dren, parents with limited literacy skills, and other
23
parents in need of the services provided under this
24
part.
P.21/22
�......
It
t . J.. .... ,..
,-uuu
'- ..... C..f·j
NO. 253
-,
O:\KOS\KOSOO.023
DISCUSSION
DRAFT
S.L.C.
8
1
"(b) D1SSEMlNATION.-The Secretary annually shall
2 dissenlinate, widely to the public and to
Co~oress,
the in..
3 formation that each organization or consortium submits
4 under subsection (a) to the Secretary.
5 "SEC. 14OG. QENERAL PROVISIONS. .
6
. "Notwithl3tanding any other provision of this part
7
"(1) no person, including a parent who edu
8
cates a child a.t home, a public school parent) or a
9
private school parent, shall be required to participate
10
in any program of parent education or develop
11
mental screening pursuant to the provisions of this
12
part; and
H(2) no program or center assisted under this
13
14
part shall take any action that infringes in any man
15
ner
16
of their children.
on
the right of a parent to direct the education
P.22/22
�JAN. 5.2000 '6:46PM
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No. 133--P, 27/36
DISCUSSION DRAFT
0; \ SIG\SIGOO ,010
1 SEC. _ '• COMPREHENSIVE SCHOOL REFORM. '
Part A of title I (20 U.S.C. 6811) is ame~lded-
2
,3
(1) by redesig11atingpart F as part G;
4
(2) by redesignating sections 1601t11l'ough
5
16,04 as sections 1901 T,hl'ough 1904, !"(':-;PN·tivcly;
6
arid
(3) by inserting after part E the followillg:
7,
..
.;
8
9
"10
.
'.
"PART F-COMPREHENSIVE SCHOOL'REFORM
"SEC. 1601. PURPOSE.
"The purpose of' this part is to pro\idt> fillHlwial in
11 centivGs' for schools to
12
fanns 'b~8ed'
de:v,~19P
c,oinprehensive 8('11001 re
llPori[~g and~'~f'f~ctive Pl·a.(',tic~~and
, 13 [research-based program~Jthat emphasize basic aoademics
14 and parental involvement so that all children' eHIl meet
15, challenging State content and student performance stand,..
16 ards.'
.
'
17 "SEC. 1602. PROGRAM AUTHORIZATION•.
.
18
19
.
~'(a) PROGRAM AUTHORIZED.
1'(1) I.N GENER.l~IJ,-Thc Secretary is all1'ilol"ized'
2 0 t d award. .grants to State' edtH:.a.tional
..
agen(~il'8.
.'
.
from
, 2 1 ' oillotmeilts l.mder .pa.ragraph (2)! to ~mlhll' t lu' :State
, 22
.e.duca.tioi1a1 agencies to' award subgrallts to 10c-al
23
. educ.a.tional agencies to (~an;.r out the' pllrp0:-\I.' dc
24
• scribed in section 1601.
25
"(2) .A.LLOTMENTS.
�JAN. 5.2000
6:46PM
NO. 133
P.28/36
.'
O:\SIG\SIGOO,OlO .
DISCUSSION D;a.AFT
S.L,C.
2
r
'leA) RESElRVATIONS.-Of the amount
ap~
2.
, propriated under-section l002(h) for a fiscal
3'
. year, the Secretary may reserve-
"(i) not more than 1 percent
4
to pro
5
vide assistance to schools supported by the
6
Bureau of Indian Affairs and in the
7
I·
.
United· States
S
American Samoa, and the Commonwealth
9
of the Northern Ma.daml. Islands according'
10
to their respective needs for assistance
11
tlnder this part; and
12
Virgin' Islands,
Guam,
"(ii) not more than 1 percent to
COn
13
duct
14
scribed in section 1607.
15
"(B) IN GENERAL.-?f the'amount appro
national
evaluation
activities
de
16
priated under section lOO,2(h). that remains.
17
after making the reservation und.er subpara
18
graph (A) for a fiscal year,
19
allot to each State for the fiscal year an amount
20
that bears the s~~me ratio to the remainde:r for
·21
I..
the
Secretary shall
tha.t fisca,l yea.r as the amount made available
22
under section i124 to the State for the pre
23
ceding fiscal year bears to the .total amount
24
made available Under section 1124 to all Sta.tes
25
for that year.
�'.
'
JAN.
5.2~00
6:46PM'
NO. 133
o;\srQ-\srQ-OO.010
DISCUSSION DRAFT
, 3
,1
"(O) I{EALLOTMENT.-Ifa State does not
2
apply for funds llllder this section,' the Sec
3'
retary shall reallot such funds to other States
4
that do not apply, in proportion to the amount '
5
allotted to such other States under subpara
6
graph (B).
7
"SEC.1603. STATE APPLICATIONS.
8
"( a) IN
GENERAL.-E~oh
State educational agency
9 that desires to receive a grant under this section shall sub
10 mit an application to tile Seoretary at snch time, in such
Ilma.nner, and containing ,such information as the Secretary
12 may reasonably require.
13
'''(b)
CONTENTS,-'Each
such
application
shall
,14 describe
"(1) the process and selection criteria. DY which,
15
16
the State educa.tional agency, using expert review,
i
17
18 '
, 19
will select local educational agencies to receive sub
, grants under this section;
£((2) how the
St~te
educational a,gencywill en
20
" sure that only comprehensive school reforms that are
21
ba.sed on promising and effective· practices and re
22
'search-based programs receive funds nnder this part;
23
24
"(3) how the State educational agency will dis- .'
seminate information on comprehensiye ,schoolre~
�: JAN. 5.2121121121
6:47PM
NO. 133
,
, O:\SIG\SIGOO,QlO
·1
DISCUS$IPN'DRAlJIT
S.L.C. ',' '
I
,
.
14
1
forms that are bas¥ on pro;rusing and effective
2
practices and researcr-based programs; ,
3
, "(4) how the /State educational agency will
4
e;alllate the iinplenJentation of such' refon~H; ~ and
5
6
Ito ,
, measure the extent I which the reforms have 1'e
,
suited in increased btudent aca.demic penormance;
I
I
7
I
and'
1
I
8
"(5) how the S~ate educational agency will pro
9
"ide, upon request, j technical' assistance to a local
•
"
10
i
' ,
, "
educa.tional ,a.gency Qr con,sortia of loca.l educational
11
agencies in evalua,tidg, developing, and'implementirlg
12
comprehensive
,
I
.
,
I
schoo'~
' ,
reform.
'
13 "SEC. 1804. />TATE USE OF tUNUS.
14
.' .'
'.
"(a,) IN GENERAL.iExcept as proVIded jn subsectIOn
i
15 '(e)~ a State educational agency that receives a grant under
, 1
"
16 this part shall use' the' grant' funds to award subgra.:nts"
.
'
,
17 on ,a competitive basis, 'Ito local educatiomil agencies or
i
18 cons0I1ia. of local educational a.gencies in the State that
,
I' '
19 receive funds under part iA.
\
20
,
"
,
'
'
'
;'(b) SUBGRANT R'QU~ElVIEJNTS,-'A sub~a.nt to, a.
21 local educational agency ~r consortium shall be
22
23
24
"(1)
P. 3i~l/36
ofsuffici~nt
I
size. and scope to Sllpport the
."
initial costs for the particular comprehensive school
. ,,!
,
,
refonn plan selecte~ or designed by each school' iden- .
:1
1
I
.
I
, I
�NO. 133
0; \SIG\SIGOO .010
DISCUSSION DRAFT
P.3l/36 '
S.L.C.
,
1
tified in the application of the local educational
2
agency or consortium,
"(2) in an amount not less than $50)000 for
3
4
each participating ,seho'ol; and·",
5
;'(3) renewable for 2 additi(liul.1 I-year periods
6
after the initial I-year grant is ma,de if the school
7
is making substantial progress in the implementa
8,
tior! of reforms.
9
'~(c) PruoRITY.-A 'State educational a.geney, in
,
'd
IQ
.,
10 awareli ng subgrants ' lm er ~h' paIi '~E~ty to
h 11'
,IS
11 local ed1.lcational agencies or consortia that
12
"(1 ) plan to use the funds in schools identifieil
.
.
.
'
13
'as being in need of improvement or Gorrective action, ,
14
under section 1116(c)j arid
·15
"(2) , demonstrate
a 'commitment to
assist
16
schools with' budget allocation, professional develop
.17
ment l and othet strategies neceFlsary to ensure the
18
comprehensive school reforms are properly imple-
19
mented a.nd are sustained in the futUre.
20
"(d) GRANT
CO~SIDERA.TrON.-In
awarding' sub
21 grants under this part';, the State educational agenoy shall
22 take, into consideration the ,equitaple distribution of sub
23 grants to different geogra.phic
region~
within the State,
24 inchiding urban and' rural areas, and t,o schools, sen-ing
25 elemerttary schobland secondary studerl'ts~
I
�JAN. 5.2000
6:47PM
NO. 133
0: \$IG\SIGOO.O+O
DISCUSSION DRAFT
P.32/36
S.L.C.
6
1.
I'(e) ADMINISTRATIVE COSTs.-.A State educational
2 ' agency that receives a grant lUlder this part. may reserve'
3 not more than 5 percent of .the grant funds for administra
4 tive, evaluation, and technical assistance e}..'Penses.
5
"(f) SUPPLElMElN'r.-·Funds made a.vailable under
6 this part· shall be used to supplement, and not supplant)
7 any other Federal, State, or' local funds that would other~
I'.
8 wise be ava.ilable to carry out the activities assisted under
·9 this part.
10
H(g) RElPORTING.-Each Sta.te educational agency
I
11 . that receives a grant under this part shall provide. to 'the
12 Secretary such information as. the SC(3retary .may require,
.
'
13 including the names of local educational agencie~l'fand
14 schools;receivingassistance under this part, the. amount
15 'of theassistane::e, and a description of the comprehensive
16 . school reform model selected and used'.
17
"SEC. 1605. LOCAL APPLICATIONS. .
"(~,) I~ GENERA1~.-·Each local educational agency or
.
18
19 consortium of local educational a.gencies desiring a,
20 subgrarit under this 'section shall submit an application to
21 the Stat!.:',' educationa.l agency at such time, in such man-,
22 . ner, and containing such inforination, as the Sta.te edu
23 cational agency may reasonably require.
L
/
,
24 ,n(b) OONTENTS.-'Each, st1ch application shaU
�JRN. 5.2000
6:47PM
NO. 133
O;\SIG\SIGOO.OlO .
DIS.CUSSION DRAFT
S,L,C.
7
.1
'. "(1) identify the' schools, that are eligible for
2
assistance under .part A,· that plan to implement a
3
comprehensive school reform program,· including the
4
projected costs of such a program; ,
. (( (2) describe the promising and effective prac- .
5
tice~
6
}
and resea.rch-ba,sed programs that such schools
. will impll3ment;
8
. "(3) describe pow the local edl.lcational agency
9
or consortium will provide technical assistance· and
10
support . for the effective implementation of the
11
promisfng o,nd effective prclctices and resear9h.-based
12
school reforms selected by such. schools; and
13
. "(4)' describe how the local educational agency
14
or consorth:un will. evaluate the implementa.tion· of
. 15 i
16
·17
18
.
such reforms and measure the· results· achieved in
improving student academic performance.
"SEC. 1806. LOCAL USE OF FUNDS.
"(a) USES OF FUNDS ,-A local educational agency
19 or consortitJ.m that receives a, subgrant under this section
20 shall provide the su,bgrant filnds to schools) that are elig1.- .
. 21 bie for assistance under part A and served by the agency,
, 22 to ena.ble the schools to implement a comprehensive school
23 reformprogra,ffi t'or..
24
"(1) employing innova.tive strategies for student
25
learning, tea.chin.g, and school mana.gement that are
�JAN. 5.2000
6:48PM
NO. 133
.
.
DISCUSSION DRAFT
O;~SIG\SIGOO.OI0
.S.L,C.
8.
1
2.
3
based on promising and effective practices and
. sea:(ch~ba.sed programs and have been replicated
re~
~uc-
cessfuJly in schools with diverse characteristics;
.4
'.'(2) integrating a comprehensive design for cf
5
fective school functioning, including instruction, as
6
sessment, classroom :management, professional devel
7
opment; parental involvement, and school
8m~nt,
manage~'
that aligns ·the schoolls' curriculum, ,. tech·
9
nology, and professional development into a com
10
prenensive reform plan for schoolwide· change de-
II
signeq to enable all students to meet challenging
12 .
State content and student performance' standards .'
13
and addresses needs identificd through a school
14
needs a.ssessment;·
15
16 .
17
ia
"(3) providing high quality and continuous
1
teacher and. staff professional development;
' "(4) the inclusion of measurable goals for stu·
dent performance;
1.9
20
"(5) support for teachers;· principals adniinis
7
trators,
21
~nd
other' school personnel staff;
"(6) meani-llgfulcommunityand parental m
22
volvement .. initiatives .that will strengthen school. im
23
pr~vement
activities;.
24
"(7) rising high .quality external technical sup
25
port' and assista.nce from an entity that has e}."Peri
"
I
P,34/36
�. JHr~ . 5. 200121
6: 48PJvJ
NO. 133
f,
0: \SIG\SIGQO,OlO
DlSCUSSION DRAFT
P.35/36
S.L.C,
·9
1
ence and e}:pertise in schoohvide reform and, hn
2
provement, which may include an institution of high
3
er education;
4
5
"(8) evaluating se:hool refonn implemcntat'ion
and student performance; and
6
. "(9) identification of other resources, including
7
F'ederal, State, loca.l, and' private reSotl.rces, that
8
may be used to coordinate services thB.t '"rill support
,9
and sustain the school reform effort.
10
"(b) SPECIAL RULE.-A sellOol that reGeive~ funds
11 to. develop a
comprehen~ive
school refonn program shalJ
12 . not be lim.ited to using the a.pproaches identified
OJ"
devel
13 oped by the Department of Education, but may develop
14 the school's own comprehensive school reform progrqJns
,
'
15 for schoolwide change as described in subsection (a).
16 "SEC. 1607. NATIONAL EVALUATION AND REPORTS.
17
C!(a) IN GENERAL.-The Secretary shall develop a
18 plan f'or a national evaluation of' the programs
L
~)ssisted
19 under this part,
. 0
2
"(b) EVALUATION:-The nationalevalu(1.tioll shall
21
"(1) evaluate the implementation and results
22
achieved by schools a£ter·:i years of ihlplemellting
23
comprehensive school reformsi and
,
.
I
�J HI'l • ::> • C::1::Ji:::JlJ
6 : 48t-'1'1
0:\S10\S1QOO.O10
1'10.133
DISCUSSION DRAFT.
S.li.C.
10 '
1
"(2) assesS the effectiveness of comprehensive
�I!
.1
JAN.; .5.2000
,'6: 31PM
NO. 132
I
P.2
-...........:. ..
O:\SIG\SIqaa.008
1
2
3
DISCUSSION DRAFT
TITLE I-HELPING DISADVAN
TAGED . CHILDREN
MEET
mGH STANDARDS
4 SEC. ·101. POLICY AND PURPOSE.
5
Section 1001 (20 U.S.C. 6301) is amended to read
6 as follows: .
7
8
('SEC. 1001. STATEMENT OF PURPOSE.
"The purpose of this title is to enable sehools to pro
9 vide opportunities for children served under this title to
10 acquire the knowledge and skills contained in the chal~ ..
11 lenging' State content standards and
to
meet the ch~.~
12 lenging' State student performance standards developed
13 for all children. This purpose should be aecompli$hedby
14
(((1) ensUring high standards far aU ebildren
15·
and aligning the efforts of· States, local educational
16
agencies, and I3chools to help children served under
. 17
this title to reach such standards;
tt(2) providing children an enriched, and_ acceler-
18
19
ated educational program, including the use of
.
'~
20
schoolwide programs or additional services tha.t in
21
crease the amotlnt and qualitY of instnlct.ional time
22
so t.hat children served under this titre
23
I,east the classroom instruction that other <;,hililien
24
l'eeeiv.:e·
--,
rec~ive
at
?
�JAN. 5.2000
NO. 132
6:31PM
O:\SIG\srqoO.OOB
DISCUSSION DRAJrT
SJoJ.C.
2
1
11(3) promoting
~choohv:ide
reform a.nd ensuring'
2
access of children (from the earliest grades, includ
3
ing prekilldergarten) to effective instructional strate
4
gies and ehallenging a,cademic--content that includes
5
intensive complex thinking and problem-solving e}..-pe
._-=::=..
6
7
_==-----
nences;
"(4) significantly elevating. the' quality 'of in
8
struction by providing staff in participating schools
9
with substantial opportunities for professional devel
10
opmentj
~
11
"(5) coordinating servrces under all parts of
12
. this title with each other, with other educational
13
services, and to the extent feasible, with health and
14
social service programs funded from other sOurces;
15
"(6) affording parents 'substantial and mean
the
16
ingful opportunities. to participate in
17
of their children at home and at school;
educa.tion
18
"(7) distributing resources in amounts suffi
19
cient to make a difference to local educational agen
20
des and schools where needs are greatest;
21
1'(8) improving and strengthening account
22
ability, teaching, and learning by using State assess
23
ment systems designed. to measure how well children
24
served under this title are achie'Ving challenging
P.3
�'JAN. 5.2000
NO. 132
6: 32PM
O:\SIQ\SIGOO.OOB
P.4
. S.L.C.
DISCUSSION DRAFT
3
1
State student performancestanc1ards expected of aU
2
children; end
3
"(9) providing gl'eatel' decisiOlln1aldng authority
4
and flexibility to schools and teachers jn exchange
5
for grt;ater responsibility for stlldent perforrn.ance. Il ,
6 SEC. 102. AUTHORIZATION OF APPROPRIATIONS.
7
Section 1002 (20 U.S.C. 6302) is amended
(1)
8
9
10
In
subsection
(a),
by
striking
"$7,400,000,000 for fiscal year 1995" and inserting
"$10,000,000,000 for fiscal year 2001";
(2)
11
ill
subsection
(b),
by
striking
12
"$118,000,000 for fiscal year 1995" and inserting
13
"$500,000,000 for fiscal year 2001"i
(3) in
),4
~ubsection
(c), by striking 1'$310,000,000
15
for fiscal year 1995') and inserting "$400,000,000
16
for fiscal year 2001";
17
'(4) by amending subsection (d) to read as fol
18
lows:
19
U(d) PARENTAL AsSISTANcE.-F'or the pU.rpose of
20 'carrying Qut ~rt D, there are authori!t.ied to be appro
2l
Priat~~Cal year 2001 and such mIDIs
22 as may be necessary for each of the four succeeding
fisc~l
23 'years. "; .
24
25
(5) by amending Sll.bsectjon (e) to read as fol
lows:
0.
�JRN. 5.20013
6:32PM·
NO. 132,
·O:\SIG\SIGOO.008
DISCOSSION DRAFT
8.L.o.
4
H(e) O.APIT.t!tL EXPENSEs.-For the· p1..rrpose of car·
1
>
2 rying- out section 1120(e), there ru'e authorized to be ap
3 propriated $15,000-,000 for fisca.l year 2001, $15,000,000
4 for fiscal year 2002, and $5,000,000
.-ror
fisoal. year
5 2003.";
6
(6) in subsection (f), [to be supplied];
7.
(7) in subsection (gL [to be supplied]; and
8.
(8) by adding at the end the following:
9
itCh)
COMPREHENSIVE SCHOOL REFoRM.-For the
-.--...
----------~-------
10 purpose of carrying out p~ F, there are authorized to
11 be
approPriate~o~~~~!tO for fiscal year 2001 and
12 such
SumS
as 'may be necessary for .each of the four
SUe"
13 ceeding fiscal years,".
14 SEC. 1(13. STATE PLANS.
15
16
17
18
19
20
Section 1111 (20 U.S.C. 6311) is aJJlended
(1) in subsection (a)
(A) in paragraph (1)
(0 by striking lithe Goals 2000: Edu
cate America Act,"; and
(ii) by striking' "14306" and inserting
21
116506"-, and
22
(B) in paragTaph (2), by striking" 14302 17
23
"
and inserting' "6505"j
24
(2) in subsection (b)
25
(A) in para,gra.ph (1)
P.5
�JRN. 5.2000
6:32PM
NO. 132,
DISCUSSIO~
O:\SIQ\SIOOO.008
SL.e.
DRAFT
5
1
(i) by amending' subparag-raph (B) to
2
read as follows:
3
"(B) The standards descI'ibed in subpara
4
graph (A) shall be the same standards that the
5
State applies to ali schools and children in the
6
State."; and
7
(li) by a,mending subparagra.ph (0) to
8
read as follows:
9
(1(0) The State shall have the standa.rds .
10
descriped in. subparagraph (A) for elementary
11
school. and secondary school children served
12
un~er
13
State that include at
14
or language arts, and science, which standards
this part in subjects determined by the
//
(~~--.
~
•
15 .
''
leas!_ma.~hematics,
.
reading
.
1
<
shall require the sarD:e::~knowledge, skills, and·
\
16
levels of performance for all children."; and
17
. (B) in paragTaph (5), by inserting
H,
but
18
shaJl not mandate, a specific asse~sment or
19
mode of instruction," after tlneeded languages";
20
(3) in subsection (c)
21
22
23
24
(A) by redesigna.ting pa.ragraphs (5) and
(6) as .paragraphs (7) and (8), respectively;
(B) by inserting after paragraph ('1) the
following;
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P.7
S.L.C.
1
"(5) the State edncational a,gency will inform
2
the Secretary an.d the public regarding bow Federal
3
laws hinder, if at all the ability of States to hold
4
local educational agencies and schools accountable
5
for student academic performance; 1);
I
6
"(6) the State educational agency will inform
7
local educational agencies of the local educational
8
agencies' ability to obtain waivers under part F of
9
",,---*-,~
. title VI and, if the State is
a,h"~d-F'le;:~;~~ership
10
"'---,-~
.
State, waivers under the Educational Flexibility
11
Partnerslllp Act of 1999 (20 U.S.C. 5891a et
12
seq.);"; and
13
(C) by amending paragraph (8) (as so re.;.
14
designated) to read as follows:
15
"(8) the State will coordinate activities funded
16
under this part with other Federal activities as ap
17
propriate.";
18
19
20
21
(4) in subsection (g), by striking " 19 9 8 '1 and
inserting t'2005"j and
(5) by adding at the end the following:
((0) PRIVACY.-Informa.tion collected nnder this sec
22 tion shall be collected and disseminated in a manner that
23 protects the privacy of individuals.
24
"(j) SPECIAL RULE: ON SCIENCE STANDARDS AND
25 AsSElSSMENTS.-No State shaH be required to meet the
)
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6:32PM
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O:\SIQ\SIGOO.008
DISCUSSION DRAFT
s.~.c.
7.
1 requirements' of this part relating to .~Gk:g.ce $t:.uularcl~r
2 assessments u.ntil September 1, 2005.",
--------
.---_.
3 SEC. 104. LOCAL EDUCATIONAL AGENCY PLANS.
4
5
6
Section. 1112 (20 U.S.C. 6312) is amended
(1) in subsection (a)
(A.) in paragraph (I), by striking "the
a~l
7
Goals" and
8
14306"
9
Disabilities Education Act, the Carl D. Perkins
10
Vocational and Technical· Education A.ct of
11
1998) the Head Start Act, and other Acts, as
12
appropriate"; and
13
that follows through "section
and inserting "the Individuals with
(B) in paragraph (2), by strilring 1'14304"
14
and inserting "6502" i
15
(2) in subsection (b)(4)-.
16
(A) in subp~agraph (A)
17
(0 by striking "programs, vocational"
18
and inserting. 'Iprograms and vocational";
19
and
20
(ii) by striking ", and school·to-work
21
transition programs"; and
22
(B) in subparagra.ph (B)
e'l
23
(i) by.striking "served tmder part
24
and 'all that follows through "1994"; and
. P.8
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DISCUSSION DRAFT
S.L.C.
8
1
2
3
4
5
6
7
(ii) by striking "served under' part
D "·
,
1
(3) in subsection (c)
(i) ill sllbparCl.gl'aph (G), by striking
"and" after the semicolon;
(ii) in subparagraph (H)-' .
(1) by striking "beginnjng infis
8
9
.----.
(A) in paragraph (1)
cal year 1997 and"; and
(II) by
10
~triking
the period and
a semicolon; and
11
inserting
12
(iii) 'by adding at the end, the fol
13
lowing:
14
"(I) comply with the requirements of sec
15 '
,16
tion 1119 regarding professional development;
"(J) inform eligible schools of the local
17 '
edueationEU agency's authority to obtain waivers
18
on the school's behalf under part F of title VI,
19
and if the State is an Ed-Flex Partnership
20
State, waivers under the Education Flexibility
21
Partnership Act of 1999; and
22
"(K) coordinate and collaborate, to the ex·
23
tent feasible and necessary as determined by
24
the local edL\CationaJ agency, with other agel1
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DISCUSSION DRAFT
S.L.C.
9
1
Cles providing services to children,youth t and
2
families."; and
3
(B) in paragraph (2)
4.
(i) in subParagTaph (A), by striking
"in fiscal year 1995,)); and
5
6
(ii) in subparagra.ph (B), by striking
7
tlin fiscal year 1996,"; and
8
(4) in subsection (e)(1), by striking
9
10
by the State educational agency/),
Section 1114(20 u.S.C. 6314) is runended
(1) in subsection (a), by amending paragraph
13
14
except
that" and all that follows through "finaHy a.pproved
lIsEe. 105. SCHOOLWIDE PROGRAM:S~
12
n
(I) to read as follows:
15
"(1) IN GENERAL.-A. local educational agency
16.
may use funds under this part, in combination with
17
other Federal, State, and local funds, to upgrade the
18
entire educational program of a school that serves
19
an eligible school attendance area in which not less
20
......--------._"
.
an 50
........
pe~cent6
the children are from low-income
--------"':;?'.:.-
21
famil~ei;-of-not less than 50 percent of the children
22
enrolled in the school are from such families.";
23
(2) in subsection (b)
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. DISCUSSION DRAFT
S.LC,
10
1
(A) hl paragraph (l)(B)(vii), by striking ",
2
if any, ' approved under title III of the Goals
3
2000; Edllcate America Act' >i and
4
(B) in paragTaph (2)
(i) in the matter preced,ing clause (i)
5
by striking 'lImprov
6
of subparagTaph (A) 1
7
ing America's Sehools..act of' 1994" and
8
inserting "Educational Opportunities Act";
9'
and
10
(ii) in subparagraph (0)
11
(I) in clause (i)(II),' by striking
12
lfImproving America's Schools Act· of
13
1994" and inserting "Educational
14
Opportunities .Act'); and
(IT) in cla.use (v), by striking
15
16
lethe
17
Act of 1994" and infSerting "part C of
18
title IT"; and
19
20
(3) by adding at
School·to-Work
Opportunities
the end the follo~ng:
"(d) PREKINDERGARTEN, PRQGRAM.-.A school that
21 is eligible for a schoolwide program under this section may
22 use funds made available under this part to establish or
23 enhance prekindergarten programs edT 3-, 4-, and 5-year
--" .........__ ......-,----_...---
24 old children, such as an Even Start program. " ,
--~----------------------~--~-,
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DISCUSSION PRAJ.1'T
SJ..I.C.
11
1
2
3
4
5
6
SEC. lQ6. TARGETED ASSISTANCE SCHOOLS.
Section 1115 (20 U.S.C. 6315) is I1mended
(1)
insupsectioD
(b)(2)(C)(i),
by striking
llunder part D"; and
. (2) in. subl)ection (c)(I), by amending snbpara
graph (G) to re~d
8$
follows;
£, (G) provide
7
opportunities for professional
8
. development with resou.rces pro-vided under this
9
part,
~nd
to the extent practicable, from
oth~r
10
sources, fat teachers,principa.ls, a9mirl.istra:tors·
11
and other school staff (including,if appropria,te}
12
pupil 'services personnel), -who work with par
13
ticipating children in programs under· this sec-·
14
. tion or in the regular education program; and)'.
15 SEC. 107. ASSESSMENT AND LOCAL EDUCATIONAL AGENCY
16
.. AND SCHOOL IMPROVEMENT.
17
Section 1116 (20 U.S,C. (317) is amended
18
[to be s'Q.pplied], '
19 SEC. lOS. PARENTAL INVOLVEMENT.
20
21
22
23
24
25
Section 1118 (20 U.S.C. 6319) is amended
(1) in s~bsection (e)
(A) in paragraph (I), by strjking "Na
tiomiF' and inserting "America's";
(B) in
par~gr&ph (14),
after the semicolon;
by striking '\'n.d"
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DISCUSSION DRAFT
SJ..I.C.
12
1
(0) by amending paragraph (15) to read
2
1;1S
3
"(15) may establish a school distriet\'vide parent
follows;
edu~
4
advisory council to advise the school· and local
5
cational agency on <.J1. matters related to parental
6
volvement in programs sl.lpported under this section;
7
and",, and
8
9
jn~
(D) by adding at the end the following:
"(Hi) shall provide sueh other reasonaple sup
./
.
10
port for parental involvement/-activities Wlder this
11
section
12
electronic communications among tea.chers, student/3,
13
and parents such as through the use of websites and
14
e-mail communications;";
IS
.?
~~arents
. (2) in
may request, including. the uae of
s~bsection
16
inserting
17
(f), by striking "or with'1 and
ents "Vith";
18
1/,
parents of migratory children, or par
(3) by. amending subsection (g) to read as fol
19
lows:
20
"(g) INF'ORMATION FROM PARENTAL INFORMATION.
21
.~. RESOURCE CENTERS.:-In a
State where a parental
22 informa.tion and resource center is established to provide
23 training, information, and support to
p~rents
and individ
24 uals who work with local parents, local educational
agBn~
25 cies, and schools receiving assistance under tIns pa.rt, ea.ch
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DISCUSSION DRAFT
13
·1 school' 011 local educatjonal agency that receivel!l a.ssist&nce
2 under this part and is located in the State, shall assist
3 parents and parental organizations by informing snch par
4 ents and organizations of the existence and purpose of
5 such centers, providing such parents and organizations
6 with a description of the services and programs· provided
7 by such centers> advising paronts on how to ,use such
cen~
8 ters,. and .helping parents to contact such centers."; and
9
10
(4) hy adding at the .end the following:
[to be supplied],·
11 SEC. 109. PROFESSIONAl.. DEVELOPMENT.
12
13
14
15 .
16
Section 1119 (20 U.S.C. 6320) is a.mended-. '.
(1) in subsection
(b)~
..
(A) .in paragraph (1), by amending . sub
paragraph (A) to read as
It
foll~ws:
(A) support professional development ac
17
tivities that give teachers, principals, and ad
18
ministrators the Imowledge a,nd skills to provide
19
students with the Oppol'tunity to meet chal
20
. lenging' State or local content standards and
21
student performance standards;');
22
(B) in subparagra,ph (e), by striking "title
23
III of the Goals 2000: Educate America Act,n j
24
25
(C)
in subpa.ragraph
'land" after the semicolon;
(D),
by striking
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DISCUSSION DRAFT
S.L.C.
14
(D) in subparagraph (E), by striking the
1
2
period and inserting a semicoLon; and
3
(E) by adding at the end the follo'wing:
4
"(F) to the extent appropriate, provide
5
training for teachers in the use of technology
6
and the applications of technology that are ef-.
7
.... fectively used
8
.
9
It
(i) .in the. classroom to' improve
teaching and learning in the curricuhim;
10
and
11
"(ii) In academic content areas
in
12
which the teachers provide instruction;
·13
"(G) be regularly evaluated for their Im~
14
pact on increased teacher effectiveness and im
15
proved student performance and achievement,
16
with the fIndings of such evaluations used to
17
improve the quality of professional development;
18
and
19
"(H) include strategies for identifying and
20
elimina,ting gender .and .racial bias in instruc
21
tional materials, methods 7 and practices.'';. and
22
(2) in subsection (g), by striking Htitle III of
23
the Goals 2000: Educate America Act/' and insert·
24
ing
~Lother
Acts".
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S.L.C.
15
1
2
3
SEC. 110. PARTICIPATION OF CHILDREN ENROLLED IN PRI·
VATE SCHOOLS.
(a) AMENDMENrrs.-Section 1120 (20. U.S.C.
63~1)
4 is amended
5
(1) .in subsection (a)
6
(A) in pal'agraph (1») by inserting "that
7
adQress their needs, and shall ensure that
8
. teachers and' families of such childr~n partido
9
pate, on an equitable basis, in services and ac-
ID
tivitiesunder sections 1118 and 1119" before
11
the period;
12
(B) in par&graph (3), by inserting ;'and
13
shall be provided in a timely rnannerPbefore
14
the period; and
IS
(0) in paragraph \(4), insert "as deter
16
mined by the local educational a,gency each year
17
or every 2 years 71 before the period;
18
(2) in subsection (b)
19
(A) in paragraph (1)
20
(i) in subparagraph (0); by striking
21
"a.nd where)) and inserting ", where, and
22
by whom";
23
24
(li) by amending subparagTaph (D) to
l'ead as follows:
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DISCUSSION DRAFT
. P.l?
S.L.C..
16
1
,t (D)
how· the setvices will be assessed a.nd
2
how the results of tila,t ~ssessment will be used
3
to improve those services;";
(iii) in subparagraph (E), by striking
4
5
the period and inserting "; and"; and
6
(iv) by adding at the end' thefol
7
lowing:'
8
"(F). how and when the local educationa.l
9.
·10
agency will make decisions about the. delivery of
service!:) to eligible private. school· children J in
11
ch~ding . a
thoroughcol1$ideration and. an~lysis.
12
of the 'Views of priva,te school officials regarding .
13
the provision of contract services through . po
14
tential third party providers 7 and if the. loeal
15 .
educfitional agency disagrees with theview$of .
16
the pri~te schoo~ officials on such provision of
17
.services, the local educational agency shall pro
18
vide in writing to such private school officials
19
an analysis of the reasons why the local· edu
20
catiQllal agency
21
such services."; and
has
chosen not to so provide
22
(B) by adding at the end the following:
23
"(4) DOCUMENTATloN.-Each local educational
24
agency sha.llpl'ovide to the State eduoationa,l agency,
25
and ma.intain in the loca.! edllcational agency's
�iAN. 5.20006:35PM
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DISCUSSION DRAFT
17
!
records, a written affirmation signed by offici als of
2
each participating private school tha.t the
3
tion requil'ed by thi~ section has occurred.
consulta~
4
"(5) COlVIPLlANOE,-A private school official
5
shall ha.ve the right to appeal to the State edu
6
cational a.gency the decision of a local educational
7
agency as to whether consultation provided. for in
8
this section was meaningllll and tirn~ly, and whether .
.9
due consideration was given to. the views of the pri
10
vate school official. If the private school official
11
wishes. to appeal the decision, the basis of the claim
12
of noncompliance with this section by the 10c&1 edu
13
ca.tional agencies shall be provided to the State edu
14
cationaJ agency, and the local educational agency.
15 .
slliJl .forwClXd the appropriate documentation to the
16
State educational agency/I;
17
(3) in subsection (d),
(A) in paragraph (2), by striking "14505
18
19
and
14506"
20
[
'(I
1· and
1";
21
(B)
and . inserting
by redesigna.ting
par~aphs
( 1) and
22
(2) (as so amencled) as subparagraphs (A) and
23
(B), respectively;
24
25
(C) by strilting "If ·a17 and inserting the
following:
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6:35PM
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DRAFT
NO. 132 -
S.L.C.
18
1
('(1) IN GENERAL.-If a"; and
2
(D) by-a.dding'-at the end the following:
3
"(2) DETERMINATION.-In making the deter
4
mination under paragraph (1), the Secretary shall
5
consider 1 or more factors, including' the qllality,
6
size, scope, or location of the program, or the oppor
7
tUIlity of eligible children. to participate in the pto
8
gram,. '~d
; an
9 10
(4) by repealing subsection (e).
J (b)· EFFECTIVE
DATE.-Tne amendment made by
11 subsection (a)(4) shall take effect on September 30,2003.
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1
2
"
s.J•.e,
DISCUSSION DRAFT
SEC. 114. ALLOCATIO!,\S.
Subpart 2 ot' part A of title
r
(20 U .S,C. G;131 et
3 seq.) is amended. to ren.d a'3 follmvH:
"Subpart 2-Allocations
4
5 "SEC. 1121. GRANTS FOR THE OUTLYING AREAS AND rrHE
6
7
SECRETARY OF THEl INTERIOR.
t/(a) RJ:oJSgnVArpION 0111' Fp;\!Df{-li'rom" the amount
8 apPI'opliated for aity fiscal ye().l' uuder sect.ion l002{n), t.lw
9 Secretary shall reserve a Lotal of 1 percent to provide /H;- .
10 sistmwe to
1]
"( 1) the ontlying. area,r; on the baRis of their
1'1"
12
. spective need for such, assistance. according to. 8U Cb
13
eriteria as the Secretary determines "vill best cany
14
out the purpose of this part; and
15
. 16
"(2) the Secretary of the Interiorin the amOtlllt
necessary to make payments pursuant to subsectioll
17
(c),
18
H(b) A~SH:·:rl\ANCE TO TI-m Of1(PINING AltEAR
19
tI(l)
IN
GJ1)NEUlAIJ.-FromalllOllnts mad!." (l.\'fl,il·
20
aple under subsection (a)( l) ill each ·fiscal yeal' tlw
21
Sect'etary shall make grant.:;; t.o local ednen.tiollrli
22
agencies in the outl.J~ng area~'.
Seel'{~tary
l'e~el'n'\
25
and
26
$5,000,000 from tlw alllOlJlltH made availabl(~
2001,
the
shall
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DISCUSSION DRAFT'
2
1
under subsection (a)(l) to uWal'd grants, on a
2
competitive basis, to local educational agencies
3
in the Freely Associated States. rrhe Secretary
4
shall awtll'd sllch g'1'al1t.1) accordiug' to the rec
5
onunendations of the Pacific .Regioll Edu
6
cationru Laboratory which shall conduct a
7
8
9
10
COlll
. petition fa I' such gTa1 tts.
"(B) Usgs.-Exce}.lt as provided ill sub
' paragrnph (C) jg;rrl.l1t, funds awarded Illldet' tIlls,
parag'l'aph
on~y ma~F
be usecl~
H(i) for pl'ogT~~illSdescl'ibecl
11
lll'
this'
12
Act, includil1g teacher training,. curl'icnhnn
13
developmellt,
14
general schoo] improvement and l'eform;
15
and
16
110i)' to
instrnctional nmtel'ials,
or
pl'o\ride direct educational
17
services.
18
"(C) ADi\UNIfWHNI'TVg C08'1'H.- rrhe Sec
19
retarymay provide 5. percent of the amount
20
made availa.ble for gTallts l1llder this 1.Jf1l'ag1'a.ph
21
to the Pacific Rt'g:ioll l~rlucational IJabol'E).tol'Y
22
to P<1.y the administ.\'('\.tive c'(mts of tlw Pacific
23 .
Region Educational l.labol'atol'Y l'egnl'dlJ\g'
24
t.ivities assisted
l.llidel'
tltis
pal'~"gl'aph.
ac~
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DISCUSSION DRAFT
3
1
2
"(c) AI.j(JO'!1MWN'P TO TIm SJ'JOlf,I1Yl'..:HW OF 'Nm IWl'Rl
lUOH.
"(1) IN OgNmHAf.,_rl'he amount reserved for'
3
4.
payments to the Secretary of the Interior lmdel' Sllb
5
section (a)(2) for any fi,,,cal year shall be, as detel'
6.
mined pursuant to criteria
7
retnry, the am01.mtnecessal'Y to meet the, special
8
educational. needs of.- .
9;~(A)
est~blished
Indian children all
by the Sec
reservations~erved
10
by elemental.'Y schools aud secondary schools for
11
'. Indiau children operated or supported by the
12
. Department of the Interior; and
13
."(B) ont-ofnState
Indi~.nl3hildren 1Il
ele
14
mentary schools and secondary schools in local·
15
edllCl:l,tiOllal agencies under special contracts
16
with the Department of the Interior.
17
"(2) , PAYMEN'l'S.-From· the amount reserved
pa~flnents
18
for
19
subsection (a)(2), the Secretary of the Interiol'shall
20
make payments to local educational
21
snch terms as' the Secretary determines "vill best.
, 22
can,:,' out the purposes of this part, with respect to
23
out-of-State Indian children described in paragraph
24
(l)(B). 'l'he amount of sllch payment may Hot ex
25
. ceed, fo!' each
to' the . Secretary of the Interior
~uch
~I.gencies,
child, the greater of
llllf:i8r
npon
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DISCUSSION DRAFT
4
1
q
(A) 40 pement of the average pel'-pnpil
2
expenditm'e ill the State in whi.ch'the agellcy is
3
toc~',ted;
"(E) 48 percent of sllch c)"''Pellditul'c ill the
4
5
or
United Sta.tes.
6 "SEC. 1122. AMOUNTS FOR BASIC GR.ANTS. CONCENTRA·
7
8
TION GRANTS, AND TARGETED GRANTS..
"(a) IN
GI~Nl1)RAL.-·.For
each of the fisc~\l yenrt.; :2001
9 tlU'Ollg'h 2005
10 .
"(1) the amonnt appropl'ifl.ted to carry out this
~qual
11
part that is [less than or]
12
proprinted to carry out section 1124 for fiscal yef\.r
13
1999, shall be allocated in accordance with section
14
1124;
to' the amount ap-'
15
tt(2) the amount appropriated to carry ant this
16
part [that is not·· used nnder panlgraph (1)] that
17
equals the ('I,mount appropriated t.o carry out section
18
1124.A for fisc~u year 1999, shall be allocated
19
cOl'dance \Vjth section 1124A; and
HI
nc
20
. "(3) any amount a.ppropriated to carry out this
. 21
part for the fiscal year for which the determination
22
is made tbat is not uRed to carry
23
a.nd (2) shall be allocated ill. aecol'da.nce .with
24
1125.
Olit
paragraphs ,(1) .
Re(~tioll
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6:36PM
. ·DISCUSSION DRAFT
O:\SIQ\SIQ99.A42·
5
2
P1WPHJA'l'IONS.
3
"(1) IN
(mNp:ni;\T~.-If
the
HlHnS
made available
4
under this part for any fiscal yearm'e insll fficient to
5
pay the full ainotlnts I-ilat all local educatio1l81 ngeu
6
des ill States are eligible to receive under sections
7
1124, 1124A, and 1125 for such year, the Sec~'etary
8
shall ratably reduce the allocations to such local edll
9
cational
10
~.gencies,
Sllbject to subsectiolls (c) and (d).
"(2) A.DOI'l'IONAL FUNDs.-If additional funds
11
become available for malting pay:m.ents llllder sec
12
tiolls1124, 1124A, and li25 for such fiscal year,
13
allocations that :were reduced nnder pa.ragra.ph (1)
14
shall be increased on the same basis as the. alloca
15
tions were rednced.
16
"(0) IIOI.D-HARMLESS AlrolfN'fS.
17
H(l) IN GENEH,AL.-.·For each fiscal year t.he
18
amount macleavailable to each local educational
19
agency under eachaf
20
1125 shall be not less than
21
se~tiollS
'r(€5-;~~~~~rt-'o~the
1124) 1124A, and
amount made
·avail~
, ".__~.~::::-=.;":''::'7~~'"~''''' ....... ,.-0>'
22
able to the local educational agency under ear.ll
23
sl.lch;;;ection for the preceding' fifScal yeal" if th(l
24"
number of children ctm ntHd for grants' tnideJ'
25
section 1124 is not lesR than :30 percent of the
P.24
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6:36PM
NO. 132 .
q:\SIG\SIG99.A42
DISCUSSION'DRAFT
8.L.C.
6
1
total number of children ag'ed5 to 17yeal's, ill
2
3
. elusive, served by the loc()l educatiollal ag-encYi
/ _ .._,._---,."
.'
il(~ per~e~ of the alllount made avaiL-
4
able to the local educational agency l1Uder each
.5
s1.wh section for the prceediug' fis~a.l yeaL' if stich'
6
perCeilk1.ge is not
7'
lUore than 30,perceut; and
,
i~'~'''''C:--'-
r
than 15 pel'centalld not.
'·(O(i5-~-~~;'~rt. of the
... ..
8
.9
le~s
----:---- .. -~~
;
/
amount made avail
-
' able to the ]ocaredllcatioml.l a.gency uuclel' el1(1:11 ,
10
snell section,for the pl"eceding fiscaLsefl.l' if'
11
percentage
12
Cl(2) SpmCIAL RUIA~s.-If snffic.ient funds al'e
13
appropriated, the hold-harmless amounts described
14
in paragraph (1) shall be paid to all local
15
cational agencies that received grants under sections
16
1124, 1124,A, or 1125 for the preceding fiscal year,
17
regardless of whether the local educatio11 al agencr
18
meets the lllinilll1.ll11,eligibility criteria
19
section 1124(b), 1124A(a)(1)(A),
20
spectively, except that n local educational agellc:'
21
that does not llleet $llch minimul\l elig'ibilit? eritt;l'ifl
22
for 5 consecutive ve..'l.:t=.s-shnH no lOllg'et' be . .
eligible to
' .
23
24'
~.
is less thau 15 percent,
01'
edtl~
prm~decl
ill
1125(a.), ['e
.
. receive a hold-harll1:leflfl
section.
f'HlC'h
amollnt
tlltdel'
f.hi~
:'inb
P.25
, , •.:.,,<
�JRN. 5.2000
5:35PM
,
0;\SIQ\SIG99.A42
NO.132
DISCUSSION DRAFT
S.hC.
7
"(3) COUN'l'Y C'A[~OlnAA'l1ION BASIS.-Any fiscal
1
2
yea.r for which the Secretary calculates g'l'fl,llts
3
basis of
4.
shall apply the hold-homele~s percentages ill para- '
5
gTapils (I) and (2) to counties, and if the
6
l'etmy's a,llocatioll for a county is not sufficient to
7
meet the hold..harmless reqnirements· of this
8
section for every local educational agency within that
9
'COtluty, theu the State educational ag'ency· shall re:-,
10
allocate fuuds, proportionately fl'om all other loc.at
11 '
educational agencies ill the St<:lte that rec.eive f'lllldR
12
for the fiscal year
13
amounts specified in this
14
"(d) RA'l'A13IJE
pop~l1tl,tion
Oll.' the
data. for couuties, the SecretalY
in exceriS
Sec~
911 b-
of the hold-ha.rlllles8
parag:t·a.pl~,
REDUCTIONS.
"(1) IN GENRHAL.-If the SU111S made available
15
16
under this pa.rt for any fiscal year are
17,
pay the full ~'Ll1)Otl1its that
18
l'eceive uucleI' s1.1bsection (c) for
19
reta),)" ~hall
20
illSt1ffici~nt
year.
21
all
to
States are eligible to '
~nch
year, the Sec
J'atably reduce snch amo1.ll1ts for such
11(2) AIHWP[Ol\7AL 11'lT!'I'Of.:;.-'If
additiona.l funds
pa~'lnentR
22
become available for 1l1il.l.dug
under sl.lb
23
section (c) for sllch fiscal yeal', RlllOllnts that wpre
24
L'cdl.lccd nude)" pal'agTtl.ph (1) shall
25
the same basi:'! as stich amOllllts reduced.
be increased on
P;25
�JAN. 5.2000
NO. 132
6:36PM
O;\SIG\SIG99.A42
DISCUSSION DUFT
S.f~.().
8
1
"SEC. 1128. DElFINlTIONS.
2
"In,this subpart:
A
'Fl"eely Associated States' means the Republic of the
5
M~rsll(l.U
6
sial and the Republic of Palml.
7
Islands) the Federated States of Microne
O,{T~'J~YIN(j
"(2)
AREl.AR-'l'he term ~outlying
8
areas'means the United States Virgin' Islands, '
9
Guam, American Samoa, and the Commonwealth of
10
the Northern Marjana Islands.
11
"(3) Sfl'A':PI1l.-,The te1111 State llleallS each of
12
the, several States of the United States, the District
13
of Oohnnbia, and the Commonwealth of Puerto Rico.
14 "SEC. 1124. BASIC GRANTS TO LOOAl'.. EDOCATIO:N"AL AGEN
15
16
17
OlES.
tL(a) AMouN'r 011' GRANfl'S.
1'(1) GRAN'l'S FOR LOCAL EDUCNrIONAI; AOElN
18
(1IEl~ AND
19
paragraph (4) and. ill section 1126, the grant that
20
a locnl echlcational agency is eligible to receive tluder
21
this sectioll for a fiscal yeaI'
22
miued by ml11tiplying
23
24
25
26
PUER'ro
RICo.-Except
i~
~).s
provided in
the amollnt
d~tel'-
tL(A) the number of children counted under
flubRection (0); and
H(B) 40 percent of the average per-ptlpil
e~"Penditnie
in the State, except that the
~
~
·'i· ..
\ '<.
�lRN. 5.2000
6:37PM
NO. 132
O:\SIG\SIG99.A42
DISCUSSION DRAFT
9
1
~l1lount
2
shall not be
3
thEm 48 percent, of the
4
pemliture ill the United States.
5
U(2) C.AJ.('trLNl'WN 011' GRANrrs.~
determined under this subparagraph
le~R
than 32 percent,. and not more
aV~l'age
per-pupil ex
6
/«A)
7
OArrrON.AI~
8
clliate gTauts uuder tIlls section on the basis of
9
the Humber of children counted" uuder aub
10
section (c) fo!' local educational agellGies,llllless
11
the SecI'etm'y and the Secretnry of Commerce
12 .
determine that some or all of those data are
13
reliable
14
appropriate, in which
ArJT.JOCATIONS
01'
'1'0
LOCAL
EDt:
AGENcmS.-'l'he Secrctary shall cal
lln~
that their use would be otherwise iu
C~lSe-
15
H(i) the Secreta.ry and the Secretary
16
of Commerce shall publicly disclose the
17
rea.sons for their determination if! detail;
18
and
19
20
21
22
i/(ii) paragTaph (3) shall apply.
"(B) ALl..OONJ'IONS'l'O LARGE AND SJ[A[.JL
IJOCAL EDllC'A'l'roNAt A(}I~NCIElS.-
I'(i)
LARGE
U)nAr...
£iJD{Jl,'NJ'IOi\'AL
23
AU mNC'm~,-Ill
24
under thi:3 section to
25
ca.tional q,gency, the amount of the grant
the ca.se of' nn a.llocatioll
fL
bwge local edu
P.28
�JAN. 5.2000
6:37PM
O:\SIQ\SIG99.A42
NO. 132
DISCUSSION DRAFT
RL.(!.
10
1
'l'mdel' this section for the large local edn~
2
cntioua.l agency shall be the ftmount deter
3
mined uuder parag'raph (1).
4
"(1'1')
.SMAr.I,
1.0(1AL
gl)tTC'A'l'fONAI,
5
6
(1) IN GENI~RM../.-In the case of
7
all allocation nnder this section to a
8
small local educational agency the
9
State eclllcat.ional agency may
10
"(aa)
distribute
grants
11
uuder this section ill amolluts de
12
termined by the SeCl'etary uuder
13
paragTaph (1); or
14
15
"(bb) . use
an
alternative
lllethod approved by the
See~
16
. retary to distribtlte the portioll of
17
the State's total grauts nnder
18
thiR section that .is based all
19
those
20
l1g'Ell1Cles.
21
U(XI) AUl'IDHNiVI'IVN
small· local
educational
i\H~rNroD.
22
An altenlative method uncleI' suu
23
Cla1.1Se (I)(bb) shall be based
24
latioll data
25
agency determines best reflect. the
t.h~l.t
Oll pOpl1
the State edll catiollal
P,29
�JRN. 5.2000
NO. 132
6:37PM
.O;\SIG\SIG99,A42
S.L.C.
DISCUSSION DRJ\FT
11
1
current distribution of children in
2
poor familie:; a.tHong the State's small
3
local cchwatiolln.1 agencies that meet
4
the llliuillllllH numbel' of ehildren to
5
~11 ali(y
described in sub.sectio II (b).
6
It(III) APPE1\L.-If a small local
7
edllc,..tiom).l ag'ellcy is dissatisfied with
8
the determination of the amount of its
9
grant by the State edueutiollal agency
10
under sube:.lallse (I)(bb);
11
local educatiollal agency may appea.l
12
. tlie determination to the Secretary,.
13
who .shall respond within 45 days of
14
receiving' the ::1.ppeal
15
"(iii) Dmr1'INITlONs.-In this subpara
16
the small
graph
17
"(I) the term 'large local edtl
18
catioual agency' means a local edu ~
19
catiollal a.g·ency serving a school dis
20
trict
21
or m01'e; and
22
'\,~th
a total population of 20,000
"(II) t.he term
(l.getlc~r'
~I')matl
means
[!leal edn
loeal eon
23
Qfl,tiolln.l
24
catiollal n{~mlc~' serving' a RcilOOl 'dis
n,
P.30
�JAN. 5.2000
6:37PM
NO.132P.31·
O:\SIG\SIG99.A42
S.rJ.c.
DISCUSSION DRAFT
12
n
1
tl'ict with
2
than 20,000.
total popniatioll of less
3
4
"(A)
Il\
G(~NlilnAL.-For
fI.ny fiscal year to
5
which this pm'flgraph applies, the' Secretary
6
shal1calculate g'rants under this section on the
7
basis of the number of childrell. counted lludel'
8
section 1124(c) for connties,and State. edu'
9
ca.tional agencies shall allocate
C01;1nt~r
amounts
10
to local educational agencies, in accordance \vith
11
l'eg'lll.atiollS pl'omulgated. by the Secl'ettl.ry.
12
"(B)
ApPI.1CNl'ION.-In
any' State
m
13
. which a la.rge number of local educational agen
14
cies overlap connty boundaries, or for which the
15
State believes the State has data that would
16
better target funds' than allocating the funds by
17
county) the State educational agency may apply
18
to the Secretary for authority to rna.lee the allo
19
cations l.ludei· this part for a particuh1.r fiscal
20
year direc.tly to local educational agencies with
2l
out regard to counties.
22
"(C)
AJ.J)O<.'NPIO:\'S
'1'0
AiH';NUJIOR.~If the
!J()( 'AI..
l~DIT-
SecreL:'1ry ap
23
CA'rlOXAL
24
prov~s
25
the Statel:'dtH.'.nt.iollal agency Rhal.l provide the
its tl.pplientioll
tllldel'
Imbpnragraph (B),
�JAN. 5.2000
6:38PM
0;\SIG\SIG9$.1,A42
NO. 132. .
DISCUSSION DRAFT
SJ.l.O.
13
I
Secretal'Y an asSllrance tIl,at the allocations wiJl
2
be made
"(i)
3
11Slllg'
precisely the· same factors
4
for determining a g'rallt f1,S are used uuder .
5
this sectioJl;
01'
tL(ii) using data that the State edu
6
7
cational agellCY submits to the Secretary
g
for approval that more accurately target
9
poverty.
10
H(D)
Al>PNAL.-The
State educational
11
agency shall provide the Secretary an aSSt1l'allCe
12
that· a procedure is or will be established
13
through which local educational agencies that
14
are dissatisfied with determinations nnder sub
15
para.graph (B) ma.y appeal directly to the Sec
16
retary for a final determination.
17
"(4) PUERrpo R,ICO.-For each fiscal year, the
18
Secretary shall determine the percentage wllich the
19
avel'ag-e per-pupil e}.."Penditure in the Commonwealth
20
of Puerto Rico is of the lowest average per-pupil ex
21
penditure of any of the 50 States. The g'raut. which
22
the Commonwealth of Pllerto Rico shall be eligi.ble
23
to receive under this I')ection for a fiscal year shall
24
be the amOl.1l1t arrived at by multiplying the Humber
P.32
�JRN. 5.2000
6:38PM
NO •.132
O:\SIQ\SIG99.A42
:01~CUSSION
DRAFT
14
1
of children counted under subsection (e) for the
2
Oommonwealth of Puerto Rico by the product of
3.
....... --.
4
"(A) the percentage determined \lndel' t.he
precedil1g sentence; alld
5
H(E}
32 pereeut. of the avet'age' per-pnpil
6
e..'qJ811diture ill the United States.
7
"(b) MINIMUM NUMBER 011' OI-HLDREN..
rro'
QPAlr
8 U1'Y.-.A local educational agency is eligible for a basic
9 grant under this sectioll for .any fiscal yefl,r ollly if the
10 lllllnber of children connted under subsection (0) for that
11 ageucyls
12
"(1) 10 or more; and
13
"(2) more than 2 percent of the total school-ag'e
14
popnlatiop. in the school district of the locnl edu
15
cational agency.
16
"(c) OHII.JDREN To BE OOUN'1'ED.
17
"(1) CATEGORIES OF CHILDREN.-·rrhe number
18
of childreu to be cotluted for purposeR of' this 'sertioll
19
is the aggregate
20
of~·
"(A) the number of childJ'eu a.ged 5 to 17,
21
inchlSiv€, in the school .diRtrict of the loefLl edll
22
catiollal agency from. families below the
23
level as determined under paragraphs (2) nud
poyert~·
P.33
�JAN. 5.2000
6:41PM
NO.Q3
0:\SIG\SIG99.A42
DISCUSSION DRAFT
S.Lo.
15
"(B) the nmllber of children aged 5 to 17,
2
illch.l~ive,
3
fl'OllI
4
mined U Hder
in the
s~ho()l
distriet Offluch
ag'en~y
families above the poverty lovel ali-! detcr
pat'agr~,pb
(4); amI
5
H(C) the lllllllbcl' of children determined
6
under paragraph (4) for the precedillg yenr as
7
described in that paragl'aph,
8
preceding ye~w, as the Secretary fl11d~ appro
9
pJ'iat.e) aged 5 to 17, inclusivH, in tho school
10
district of such agmlcy in institlltioHR for ne-
Il
glected
12
(other .than sl1ch institntionsoperatedb~' the
13
United StntesL but not cQuntedpursnullt to
14
chapter
15
the purposes of a, gl'ant to a State ag'ellcy, or
16
being supported. in foster homes with pn blic
17
fllnds.
l8
l((2) DI,]rpI<JHMINN[1JON 01<' NUMJ1,]<JR
01'
for the second
and delinqnent. children . ~\lld ~r011th
1 of subpart 2 of part C of title In for
()f<'
C'HIJr
19
DRl11N.-For the pnrpORe::s of this section) the .Soc
20
retary shall determine the Humber of (~hildl'ell ag:ed
21
5 to 17, inclusive, from
22
f'mnili('l~
below tlu\ pOYOl'ty
. level on the ba.sis of the most reccnt.
~nt.if)fa.('.tol'Y
,
I
23
data, described ill pH,I'at;T'aph (:1), avai 1
able from t.he
24
Department of Commereo. 'rite DistJ'iet of (lolumbia
25
and the Commollwealth (If PUel·to Rico
~hR.11
be
P.2/36
�JHI'.
b: 41t-'P'1
::'. C::\:::J\:::J\:::J
NO. 133
O;\SIQ\SlG99.A42
J
DISCUSSION DRAFT
Hi
1
2
ill their entil'ety) thell each county will be t,l'€mted as
4
if Rtlch
5
agency for purposes of
6
part.
7
nJlocated to
8
local edueational ag'eww shn,ll diRtribut(1 to schools in
9
.
local edmmtioual agt'lle.v cOlltailU:j 2 or mor'o
3
,.---~"
tl'eated as indivichHl.l
each county witlrlu :meh agency a slul.l'p. of' the loca.l
I()(~al
educational agencies. If a
(~ol1nties
("ollnt~' W(~l'~~ a Folr.pal'ate
loenl (Khwational
('.nl~lliatillg'
gl'ants uuder this
:rhe
total of
SllCh
gl'ftlltH
for fHWh . cOllnties shall be
a local edncatiolla.l agency, which
10
educational ageney';;.; total gntllt that is
11
the
12
calcu l~,te the loca.l edlle(1.tional fl.gency's gl·ant.
13
~
110
less than
811al'e of the population connts llsed to
(:Otlllty)S
(1(3) PrW{fI.NnoN
PPDNl'RlS.-In n.sea.l year
14
2001 and every 2 yeal's thereafter, the Secreul..ry
15
shall tlse updated data on the number of children,
16
aged 5 to 17, iuclllSivc, from families below the pov"
17
erty level for connties or' local ,educational a.gencies,
18
published by tbe Depal'tment of Comlllel'CC, tuuess
19
the Secretary aHel t.he Se(~I'etary of Commerce deter
20
mine that llse of the updaten popu latiou data would' .
21
be inappropriate
,
...
\
01' ll)ll'l~liable.
If tho
fj~cl'etil.ry
and
..
COmnlOl'(~e
22
the Se('.l"etctt;.' of
23
all of the data l'er(lITNI to ill this JHLl'::l.g1'n.ph ar.e i u
24
H,ppropriate
·25
01'
clGtm'llline that Rome or·
llHl'(\linhle, tile Hecl'ot(l.l',V and the Sec
l'etar,v of ConlllICl.'(',(, Hilall publicly dir..;elose their 1'e3o
�JHN. 5.2121121121
6:41PM
NO. 133
O;\SIQ\SIG99.A42
DISCUSSION DR<\.FT
17
1
sons. In determining the fmnilieR which arc below
2
the poverty levoJ, the Secretary
3
teria of poverty llscd by the Em'call of the Census
4
ill compiliug' the mORt rocent docennial census, in
5
snch forIll
6
CI'eases in the Consumer Price Index for all urban
7
consumerH, publiRhed
8
tics.
as
Rh~,ll l1tiJi~e
the cri
Lhose criteria have been updated by lll
by the Bureau Qf Labor
Statis~
H( 4) Orl'llER OHIJ~DREN '1'0 BE C(){TNTr,m,-I~'or
9
10
pnI'po~ms
of this section, t.he See.l'etm·y shet11 deter~
11
mille the number of children aged 5 to 17, inclusive,·
12
from families above the poverty level on the basis of .
13
the number of such children from families receiving
14
(\11
15
of poverty, from payments under a State program
16
fnuderl undcr part A of title IV of the Social Secu
17
rity Ac.t. bl making such determinations the
18
rctary ;;lImn utilize the critm'in of' poverty llsed by the
19
Bll j'ean
20
decennial census for a family of 4 ill such form as
21
those lll'itel'in. have been llpciated by increases ill the
22
Cowmmer Price Index for nIl l1rban consumers, pub
23
lished
24
l'ota1'Y HhaU deter'mine the ntunper of children agod
25
5 through 17 living in institutions for uegJceted or
annual income, in excess of the current criteria
Sec~
of the Census in cornpili ng the most recent
by the
Bur'eall· of I.JaboT' Statistics. rrlH~ Sce~
P.4/36·
�JAN. 5.2000
6:42PM
NO. 133
O;\SlG\SIG99.A42
DISCUSSION DRAli'T
18
r:
deJiuqllent childrell, or being snpported in foster
2
homes with public umdR, on· the basis of the
3
load data
4
fiscal year'
5
iLl the preceding sentence, the criteria of
6
the form of such criteria 11eqnired by sHch sentence
7
which were determined fol' the calendar year pl'eced
8
ing' sHch month of October)
9
such da,ta
1. 0
11
f01'
the mouth of October of till' pl'eceding
(l1I~ing,
Rr(~
CR/'iC
in the case of children
Qt',
d('~m'ibcd
POVOI't.~r
and
to the extent. t\U),t
not availtl,ble to the Secretary betore
J amu1,],"Y of the calenth'l.l' year in which t.hr Sec
. retary's determination is made, then on the
bn.~is
of
12
the most recent reliable, datt1. available to the Sec
13
rotary at the time of such determination. The Sec~
14
retary of Health and HUlnau Services shall collect
15
and transmit the information required by thifl sllb
16
paragraph to the Secretfl.l'Y not later than J uuuary
1 7 1 of eaeh year. For the purpose of this sectioll, the
18
Secretary shall consider all children who are iu
19
rectional institutions to be living in iustitntions for
20
delinqnent children.
COI'
21
"(5) EWl'I~Lt\.'pm.-Whell requested b~T the Sec
22
I'ctH,!'Y, the Secretary of' COlllmerce shall make a spe
23
cial updated estimate of the number of ehildnm of
24
S11Ch agCR
25
level (as determined nnder pm'agT"wh (2)) ill each
,
.
who are front fo,llli.lies below the poverty
P.5/36
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6:42PM
NO. 133 ,
O!\SIG\SIC99.A42
fiJi.e.
DISOUSSION DRAFT
19
school cliRttict, and the Secretary is authorized to
t'eimbnrRelll(~nt)
2
pay (either in advance or by way of
3
the
4
special estimate. The Secr'etm~v of Commercp shall
5
give (:ollf;ideI'ation to any request of the chief
exe(aI~
6
tive of a State for the collection of additional
eenSllH
7
SeCl'Cbl,l'Y
of Commerce the eost of nmlc:ing this
, infol'mat,ion. For pm'poseR of this seGtio1l 1 the SC~·
8
l~etfUY' :;;hall
,
9
tional institutions to be living in institutions
consider all ohildrcn who are in
10
"(d)
fOl'
de
linquent childy'en.
11
COl'l'ec:-
S'J\NJ'EMrNIlvluM.-NotwithRtanding seot.ton
'12 1122, the aggregate amotlnt' allotted for all
lo(~al
Cdll
13 cationa.l ag-elleies within a State may not be less than the
\
14
15
le~ser
of-'
u(1) 0,25 percent of the total
amount made
16
available to carry ont this section for snch fiscal
17
year; or
18
19
"(2) the average of
"(A) 0.25' percent of the total
20
llu),dc available to
21
fis(~fl.l
22
efU'l'Y
~~mOl1nt.
out this section for slwh
year; and
"(B) the munber of (l.hildrcm in'sl1ch Rtate'
23
cOllllt.ed under sllbseet.ion (c) ill t.he fiscal
24
Hltlltlplied by 150 per'ccnt of the national avC!l'
,\T('I1\r
,
P.6/36
�JAN. 5.2000
6:42PM
NO. 133..
O:\SIG\SIG99.A42
DlSCUSSION DRAFT .
S,l;.fJ.
20
r
nge per-pupil paymcnt made with funds avail-.
2
able nnder this sectioll for' that fiscal ,yeal',
3 4'SEC. 1124A. CONCENTRATION GRANTS TO LOCAL EDU
4
5
CATIONAL AGENCIES.
"(fI,)
6
7
"(A) IN nI~NJ~RAT./.-Except.
aR
otherwise
8
provided in thi~ partLg'raph, each IDeal edu
9
catiolU).l agency in a State that' i~ eligible fo)'
(l.
10
g1'allt under sectlon ] 124
11
cligible for an additiolUtl grant Imdel' t.hi:;; see
12
tion for that fiscal yea.r if the nmnher of chil
13
rlren counted urider seetion 1124(c) who are
14
served by the agency a'\i:ceods
fOl'
any n!-loal year is
15
"(i) 6,500; or
16
"(H) 15 percent of the totll,l nmnber of'
~lged
by the
17
children
18
&gcncy.
19
"(B) MINIMUM.-Notwithstanding scetioll
20
. 21
1122,
no
5 through 17 seI'ved
State shall reeeivC! unde)' this sectiOll
an amouut that is less than the
ot'
"(i) 0,25 pel'eellt of tll(' total
22
23
made available to
.
24
fill ell
25
less(~r
.
<:H,(')'V 'out thi~ sN~ti()lI fOJ'
fiscal yeaf.'; or'
"(ii) the
itlllOtlUt.
aVeI'flg(l
of
P.7/36
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6:42PM
NO. 133
O:\SIG\SIG99.A42
s.r.. c.
DISCUSSlON DRAFT
21.
1'(1) 0.25 percent of the sums
1.
2
availahh~
3
s\wh fisenl year; alld
to. carry out this section for
"(II) the gTcflter
4
of~
5
"(aa) $340,000;
6
"(bb) the number of
01'
(~oullted
(~hil-
7
drell ill snch State
8
pm1>()~es of this ~ecti()n ill that.
9 .
fiscal year mllltiplied by 150 per-
for
to
ccmt of the national averag'e per-
Il
pupil payrnentmade with fUllds
12
availahle under this section for
13
that fiscal year.
"(2) . DWI'l~HMIN.ATION.-For each· county or
14
15
local educational agency eligible to receive anaddi
16tioual grant nnder this section for any fiscal year
17
the
Secr(~tary
"(A) th(~ Humber of (l,hildreu counted under
18
19
shall· determine the product of.
sectioll 1124(c) for that fiscal year; and
20
"(B) the
all
in section 1124(a)(1)(B)
fl.IUOuut
State~ oxeept
t.he Commonwealth of
21
fOl'
22
Puerto
23
1124(a)(;1) for the COlllllloHwealt.h of P\.wrto
24
Ric:o.
Rieo,
and
the
fi1l10l1llt
in
section
�JAN. 5.2000
6:42PM
NO. 133
O:\SIG\SIG99.A42
8.1•.0.
DISCUSSION DRAFT
22
"(3) AMOUN'l'.-·The amount of the additiollal
2
gl'ant for' whieh an eligible lo(ml educational ;:l.gellcy
3
or cmmty is eligible uuder t.his sectiOlI for allY fis{~al
4
year Rhall be an amount t.hat benrfi the sume ratio
5
to the amomit available to
6
that fiscal year as the product determined l1llder
7
paragraph (2) for s1.1ch local edllcational agency fo)"
8
that fiscal year bears to the snm of such products
9
fOT'
10 .
11
all local eduea.tiomll
(~a,rry
out this. scctiOlI for
in the Ulilted
ag~llcies
States for that fiscal yea.r.
"( 4) LOCAL AIJUJONrtnNA.
"(A) IN
12
Ol~NEiiAIJ.-Orant
amouuts under
13
this sectiOll shall be calcnlated in the same
14
manner as gn1.ot amounts
15
section 1124(a) (2) and (3).
aI~e
calculated under
1 6 " ( B ) SPElCIAI.J RUJ./N.~For any fiscal year
17
fol' which the Secretary alloc~,tes funds under
18
this section ou· the ba~i:; of counties, a State
19
mai I'eserve· not more than 2 percent of' the
20
amcnmt made a.vailable to the· State under this
21
seetioll for any fiscal year to make gr-ants to
22
loeml educational agencieA t.hat llleet the eritel'lfl,
23
in
24
Ineligible counties.
p~l.J\agraph
(l)(A) (i)
OJ'
(ii) but thl-l,t are in
P.9/36
�JI'lN.
5.2000
6: 43PM
NO. 133 '
O:\SfG\SIG99.A42
DISCUSSION DRAFT
23
I'(b) RNl'ABIJI;) RWDDO'PION RTJIJg.-'-If the fllllnfl
2 available under subsection (a) for allY fiscal year fOl'mak
3 ing; payments uudeI' this section aI'e not sufficient to pay
4 in full the total-amounts which all States (we eligible to
5 receive under subsectioll (a) for such fiscal year, the
llU\Xlw
6 mum amounts that all States are eligible to receive uudel'
7 subsection (a) for
~mch fise~J
year shall be }'a.tahly reduced.
8 I n the case that additional funds become available for,
9 making f.luch payments for any fiscal yeaJ'dnring which
10 the preceding sentence' is applicable,
11 amounts shall be increased on the
~ame
Huch l'edl.H'ed
ba.sis aF> the:r WQl'~~
12 reduced.
1 3 " ( 0 ) STATmS RT~CEMNG MINIM£TM GRAN'l'S.-·In
14 States that receive the minimum grant llllder subsect.ion
15 (a.)(l)(B), thc State educa.tional agency sh~ll allocate such
16 funds among the local edllcational agencies ill, each
17 State
18
19
H(1)
in accordanco with paragTaphs (2) and (4)
of f3l1bsectiou (a); or
20
q(2) based on their re~pcctive concentrations
21
and' numbel'fS of childl'Cli counted under section
22
1124(0), except that only those local educatiollaI
23
agencies wit.h oOll.(!entratiollS or nmhbEm'i of ehildl'en
24
counted lludm' flection 112 4( c) til a.t exceed the state
25
wide average pcrcentage, of sneh ,ehildren
0)'
the
P.10/36 ,:
�JH'1. 5. 2000
5: 43PM
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O;\SIG\SIQ99A42
DISCUSSION DRAFT
24
1
statewideavm'agc number of lmch children shaH l'e~
2
ceive any f\ll1 elR on t.he basis of this paragraph.
3 "SEC. 1125. TARGETElDGRANTS TO LOCAL EDUCATIONAL
4
AGENCIES.
6 nrms,
7
"(1) IN
G~NNHA(1.-A
local educatiollal
8
111 a State is eligible to receive
9
under
thi~
f\,
ag'elH'~'
targeted f},1'allt
section for any fi;.:;cal year if-,
"(A) the Humber of children ill the lor()t
10
11
cchwatiollal
12
1124(c), before applicatioll of the weighted
13
child COllnt described in subsection (c), is at
14
least 10; aud
15
H(B)
agelJey
counted
undel'
~(I(·tiOli
if the nuu\ber of children counted for
16
. grarits 1ll1der- section 1124 L before applieatioll
17
of the weighted child COllnt described iu Rllb
l8
section (c),~] is at least 5 pm'cellt of til(' totfli'
19
number of children agccl 5 to 17 years, indtl
20
sive, III .the school district of the lO('a{ eel\!
21
cational agency_
22
"(2)
SPI~(,IAl./ mlLI;},-li'Ol' any
1,llQ(mt(l~
fisenl
~rt:'m'
for'
fn nelr; uncleI' till}; K()('·
23
which the Sem'etal'Y
24
tiOll on the basis of cOll1lties; fllllcl:;; made avnilablp
25
a~ ~l. l'esnlt of
applying tltif.! snbf;ectioTl :;;Itall 1)('
1'('
P.11/36
�lAN. 5.2000
6:43PM
NO. 133
O:\SIG\SIQ99.A42
DISCUSSION DRAFT
S.T•.G.
25
1
allocated by the RLate educational agency to other el
2
igible toeal edtlea.tiOlml ng'cnr.ies ill the State in pro
3
portion to the distt,ibutioll of othel' funds
Rection .
4
.7
8
9
ll1\del'
this
(W PUElR'IIO Rwo.~
I/O) If\' cmxImAL.-The amollnt of the grant
that a local
edl1f~atlo11aI
agp.ney in a State (other
10
than the Oomlll(mwenlth of Puert.o Rico) is eligible
11
to rceeive undel' t.his section fot' allY fiscalyeuJ' shall·
. 12
be the product of
"(A) the weighted child (30lmtdctermined
13
14
11llder I'ubsectioll (c); and
15
. H(B) the amOllIlt of the grant the local
16
ed.ucational agency is cligiple to recelVe under
17
section 1124(a)(1)..
18
"(2)
Pn~wpn
Inf'O,-PoI' each fiscal year) the
19
amount of the graut the Commonwealth of Puerto
20
Rico is eligible to )'ece;vc lllldm' this section shall be
21
" equal t.o the
Hllmbt\l'
of children
(~()llllt.(~d
11 Hd.ei'
S11b~
22
section (c) fo), tbp Connncmwnalth of Puerto Rieo,
23
multiplied· b.v t.lw alllOnnt c1otN'millcd ill f;cetiol1
24
1124((1.)( 4) for tilt! (lonmlOmvefl.lth of Pl1el'to Rico,
25.
"(c) WI<mHI'I'I.JI) Cmr.D
OOl1N'I\~
P.12/36
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6:43PM
NO. 133
0:\SIG\SIG99.A42
S.Ii.(1
DISCUSSION DRAFT
26
2
"(A) I:'IJ (mN[~H.I\IJ.-I1\w each fil'i(l~),l yeal'
3
,-~-"
4
for whinh the S(!cretai'Y USp.s
5
data to eal(mlate g1.'CLllts, the \veig'htod child
6
count
7
under this section is the larger of the 2
8
~1.mOl1l1tf;
9
ami (C).
10
m;(~d
OOllllty
population
to determine (I, cOllntY'13 cI.llocation
dctcrluined
n nder' fin bpm'agt'(!,phs
(B)
"(B) By Plm('gN'l'AOIt (W ClIILD1-m:\.
~"m0l111t.
11
The
12
determ.ined by adding
13
liO)
rcfen'ed to ill 811 hparagraph (A) is
the Humber of children detm'
14
milled under section 1124(c) for that conn
15
ty who (lollstitute not lUore than 12.20 P(-!I'
16
cent,
17
lation aged [) to 177 inclusive, rUllltiplied by
18
1..0;
i]1(~lllSive,
of t.he connty's total popu
19
"(ii) the lllllnher of sl.lch ch.ildrcll who
20
(',oIlFltitnte more thmj 12.20 percent, but
21
Hot more tIU),ll 17.70 percent, of slieh pop·
22
Illatiolt, multiplied by 1.75;
23
"(iii)
the mmiber of RlIch ehildr'cn 'who
24
{~ollstihlt('
HI 01'(' than 17. 70 peJ'(~ent, hnt
P.13/36
�JRN. 5.2000
6:43PM
1'10.133
O:\SIG\SIG99.A42
DISCUSSION DRAFT
27
Hot nlOrc than 22.80 percent, ofSl.lch pop
2
ulatiol1, multipliod
lJy 2.5;,
,
3
"(iv) the llnmber of ~lIch ehildl'OlI who
'4
eiillFititllte more thall 22J~O pt:rcellt, but
5
not more thall 29.70 percent, of such pop
6
lliatioll, multiplied by 3.25; alld
7
"(v) the
number of snch children who
than 29:70 percent of ~uch
8
constitllte
9
populat.ion, multiplied by 4.0..
10
"(C) By
IUQre
Nl1MBlilB.
OIl'
C'HIl,mm~.-rrhe
11
amonnt l'cfel'['ed to ill subpaY'ngraph, (A) i~ de
12
termined
13
by adding-
,"(i) t.he l'IlHnber of cililch'en deter
14
mined under section 1124(c) who
15
stitute not more thau 1,917, inclusive, of
16
the county's total pOPlllation ag'ed 5 to 17,
17
inclUl;;ivc, multiplied by LO;
C011:
18
"(il) the number of Sl1ch ehildrell be
19
tween 1,918 and 5,938, inclusive, ill such
20
POPll1a.tion, multiplied by 1.5;
21
"(iii) the number of such children beM
22
tween 5,9:39 and 20,lH9, in<!lllsive, in sllch
23
population, nmltiplicd by 2.0;
P.14/36
�J~N.
5.2000
5:44PM
NO. 133
O:\SIQ\SIQ99.A42.
DISCUSSION DRAFT
28
1
be-
't(iv) the lllullbeI'of RllCh children
77,9~)9,
2
b.ve(m 20)200 aml
3
sHch populatioll, unlltipJied by 2.5; and
4
'((v) the Humbel'
or
irwlnsive,
III
snch (',hild"Cll
III
5
excesf.; of 77)999 ill snch pOplllat.ioll, lllllltj
6
plied
7
"(D)
by 3.0,
PUEJH/l'O
Itwo.-NotwithRtandinfl.'
8
subparfl.gJ"lph (A), the weig'ht.iug' factor for the
9
Commoll\venlth of Puelto Rl(lo nuder t.hi,.; pal'Cl.
10
graph shall not be greater thall the total 11mn
11
bel' of children couuted· under section
12
multiplied
13
"(2) WEIGHTS R'OR AI.JJo(:NI'IONR '}'O J.JOC',:\L.
14
n 24((')
by 1.72.
IDDtTOA'NONAl.. AGI1}NCIES.
15
"(A) IN GENFJRJili.-For each fiscal year
16
. for which tbe Secretary uses local educational
17·
a.gency data, the weighted child count used to
18
determine a loca.l ed1.lcationnJ
19
under tbis section is the larger of. the :2
20
amounts
21
and (0).
22
a.gene~r's
g'l'fl.nt
dl~termined lln.der~lUbparagraphR
"(B) By
PNRC(~.NrpAOl<1
(W
(B)
(~nu.J)H1~~,-
23.
The n,mollnt referred to ill Rllbparagl'nph (A)
24
determined by ltdding-.
IS
P.15/35
�JAN. 5.2000
6:44PM
O:\SIG\SIQ99.A42
,
DISCUSSION DRAFT
NO.133
S.hC.
29
"0) the l.1111nber of. ohildren detet-,...
1
2
1l1111Cd llncl~l'
3
ed\1catiollal ag'ollCY who constitute not
4
maroe th~1n-·1·4.2G5 percent, illcltll')ive, of the
5
agency's total population fl,gcd 5 to 17, in
6
clusive, nmltiplied by 1.0;
section 1124(c) for that local
7
"(ii) the lllUuber of slwh ehilclroen who
8
cOllRtitl.1tc more than 14.265 percent, btlt
9
not rUO):'e t.la"n 21.G53 per<',ent, of such
10
poplllntion, multiplied by 1.75;
"(iii) the umnbel' of Rllell nhitdrcu wbo
11
12
constitute
13
not more thall 29.223' pereent, of such
14
population, mnltiplied by 2.5;
HlOI'e
than 21.553 pel'eent, but
15
IL(iV)' the number of ~l1ch children who
16
eonstitute lUore than 29,223 percent, but
17
not lUore thau 36.538 peI'ccnt, of sllch
18
popnlatioll,mnltiplied by 3.25; and
19
"(v) the mllnber of such children who
20
con st.itu te more than 36.58S percent of
21
sneh populatioB, multiplied by 4.0.
22
"(0)
By
N(1MBI~H
(W
('llflJDW·}N.-Tho
23
amount I'(~fel'l'ed to ill FllTbpat'll.gnl.ph (1\) I}; de
24
termil1ed by nddil1g'
P.16/36
�J,HI'i.
:::>. i::::8121121
6: 44PM
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0:\SIG\SIG99.A42
DISCUSSION DRAFT
80
LC(i) the nmnber of children cletet'
onder seetion 112.4(c) who eol1.
2
Ii)j I1PcI
3
stitlltQ Hot more than 575, inclusive, of the
4'
Cl(.relle,V'f.)
5
clllSivE\ multiplied by 1.0;
total population aged 5 to 17!
lll
6
"(ii) the numbcr of snch children be
7
tween 576 al)d 1,870,. inclusive, ill snch
8
poplIhl.tiou, multiplied by 1.5;
9
I'(iii} the
lltnnbel' of such dlildren be
10
tweell 1,871 alld G,910, inclusive, ill sne.ll
11
poplllatiuH, multiplied by 2,0;
12
't(iv) the number of such children be
13
t.ween 6,911 and 42,000, inclus]ve,in such
14
population,
multipli(~d
by 2.5; and
"(v) the numbe)' of such· children
15
III
16
excess of 42,000 in such population, nmlti
17
plied by 3.0.
18
"(D)
PPNwro
R(co.-Notwithstanding
19
Rl.lbpal'agraph (A), the weighting factor fa}' the
20
Oommollwoalth of Pllerto Rico nnder this para
2J
g1'l:),ph Rlmllllot. be
22
bel' of ('itildl'en (',O\lllt.ed under scctioll 1124(c)
23
mllltiplied
24
d(d)
b~'
gTeat,(~I'
tha.n the total
Ull m
1.72.
CJ\I..( 'l'LNI'ION
OlJ'GHAN'P AMO[lNfps.-Grallt
25 mnOl.1nts unde!' thi~ r-:eetioH ~hftll be Ca.I(~lllated in the same
P.17/35
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5.2000
6:44PM
NO. 133
O:\SIG\SIQ99.A42 -
DISCUSSION DRAFT
:31
manner as grant amotll1tR are caJcllh1.ted under section
2 1.124(a) (2) and (3).
3
/((e)
S(PNL'l~
MINIMFM.-Not\vithstandiug· allY other
4 IH'ovlHion of this section
5
aJU0l.1llt
(Jr'
seetiortl122, from the total
availnblc for any fi:ical year to
Cal'ry
out thiF; sec
6 tion, _
each Stnte shall be allotted not less than the lesser
7 of.-
8
- "(1) 0.25 p(\rcent of the total amount made
9
available to cRrryout thif-; section for such fiscal
10
year; or
/, (2) the average of-
11
12
"(A) 0.25 - 'percentof the total amount
13
made available to carry out this section for such
14
fiscal year; and
15
H(B) 150 percent of them"tional average
16
grant under thiR section per cihild described in
17
section
18
'weighted child eonnt, multiplied b);' the State's
19
total number of children described in section
20
1124(0), withollt applientioll of
21
COl.ll1t.
1124(c),
without
application
<I,
of a
weighted child
22 "SEC. 1125A. EDUCATION FINANCE INCENTIVE PROGRAM.
23
"(a)
GH~\NrpR.-Pr()m fl1nd~
appropriated nuder stlb
24 ~ectioll (e) the Se(~retar.v is authorized to make gra.nts to
�JAN. 5.2000
6:44PM
NO. 133
O:\SIG\SIG99.A42
DISCUSSION DRAFT
82
1 States, fl'om allotments under snhsectioll (b), to carry out
2 the Plll'poses of this part.
3
"(b) D(WPlUBlj'rION BAHliJ[) UPON !-<"U:';('AIJ gr"IN)H'P
4 .\ N J) W r lI'i~y:Q
5
"f 1) IN
6
OlilNI,mAI.,.
"(A) IN OIDNNH..AlJ.-Except
provided in
7
~l1bpal:'agraph
8
to Rnhseetion (e) shall be allotted to each State
9
based upon t.he numbcr of chiJdI'ell aged 5 to
(B),
10
17, ineil1sive, in
11
product
12
~mch
appropriated pUl'snant
State Hlultiplied by thc·
of~
"(i)
13
fml(i~
HS
such St~.te's effort facto!' de
scribed in paragraph (2); multiplied by
"(ii) 1.30 minus snch State's equity
14
15
factor described in paragraph (3),
16
"(B) MINIMUM.-For each fiscal year no
17
State shaH receive nnder this section lesf" thn,ll
18
0.25
19
under snbscctioll (e) for' the fiscal year.
20
"(2) Elll1F'OH'P [j'AC'POK
p(~rcel1t
of the total amoHnt appropriated
21
"(A) IN (mNl~RAL.-Except as provided in
22
subparagraph (B), the effort facto!' for a State
23
shall be deter'mined in aeco['cifl.1lee with th" fmc.
24
cceding' sentelwe, eX(I,ept that fmch ft),ctor Rhall
25
llot be
,
les~
e'
than 0.95 noI' gl'eater than 1.05.
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DISCUSSION DRAFT
S.{J.C'.
33
1
rPhe effort facto!' determined nuder thiR' se11
2
tence shaH be a fraction the Humerator of whieh
3
is the product of the 3-year avcragp PPl'-pupil
4
expcnrlitlll'e in the State nm Itiplk..d- by the :1
5
year averug'e per eapita income ill the U llitl::d
6
States and the denominator of whieh is the
7
pl'Odllet of the 3-year average per capita income
8
ill
9
pel'-pllpil e)."Pcnditure in the United StateR.
10
snch State 111l11tipljed by the 3-ye<1.t' an'l'nge
"(B)
Ol~i
COMMONW]tlAIll'H
fac.~toI'
1'('I~B'I'()
OOl1lPloum~alth
11
RK'o.-Thc effort
12
of Pnerto Rico shall be eqnal to the lo\veRt ef
13
fort· factor calculated under snbparagTaph (A)
14
for arlY State.
15
"(3) EQUITY FAC'Nm..
16
17
for the
"(A) DFJ'f1Ilmi\HNNNoN.
"0) IN
GJ~NmRAT ... -E:xcept.
as· pro
S('('l'ftm'~'
18
vided in subpar'agraph (B), the
19
shall determine the equity faetol' lImiel'
20
thi:;; section' for each State in
21
with clfl,usc (ii).
22
23
a(,(,ol'dl:).U('<'~
"(iO COi\,w('r{'NI'ION.
"(1)
IN
OJi)NHlRAI'.-,-Fo1'
('M·lt
24
State, the Secretary Rhall (lomput.r n
25
weig'hted eoeffieiPrlt of
V~tl'if\.ti()ll
for
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6:45PM
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O:\SIG\SIG99.A'>l2
S.l~.('.
DISCUSSION DRAFT
34
1
the per-pupil cA"Pcuditlll'eS of. local
2
educational .ng'cl1.cies
3
with sllbclnllsos (II), (lII)7 (IV), and
4
(V).
ill aecordnllce
5
(((II) Vi\HINJ'ION.-In (,OlllPlltiug:
6
coefficients of variation, the S(~(H'etary
7
shaH weig'h the variation bp.tween per
8
pllpi I expOlldittl reB ill each loenl cdu
9
eational agfmcy and t.he Hovel'age pel'
10
pnpil expennitul'cf) in t.he fitat.e: ac
11
cording to
12
served hy the Imml educational ageney.
13
"(III)
thr
lIUmbel'
of pllpilH
Npl\lBNR OF P[lPIlJR-.III
number of pupils
14
determining the
15
nuder this paragraph
16
local· edllcational agency and in each
17
State, the Secretary shall lHultiply the
18
number of childl'en from Imv-iucome
19
families by a factor of 1.4.
20
"(IV)
sel"V(~d
J-DNHOIJL?vmN11'
by each
Hl'J(~I·Hm
21
L\I l~x'P .-In eOlllpn tillg (~o(~ffi(!i(,lIt:i
22
val'ia.tioH I tho SoeretfL1'Y sha.ll i1
wlmlr
23
ouly tlioRe Ioeal enllent,joll}ll ng'cHcies
, 24
with all Pllrollmellt,' of Il101'(' tlmH 200
25
~tl1deHt:-;.
of
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6:45PM
NO. 133
0:\SIG\SIG99.A42
,S.L.C.
DISCUSSION DRAFT
35
1
"(V)
2
emN'l'H.-rrhe SecretfLl'Y Rhall emu
3
pn te ~epal'a,t(l (loefficiellt~ of variatloll
. for
4
5
elementary
~chuols,
RGl',tm'Ciat'Y
sellaaIs, 'and unified local edlleatioual
6'
, ' ageneies and sha.ll combine sHell coef
7
ficients i,nto a single weighted average
8
coefficient for the State by 11lultiply
9
. 'ing eadl coefficient by the'total enroll
:.
'.
' . '
l O m e n t s of the local educational agen
' cies in each
11
g~'{)l1p,addilH~
sl1ch prod
·12 '
nets, and dividing
13
total enrollments of the local edu
14
cational agencies i'n the State..
SUU,:l
sum by the
15
',tCB) SPEOIAf.JROLEJ,-The equity factor
16
fol' a State that meets the disparity ~t(l.lldard
17
dU/'icI'ibcd in section' [222.63 of title 34, Code of.
18
. !federal Reg'liJations (as such section was ill ef
19 .
fCQ,t all the' oayprecedillg the date. bf enactment
20
of thiFl Act)] or a Stat.e with only ~ locII,l edn
21
eational agel~cy ::;haJl be llot gTeater than 0.10.
22
"(C) Rm\71RTONR.-rnwSeeretal'Y may
1'0
23 ' .
VlS('
e(wh Stat.e's equity facto!' as neceSSl'i,ry
24
baHed on the advice of ilHlependent cdllcatioll fi
25
lla-11m' scholaw~ t.o reflect ~theI'need-based costs
P.22/36 ,
�JAN. 5.2000
6:45PM
NO. 133
0: \SlG\SIca9,A42
DlSCUSSION DRAFT
S.IJ.e.
86
,1
.of ]oc(\1 edmm,tiollal a.gmwiesin additiolt tolt)'\v
difEel'jng g(~-
2
income Rtndent cnrolhHent, si.lCh
3
ogTaphie costf.i, costs. associated with ~tl1dClltR
4
with di~ahilitic.I:;,~ilildl'cn with' limited Englif)h
.5
proficiency or other mealli11gTtlI edllcational
,
tl$
!
.
6
llecd~i
which desel'V(~ additional.,suppot·t. III ad
7
dition, aftcr obtaining the advice· of independent
8
edllcation f'inall~,e scholl.irs, the· Sacretal'Y .may
9
rcvi~e
each State's equity factor to iUC,OY'pOl'fLte
10
" other valid and a.ccepted methods to achieve
1'1
adequacy of edneational opportllnity that Hlay
12
not be i-eflacted' in a coefficient of vnriation
13
method.
14
"(c) USFl Oli'l FUNDB.-All filnds awarded to each
15 State under this
~ection
shall peftllocated to local edu
16 cational ageilcies and school~on a pasis consistent ",rith
17 thedistributioll of other fnnds' to SUGh agellcier; and
.] 8' .schools l.lnder sections 11241 1124A, and 1125 to carry
19 out activities under this part.
20
"(d) MAIN'PENANcm
<)Ii'
Elj'FOl~rl'.-··
21
"( 1) IN UI1INElRAtJ.-t£xcept !:iR provid(~d ill para
22
Q;raph (2), a State is entitled to. receive itR full allot
23
lneut of funds [mldm' thi~ part] .[Rc<~tiolln fOl' allY
24·
fisca.l yoar if the Secretary find;:; that either the
25
birwd fifionl effolrt per Rtllaent or the aggregate ex
cOlll
P.23/36
�JAN. 5.2000
6:45PM
NO. 133
O:\SIG\SIQ99.A42
S.L.C.
DISCUSSION DRAFT
37
,
,
penditurcs withil1 the State with respect to the pro
2
vision of fl'ee public education fol' the fiscal year pre
3
cediug tile fiscal year for which the detCT'lllillatioll is
4
made WaR not less than 90 per'ccmt of snch COlllbiulld
5
fiscal effort or aggregateexpellditures for the seeoud
6
fiscal year preceding the fiscal year for which the de
7
. terminntion i~ made.
"(2) RFJDtrcirl'ION
8
9.
()J<1
1~'(1 NDR.-Th(~
S(x',retal';v
sha.ll l'educe the amonnt· of ftlUrls (I,warded
t()
allY
10
State under this section iHany fiscal year in ,the
11
exact proportion to which the State fails to meet the
12
requirements of paragraph (l) by falling belc;v 90'
13
percent. of both the fiscal effort per student and ag
14
gregate e}.'Pendittlres
15
able to the State), and, no~nich lesser alllount shall
16
be llsed for computing the effort required 1.111der
17
paragraph (1) for- s'ubseqnent years.
.,
.
18'
(u~ing
the measure most favor
,
"(3) WAIVERS.-The Secretary may waive, fot'
19
1 fiscal year only, the requirements of this sub-.
20,
section if the Secretary deterrnincs that such a wa.iv
21
er would be eqllitable due to exceptional or
22
trollable circurnlStfmces such as a natural di::m.stPr'
23
a precipitous and llllfol'eRecll decline in tilt' filHUlcial
24
rCl)onrces of the State.
llHCOH-,
01'
P.24/36
�J~N.
5.2000
6:46PM
NO. 133
O:\SIQ\SIG99.A42
DISCUSSION DRAFT
8.[;.('.
38
1
"(e) AWPITORIZNl'ION (W.t\..PPROPHfNl'IONS,-Thel'e
2'. arc authorized to be 8,ppropriated to carry out t,hiR section
3 $200,000,000 for fi~(ml
2000 and
yl;?Rl'
811ehfHllIls
4 be necessary for ea.ch of the 4 Sllccecdiug fi~efl,1
S
aR l!lay
,"('H.I'B.
"SEC. }126. SPECIAL ALLOCATION PROCEDURES.
7 " ( 1 . ) IN
GElNBHAI~.-If
a
edtlc~ttional
State:
8
fl:gency determinef) that a. local educationa.l ngelley ill
9
the State is unable
(l{'
llnwilling to provide' fOl'the
edncH,tionall1eed~
of chUcil'ell
10
.spceiaJ
11
in il}stitutions fol'
12
described in section 1124(c)( 1)(0), the f.3tate edll
13
cational agency shall, if snch ag'ency
14
l>;ponsibility for the special educational needs of snch
15
children, receive the portioll of sueh local edncntiol1l:).1
16 '
agency's allocation under
17
1125 that
18
"(2)
IS
neglcl~ted
who are IiVillg'
or' delillqu{mt.
sectlo~lS
ehildt't~ll
aSI')UlllC:l/i
as
1'e
1124, 11241\', I;),nd
attributable to snch childl'elJ.
SPJ<Jf'[AI.. IWLH.-.lf
the Stat.e edn~ationai'
19
agency does not aSSll:me such responsibility, au)'
20
other State or loct~.I public agellC~' that. does
.
21
.
tl,fi:-)Ulue
.
. ~tlch respollsibilit,;.--· f-ihall I'eceiw~ t.hat POl'tiOll of tlw
22
IO('.al educntiolHl.l a.gcney's allocation.
23
"(b) AIJIJO('NI'I()~H A;vIONO LOCAL gI)[ '( 'NI'IO;\AL
24 A(m~('mH.-·r.rhe StAte educationnl age Hey
IW1;V
nlloeatp
P.25/36
�JAN. 5.2000
6:46PM
0;\SIQ\SIG99../\42
DISCUSSION DRAFT,
S.l.J.C.
, 39
t.he amot11lts ofgrallti) undel' ReetioI1S 112t..b, 1124A, and
2 1125
amOI1g'
the affected local cdtlcational agcllcies
"( 1) if 2 or lUOl'e local educational ag;mlciel"
3
5
area;
"(2) if a local educational <tgency provideR free
6
7
public education f<)I' childrell who reside
8
school di:;;tl'iet of :l.nothm' local edl.lcatioufl.l aA'eJ ley;
9
or
10
1I
12
"(;1) to J'efleet tilt: met'g'er, creation,
01;
In
the
change' '
of hOl1lldal'ief; of 1 ortlloro local educational ag'ell
'me~.
13
"(c) RBAr~r"f()QNNoN.-Ifa State 'educa,tionnl agClwy
14 determines that the a.mount of
a grant a local educational
15 agency ,""auld receive under sections 1124, 1124A, and
16 1125
iR mol'C
than snch local educatiomil agency 'will
m;;e,
17 the Stat(l educati~na,l i),gency shaH' make the' excess
18 amom'lt aY~lila.ble to other local. edncatiomil ageneies ill the
19 State that Heed additiollf1.l funds in aecOJ'dance Wil!h erl
20 ' tel'ia establi."lhed by the St&te educational agency.", ;
�
Dublin Core
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Title
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Andrew Rotherham - Events Series
Creator
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Domestic Policy Council
Andrew Rotherham
Date
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1999-2000
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<a href="http://clinton.presidentiallibraries.us/items/show/36330" target="_blank">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/612954" target="_blank">National Archives Catalog Description</a>
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2011-0103-S
Description
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Within the Domestic Policy Council, Andrew “Andy” Rotherham was Special Assistant to the President for Education Policy from 1999-2000. Before working for the Domestic Policy Council, Rotherham was Director of the 21st Century Schools Project for the Progressive Policy Institute (PPI). This series of Events includes records relating to education events and the corresponding background materials. The records include reports, memoranda, email, congressional correspondence, press releases, and speech drafts.
Provenance
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Clinton Presidential Records: White House Staff and Office Files
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William J. Clinton Presidential Library & Museum
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20 folders in 3 boxes
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[Draft Legislation]
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Domestic Policy Council
Andrew Rotherham
Event Series
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2011-0103-S
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Box 15
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2011-0103-S-events.pdf">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/612954">National Archives Catalog Description</a>
Provenance
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Clinton Presidential Records: White House Staff and Office Files
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2011-0103-Sb-draft-legislation
612954
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https://clinton.presidentiallibraries.us/files/original/e5ab10101d54eb3e98ae8ecfa9077762.pdf
4eeff57560b2c22db10463ff07e4fb3c
PDF Text
Text
,'.
THE WHITE HOUSE
CORRESPONDENCE TRACKING WORKSHEET
10#
PAGE
410544
1
DATE RECIEIVED: 02/14/2000
NAME OF CORRESPONDENT: THE HONORABLE JACK QUINN
SUB~IECT:
REQUESTS THE PRESIDENT SUPPORT FOR THE FAMILY LIFE CENTER
NEW YORK
PRO~IECT
ACTION
ROUTE TO:
OFFICE'AGENCY
LEGISLATIVE AFFAIRS
CHARLES "CHUCK"
BRAIN
ACTION COMMENTS
~?C-~
DISPOSITION
ACTION
CODE
(STAFF NAME)
IN BUFFALO,
DATE
YV'MM'DD
TYPE
RESP
ORG
2000102/14
(f.l
C
D
If
COMPLETED
~'MM'DD ( \
.OZ>/OZ/li V
----~-----------------------------------------------
-'-'-
ACTION COMMENTS: _ _ _ _ _ _ _ _ _ _ _ _ _ _----'_ _ _ _ _ _ _ _ _ __
-'-'--
-'-'-
ACTION COMMENTS: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
,,
,
"
----
----
ACTION COMMENTS: _'_ _ _ _----'-_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
COMMENTS
BATCH #410538
ADDITIONAL CORRESPONDENTS: 0
, REPORT CODES:
ACTION CODES:
A - APPROPRIATE ACTION
C - COMMENT/RECOMMENDETION
D - DRAFT RESPONSE
F - FURNISH FACT SHEET
I - INFO COPYINO ACT NECCESSARY
R - DIRECT REPLY WI COpy
S - FOR SIGNATURE
MEDIA:
LETTER
INDIVIDUAL CODES:
USER CODES:
DISPOSITION CODES:
A-ANSWERED
B - NON-SEPC-REFERRAL
C - COMPLETED
S - SUSPENDED
OUTGOING CORRESPONDENCE:
TYPE RESP = INITIALS OF SIGNER
CODE =A
COMPLETED = DATE OF OUTGOING
REFER QUESTIONS AND ROUTING UPDATES TO RECORDS MANAGEMENT (ROOM 72, OEOB) EXT -62590
KEEP THIS WORKSHEET ATTACHED TO THE ORIGINAL INCOMING LETTER AT ALL TIMES AND SEND COMPLETED RECORD TO
RECORDS MANAGEMENT.
�THE WHITE HOUSE
WASHINGTON
February 18, 2000
MEMORANDUM FOR BRUCE REED
DOMESTIC POLICY COUNCIL
FROM:
CHARLES M. BRAIN
LEGISLATIVE AFFAIRS
SUBJECT:
PRESIDENTIAL CORRESPONDENCE
Enclosed please find a copy of a letter that was sent to the
President from Rep. Jack Quinn (R-NY).
I do not believe this letter requires a Presidential response at
this time.
Please review the attached
ter and respond
directly to the Member (s) of Congress.
Pleas.e forward a copy of
the response to the Office of Records Management, Room 72 Old
Executive Office Building.
Thank you very much for your assistance in this matter.
If you
have any questions, please feel free to call Courtney Crouch,
Off
of Legislative
irs, at 456-7500.
Enclosure
�PLEASE RESPOND To:
30TH DISTRICT, NEW YORK
o
TRANSPORTATION AND
INFRASTRUCTURE
WASHINGTON OFFICE:
229 CANNON BUILDING
WASHINGTON, DC 20515
(202) 225-3306
FAX: (202) 226-0347
SUBCOMMITTEES:
AVIATION
GROUND TRANSPORTATION
WATER RESOURCES AND ENVIRONMENT
QIongrc55 of tiTc ~nitcb: ~tatc5
o
~ouse of ~epresentati&e£i
VETERANS' AFFAIRS'
~aslrinBton,
SUBCOMMITTEE CHAIRMAN:
FAX: (716) 847-0323
JEI.QI. 20515-3230
o
BENEFITS
January 25, "2000
MAIN OFFICE:
403 MAIN STREET
SUITE 240
BUFFALO, NY 14203-2199
(716) 845-5257
SATELLITE OFFICE:
1490 JEFFERSON AVENUE
BUFFALO, NY 14208
_. _(716) 886-4076
(
-
--
-
--
->
~,-.
: I11I)!1 lilil 11111 11111 11111 lillllllllill
.. ~':-410.544"k
The Honorable William Jefferson Clinton
The White House
Office Of Congressional Correspondence
1600 Pennsylvania Avenue
Washington, D.C. 20500
Dear Mr. President,
I have recently met with The Reverend Bennett W. Smith, former President of the
National Progressive Baptist Convention, to discuss his plans to construct a multipurpose
..;,
C;, .... '.
. ....
educational facility.
As you are aware, Reverend Smith is an internationally known religious leader with an
outstanding record of achievement, and has developed aprollOsal that addresses the critical needs
of Buffalo's most economically distressed population. The project is named the Family Life
Center, and it involves the construction of a state-of:the':'art~ducatioilalfacility that will provide
a wide-range of services to the surrounding community as well as an excellent learning
environment for s t u d e n t s . . " ,
'
This Family Life Center project will improve the quality oflife for those members of the
Buffalo community who have not participated in our nation's period of economic prosperity -- an
effOli I know your administration supports.
I have contacted Secretary Cuomo to schedule a meeting to explore funding assistance
through the Department of Housing and Urban Development I respectfully request your
assistance and advocacy on behalf of this outstanding endeavor.
Thank you for your very kind attention to this important matter. And as always, please
feel free to contact me if I may ever be of any future assistance to you.
~:
"
~
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�THE WHITE HOUSE
.' WASH INGTON
february 18,2000
. '
.
DearRepre$e~Uinn:
•.•
Thank you for your letter r~qu~sting th~ Preiiderit to
. support the construction of· the Family Life Center in Buf 10,
New Yo.rk . .
.
.
'.'
,
.
.
.. ~'.
'
.
"
I have shared your 'request with ·the President: arid his o.ther
.advisors, and you will. receive' a response in. the near ., future. In
the meantim~, .if I can be of assistance to you, please do not
heiitate to coritactme~
Best wishes.
Sincerely,
. .
'~
.
.
,.
.
.
'.
-
.'
.'.
'.'
.
Charlei M. Bi~in
As itant to the Preiiderit· ..
and Dire~tor for Legislative
. Affairs·
:
"
,
The HonorableJac~Quin~
House'.of Representatives.
~ashington,.D.C.· 10515'
./
-.,
"
. . .
"
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•
;~"" r......)wmt.. . :1
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:! •... :
Courtney C. Crouch
01/05/200003:40:56
PM
Record Type:
To:
Record
Cathy R. Mays/OPD/EOP@EOP
cc:
Devanshu PateIIWHO/EOP@EOP
Subject: letter from rep. roemer
Cathy,
I'm faxing over a letter from Rep. Tim Roemer (D-INl dated December 22 that we'd like to ask DPC
to prepare the response for. As of right now, we have not received the original copy of the letter
and are planning to send it into the Oval as soon as we receive the hard copy. I assume the
response should be prepared for the POTUS' .signature. I'll keep you posted when we send it in to
the Oval. Please let me know if you have any questions.
Thanks,
Courtney
�H
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�01/05/00
1411001
WH LEG AFFAIRS CORRESPON
WED 04:48 FAX
,~
,.'
,
,
THE WHITEHOUSE
, OFFICE OF U!GISLAT~ AFFAIRS
FAX COVER SHEET
THE .INFO~TION CONTAINED IN 'fHJ:S FACSIMILE MESSAGE
. NOTE.:
DATE:
TO:'
FAX;
FROM~
dCOURTNBY CROUCH
456~7500
(-TEL)
" _ '_DEVAN PATE!..
456-6221
(FAx)'
t£A;· /11 ' tMt!t--.. . (UAs'€ ,C-~ ,·I1e. ' If'
RE:
y61J
~M. "A1J.1 'V~NS · '"
PAGE. 1 'OF
If'there are
call (202)
any
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HQUSE OF 'AEPRESENTATIVES
WASHINGTON, D- C.20SI!S
TIM ROEMER
't/il"lC [lISTRIC"'!'
INtllAi'/. ...
DeceInbe.t 22, 1999
President William Jefferson Clinton
The White House
Washington; DC 20500
Dear President Clinton: .
,
.
.
.
It was good to work with you at the DC Central Soup Kitc.hen tOday.
You were even better this year With the bellpeppers than last year with the
lasagna!
Reu'e is a copy o,fthe Tnmsition to Teaching bill that I mentioned 'to
yon. This will be a verY valuable program to recruit new teachers and
improve quality_ I hope that you willIllentlon it iIi the State of the U:i:rion
address and mclude it In your budget.
I looK fOIWard to worldngwith you to 'inake sure that Transition to
Teachittg becomes a reality. If you have any questions, please give me a call.
Sinoerely,
C
L"~oemer-
Member of Congress
~J/~
~ .~----
" I
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1:.~~
AMENDMENT TO H.1l. 1995, AS REPORTED.
.
.
.
QFFEB.ED BY MR. RoEMER OF INDIANA
Page 36, after line 15, insert the following:
1 "SEC. 2043. TRANSrrION TO 'l'E.cWBING.
2
'lea) PURrOSE.-'The pu.rpose of this section is to ad
3 dress the need of high~need local educa.tional agencies, for
4 higbly qualified teachers in parlicular su1:{ject areas, such
5 as mathematics, science, foreigD.languages, bilingual edu..
6 catiou\ and special education, needed by those agencies,
7 following the model of the suceessful teachex's
plaC~11.1ent
8 program. know:il as the (Troops..to-Teachers program', by
9 recruiting, preparing, placing, and supporting career
10 changingprofessiona.ls who have knowledge and experi
11 ' ence that will help them beco~ such teachers.
12
"(b) PROGRAM AUTIIORIZED.
13
tl(l) AU~l'IIORITY.-'The Secretary is authorized
14
to use funds appropriated under paragraph (2) for
15
each fiscal :Year to award grants, c.ontracts, or coop
16
17
aMtive agreements to institutions of ,
higher edu
cation and public Rnd priV'ate nonp~~ofit agencies or
18
organizatiorlS to carry out programs authorized by
19
this section.
20
21
July 19,1999
"(2) AUTHO.R1ZATION OF APPROPRlA"l'IONS.
Fo)'" the purpose of carrying out this seatibn, there
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F:\ESEAREA\ESEAIT\ROEMER003
2
1
ate "a.uthorized to be a.ppropria.ted *9,000,000 for
2
fiscal year 2000 and such sunlS as may be necessary
3
for each of fiscal years 2001 through 2004.
4
'CCe) APPLICATION_-Each applicant that desires an
5 award under sUbsection (b)(l) shall submit an application
6 to the Secretary containlng' su~h infornlatioll as the Sec
7 retary requires, including-""
8
"(I) a description of the target group of career
9
changing professionals upon which the applicant will
10
focus its recruitment efforts in carrying out its pro-:
11
gram under this scction, including a description of
12
the characteristics of that tal'get group that shows
13
how the knowledge and experience of its ·members
14
are relevant to meetmg the" purpose of this section;
15
H(2) a description of the training that program
16
participants will. receive and how that training will
17
relate to therr certification as teachers;
18
19
20
"(3) a description of how the applicant will col
label"ate, as needed, with other institutions, agencies,
. or otganizatjons to
recnti.t~ ttajn~
place, support, and
21
provide teach er induction programs to progranl par- ..
Z2
ticipailts lllidct this section, including· evidence of
23
the cOmrilitn'lent of those institutions, a.gencies, or
24
Juty , 9. 1999
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I.
2
3
"(4) a desc.ription, of how theappliClRnt will
, ,evaluate the, progress and effec.tiveness of its pro~
gram) includii:tg-'.
4
"(A) the program's goals and objectivesj
5
"(B) the· pcrforma.nc~ indicators the appli
cant
6
,7
will use .to
m.easure
the
progran1.' s
progres$; and
"(0) the outcome measures that w:iil be
8
, used to determine the program's effectiVeness; .. ,
9
10
and
11
"(5) such other information and assUrances as
12.
the Secretaty may require.
13
"(d) USES OF FUNDS AND PERIOD OF SER'\7J:CE.-'
14
"(1) AUTHOltIZED A;CTIVITIEs.-Fo.nds UD.der
15
this section may be used for
16
(L(A) recroiting program. par-ticipaIits,
17
cluding inforn:rin.g' them. of opportunities under
18
the progTa;maIld putting them in contact''With
19
20
...
otherinstituti()ns)ag~ncies"
organizations
that wo'Uld train, plaee, and Sl:lpport them;
21
22
or
IIl
"(B) '·trainlng stipends and' other financial
incentives for 'progralll participants, not. to .ex
./
'
23
~eed
$5,000 pel' participantj "
24
25
, July 19.1999
"(C) assisting institutions of higher edu-,
cation or other providers of teacher' training to
" .
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4
1
tailor their training to meet the particular
2
'neeas 'of professionals who are c.han.ging -their
3 '
eal"eel'S to teaching;
4
'I
(D) p1'1.cemcl'it activities, jl1cludlng identi
5
fyin.g high-rieed Ioca] educational agencies with
6
a need' for'the particular s1tills and characteris
7
tics of, the newly
tI~ained
program participants
,
8
and assisting those 'p.articipants to
9
ployment'
ill
ob~a..in
em
those Ioeal educational agencies;
and
10
(' (E) post-plaaeiuent induction or support
11
12 '
activities for program participants. '
13
"(2) PER~OJ) OF SERVlCm.-'A. program partici
14
pant :in a. ptogram under this section who eOillpletes
15
his or her training shall serve in a high-need local
16
educational agency for at least 3 years.
11
(c
(3) REPAYME:N"T.-The Secretaty shall estab
as the Secretary
18
]ish such requirements
19
appropriate to ensure tha.t program participants who
20
receive a training stipend, or other financial incentive
21
under pal'agtaph (l)(B), but fail to complete their
22
service obligation under p'ara.graph (2)7 repay aU or
23
a portion of such stipend or other illcentive.
24
"(e)
25
July 19, 1999
EQIJITA'BLE
practics.ble~
deterD:rines
DISTRII3UTION.-'rO the· extent
the ·Searetary 'shall make
aw~ds
under this
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1 section that support programs in di:fferent geographic re
2 gions of the Nation.
3
U(f) DEF;INl .[iXONS.-----A..C3 used in this section:
f
4
"(1) The tet'm 'high-need local' ed;ucatianal
5
agency' has the meaning given such term' in section
6
2061.
7
8
'4(2) The term (progr.am participants) means ca
rcer-changing professionals wh{)-'
9
"(A)' hold at least a baccalaureate degree;
10
('(B) demonstrate interest in, and conunit·
11
12
nlon.t to, becon::riJJ.g a teacher; and
«
(C) have knowledge and experience that
13
are relevant to teaching' a high-heed. subject
14
area in a high-need local educational agency-' ~ .
Page 36, line
19~
strike "part," and insert
~'part
(other than section 2043),".
Page 36, line 21, strike ((4." and insert "4 (other
than sectiOn 2043) ~" .
Page 36, line 23, strike "part," and.. inscrt "part
(other than section 2043),".
July HI, 19913
�GCT
PAGE
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�1D.12022250198
HOUSE OF" REPRESENTATIVES
WASHINGTON, D. C. 20515
October 18, 1999
The Honorable William Clinton
President of the United States
1600 Pennsylvania Avenue NW
Washington, DC 20502
Dear President Clinton:
OW' nation's young people have a big stake in the future of America, but many of
our children are not being provided with adequate educational opportunities that will
allow them to take advantage of the prosperity and promise of the new global
economy. Tragically, an entire generation of poor urban and rural children. many
minority and undereducated, are missing out on the American dream. At the time of
Unprecedented economic growth in this countxy these children are being left behind.
Where is our outrage? Where is America's outrage? These children deserve better.
Investment in public education is the key to developing young minds and giving all
of Amenca's children a chance to exceL At the present time, however, a significant
number of young people attend schools where facilities are crumbling, classrooms
are overcrowded, students are without computers and Internet access, and many
teachers are uncertified and underqualified While there are many dedicated
teachers and great public schools in this country, it is a shame when even one child
in the United States receives an obsolete and inadequate education.
The situation is bleak for those who find themselves dropping out of or graduating
from low-performing schools. Many of these young people are doomed to
experience the negative effects of illiteracy, joblessness, premature pregnancies,
drug abuse, and gun violence. There are 1.8 million young men and women
incarcerated in America. Most are poor, most are minority, and all are
undereducated. Why do we spend $84,000 per year to keep someone incarcerated.
and only $9,000 per year to educate him or her? We believe that it makes the most
senseto give people the tools they need to compete before they end up in jailor on
the street
PAGE
3/14
�OCT-IS-SS 09,50 FROM,HON.CHARLES RANGEL
ID,12022250186
President Clinton
October 18, 1999
Page Two
Under the guise of promoting increased competition in education, some argue that
failing schools should be forced to improve by starving them of resources. This
approach undermines our public school system by failing to provide disadvantaged .
students and schools, many of whom are already. resource deprived; with the extra .
nurturing and resources that they need. to achieve significant reform.; ,
We must develop and implement strategies to provide all young men and women in
school with core academic competencies geared toward world-class standards which
will prepare them for career opportunities in the more competitive global economy.
This can be accomplished by providing targeted assistance to low*perfonnmg
schools so that they can develop and adopt reform plans that include challenging
cUrricula., highly·qualified teachers, and higher expectations that make achievement
possible.
As educators, administrators, union representatives, parents, business leaders, public
officials, and representatives from educa:tio~ faith, and community-based
organizations from across the country, we· represent a broad cross-section of
concerned citizens interested in embarking on a national campaign to preserve and
strengthen our public schools. We intend to pursue a comprehensive, needs based
strategy at the federal level to ensure that schools that have been determined to be
failinglunderperforming are provided with dlrect federal resources to close the
funding and achievement gaps.
The federal government must take every stop it can to help create a level playing
field for all of our nation's students, especially those who live in high need areas.
The efforts ofthe federal government must be coordinated by your administration so
that resources can be maximized and the nation's attention focused on this important
issue. We need your leadership and that ofVice President Gore so that we can make
an ideaJ-the transfonnation of every disadvantaged urban and rural school in
America into a center of educational excellence--a reality.
Towards this goal, we would like to request a White House meeting on this issue to
be attended by a wide range of people who have a stake in ensuring the success 0['
America's public school system. The purpose ofthis meeting is two-fold: 1) to start .
a national dialogue focusing on the inequities in the funding and quality of public
education available to America's poorest urban and rural children; and. 2) to
establish a consensus on a plan of action to address the problems ofpoor and under
performing public schools.
PAGE
�eCT-19-S9 09.50 FROM.HON.CHARLES RANGEL
10.12022250186
President Clinton
October 18, 1999
Page Three
. There is no question that public education has helped make the U.S. the world leader
that it is. today. It must be our nation's priority to radically refonn poor performing
public schools if we are to ensure a successful future for our children and our
country..
Sincerely.
Charles B. Rangel
Hugh Price/Urban League
Michael Casserly, Council of Great City Schools
National Alliance of Black School Educators
Board ofEducation of the City of New YorlclCbancellor Crew
Princeton Training Associates, Ted Gershon
Wellington Webb, U.S. Council ofMayors
American Association of School Administrators
National Association of Secondary School Principals
cc:
Vice President AI Gore
First Lady Hillary Rodham Clinton
101m Podesta
Larry Stein
Gene Sperling
Richard Riley
FAGE
�OCT-19-99 09,50 FROM,HON.CHARLES RANGEL
10,12022250186
6/14
PAGE
'LOngrrss OI rIlE' 'l1nlrrO.$[iHrs
:. :•• ~
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June 8. 1999
The HonC':-a.b\e william J. C!irlton
The \\bite Hous.e
1600 Pe'Ollsylv2Ilia Avenue, N. W.
Washington, D.C. 20502
Dear President Clinton:
Recent events make it clearer than ever that We must tum our attention and
resources to address the needs of America', children. The school shootings
in Colorado and Georgia have been a tragedy for The nation. It is temole to
have senseless acts of violence snuff out young lives before they truly begin.
It is importanlthat these incidents are not viewed in isolation. In schools
across our nation. the lives of our young people are being cut short and their
hopes and. dreams deferred Qat only due 10 violence but also lx:canse of .
illiteracy, school drop outs, teen pregnancies, incarceration. and drug abuse.
The widespread occ:urrence of these tragedies demonstrate that somewhere
along the way many ofour children have lost hope for the furure.
The Administration has been quick to allocate America's resources to
intercede in a tribal war thousands of miles from U',S. soil in the fonner
Yugoslavia. It is hard to justify this policy when so many ot our oW'U
children are in need of these critical resources. The severity of the issues
facing our children should lead 'US to only one conclusion: we must first take
care of our kids a1 home. No child living in the richest country in the world
should live without hope for the future.
Investment Tn public education is the key to developing young minds Slld
giving all of America's children a cb.a.nce to e:c;cel At the present time,.
however, some of our y01.mg people attend schools wbere facilities are
crumbling, classrooms are oVelUowded., students are without computer and
internet a.c.c.ess. and many tea.cher5 are uncerti.fied and underqualified. It is a
shame thaI the United States maintains a public education system that
subjects some of its students to a poor quality of education-in effect,
dooming them to a furure that is bypassed by the prosperity and promise of
the new global economy.
�1D:12022250186
PAGE
The Honorable William 1. Cliotcn
June 8. 1999
?age2
Traglc.:llly, the young p.:ople .ho are mOSt hkel:r [0 be subjected to an
:nferior I!duc3.tion in this system are those who an.end school i.i:J urban and
:'Ural U'""....3.S "''1th high rates c: poverty and those -.a.ho are of African
Amerio.n and Hispanic desc:c:t, In a country that prides itself on its
:eadef$bip in world affairs, the negative effects of race and income continue
to have a pervasive impact 00 the quality of education and the life's chances
of affected students. These educational, disparities area national disgrace
and mU.:'"l be addressed.
.
Statistics show that oae out of every tw'o black men in the District of
Columbia are to. jail; and one out of r:very three in the country are
incarcerated. There are 1.8 million young men and women incarcerated in
America.. Most are poor, most are minority. many a:t'e addicted to drugs.
and all are undereducated. Seventy pacent of prison inmates do not posses
basic literacy skills. Why do 'W'e spend S84,ooo per year to keep someone
incarcerated but only $9,000 per year to educaIe him or her? Wouldn't it
make more sense to provide people with the tools they need to compete
before they end up in jail or on the street? The U.s. must reassess. its
misplaced priorities and make a grea.ttT investment in its public educa.ti0tl
system so that all of America's children can receive a quality education that
enables them to compete in the global economy of the 21st Century.
h should be made clear tba.t, in general. America's public schools are in goOd
shape. Our public schools coru:inue to produce productive. individuals who
are prepared to take on the demands of higher educarion and the worldorce
upon graduation. This fact has Dot been lost on educalOrs. union leaders aJ:ld
public officials from across the country who have acknowledged the value of
our public scbool S)"$tem:
• S4tldra Feldman, President of tbe Americ::a::o Federation of Teachers:
"America's most successful public service of any kind, the public
schools, educate the great majority of our children, offer an aVClJiJe for
upward mobility, and foster a sense of common purpose a:mong out
people."
�0CT-19-99 09,51
FROM,HON.CHARLES RANGEL
ID,12022250186
PAGE
8/1<1
The Honorable William 1. Clinton
June 8,1999
Page 3
• Jr, Rudolph Crew. Sew York Public Schools C1lancellor:
"I h.ave
.:hosen to make my commitment to· public education, an Ammcau.
:::stirudon ,hat h~ help~d thi5 Couiltry and itS people gro .....· and pN$per
fur more than a century and an instirution that should be gi\'eQ the
support it needs to bring our nation and its· people into the :! 1st
cenrury.'·
• . Richard Daley, Mayor for the city of Qricago: "America's public
~hools are too valuable for us to lose for they are the foundation upon
which this great Darioe has flourished....
Gi\'rn that trlOS'i of our public schools are fulfilling their educational mission.
it would be foolish to throw out our entire public education system, as some
have suggested. when there are only a few parts that need to be overbauled_
I. along with key educators, adtninistratots. and public officials from across
the country, stand ready and prepared to. embark. on a o.ational campaign to
reform and strengthen· our public schools;, We intend to pursue a
con::rprehensive, needs based strategy at the federal le~l to ensure that
schools that serve disadvantaged students art provided 'With additional
fedaa.l resoun:es to close the fimding and achie,vement. gaps.
This.
cot:r.prehensivc stralegyis revolutionary and goes beyond the Elementary
and Secondary Education Ac~ whicb attempts to establish acco1.mtabillty
and performance measures without providing needy public schools with the
means needed to achieve them.
Our plan includes targeting those areas where stUdents
~
suffering from
1nadequ.ate resources. In order to achieve optimal results. these targeted
coumnmities would be required to eoter into a voluDtary agreemetl.t that
w~·es school district, union. and local and state government regulations as a
precondition (or recei"ing federal assiStance for school reform. This plan
embraces standard measures for incre:a..sed performance. some of which you
ackLowledged in your State of the Union address,. including the need to:
modc:mize schools. raise standards, Increase accountability, bring high
quality teachers to the classroom. provjde school report c::ards to p<U1:t1ts.
creaIe smaller Class sizes, and introduce innovative partnerships betw~
schools. parents, aod the private and nonprofit sectors.
~
......
�OCT-19-99 09,51
FROM,HON.CHARLES RANGEL
PAGE
ID,12022250186
The Honorable William 1. Cli:D:.on
June 8; 1999
Page 4.
Our plan al!>O e:<.pands the concept of a national education initiative
dd~cated to attracting the bes: a.nd brightest of our youth to teach in urban
and rural s.chools. The p~...rn should be supp\emen~ed ·by a national
coUege intenisblp program designed. to attract students from aU majors to
rutor, rehabilitate facilities. in=oduce technology. and mentor students.
It is imperatiy·c that we develop a new paradigm to;keep kids in school and·
pro\ide a solid educational foundation, world class acadt:micslcills, industry
f(!';)-pDusive job training and preparation for post-secondary education and
1.ife~long leaming. The efforts of the federal government must be coordiDated
by your office in order to t:n.a:Umize our resources, and focus the nation's
alWltion 0'0 this issue.
You bave recently embarked 00 a new initiative to focus federal resources m
those areas of the' count:ry that have been tmderdeveloped. in tmns of
business opportunities. It is important to recogai.ze.. however. thal this
')lew tnarkets" initiative c:annot thrive without also nurturing the
underdeveloped human talent in these distressed areas. We must have ne"W'
tninds for new markets if we are serious about truly improving the
coDditioJlS of poor communities throughout America.
Due to a strong economy and budget surpluses, the U.S. now bas a IJJlique
opportunity and strong lncentiv~ to invest in its human capital. If we are to
maintain and enhance our status as a world leader, the federal. goverm:n.ent
must cont'ioueto promote activities that ensure ec:cmomic vitality. personal
sec:urity. a:cd expanded opportunity for all Am~ into the 21st
Century.
I would apprec1aIe the opporrJnity to meet w'ith you as soon as possible so
thaI I can provide you \Vjth more delails about my plan to reform low
a.:-bieving schools. Thank yot: for your time and consideration.
"..--.
�OCT-19-99 09.51
FROM.HON.CHARLE~
RANGEL
CBR:mmr
cc:
Richard Rilty
John Podesta
larry Stein
Jack Le'04
Gal~
Speri:"'1g
10.12022250186.
PAGE
10/1"1
�OCT-19-99 09.52 FROM.HON.CHARLES RANGEL
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June 22, 1999
The Honorable Willia:mJ. Clinton
President of the United States
~. The White House
1600 Pennsylvania Avenue, N.W.
WaShington, D.C. 20502
Dear President Clinton:
. Since I last wrote to you about the state of American. public education and the
necessity to improve upon the system to meet the needs of all of our children,
other prominent leaders from the public and private sector have CODlDlmded
national a.t::tention with reni.atks that relay similar obsetvations and conclusions.
In his rece1;lt statements before the Joint Economic Committee, Federal Reserve
Board Chainnan Alan Greenspan, highlighted the need for an inc;reased focus on
OUI education system. Renwk:ing that the U.s. falls "'tar short" in grades K
_ through 12, Greenspan stated that he was "'bard-pressed to see how we can
mainrain what is increasingly an intellectual-based output system if there isa
sigcificant proportion of our working groups are tmable to have insight into
..
th at process. .
Greenspan was not alone in his ·concems. IBM Cbairm.an Louis Gerstner noted
. the "'deplorable condition of our system of public education" and our lack of
competitiveness when compared with the other nations of the world. He
predicted. "unless ·we arrest the wasting decline of our public schools-and do it
now-AIneriea is destined to be an also-rm in the eme:rg[cg digital economy."
Both Greenspan and Gerstner's rema.rks illustrate that investment in public
education is not only the key to developing yOlmg minds and giving all of
America's children a chance to excel., it is the key to America's economic
future.
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�OCT-19-99 09.52 FROM.HON.CHARLES RANGEL
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1D.12022250198
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The Honorable William J. Clinton
June 22, 1999
Page 2
It is becoming increasingly clear to many across the country that some parts of
our current education system are producing students who come out of hlgh
school with a knowledge base that is incomplete or obsolete. Some schools
produce graduates ill-equipped to compete in an increasingly fast-paced,
knowledge-based. technological world. It is deplorable that some of our young
. people, many ofwhom are tninorities in poor urban areas, are doomed to failure
because they attend resoun:;e..poor schools where'·· facilities are crumbling"
classrooms are overcrowded, students are without computer and internet
access, and many teachers are tmcertified ~d underqualified.
Failing students in poor communities are almost sure to face high rates of
illiteracy, incarcerati~ joblessness, and drug abuse. Since 1970, the prison
population has increased from 260,000 to 1.8 million people in 1997 (nearly a
600% increase). Studies indicate that 70% of inmates lack basic literacy skills,
-. 49% have not completed high school, more than 70% used illegal drugs one
month prior to their arrest, and 40% in stale prisons li,:,ed below the poverty
level prior to in~OIL It is important to realize that these incarcerated
individuals are not bom crim:inals. Many are the product of failed support
systems, including schools that have neglected to provide them with the proper
tools to compete and excel in today's society. It is \Dlacceptable that some of
. our children are locked up with no hope for the future in the richest, most
powerful country in the world. This is a waste of talent and productivity.
Now thaUhe WiU" in Kosovo bas ended. it is time to declare a war much closer
to home--one of great significance to national security and to the economic and
social stability of our nation. America's new '\var" at home should 00 a
national initiative to reform failing public schools. The remarks of Greenspan.
Gerstner, Denver Mayor Wellington Webb. Vtce President Gore and many
_ others signify thal many knowledgeable and influential Americans are
recognizing the need to focus our attention on this effort.
Contrary to what some claim, the answer is not '[0 throw out the entire public
education system when only a few parts are dysfunctional. The U.S. must
focus on tuming disadvantaged schools inside out so that they can be
fransfonned into model schools where students can learn in a positive and
affimring environment. This effort requires a serious co:trnnitment from the
federal govern.r.rent with •substzotial cooperation from local and state
government. teachers unions, parents, and businesses. Serious school reform
would entail providing better teacher training, more effective curricula,
PAGE
12/1'1
�~CT-19-99
09,52 FROM,HON.CHARLES RANGEL
10,12022250186
The Honorable William J. ClintOn
June 22, 1999
Page 3
improved acceSS to new technologies, refurbished or new facilities, smaller class
sizes and innovative partnerships between schools, c:lSinesses and
comIIll.mities.
As a community, we should establish.. strong expectatio:.s. for student
performance based on academic literacy, social. c01:Igetency; CIVIC
responsibility, occupational opportunity, and technical', proficiency.
Additionally, these expecfa.tionsshould be aligned with the"needs of the U.S.
economy .so that we can continue to produce strong ecoo.omic gro"Nth.
Investment in public education is the key to developing young rri....nds and giving
aU of A.tneric:a's children a chance to excel.
I urge you to establish a task force on public education to study these reform
measures and others as a means to address the funding and aChievement gaps
among America's poorest urban and rural school districts. This task force
should include individuals representing teachers, parents, school administrators,.
public officials, comnllmities and businesses. In additio~ I am ~ you to
initiate a national conference designed to help the country focus on this
important issue. It is important that the cooference be limited to discussions
about rejuvenating and redefining the public education system--not by
enten:attring schemes that divert resources from it-but by using innovative
. techniques that can enhance and strengthen the current system:
There is no reason why a country possessing the genius and tilent to develop
the internet, create innovative computers and software, and generate enough
produce to feed the world, cannot successfully reform its own public education
system. We have the know-how and expertise, now we nero the willpower
and commitment.
Democrats have defended the public education system on the premise that
education should be universally available so that the talents of all children can
be developed and nourished for the betterment ofsociety. Our defense ofth~
system, however, does not mean that we accept the parts that do not work. I
stand alongside many others who are ready to reform those schools that fail to
provide our cbildre1l with a decent education.
PAGE
13/14
�OCT
19 99 09,52 FROM,HON.CHARLES RANGEL
10
12022250186
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The Honorable William 1. Clinton
June 22, 1999
Page 4
Public education has helped make the U.S. t1:~ world leader that it is today. It
must be our nation's priority to radically reform poor perfonning public
schools if we are to guarantee our children's:-.:rure in the global economy.
Thank you for your nme and consideration. : look forward to talking with you
further about this matter in the near future.
..-
.~y,
. Rangel
M'ember of Congress.
CBR:mmr
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THE PRESIDENT HA~ SEEN .
S-lo-rt'tf
MEMBER OF CONGRESS
JAMES P. MCGOVERN
3RO DIS1RICT. MASSACHUSmS
WASHINGTON, D.C.
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Steering Committee
Ms. AntoniQ Jimenez. Special AssistQnt to Governor
Judge luis G. Perez, Worcester Juvenile Court
Reverend Wesley WilliQms. United Methodist Urban Services, Inc.
PLANNING COMMITTEE MEMBERS
"Lo:~~e:~=~'r~~~~~f'C(~ W~p~~~~i?{~;,;,gf~t~~i"[~r~~~tdtlves .', ' "
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Boston
Brockton
Lynn
CQmbridge
White House Leadership
Lowell
Religious Leaders
Milford
Chelsea
Framingham
Holyoke
Lawrence
Leominster/ .,
Fitchburg
New Bedford
State Legislature
Somerville
Springfield
Corporations
Governor / Lt. Governor
•
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Congressman McGovern
Congressman Moakley ,
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Community
Based
Organization
Education
US Dept of Educ.
MA Dept. of Educ.
Higher Education
(Public & Private)',
Waltham
Worcester
Superintendents
~1~~fi~:tCitlves
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• The local representatives will work to establish a "Working Coolition comprised of students, educators, administrators, business, community
leaders, religious leaders, etc.
It
The Working Coalition will work to survey their respective city or town in order to identify three to five goals with measurable objectives.
:
�To~nMeeting
Please join us as:
.
First Lady Hilary Clinton
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discusses
Vt>/
~~Hispanic
Children" Youth
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Co- Moderators:
.Representative Jarrett T. Barrios"
Antonia Jimenez, Chair, Massachusetts Education Initiative lor Latino Students
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This will be a non-interactive video conference with the First Lady from Washington. D.C ..
The conferencewHl be followed by a-discussionsurroumding Latino education as well as
other Latino issues.'
Date:
Time:
. Place:
Monday. August 2nd, 1999
9:30 a.m. to 11 :30 a.m.
Federal Tip O'Neil BUilding
Tip O'Neil Auditorium
10 Causeway Street
Boston, MA 02133
To R.S.V.P and to obtain further information please contact Lily Fan at (617) 727-2040.
�BOSTON
I. General Population & Voter hlformation
II. Superintendent Information
III. General School District Information
.
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IV. 1998 Massachusetts Comprehensive Assessment System Results (MCAS)
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I. General Population & Voter Information
tI. Superintendent Information
III. General School District Information
IV. 1998 Massachusetts Comprehensive Assessment System Results (MCAS)
�CAMBRIDGE
I. General Population & Voter Information
II. Superintendent Information
III. GenenilScbooJ District Information
IV. 1998 Massachusetts Comprehensive Assessment System Results (MCAS)
�CHELSEA
I. General Population & Voter Information
II. Superintendent Information
III. General School District Information
IV. 1998 Massachusetts Comprehensi.ve Assessment System Results (MCAS)
�FITCHBURG
I. General Population & Voter Information
II. Superintendent Information
III. General School District Information
IV. 1998 Massachusetts Comprehensive Assessment System Results (MCAS) .
�L-~______________~F~RA~M=IN~.G~H~A~M~________________~I
I. General Population
&. Voter Information
II. Superintendent Information
III. GeneralSchool District Information
IV. 1998 Massachusetts Comprehensive Assessment System Results (MCAS)
�HOLYOKE
I. General Population & Voter Information
II. Superintendent Information
III. General School District Information
IV. 1998 Massachusetts Comprehensive Assessment System Results (MCAS)
�LAWRENCE
I. General Population & Voter Information
U. Superinteildent Information
III. General School District Information
IV. 1998 Massachusetts Comprehensive Assessment System Results (MCAS)
I
�:I~__~~____________~L=E~O~N.U~N~S~T~E~R~----------~~__~·I
I. General Population & Voter Information
II. Superintendent Information
III. General School District Information
IV. 1998 Massachusetts Comprehensive Assessment System Results (MCAS)
�LOWELL
I. General Population & Voter Information
.II. Superintendent Information
III. General School District Information
IV. 1998 Massachusetts Comprehensive Assessment System Results (MCAS)
�'I~~____~______~____~L~Y~N_N~~~--~----------~
I. General Population & Voter Information
II. Superintendent Information
Ill. General School District Information
IV. 1998 Massachusetts Comprehensive Assessment System Results (MCAS)
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____~________~__~I
I. General Population & Voter Information
.H. Superintendent Information
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III. General School District Information
IV.1998 MaSsachusetts Comprehensive Assessment System Results (MCAS)
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I. General Population & Voter Information
. II. Superintendent Information
III. General School District Information
IV. 1998 Massachusetts Comprehensive Assessment System ResUlts (MCAS) ,
�SOMERVILLE
I. General Population & Voter Information
II. Superintendent Information
617-625-6600
. ext. 6005
III. General School District Information
IV. 1998 Massachusetts Comprehensive Assessment System Results (MCAS)
617-625-4731
�SPRINGFIELD
I. General Population & Voter Information
II. Superintendent Information
III. General School District information
IV. 1998 Massachusetts Comprehensive Assessment System Results (MCAS)
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__________________~W~A~L~T~H~A~M~__________________~
I.·General Population & Voter Information
II. Superintendent Information
III. General School District Information
IV. 1998 Massachusetts Comprehensive Assessment System Results (MCAS)
�WORCESTER
I. Genera) Population & Voter Information
II. Superintendent Information
III. Genera) School District Information
IV. 1998 Massachusetts Comprehensive Assessment System Results (MCAS)
�Massachusetts Education Initiative for Latino Students
P~anning Committee Members
Steering Committee:
Antonia Jimenez, Judge Luis G. Perez, Rev. Wesley Williams
I
1. Antonia
I
Steering Commit.tee
Jimenez
Steering
Committee
2. Judge
Luis G. Perez
Steering
Committee
3. Reverend
Wesley
Williams
Steering
Committee
.il
,
Antonia Jimenez is Special Assistant to Governor Cellucci. She is responsible for
implementing the Affirmative Market Program. The goal of this program is to
build capacity and enhance the participation of Miriority- and Women-owned
Businesses. Prior to joining the Office of the Governor, Antonia served as Chief
Financial Officer for the Executive Office of Education and the Board of Higher
Education. She serves on the Community Development Finance Board, the Latino
Professional Network, Oficina Hispana and was a member of the WGBH
Community Advisory Board. Ms. Jimenez has a B.S. in Biology from Emmanuel
Coli
Honorable Luis G. Perez was born in the town of Aibonito, Puerto Rico. In 1960,
his family became one of the firsts to settle in 'Worcester, Massachusetts and
have resided in the area since. Judge Perez received his B.A. from Assumption
College and graduated from the Suffolk University School of Law. In addition, he
has received honorary doctorate degrees from Worcester State College and the
University of Massachusetts - Amherst. On April 20, 1987, Judge Perez be'came
the first Puerto Rican to be appointed to the bench in Massachusetts. Judge
Perez has been the recipient of many certificates and awards in recognition for
his leadership and advocacy roles, not only from the Latino community, but from
the Worcester
as well. ,
The Rev. Wesley Williams currently serves as, the Executive Director of United
Methodist Urban Services, Inc. (UMUS), the urban' ministry for the United
Methodist Denomination. UMUS was cre(ited to serve the crying need of body and
spirit in the Greater Boston area and throughout New England. He served as
campus mini$ter for two years at the University of Pennsylvania engaging students
to 'work in the prisons. Rev. Williams received a Masters of Divinity (M.Div.) from
Harvard University in 1976.
UMUS has developed a community policing initiative with the Boston Police
Department called Youth & Police In Partnership (YPP). This program puts youth
and police together in a problem-solving methodology to solve problems in the
neighborhood.
UMUS is the lead agency in an ecumenical religiOUS community project with the
Boston Public Schools that involves community and families in children's learning.
'This program not only' brings volunteers 'into -the schools, but also teaches parents
how to help their children and how to' work with the school system to enhance
their children's learning. In addition, UMUS, is the lead agency for the
Massachusetts Education Initiative for Latino Students
August 20, 1999
�2. Alicia
Educator
Fuentes
3. Brenda
TanonJackson
4. Myriam
. Torres
Educator
5. William·
Morales
YO,uth
6. Reverend
Luis
Benavides
Educator
ReligiOUS
Community
I ,I,
1. Maria
Quiros
2. Henry
August 20, 1999
At Northeastern University, Ms. Delgado is the director of the Latino Student
Cultural Center and is in close touch with their Latino student community. As a
university administrator and faculty, she can help to disseminate information"and
gather data in a timely· fashion. She is currently the co-chair for the CWEC
(Citywide Education Coalition) in Boston and is also part of the Strategic PI~nning
Task Force for the Lawrence Public School
Ms. Fuentes is a bilingual high school education teacher from the Boston public
school
Ms. Tanon-Jackson is a special needs teacher in the Boston Public Schools."
Formerly, she served as a Youth Development Director in the Boston inner city
hous'
Ms. Tanon-Jackson is a st
advocate for inner
Ms. Torres is a coordinator of Bilingual Education in Boston Public Schools
system. She leads the community in the area of bilingual/multicultural education
and works closely with school officials to constantly improve the learning
experience of MA students. She serves as the vice-president of an organization
named the Urban Ministries in ACtion and is heaVily involved with other local
ious ur'ullu","
Mr. Morales is the Egelston Square Youth Center Executive Director in addition
to I~ding the. Youth Police Partnership.. As.a fO'rmer gang leader, Mr. Morales
comes with a depth of understanding and experience that many youths face. A
noted speaker on youth violence issues, he has participated in forums for
troubled teen throughout the nation. Recently, he was profiled in Stone Soup for
the World, a 1997 anthology which profiles individuals life changing stories of
kindness and
acts of service.
Rev. Benavides is currently residing over St. Andrew's United Methodist Church
in Jamaica Plain. Prior to relocating. to Massachusetts, Rev. Benavides and his
fami. did extensive
work in Costa Rico and Mexico
Brockton
School
Department
Educator
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For the past seventeen years, Ms. Quiros has been working as a Community
Facilitator for the bilingual program of the Brockton Public Schools. Over the
years she has come across many issues affecting the Latino students and their
families.' Ms. Quiros has always made it her mission to fight for their rights and
she has become their advocate, although at times it has not been easy. The lack of
Latino representation/role models in the school faculty motivated Ms. Quir6:s to
pursue her bachelor's degree, anq in the fall she is planning to attend U-Mass
Boston to complete a Masteris degree in counseling. And perhaps make a difference
in
of these students' lives.
Mr. Lopez is a teacher for the Brockton public school system.
�I
I
Cambridge
I
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I
I
Chelsea
,i
i'!1
1. Guillermo
Community
Based
Organization
Quinteros
2. Christian
Lara
I
Commun(ty
Based
Organization
I
1. Maricela
Quintanilla
2. Argentina
Arias
Educator
August 20, 1999
Framingham
I
I
it!
Ms. Quintanilla is an entrepreneur who for the past five-years has owned and run a
truck catering business. ,Ms. Quintanilla's has held a leadership role within the
Latino community, school department and the Framingham Coalition, Hispanic
American Latino Advocacy Action team (HALA).
Community
Having been an active member of the Framingham community for over 20 years,
Based
. Ms. Arias has extensive experience in community outreach, organizing and planning.
Organization She was for ten years the executive director of a Latino/Hispanic agency, which
means she is well connected and networked in the community. Currently, she is a
community liaison who coordinates the Hispanic American Latino and the community
connections acti.on teams. She also serves on the Boards of: YMCA, DSS and the
. Tercentennial Committee and is an elected town meeting member.
3. Ester
de Jong
.I
,
Guillermo Quinteros is the Community Organizing Director Of Chelsea's. Commission
on Hispanic Affairs. He has worked on organizing parents on issues of education and
to rally in defense of their rights. He also works with voter registration and political
participation for Latinos. Mr. Quinteros has a Masters in City Planning degree from
MIT. He has been teaching for a year in the Worcester Public schools. Mr.
Quinteros has also worked in the. South End in Boston on health and parenting
education.
Mr. Lara has been an active member of the Chelsea community since his arrival in
1987 from Costa Rica. Mr. Lara is currently the Assistant Director of ROCA, Inc., a
family, youth and community development organization. ROCA offers classes,
workshops and other training programs to parents and families of Chelsea and its
surrounding communities.
\
Parent
i
I
Ms. de Jong came from the Netherlands ten years ago to pursue her doctorate at
Boston University in Bilingual Education. She is currently the Assistant Director of
Bilingual Education for the Framingham Public Schools. She is committed to
providing quality education for. all language minority students in public schools .
Holyoke
"
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lawrence :1
I
Davila
2. Dr. Hector
N. Torres
I
Higher
Education
I
lowell
1. Maria
Vejar
~
Before Mr. Davila recently anchored as an admission counselor for Lesley College's
Graduate and Adult Baccalaureate Programs, he directed a program' aimed to retrain
unemployed and underemployed citizens and another that operates Boy Scouts
geared for the Latino community. While a student at UMass-Amherst, he
participated in the Hispanic Outreach Program. The program promoted college
education to inner city youth and initiated agreements between the University and
the students. Students were encouraged tO,complete high school and guaranteed
admission to the Uni
Dr. Torres is currently the Managing Director of Patent law and Engineering
Service. He is an Assistant Professor and Director of thE: College Prep Program at
U-Mass lowell. He is also an Adjunct Professor at Atlantic Union College. With his
Puerto Rico origin, highly educated background, research done in the' field of
education law, and his involvement with the Kids at Risk summer program, Dr. Torres
bri
a well-rounded
to the committee.
leominster/Fitchhurg
I ' ,I
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Il,~;
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Ms. Vejar teaches at Lowell High School. She is a co-chair of the Hispanic Advisory
Coucil at the school. In addition, she is responsible for creating the First Annual
Latino Student Awards Night. The event recognizes students for their success and
achievements in all aspects of their lives. Ms. Vejar also has extensive involvement
with the community in regards to education, health, employment as well as other
issues.
I
I
lynn
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I
Milford
,I
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1. Monserrate
Quinones
August 20, 1999
Parent
i
Ms. Quinones is an energetic, committed profesSional with over twenty years of
experience in advocacy and case management. Her job requires her to connect
with youths from the local community on a daily basis. She possesses highly
effective communication skills .in. Spanish and English, along with a broad range of
ex
in the Human Service Field.
�Community
Based
Organization
2. Ana Soto
I
I
I
New Bedford
I
1. Herenia'
Hernandez
Community
Based
zation
I
I
1. Isaias M.
,:
I
,I
I
1. Gladys
Rodriguez
Parker'
August 20, 1999
,!~,
'
.
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I
Ms. Hernandez is a mother of pUblic schoolers in Somerville and has articulated
concern regarding the educational status of Latino students in MA, She has some
thoughtful perspective and explanations for the related barriers and iSSues. Ms.
Hernandez is currently employed by the Somerville Public School System in the
Bilingual Program. She continues to work the Latino community identifying the
educational issues and needs that are
to Latino students.
'
Mr. Vasquez is currently the Latino Peer Coordinator for the COmmunity Action
.
Agency of Somerville.
Springfield /
Student
Rodriguez
I
Somerville 'I
Parent
2. Ismael
Vasquez
Ms. Soto has had extensive involvement with the ,prison population. She is
currently the prison liaison for the South Middlesex Opportunity Council Agency
and a substance abuse counselor for clients on probation. Ms. Soto serves as a
link between the Latino inmate population and admi,nistrators. Her work with the
Latino prison population has allowed her to gain an understanding of how education
failed them and what how it could have been prevented.
:JII
'
Born and raised in Springfield Massachusetts, Mr. Rodriguez is currently a student
at UMASS Amherst where he is an undergraduate student pursuing a double major
in Legal Studies and Sociology. Mr. Rodriguez is one of the fouhding fathers of the
first Latino Fraternity at UMASS.
This aspiring lawyer has also had the
opportunity to participate in other community initiatives addreSSing the needs of
the Latino
in
ield.
Waltham'/
I
Worcester
'i~;
'j'
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~,,(
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Ms. Rodriguez is a representative from Congressman James McGovern's office.
�2. John Lugo
I
Educator
'
I
1
1. Richard
Colon
2. Rosa
Minaya Duran
Corporate
3. Ivelissa
Escalera
Community
Organizer
4. Dr. Nitza
M. Hidalgo
Higher
Education
5. Adriana P.
Isaza
Student
August 20. 1999
Mr. Lugo has been a community activist for 20 years. He has taught in the
Worcester Public Schools and is widely knowledgeable of the Massachusetts
education system. He was the interim director of the Bilingual Program. He is
presently the Coordinator of the Adult Education Outreach Program. Mr. Lugo is
also involved with La Cumbre Latina .•
Higher
Education
Statewide
I
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Public Affairs Director for Bell Atlantic. Mr. Colon is also Co-chair of the Latino
Professional Network and Chairman of Oficina Hi
Ms. Minaya Duran has 14 years of experience working in Higher Education. She is
currently employed at Lesley College where she is the Personnel Coordinator of
Off-Campus Site Administration.
In addition, she is also a Member of the
Executive Committee for Diversity at the College. Ms. Minaya Duran is actively
involved with the Latino community. She is a member of The Latino Professional
Network, the Women's Industrial and Educational Union and also volunteers in
Jamaica Plain to help Latinas who need guidance on issues of health, immigration,
chi Idcare and education.
.
.
A long-time Boston resident, the Puerto Rican-born Ms. Escalera has been
extenSively involved in the conceptualization, planning and implementation of
community development initiatives that .seek to empower vulnerable families and
children. She is presently Executive Board Vice Chair of Action for Boston
Community Development , Inc., and holds volunteer leadership pOSitions with key
organizations including the Massachusetts Chapter of the National Congress for
Puerto Rican Rights (NCPRR), and Latinas: Salud y Alternativas. Ms. Escalera
spent several years with Boston Public Schools as both a teacher and an
administrator. Ms. Escalera served as Director of the West Zone Parent
Information Center, who serviced mor'e than 22,000 students and parents in 56
.district schools.
Dr. Hidalgo is a Professor of Education at Westfield State College where she
teaches courses in the history and. philosophy of education, multicultural education
and Latino studies. In the classroom, she aims to help students understand the
importance of diverse cultural influences' in schools, and the prevalence of
institutional racism in society. Dr. Hidalgo has published in two areas: Latino
parental involvement in schools and qualitatiye research. Dr. Hidalgo received her.
terminal degree from the Graduate School of Education at Harvard University.
of education for Latino students.
,She is dedicated to the i
Ms. Isaza currently works in developing and fostering the process with Minority
and Women businesses in state contracting for the Commonwealth. In addition,
she is also a graduate student pursuing a degree in Management Communication
and Public Policy at Emerson College. As an undergraduate student, Ms. Isaza was
very involved with Northeastern University's Latin American Student Organization
col
on different initiatives invo . the Latino Student Cultural Center.
�-----------------------------------
6. Elba
Mendez'
Parent
7. Jan Paschal
U.S. Dept. of
Education
8. Olga
Pirela
U.S. Dept. of
Education
r
9. Hilda
-Ramirez
•Corporate
10. Kathy ,
Rodriguez
MA Dept. of
Education
August 20, 1999
Ms. Mendez serves as the Telecommunications Equipment, Supplies and Services
Procurement Manager for the Commonwealth of Massachusetts. As part' of her
role in an oversight procurement position, Ms. Mendez has -recently created
opportunities for minority and women businesses (M/WBE) in the Commonwealth
to foster new business relationships with large' organizations such as Xerox
Corporation and IKON Office Solutions, Inc. Ms. Mendez has volunteered her
services in Latino Voter Registration projeetsand will serve as a volunteer in the
Year 2000 Census project.
President William J., Clinton appointed Jan L. Paschal, a teacher from New
Hampshire, to the Office of the Secretary's Regional Representative for the U.S.
D~partment of Education in March 1994. ,As the Secretary's Regional i
Representative, Jan has visited school districts, throughout New England·
promoting the initiatives and programs of the Secretary of Education. As the i
Secretary's Regional Representative for Region I (New England), Jan has held
region-wide as well as state conferences for young women in high school; has
brought educators from across the country to this area for conferences relating
to many aspects of the educational processes. _
Olga Pirela serves as Staff Assistant to the Secretary's Regional Representative
in the immediate Office of the Secretary's Regional Representative. The Region I
office is also responsible for oyerall leadership for the Department in engaging a
wide variety of intergovernmental, interagency, community and public advocacy
groups in the' President's and Secretary's education agenda. Ms. 'Pirela is
responSible for the preparation and planning of conferences and major events in
Region I. She also performs a number of outreach and communications functions
that occur regularly between the Office of the Secretary's Regional
Representative and its constituents.
Ms. Ramirez is an energetic and progressive activist for the Latino community and
she advocates for more higher education opportunities for Latino/Hispanic youth ..
She will soon be pursuing a Master's from 'the Harvard Graduate School of •
Education and she plans t<,> use this to. work with the public school system and
develop programs that would motivate the youth to further their education and
eventually become leaders in their own communities.
Ms. Rodriguez is the Coordinator of the. Massachusetts, Family Literacy
Consortium; a statewide 'iteracy initiative jointly funded by the Commonwealth of
MA and the U.S.' Department of Education. Her 25 years of experience in'
preschool, elementary, secondary, and adult education in New York City, Puerto
Rico, and Boston have prOVided her with a deep understanding of the critical role
of language and literacy as a foundation for the personal, social and economic
success of individuals and families. She is responsible for the overall operations of
the Consortium which include: interagency collaboration, data analysis, capacity
building, public awareness and marketing, special events, grant writing, and policy
analySiS.
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Massachusetts Education Initiative for Latino Students
Overview
BACKGROUND
In February of 1994. President Clinton signed Executive Order 12900. Educational
Excellence for Hispanic Americans. spedfically. "To advance the development of
human potential. to strengthen the Nation's capadty to provide high-quality education.
and to increase opportunities for Hispanic Americans to partidpate in and benefit from
.Federal education programs."
Because of the lack of attention given to adequate educational attainment to Latino
children. the United Methodist Urban Services. Inc. (UMUS) has chosen to be the lead
agency in implementing the White House Initiative on Educational Excellence for Hispanic
Americans in Massachusetts. UMUS focuses on family and community irivolvement in
children's learning.
To that end. UMUS created a Steering Com-mittee responsible for developing the
framework and creating the Planning Committee. The Planning Committee will be
responsible for implementing the Massachusetts Education Initiative. The Planning
Committee will be comprised of: 1) representatives from the fifteen dties and towns who
have a high concentration of Latinos; 2) community leaders; and 3) representatives from
educational entities. parents. students. teachers. administrato'rs. businesses. etc.
,
. '
. MISSION, GOALS AND OBJECTIVES
,
Mission Statement
The Massachusetts Education Initiative for Latino Students (MEILS) brings
together a diverse group of individuals interested in improving the
quality of public education9 while addressing the educational issues
confronting Latinos.
The Massachusetts Education Initiative for Latino Students (MEILS) will formulate
partnership between the Latino community and state. federal and local government to
ensure high-level educational achievements for Latino students. from preschoolers to
lifelong learners. The goal of the MEILS is as follows:
)- Develop a Statewide Latino Education Agenda;
)- Create and implement local education agenda and strategies in dties and towns with
high Latino concentrations;
,
)- Collaborate with Federal. State. and local Governments; and
)- Inform the public on educational challenges faCing Latinos.
Thursday. June 10. 1999
Page 1
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�Goodling Response Draft
The Honorable Bill Goodling
This is in response to your letter of August 4th regarding teacher quality, class size, and voluntary
national testing. I was disappointed to receive your letter and could only conclude that you fail
to see the linkage between the investments that my administration has made in research-based
practices and efforts to increase accountability in our public school system. Since 1992 we have
put forward complementary proposals to raise standards for students and teachers, invest in what
works, and ensure that all children are learning the skills they will need in the New Economy.
Every education investment I have proposed has been linked to the crucial issue of raising
student achievement. Unfortunately, rather than work with us on this effort, it appears that
many continue to support proposals that would').mdermine riational on this important issue.
As you know, my administration is committed to improving teacher quality and reducing class
size. I believe that pitting these issues against each other creates a false choice. We can improve
teacher quality while reducing class-size. My proposal for reauthorization of the Elementary and
Secondary Education Act consolidates several existing programs into the Teaching to High
Standards initiative. This initiative will support state and local efforts to align curricula and
assessments with challenging standards, provide sustained and high,,:quality professional
. development for teachers in the core academic content areas, and provide support for new
teachers in the crucial first 3 years in the classroom.
Moreover, this past july, the Department of Education provided $43 million in grants to raise
teacher quality and address teacher shortages in high-need ar,eas. Twenty-four states received
grants to support stronger teacher certification and licensing standards, alternative certification,
and accountability measures for institutions that train teachers. Twenty.:eight grants were also
given to support partnerships between universities and school distriCts to attract qualified new
students into teaching and reduce shortages and turnover in high need areas.
To compl.ement these efforts, my ESEA proposal also calls for sustaining our commitment to
reducing ciass size in the early grades. As you are aware, substantial research indicates that
smaller class sizes are one of the most direct and effective ways to improve academic
. achievement. Last year, acting on both research and common sense, Congress came together and .
passed a bipartisan initiative to help reduce class-size in the early grades.. In addition, so that
,the program is responsive to the varying needs of states and localities, the Department of .
Education has granted waivers to jurisdictions desiring additional flexibility with this funding.
Despite this, I am disappointed to see that rather than building on this historic commitment, less
than a year later some on Capitol Hill are trying to undermine this program.
Investments to raise teacher qualIty and lower class size will help improve academic
achievement; however, I don't believe that investments alone are the answer. That is why I have
repeatedly worked to introduce more accountability into our education system .. All of the
investments I have called for are desigried to help give students the tools they need to reach high
academic standards. These standards however are meaningless if success against them is not
�measured. This is why I proposed voluntary national testing in 4th -grade reading and 8th -grade
math. Parents intuitively know that in our New Economy their children will need ~ higher level
of skills to be successful and they want to know whether public schools are teaching their
. children these skills. I don't agree with your assertion that there is nothing to be learned from an
assessment ofthis nature. To the contrary, for the first time it would allow parents to accurately
compare the achievement of their children with children in other schools, communities, and
states. A voluntary national test of this nature would be a valuable diagnostic, curricular, and
accountability tool.
Over the past 34 years the Elementary and Secondary Education Act has been a vehicle for
national leadership to improve education for disadvantaged stu.dents, raise standards, and help
states and local schooldistricts meet the myriad challenges that they face. I am proud of what
my administration has accomplished and our continuing to improve and modernize ESEA. This·
is why attempts to undercut national leadership on important issues such as standards-based
reform, raising teacher quality, and reducing class size are .so troubling. I hope that as we
reauthorize ESEA we can work together to strengthen research-based national efforts to improve
schools rather than waste valuabl~ time on unproven schemes. Our nation's school children
deserve no less ..
/
�08~12/99
THU 15:10 FAX
141 001
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THE WHITE HO'USE
FACSIMILE TRANSMISSION
OFFICE OF LEGISLATIVE AFFAIRS,
WEST WING
, office phone: 456-2230
office Fax: 456-6220
TO:
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FAX NUMBER:
FROM:
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LARRY STEIN
MINDY MYERS .
TOTAL PAGES:
JANET MURGUIA
~ ERICA MORRIS ' .
SUBJECT:
CO~TS:
______________________________________________
~«
•
•
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intended for the recipient ONLY. If there is a problem with the transmission, please
contact the sender as soon as possible.
�THU 15 :'11 FAX
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~002
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THE WH:ITE HOUSE
CORRESPONDENCE TRACK:ING WORKSHEET
:INCOM:ING
J5~ rt'Jq
DATE RECE:IVED:AUGt1ST 11, 1999
NAME OF' CORRESPONDENT:
TH~
HONORABLE B:ILL GOODL:ING:
r'(, { -
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PRES:ID~
SUBJECT: REQUESTS THE
HiMSELF TO REV:IEW
THE TEACHER EMPOWERMENT ACT THJ\,T WAS PASS <n(lJlJo
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BY THE HOUSE
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CODE n/MM/DD
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LARRY STEIN
TYPE
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REFER QUESTIONS AND ROUTING UPDATES TO CENTRAL REFERENCE .. )
(ROOM 75,OEOB) EXT-2590
KEEP THIS WORKSHEET ATTACHED TO THE ORIGINAL INCOMING
LETTER AT ALL TIMES AND SEND COMPLETED RECORD.TO RECORDS
MANAGEMENT.
�08/12/99
,
THU 15:11 FAX
Iw-IO
BILL GOODLING
.
19TH DISTRICT, PENNSYLVANIA'
,CHAIRMAN:
".' ..~.'
TELePHONE: (2021 22&-5836
,
DISTRICT oFFICES:
'COMMITTEE ON EDUCATION AND
THE WORKFORCE
COMMITTEE ON
,'NTE'RNATIONAl RELATIONS
TOLL fREE DISTRICT NUMseR: .
800-632-1811
http://wwW.houll8.gov/goodllng/
FeDERAL BUILDING
200 SOUTH GEORGE STR~eT
.
([ottgrt~~
YORK, PA 17405-9999
,
of tbtWttittb ~tatt5
1!JOUit of l\.eprtitntatibti
140 BALTlMOR'E STREET
RDOM301
GET1YSBUIIG, PA 11325-2311
2.020 YALE AVENUE
PA 17011-5456
CAMP HILl,
ilItasbington, iB(! 20515-3819
August 4, 1999
William 1. Cliri.ton
The President ofthe United States
The White House Office,
1600 Pennsylvania Avenue NW
:=~~~
....... .
This will be a lengthy letter. I hope you will have time to read it, and I hope you will have
time to personally respond: I really don't want any response from the Department or from any of
your advisors. If you don't have time to do it, please don't have anyone else respond. '
, I've worked hard to trY'to help you with your education legacy (just as I did with your
predecessor), but I don't understand who the people are that advise the presidents, because in
both cases I haven't been very successful. I know it isn't the Secretary, but I don't know who
may get your ear on education matters. You constantly put the cart,before the horse, and I've.
tried to 'get that message across.
When you came up with your testing idea, I tried to make it abundantly clear that you
first have to help the 50 percent who have been told a thousand times, every time they have taken
, 'a standardized test, a state test, a local test, and a teacher's test, that they aren't doing very well.
We didn't have to spend a hundred million dollars to tell that group one more time that they're'
not doing very well. lfwehad a hundred million dollars to spend, we had to find a way to help
them to do better and then test them.
,'Thenyou deCided, for sonie unknown reason, 18 in a classroom is a magic number.
Again; you put the cart before the horse. Unless you have quality teachers to go into center city
and rural America to fill the t~chingjobs created by smaller classes, you've really done nothing
to improve the academicstancfuig ofilie needy children. The most recent grants that you've sent
out to foster this notion have no accountability attachep to them at aU. They didn't have to 'show
you how this class size reduction improved the academic standing of all children. In fact, there
wasn't anything to cause them to have teachers inthe classroom that can read and write. As you
know) Governor Wilson got on this kick before you did ( he spent $2 billion), and the result is
that there are now more than 30 percent totally unqualified teachers in ce!lter city Los Angeles,
THIS STATIONERY PRINTEO ON PAPER MADE OF RECYCLED FIBERS
.
�08~12/99
THU 15:12 FAX
~004
Again, if you look'at our Teacher'Empowennent Act that we passed in the House, you
will see that we are, trying to help you, because we give them the opportunity at the locailevel to
help those who have the potentialto become good teachers to do just that. We have high
accountability standards so that the district (if they are to get a 5 year contract) has to show how
every child has improved academica11y~
I'm not sure where the number 18 came from in the first place. Most ofthe research that
I've seen said that if you can't get down to 13-14 students in a classroom, you probably aren't
going to make much of a difference. However, more importantly, ifyou can't put a quality
teacher in that classroom you have ac;complished nothing, except to have spent a lot of money
foolishly. You're very well aware ofthe past history of the sisters in parochial schools who hid
30-45 students in their classrooms. Those sisters were the best-educated and the most dedicated
that one could find, and they were completel~ in charge ofthe classroom.
You sent a Reading Excellence Bill (I think you called it "America Reads," but we
changed it to Reading Excellence), and it contained nothing that would help you to reach your
goal. I asked you if40 percent ofthe fourth grade st1ldents can't read 'at the fourth grade level,
wouldn't the first thing you would look at be teacher preparation to teach reading? We added
that. I then said that the literacy ofthe parents has 'a lot to do With the child's ability to learn, and
we added a preschool family literacy program so that the parent could be the child's first and most
important teacher" FortUnately, rather thanyeto it, you took credit for it, which was fine with me.
I hope you wilt look very carefully at our Teacher Bill now, before someone tells you to
veto it, and find a way to take credit for it so that we can help those children most in need to
~~edin~
,
.,
Bll.L GOODLING
Member of Congress
�..
Erica R. Morris
Record Type:
To:
,,.
\10
03:04:10,PM
Record
Cathy R.Mays/OPD/EOP@EOP
See the distribution list at the bottom of this message
cc:
Subject: letter from Chairman Bill Goodling IR-PAI
Rep. Goodling sent a letter to the potus on the Teacher Empowerment Act. He indicated in the
W
letter that he would like a response form the POTUS, not an agency...... e wete.!lQpiQQ that Bruce..,
could give us guidance on whether or not this should go to the Oval. I am faxing you over a copy
of the letter.
Please let me know Bruce's thoughts, thank you.
Message Copied To:
Janet MurguiaIWHO/EOP@EOP
Charles M. BrainIWHO/EOP@EOP
Broderick JohnsonIWHO/EOP@EOP
Courtney,C. CrouchIWHO/EOP@EOP
Devanshu PateIIWHO/EOP@EOP
Brooke B. LivingstonIWHO/EOP@EOP
�
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. October 18, 1999 '
The Honorable Will.iatti Cliriton
, ,'President ofthe Uomd states
1600 PetmBylvama Avcmue NW
Wasbingtcllt DC 20502
'
,Dear President Clinton:
Oar ~a±ion's yomig people have a big ~ fn'~'filtur~ of ~a, but nlmY' of ,
oiJr cbild:i'en at" mtbemg provided with B.deqUate 'educatiolial opporluhl1iesthatwill
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, minority and underedueated... ~ missing out on the A111erlcan dream. At the time of
Ullp:rec~ted econonrl~ growth in this col.1Il1ly these children are being left b~
~e is our outnlge? Wheto is AmedcaJs outrage? These c~dnm deserve better.
Investment in public education is the key to developing young minds and gi"\ting all
of America's cbilClren a'chanoa to excel At the present ti:me, however~ ~ significant
nw:nber of young people: attend schools ~ero fa.cilities are c~ling, classrooms ,
are overcrowded, students are without computers, and Itrtem.et access! and many
teachers are Ullcerti:fied ana. underqualified. While there are many dedicateCi
,teachttrs aD.d great jl'llblic sJ?hJJols in this COUlltry, it is a slla.tne when even one child
in the United Staws receives an obsolete fllld madequate educ~
The situation is ,bleak f!lr those who ,fine! f:b.e:o.:J.se1ves dropphig out of otgraduating ,
ftom, low-perlo:rming aclioolB. Many .'of these young people ar~r doomed to
experl~e the' nega.tive ,effects of illitetaoy, joblessness" pte.EIiat'\lIe pregnaoci.es,'
drug abDse,and,guu' yiolence. There are 1.8 mitliouyoung m:eJi arid women
Incarcerated,' In' .A:iOedca. 'Most aTe poOr; ,'most, ate miD.Orlt;y, and an are
undereducated. Why do We spen4 $84,00'0 per...YetD: to keep sQD:J.e6ne incarcerated,
and an1.y $9t OOO p~.ye~ to educate him. or .ber?,"We believe that it makeS the most
'sense to give people the tools they need to cOmpete b~'they end up in jail or an
the s t r e e t . "
,
�10/2D/99
, ,'10/ IS/liS
WED l.".t:o.<L
23:58 FAX
lit;>
~003
.U.;
'President Clinton
October 18, 1999
Page TWo
Under the guiBe of promoting incr~ed cOJIipetition in educa:lfu:a, some ar~e that
~ scbools should be ,fOl'Ced to improve by ~ them of reS01ll'ces. This
approach undermirlOS our public school system by fidling to providft disadva:c:tag~d
students md .scho~lsj many of whom an: already r~liource d.eprlvet\ with the ex1J:a
n'lll:'tlll:b:lg'and resom-ces 'that they need to aebieve significant reform.
, We mWlt de~~
and
implement ~gies to provide all YOung men anti WOmetl in
school with core acadeWio ~es gEed toward World-class 'stHIldards which
, will prepare them for career, opport:Imities iJ;L the mote competi1ive global economy.
This ,can be accomplishe,d by providing targeted a~e t~ low-perfO.ttning
schools so that t.hey en deve1<JP 'and adopt refutm plans, that incltJde cballengjng
cw:rlcUla, bigbly-qlla1i:.6.ed teachers, a:od higher .xpectations that make achievement '
possible.
'
As educators. adm1rustrators. 1lIli0ll represe:ntative,a~ parents,' business leaders) public
officials, and :t'I:1"-feseiltatives 1i'om educatiOn.' taitb" and COBlmumty_bas,ed
orgatrizatiOmI from across, the cotmtry. we represent a. broad. croas-sectf,on of
concerned citizens interested in ~arking on a. national' campaigrl to preserVe and
strengthen. our public schools. WO'inteJld to pmsae a com.prehensive, needs based
strategy at 'the fedeN! level to ensure that schools that bave peen, determined to be
~1lJJdeIPf:I'.fu:.tOJing are ptuv,ided with direct federal resources to close the
fimdiag and acbie~lMlleJlt gaps. ,
"
, The federal gOrir::amCnt,Di.Ust tske eveIy stop it em to h.elp create' a leVel playing
, field fdrall6f Critt nauOn's' studelltSJ , es,pe~ thrisl;i'who liVQ in mgb:rie'ea areas.
The efforts ofthe federal gaveirinnmt must be coordifia1:cd by y6't.lr aCfIniDistration so
tbiit resou.r:c;es em be maximized aud the nation's attention fOC1lS~d on this important
issue. We :needyour leadership and that ofVice President Gore so 1;h.at we caD..make
an ideal~'the tra:aBfuIJl1llti~ of every disadvantaged mban. and IUr8.1 schQol i.U,
Ame.ru:a inm a center ofeduca:tiona.l exceJ1mce-a. reality.
Towams this goa.l; ,we Wou1~ like, to ~est a White House meeting on thi~ issue to
be attended 'by a wide range of people who have a. stake in ensuring, the aupcess of
Amf:cica.' s public school System. The pUlpose oftbis meeting is two..fold: 1) to start
a national dialogue focusing en the inequities in the funding and quality of public
edUcation l1vailabl.e to America's poorest urbsin and, Illl'al c::hildnm; and, 2)
establish a conserlSUlfon a plan ofaction tDadd.te!s ,tI:t.e probleJllS ofpoor aild lllldcir
perfortning publio'/lchcolS.
',:
,'
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to
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�WH'LEGAFFAIRS CORRESPON
."
Pre:ddeitt CWltOn
Octob~ 18. 1999
, Page Three
. There is no qu=llion that public eduaation has helped lilBke the U.S. the world leader
that it is today~ It must be our nation's priority to nsdicallytefOIIIl poor perfonning
public schools tf we 'are' to rmsure '8. BU.CCessfill ,fu.ture £or our cbildren and our
country.
'
Sincerely,
Charles B. RaJigd
Hugh PricelUrban League ,
Mlchae1 Casserly, Council of Great City Schools
National Alliance ofBlack Bahaol Educators
Board ofEducatiOnfJf1he CiJiy ofNew YcIklCfumceIlor Crew,
Princetcm Training AssQciatcs, Ted Gershon .
Wellington Webb J U.S. CIl1.tWiD1 of Mayors
American. Association ofSchobl Ad:ministratOis
Nationai.AssocianonofSccondmy Sd;ooi l'riilcipalS
co;
Vice President AI Gore
First Lady Hillary Rodhar.o:Cl.i:Ilton '
Iohn Podesta .
'
Lw;ry Stain
Gene Sperling
Richard Riley
--
\.
I
I1
, ____ , ___141 004
�,.
/
• , .. , "
.
(ongrrsg of thr ·a.tnitrb {etates
'.:·\'(.1·f~
~
,iL)OIlS(,
Vi "'If. ,
,
of
~('prrsrnt,lt1b('S
,
\'
II'
The Hon0rable \\" illiam J. Cl1n'ton
The \\ nile Hou.>e
1600 Pennsylvania Avenue.N.W.
Washington. D.C. 20502
Dear President Clinton:
Recent events make it clearer than ever that we must tum our attention and
resources to address the needs of America's, children. The school shootings
in Colorado and Georgia have been a tragedy for the nation. It is tembte to
have senseless acts of violence snuff out young lives before they truly begin.
It is important that these incidents are not viewed in isolation. In schools
across our nation.. the lives of our young people are being cut short and their
hopes and dreams deferred not only, due to violence but also because of
illiteracy, school drop outs, teen pregnancies, incarceration, and drug abuse.
The widespread occurrence of these tragedies demonstrate that somewhere
along the way many of our children have lost hope for the future.
, The Administration has been quick to allocate America's resources to
intercede in a tribal war thousands of miles from U:S. soil in the former
Yugoslavia. It is hard to justify this policy when so many of' our own
children are in need of these critical resoUl'CCS. The severity of the issues
facing our children should lead us to only one conclusion: we must first take
care of our kids at home. No child living in the richest country in the world
should live without hope for the future.
Investment in public education is the key to' developing young minds and
giving all of America's children a chance to excel At the present time,
however, some of our young people attend schools where facilities are
crumbling. c1~-rooms are overcrowded, students are without computer and
internet access. and many teachers are uncertified and underqualified. It is a
shame thal the United States maintains a public education system that
subjects some of its students to a poor quality of education-in effect,
dooming them to a futuie that is bypassed by,the prosperity and promise of
the new global eronomy.
,
.
t•
.,. '.
"
June 8. 1999
.
"
�The Honorable William J, Clinton
June 8, 1999
?age 2
TragicJlly. the young p.eoP.le·-' ho are most Ilkely to t.: subjected to an
:nferior education in this system are those who anend school in urban and
~ral l.f"C.J.S ~ith high rates 0:" po\erty and those who are of African
Ameri.:-.an and Hispamc desc~t. In a country that prides itself on its
:eadership in world affairs. the negative effects of race and income continue
to have a pervasive impact on the quality. of education and the life's chances
of affe-cted students, These educ~ional disparities are a national disgrace
and must be addressed.
'
Statistics show that one out of every two black men in the District of
Columbia are in jail; and one' out of every three in the country are
incarcen..ted. There are 1.8 mill.ion young men and women inc:arcerat.ed in
America. Most are poor, most are minority', many are addicted to drugs,
and all are undereducated. Seventy percent of prison inmates do not posses
basic literacy skills. Why do we spend $84,000 per year to keep someone
incarcerated but only $9,000 per year to educate him or her? Wouldn't it
make more sense to provide people with the tools they need to compete
before they end up in jail or on the street? The U.s. must reassess its
misplaced priorities and make a greater investment in its public education
system so that all of America's children can receive a quality education that
enables them to compete in the global economy of the 21st Century.
It should be made clear that, in general,' America's public schools are in good
sbape. Our public schools continue to produ~ productive individuals who
are prepared to take on the demands of bigher education and the workforce
upon graduation. This fact has not been lost on educators, union lCaders and
public officials from across the country who. have acknowledged the value of
our public school system:
• Sandra Feldman, President of the American Federation of Teuhers:
"America's most successful public service of any kind, the public
schools, educate the great majority of our children, offer an avenue for
upward mobility, and foster. a sense of common purpose among our
people."
�The Honorable William J. Clinton
June 8, 1999
Page 3
, '.
• Jr. RLidolpb ere"', Sew York Public Schools Chancellor: .. [ have
~hosen to make my commitment to publlc education. an Amencan
:::stitution that h3.S helped thi$ country and its people grow and pr0$per
fJr more than a century and an institution that should be given the
support it needs to bring our nation and its people into the ~ 1st
century."
• Richard Daley, Mayor for the city of Chicago: "America's public
schools are too valuable for us to lose for they are the foundation upon
which tbis great nation has flourished."
Given that most of our public schools are fulfilling their educational mission..
it would be foolish to throw out our entire public education system, as some
have suggested. when there are only a few parts that need to be overhauled.
I, along with key educators, administrators, and public officials from across
the country. stand ready and prep~ed to embalt on a national campaign to
reform and strengthen our public schools.' We intend to pursue a
comprehensive, needs based strategy at the federal level to ensure that
schools that serve disadvantaged students are provided with additional
. federal resources to close the ftmding and achievement gaps.
This
comprehensive strategy is revolutionary ,and goes beyond the Elementary
and Secondary Education Act, which attempts to establish accountability
and performance measures without providing needy public schools with the
means needed to achieve them.
Our plan includes targeting those areas where students are suffering from
inadequate resources. In order to achieve optimal results, .these targeted
communities would be required to enter into a voluntary agreement that
waives school district, Union.. and local and state government regulations as a
pre'l:ondition for recei'ting federal assistance for school reform, This plan
embraces standard measures for increased performance, some of which you
, aCknowledged in your State of the Union address, including the need to:
modernize ~hools, r.rise standards. increase accountability, bring high
quality teachers to the classroom. provide school report cards to parents,
create smaller class' sizes, and introduce innovative partnerships between
schools. parents, and the private and!nonprofit sectors.
�The Honorable William J. Clmton
June 8. 1999
Page 4
Our plan also expands the concept of a national education initiative
d~d::at~d to attra.cting the ~s: a.nd brightest of our youth to teach in urban
and rural s.:hcols. The p~ sh0uld be supplemeTl:~d by a national
coUege internsh.ip program des1gned to attract students' from all majors to
tutor, rehabihtate facilities. ic::oduce technology, and mentor students.
It is imperati'ie that we de\-elop a new paradigm to keep kids in school and
pro\;de a solid educational fOl.mdation. world class academic skills, industry
r~-ponsive job training and preparation for post-secondary education and
life-long learning. The efforts of the federal government must-be coordinated
by your office in order to~ our resources, and focus the nation's
an.ention on this issue.
You have recently embarked on a new initiative to focus federal resources in
those areas of the. country that have been 1.iDderde'fe!oped in terms of
business opportunities. It is important to recognize, however, that this
'"'new markets" i.nitiati\'c cannot ·thrive without also nurturing the
underdeveloped human talent mthese distreSsed areas. We must have new
minds for new markets if we are serious about truly improving the
conditions of poor communities throughout America.
Due to a strong economy and budget surpluses, the U.S. now has a unique
opportunity and strong incentive to invest in its human capital. If we are to
maintain and enhance our stan.lS as a world leader, the federal government
.must continue to promote activities that ensure economic vitality, personal
security, and expanded opportunity for all Americans into the 21 st
Untury.
.
.
I would appreciate the opport'Jnity to meet ....;th you as roon as possible $0
that ( can provide you v.ith more details about my plan to reform low
a.:b.ieying schools. Thank yot: for your time and consideration .
.---.
�CBR:mmr
..:c
. Richard Rl;;:-Y
J OM Podest3
Larry Stein
. J3..:k Le\l,
Gme SperL:;g
�qCongress of the m!nltrb ~tatrs
j!)OUS~
of
1,~prrs~ntl1ti\J('s
'"
~
Q:Q;tlshmg1on. W( ,::?\."S 13-321:
',;
:';
1une 22, 1999
The Honorable William 1. Clinton
President of the United States,
The White House
1600 Pennsylvania Avenue, N.W.
Washington, D~C. 20502
Dear President Clinton:
Since I last wrote to you about the state of American public education and the
necessity to improve upon the system to meet the needs of aU of our children,
other prominent leaders from the public and private sector have commanded.
national attention with remarks that relay similar observations and conclusions.
, In his recent statements before the 10int Economic Committee, Federal Reserve .
Board Chairman Alan Greenspan, highlighted the need for an increased focus on
our education system. Remarld.ng that the U.S. falls "far sh~rt" in grades K
through 12, Greenspan stated that he was "hard-pressed to see how we can
maintain what is increasingly an intelhx:tual-based output system if there is a
significant proportion of our working groups are unable to' have insight into
that process. "
Gn~enspan was not alone in his concerns. IBM Chairman Louis Gerstner noted
the "deplorable condition of our system of public education" and our lack of
competitiveness when compared with the other nations of the world. He
predicted,"unless we arrest the wasting decline of our public schools--and do it '
now-America is destined to be an also-ran in the emerging digital economy,"
Both Greenspan and Gerstner's remarks illustrate that investment in public
education is not only the key to developing young minds and giving all of
America's children a chance to excel, it is the key to America's' economic
future.
.
-
. :..
'.
.
~.'
,.
�.
,
The Honorable William 1. Clinton
June 22, 1999
. Page2
,"
It is becoming increasingly clear to many across the ~ountry that some parts of
our current education system~ are producing students who come out of high
school with a knowledge base, that is'incomplete or, obsolete. Some schools
produce graduates ill-equipped to compete in an 'increasingly fast-paced,
knowledge-based, technological world. It is deplorable that some Of our young
people, many or whom are minorities in poor urban areas, are doomed to failure
beCause they atte:nd re'sour,ce-poor' schools where, facilities 'are cnnnbling,
classrooms' are overcrowded, students' are without computer and internet
access, and many teachers' are uncertified and'underqualified.
Failing students in poor communities are almost sure, to face high rates of
illiteracy, incarceration, joblessness, and drug abuse. Since 1970, the prison
population has increased from 260,000 to 1.8 million people in 1997 (neady a
600% increase). Studies indicate that 70% of inmate's lack basic literacy skills,
49% have not completed high school, more than 70% used illegal drugs one,
month prior to their arrest, and 40% in state prisons lived below the poverty
level prior to incarceration. It is important to realize that these incarcerated
individuals are not born criminals. Many are the product of failed, support
systems, including schools that have neglected to provide them with the proper
tools to compete and excel in today's s~ciety. It is unacceptable that some of
our children are locked up with no hope for the future in the richest, most
powerful COUDtryin the world. 'This is a waSte 'of talent and productivity.
Now that the war in Kosovo has ended, it is time to 'deClare a war muCh closer
to home--one of great significance to national security and to the economic and
social stability' of ou~nation.' America's new "war" at home should be a
national initiative to reform failing public schools. The remarks of Greenspan,
Gerstner, Denver Mayor WellingtOO Webb, Vice President Gore andinany'
'others signify :that many' knowledgeable and influential' Americans are
recognizing, the need to focus ourattentioIi on thiS effort.
"
_'
I'
••
Contrary to what some claim, the' answer is not to throw out the entire public
education system when only a few parts are dysfunctional. The U.S. must ,
focus on turning disadvantaged schools inside out so that, they can be
transformed into model schools where students can learn in a positive, and
affinning environment. This effort requires serious commitment from the
federal government With substantial, cooperation from local and state
government, teachers unions, parents, and businesses. 'Serious school reform
would entail providing better ,teacher training, more effective curricula,
a
�The Honorable William 1. Clinton
June 22, 1999
Page 3
,..
1
"
•
~ ~;,.
improved access to new technologies, refurbished or new faciliti~s, smaller class
sizes and innovative partnerships between schools, c".lsinesses and
commWlities.
As a community, we should establish, strong expectatio:'5 for student
perfonnance based on academic literacy, social corr:;etency, CIVIC
responsibility,' ·occupaiional opportunity, and technical proficiency.
aligned
Additionally, these expectations should be . with the n~ds. of the U.S.
'
economy so that we can continue to produce strong .economic growth.
Investment in public education is the key to developing young minds and giving
all ofAmerica's children a chance toexccL
Iurge you to establish a task force on public education to study these reform
measures and others as a means to address the funding and achievement gaps
among America's poorest urban and rural school districts. This task force
should include individuals representing teachers, parents, school administrators,
public officials, communities and businesses. In addition, I am asking you to
initiate a national conference designed to help the country focus on this
important issue. It is important· that the conference be limited to discussions
about "rejuvenating and redefining the public education system--not by
entertaining schemes that divert resources from it--but by using" innovative
techniques that can enhance and strengthen the current system.
There is no reason why a country possessing the genius and talent to develop
the internet,' create innovative computers and software, and generate enough
. produce to feed the world, cannot successfully reform its own public education
system. We have the know-how and expertise, now we need the willpower
and commitment.
Democrats have defended the public education system on the premise that
education should be universally available so that the talents of all children can
be developed and nourished for the betterment of soCiety. pur defense of the
system, however, does not mean that we accept the parts that do not work. I
stand alongside many others who are ready to reform those scboolsthat fail to
provide our children with a decent education.
�The Honorable William J. Clinton
June 22, 1999
Page 4
. Public education has helped make the U.S. t:'! world leader that it is today. It
mu~t'. be our' nation's prierity to. radical;:~ referm poer perferming public
schoels if we are to. guarantee our children's ~~!Ure in the glebal economy.
Thank you for your time and censideration. : look forward to talking with you
further about this matter in the near future.
/'
/
/
/
.51nce¢y,
/
I. /
. Rangel
\fember of Congress,
CBR:mmr
�HOUSE OF REPRESENTATIVES
WASHINGTON, D.C. 20.515,
. OCtober 18) 1999 '
The Honorable William Clinton
President ofthe United States·' .
, 1600 Pennsylvania Avenue NW' .
Washington, DC 20502 ..
'. Dear President Clinton:
Our nation's young people have a big 'stake in the future of America, but many of '
our children are not being provided with adequate educational opportunities that will
allow· them to take advantage of the prosperity and promise of the new global
economy. Tragically, an entire generation of poor urban and rural children, many'
, minority and undereducated, are missing out on the American dream. At the time of '
unprecedented economic growth in this country these children are being left behIDd.
Where is oW: outrage? Where is America's outrage? These children deserve better."
Investment in public education is the key to developing young minds and giving all
of America's children a. chance to excel. ,At the present time;ho~ever, a significant
number of young people' attend schools where facilities are c~bling, classrooms
are overcrowded, students are without computers and Internet access, and many
teachers are uncertified and underqualified. While there· are many dedicated'
teachers and greatpublic schools in this country, it is a shame when even one child
in the united States receives an obsolete and inadequate education.
The situation is bleak fo~ those, who :fi.rld themselves dropping out of or graduating •
from low-perfonning schools. ,Many. of, these young people are doomed to
experience the negative effe~ts of illiteracy, joblessness, premature. pregnancies,
drug abuse, and gun violence. .There are 1.8 nilllion young men and women
Most· are poor, most· are minority, and all are'
incarcerated. in· America.
undereducated. Why do we spend $84)000 per year to keep someone incarcerated,
and only $9.000 pier year to educate him or her? We believe that it makes the most
sense to give people the tools they need to compete before they end up in jail or on
the street. .
. .
OC'f 20 pr-J12: 19 .
�President Clinton
October 18, 1999'
Page Two
Under the guise of promoting increased conipetition ~ education, some argue that '
failing schools should be forced to improve by starving them of resources. This'
approach undenninesour public school system by failing to provide disadvantaged
students and schools. many of whom are already resource deprived, with the extra
nurturing and resources that they need to achieve significantreform.
.
'
We must develop' and implemimt strate~es to provide all young men and women in
school with core academici competencies gea:red toward world-class standards which
will prepare them for career opportunities in the more competitive global economy.
, This 'can be accolIlplished by providing .targeted assistance to low-performing
adopt refonn plans, that include challenging
schools so that they can develop
, cunicula, highly-qualified teachers, and higher expectations that make achievement '
possible.
aoo
,
'
As educators, administrators, union representatives, parents, ~ess leaders, public,
officials, and. repl~esentatives from education" ,fai~ ,and community-based
, organlzations. from, across' the country, we represent Ii broad, cross-section 'of
concerned citizens interested in embarking OI;1 a national campaign to preserve and
, strengthen our public schools. 'We intend to pursue a cm::nprehensive, needs based
strategy attha federal level to ensure that schools that have been. determined to be'
failing/underperfonning are provided with. direct federal resources to close the
funding and achievl:ment gaps.'
.
..
.
.
,
\
'
.
.
'
)
The federal govemment must take every stop it caD. to help creat~ a level playing
field for all of oilrnation's students, especially those' who live in high need areas.
The efforts of the federal govemmentmust be coordinated by your administration so
that resources cm be maximized and the nation's attention focUsed On this important
issue..We need your leadership and that ofVice President Gore so that we can' m a k e ' . ,
an ideal--:-the· transfonnation of every disadvantaged mban and. rm:a1 school in
Amenca into a center of educational e~cellence--a reality.
.
.
.
'
Towards this goal, we would like to request a White House meeting. on this issue to
be attended .by a wide range of people who have a stake in ensuring. the success of
America's public school System. The purpose ofthis meeting is two-fold: 1) to start
a national dialogue focusing on the inequities in the funding and quality of public
education available to America's poorest urban and rural children.; and, 2) to
establish Ii consensus on Ii plan of action 8ddress the problems ofpoor and under
..,.
perfonning public schools. .
.
to
,
\,
!
,
;.
�President Clinton
October 18, 1999
. Page Three.
There is no question that public education has helped make the U.S. thfi world leader
that it is toda.y. It must be our nation's priority to radically reform poor perfonning ,
public schools· if we are to ensure a successful future for our children and our
country.
.
.
Sincerely;
Charles B. Rangel
Hugh PricelUrban League
Michael Casserly, Council of Great City Schools .
Nationru Alliance of Black School Educators
.
Board ofEducationof the City ofNew York/Chancellor Crew.
Princeton Training Associates, Ted Gershon' .
Wellington Webb, U.S. Council ofMayors
. "American Association ofSchool Administrators .
National Association of Secondary School PrinCipals
cc:
Vice President At Gore
First Lady Hillary Rodham Clinton
John Podesta
.
Larry Stein' ..
Gene Sperling
Richard Riley
,
,
�.-
""
. . L
"
. C~~AALES B. RANGEL
,'nt CoNGRIS$,oNAt. D,eI'RICT.
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Dublin Core
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Title
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Andrew Rotherham - Events Series
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Domestic Policy Council
Andrew Rotherham
Date
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1999-2000
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<a href="http://clinton.presidentiallibraries.us/items/show/36330" target="_blank">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/612954" target="_blank">National Archives Catalog Description</a>
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2011-0103-S
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Within the Domestic Policy Council, Andrew “Andy” Rotherham was Special Assistant to the President for Education Policy from 1999-2000. Before working for the Domestic Policy Council, Rotherham was Director of the 21st Century Schools Project for the Progressive Policy Institute (PPI). This series of Events includes records relating to education events and the corresponding background materials. The records include reports, memoranda, email, congressional correspondence, press releases, and speech drafts.
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Clinton Presidential Records: White House Staff and Office Files
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William J. Clinton Presidential Library & Museum
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20 folders in 3 boxes
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[Representative Charles Rangel]
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Domestic Policy Council
Andrew Rotherham
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2011-0103-S
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Box 15
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2011-0103-S-events.pdf">Collection Finding Aid</a>
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Clinton Presidential Records: White House Staff and Office Files
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2011-0103-Sb-representative-charles-rangel
612954
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https://clinton.presidentiallibraries.us/files/original/79476d8ae5263d1090706212b6b5bd1a.pdf
cc32ed1fd0fd9b493203ef5bad57ca47
PDF Text
Text
€ONFIBRN'I'tAt;'
TECHNICAL ASSISTANCE ON HOUSE BILL REAUTHORIZING
THE ELE:MENTARY AND SECONDARY EDUCATION ACT
DRAFT / September 30,1999
TITLE I: PART A
. BASIC PROGRAM
Recognition of Need
• Page 1-3, lines 13-16: This provision could be read to support private school choice. We
suggest that line 15 read "and should be given public school alternatives ...."
te,
,
. Authorization of Appropriations
• In providing specific appropriations for fiscal year 2000, rather than "such sums," the bill
would lower funding for several initiatives. [* Is this still relevant?? *]
[* not sure where evaluation $$ went *] Because of the ongoing need to.
evaluate the effectiveness of Title I and strategies used to implement it, support
for evaluation should be increased to $10 million for fiscal year 2000.
• Page 1-6, lines 15, 24: [* State admin: what is Part C now? *]
II
Page 1-7, lines 6-9: A 0.5% reservation for school improvement does not realistically
reflect the level of resources needed to tum around failing schools. As the
Administration has proposed, the bill should require states to reserve 2.5% of Title I
funds for this purpose. At least 70% of the reserved funds would flow to LEAs, with
first priority given to LEAs with schools identified for corrective action and second
priority given to LEAs with schools identified for improvement. Alternatively [* ?
*], we are willing to provide technical assistance on a policy that would allow states
to reserve up to 0.5% for developing statewide systems of technical assistance, while
requiring each state to provide LEAs with an amount of Title I funds sufficient to tum
around low-perfonning schools. With state consultation, LEAs would identify such
schools and would develop intervention strategies consistent with Title I school
improvement and corrective action requirements. Moreover, school improvement
funds should be defined as a share of not only Title I, Part A funds, but also funds for
migrant education and neglected or delinquent youth programs.
Standards and Assessments
• Page 1-9, line 22page 1-10, line 8: The bill renames the third level of proficiency "basic"
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instead of "partially proficient" and introduces a fourth level of proficiency, "below
basic;" This threatens to frustrate Title I implementation in states that have developed
or are developing assessments aligned with the three-tier performance standards
prescribed by current law. New performance standards will force many states to
. redesign their assessment systems and, in turn, their accountability systems. If the
intent is to classify student performance into four categories, then no departure from
current law is needed. The Department and the States have interpreted the three
performance levels under current law as thresholds, each of which defines a group of
students above and below the threshold. Massachusetts, for example, has developed a
comprehensive assessment system with three performance levels that classify students
into four categories: "advanced," "proficient," "needs improvement," and "failing."
• Page 1-19, lines 4-18: The exception to the three-year rule (beginning on line 15) should
be deleted because it undermines institutional accountability for helping students
learn English. Moreover, this section should include the Administration's proposed
requirement that states provide tests in Spanish to Spanish-speaking students with
limited English proficiency, if such tests are more likely than tests written in English
to yield accurate performance data in content areas other than English.
• Page 1-27, lines 1-20: These provisions prescribing penalties for failure to implement
standards, assessments, and accountability systems on time are more specific than the
general withholding authority given to the Secretary on page 1-10, lines 17-22. The
approach on page 1-27 is sensible. To eliminate confusion, the provision on page 1-10
should be deleted, or the words "under subsection (g)" should be added after
"determines" on line 22.
• Page 1-27, line 24page 1-28, line 2: States may already seek waivers through the general
waiver provisions of current law. This provision would only increase applications for
waiver, thus delaying Title I implementation. It should be deleted.
Adequate Yearly Progress
• Page 1-10, line 24page 1-11, line 16: This provision requires state plans to demonstrate
what constitutes adequate yearly progress of schools, LEAs, and states. But pages I
II to 1-14 go on to clearly and specifically define what constitutes adequate yearly
progress of schools, LEAs, and states. Apart from what the statute explicitly requires,
what more must state plans demonstrate?
D
Page 1-13, lines 15: Because "promotion" may include social promotion, and because
several states are developing accountability systems that end social promotion,
"promotion" should not be included in the list of "other academic measures."
Alternatively, the term should be rephrased as "promotion based on learning to state
standards."
• Page 1-13, lines 7-13: This exception should be deleted. It unnecessarily constrains states
in their development .of single statewide accountability systems for Title I and nonTitle I schools. While making clear that statewide assessments are the primary basis
�CQNFIBEN'fIA:L'
for evaluating adequate yearly progress, the bill should give states the flexibility to
take "other academic measures" into account, even if this alters the number or
percentage of schools or LEAs subject to improvement or corrective action.
Moreover, how is the exception supposed to work? If a state decides, based on "other
academic measures," that a school or LEA otherwise subject to improvement or
corrective action has made adequate progress, must the state identifyanother school
or LEA 'fot otherwise subject to improvement or cOITective action in order to preserve
"the number or percentage" of schools or LEAs otherwise subject to improvement or
correcti ve acti on ?
• Page I-13, lines 14-18: This provision requires schools to show improvement every year
in the perfonnance of every subgroup specified on page I-12, lines 8-14 and to narrow
performance gaps between subgroups every year. While we agree that accountability
for improved performance among all groups is important, this approach is .
problematic for three reasons. First, as a statistical matter, year-to-year fluctuations in
student performance data do not necessarily reflect true fluctuations in perfonnance.
To account for this, adequate progress should be defined more flexibly in terms of
"continuous and substantial gains," as the Administration has proposed. Second,
because it is somewhat draconian to identify schools for improvement or corrective
action if they fail to narrow performance gaps and to demonstrate improvement by
every subgroup every year, this provision will lead many states to develop dual
accountability systems-one for Title I schools, another for non-Title I schools. It
makes more sense to define adequate progress by reference to gains in both overall
student performance and the performance of low-achieving students, consistent with
the Administration's proposal. Third, this provision will cause thousands of schools
to be identified for improvement, thus triggering mandatory public school choice on a
massive scale (page 1-75, line 6) and inevitably diverting attention and resources from
turning around failing schools.
• Page I-12, line 8; page 1-13, lines 16-18: Must schools narrow performance gaps between
boys and girls every year? This requirement may have unintended consequences,
gi ven the evidence that in math, for example, girls out-perform boys until middle
school, after which boys typically out-perfonn girls. Although schools ,should track
.
. gender-based performance gaps, the bill should focus efforts to narrow. performance
gaps on gaps attributable to curricular or instructional inadequacies.
• Page I-14, line 13: The 90% requirement means that any LEA with less than 10 schools
cannot d/emonstrate adequate yearly progress unless .100% of its schools demonstrate
adequate yearly progress. Again, this will lead many states to develop dual
accountability systems. The bill should incorporate the more flexible accountability
provisions proposed by the Administration.
• Page 1-14, line 19: The 90% requirement sets too low a benchmark for the overall
. percentage of students from all populations who should take the assessments. In
addition to the 90% requirement, this provision should specify that 95% of students
overall must take the assessments. The 95% figure provides sufficient flexibility for
schools with substantial numbers of students (e.g., severely disabled students) for
�whom the assessments may not yield accurate or reliable performance data.
School Report Cards
• Page 1-28, lines 10-11; page 1-29, lines 14-15; page 1-31, line 24page 32, line 1: The bill
requires state, district, and school reporting on student perfonnance only in Title I'
schools and districts. Such a limited requirement provides no way to compare Title 1
schools with other schools in the state or district, and does not encourage states to
develop single statewide accountability systems. The bill should require reporting for
all schools in the state.
• Page 1-29, lines 18-19: Toerisure that all children are held to the same high academic
, standards, the bill should require reporting on student performance in content areas
other than math and reading, if states have standards and assessments in other areas. ,
• Page I-31,lines 16-17: The bill should require schools to report data on schoolsafety and
class size, since these are among the items parents most want to see on school report
cards.
LEA Plans
• Page I-36, lines 24-25; page I-37, lines 4-5: Focusing on "low-achieving children" might
be read to suggest different standards for low-achieving children. These amendments
should read: "all children, particularly low-achieving chlIdren." [*? *]
• Page I-37, lines 12-22: Requirements for assessing first grader literacy do not ensure that,
such assessments provide the most accurate data on the literacy of LEP students.
, After line 22, the following language proposed by the Administration should be
inserted: "(iii) administered to students in the language most likely to yield valid
results.'"
'
• Page I-43 , lines 11-20: The bill nowhere requires peer review for state approval of LEA '
plans. Implementation of current Title I plan requirements and reviews of state
standards and Goals 2000 state plans indicate that review by teams of teachers,
parents, administrators, and other education experts improves the quality andperceived legitimacy of feedback, and dramatically improves program
implementation. Consistent with the Administration's proposal, the bill should
require peer review of LEA plans.
Targeting: Eligible Attendance Areas and Local Allocations
• Page I-48, line 10: After this line, the bill should include a grandfatherclause to ensure
continuity and fiscal stability for schools that had received Title I funds the previous
year. The following language proposed by the Administration should be added:
"designate and serve a school attendance area or school that is not eligible under
�€6NFIDEN'FIAt;
subsection (b), but that was eligible and that was served in the preceding fiscal year,
but only for one additional fiscal year."
• Page 1-49, line 12page I-50, line 11: [* Bill now follows current law below 75%.
Wouldn't a middle threshold target better? Above 75%, we had proposed strict
rank ordering without regard to grade span. *]
.• Page I-53, lines 10-14: This provision should make clear that funds must be allocated "in
rank order" and that no higher poverty school may receive a lower per-pupil .
allocation than a lower poverty school.
.
• Page I-54, line 13: To ensure that homeless children are served by Title I, the clause
"where appropriate" should be deleted.
Schoolwide Programs
• Pagel-55, line 2: The bill omits improvements proposed by the Administration to clarify
the purposes of schoolwide programs-namely, to enable high-poverty schools to
upgrade their entire educational program and to help ensure that all children in such
.schools, particularly those most at risk of educational failure, meet challenging state
standards.
• Page I-55, line 9: The bill reduces the poverty threshold for schoolwides to 40%: To
ensure that Title I funds support schoolwide programs specifically in schools where,
according to educational research, the level of poverty negatively affects the
educational achievement of all students, the threshold should remain at 50%.
• Page I-55, lines 13-20: The bil1 should require LEAs to subject schoolwide plans to peer·
review, consistent with the Administration's proposal.
• Page I-57, line 22page 1-62, line 10: The bill omits modifications proposed by the
Administration to clarify the three essential components of effective schoolwide
programs-a comprehensive needs assessment, a coherent design to improve teaching
and learning throughout the school based on the needs assessment, and regular review
.
for purposes of improvement.. Page I-58, line 5: The comprehensive needs assessment should include other
factors that affect teaching and learning in the school. These lines should read:
" ... that is based on information including, but not limited to, the performance of
children ...."
Page I-59, line 18: The words "high-quality and ongoing" should be added before
"professional development."
.
Page 1-60, lines 15-23: This provision should also provide for teacher-parent
conferences to discuss student difficulties, and it should suggest what
interventions (e.g., one-on-one tutoring, before,.. or after-school programs, summer
school) schools and parents should undertake to address difficulties.
�~ONFIDENTIAt:
Page 1-63, lines 12-14: Instead of requiring "review[] ... as necessary" of
schoolwide plans, this provision should include a clear requirement for regular
review of each school's progress toward implementing schoolwide programs and
. achieving student achievement goals..
School Choice
• . Page 1-70, lines 2-9: We read this language to confine choice programs to pupil transfer
among public schools only. If congressional intent is ambiguous on this point, the
following language should be added: "A local educational agency may not use funds
under this part to develop or implement school choice programs that encourage,
facilitate, or otherwise provide for Pllpil transfer from public schools to private
schools."
• Page 1-70, line 10: The choice plan should include the provision (section 11 15A(b)(4» in
current law requiring LEAs to describe how schools will provide individual student
ass~ssment results to parents. This provision promotes accountability for the
achievement of disadvantaged students, whatever school they attend.
• Page 1-70, line 13: Who ,are "eligible students"? Do LEAs have total discretion to define
eligibility?
School Improvement and Corrective Action
• Page 1-75, line 7page 1-76, line 4: Requiring LEAs to develop public school choice
options for students in schools identified for improvement seems impracticable given
the large number of schools that will be identified under the bill's rigorous definition
of adequate yearly progress. Moreover, this requirement would divert the attention
.
.
and resources of LEAs from assisting low-performing schools-at precisely the time
(within 18-months) when school improvement efforts are most needed and may
begin to show results. A more sensible approach is to require school choice when a
school has been identified for corrective action.
.
..
• Page 1-78, line 12:' This provision should require LEAs to subject plans for school
improvement to peer review.
• Page 1-80, line 7; page 1-89, line 9: Consistent with emerging research on the time it
takes to tum around low-performing schools; the bill should require corrective action
after the end of three, not two, years following school or LEA identification for
improvement, as the Administration has proposed.
• Page 1-82, lines 6.;.14; page 1-91, lines 18..;25: These exceptions allowing for delay of
corrective action should be deleted.
• Page 1-91, line 25: After this line, there should be a provision specifying when states
may remove LEAs from improvement status-presumably when an LEA, for at least
�. eoNFIBENTbtt:;'
two out of three years fol1owing its identification for improvement, has made
adequate yearly progress.
"
Paraprofessionals
• Page 1-104, lines 5-6: Paras only need to meet "a rigorous standard of quality." Not
sure what this means, except that it requires more than a high school diploma or
OED. They deleted state or local certification. Not sure who defines "a rigorous
standard of quality," but based on the language, it looks like LEAs get to define.
Suggests that there won't be uniformity in rigor within each state.
• Page 1-106, lines 13-14: Allows paras to provide "instructional services."
• Page 1-106, line 19: Direct teacher supervision is required only when paras provide
instructional services. Our proposal requires such supervision when paras provide
one-on-one tutoring, assist with classroom management, or provide assistance in a
computer laboratory. '
• Page 1-106, lines 21-25: Why is only reading subject to this stricter requirement?
Shouldn't math or writing instruction also be included?
Professional ,Development
.' Page _',lines_: This section should more clearly endorse activities that involve
collaborative groups of teachers and administrators from the saine school or district
and, to the greatest extent possible, include follow-up and school-based support such
as coaching or study groups.
• Page _, lines _: To ensure that children most at risk of educational failure have high
quality teachers, the bill should require LEAs to reserve 5% to 10% of their Title I
funds for on-going professional development, as the Administration has proposed.
Private Schools
• ,Page I-52, line 1: Before requiring extrapolation of survey data, there should be some
safeguards to ensure that the resulting number would be reliable (e.g., the number of
surveys returned was sufficient to permit extrapolation, the surveys returned represent
the school population as a whole). Otherwise, the count of low-income children may
be artificially high or artificially low.
'
• Page _, line _: Requiring consultation with entities "by whom" the services to private
school children will be provided implies that an LEA must discuss the specific
employees who will provide services.
• Page _, lines _:
This provision would require private school officials to sign a written
affirmation that consultation has occurred. It could be construed as giving private
�, -€ O NFIBENTIA&
school officials a veto over the services to be provided if they are in any way
dissatisfied.
• Page _',lines _: By authorizing a bypass if a single private school child has "failed to
make satisfactory progress in those subjects for which the child recei ves title I
services," the bill makes LEAs wholly responsible for meeting the educational needs
of children who attend private schools. Given the, difficult questions this raises
concerning where an LEA's obligation ends and where the private school's begins,
we oppose this provision.
'
Comparability of Services
• Pages _: The bill proposes no amendments to the comparability of services requirement
in section 1120A of current law. As the Administration has proposed, this section
should be amended to strengthen the quality of inputs to be examined in ensuring
intra-district school comparability. Such inputs should include teacher qualifications,
school safety conditions, and accessibility to technology, among others.
Amounts for Grants (Title I formulas)
Outlying Areas and the Secretary ofthe Interior: Pages 101-03 set out instructions for
allocating a 1% set-aside from Title I LEA Grants for the Bureau of Indian Affairs and the
Outlying Areas. These provisions also include a $5 million reservation from the Outlying
Areas share for islands that are not U.S. territories but are "freely-associated states."
• Page _, lines _: After September 30, 2001, the number of entitles that would be
eligible to receive funding under the 1% set-aside drops from seven entities to the
four Outlying Areas (American Samoa, Guam, Northern Marianas, and the Virgin
Islands). The Outlying Areas should not receive the resulting windfall, since they are
already well-provided for under the 1% set aside. Therefore, language on line 7
should be changed to reserve a total of up to 1%.
• Page _, lines . Since the bill terminates eligibility to the freely associated states after
September 30,2001, the four Outlying Areas would be the sole eligible entities for
competitive grants. The competitive grant program shouid be repealed as of that date,
since having two different funding mechanisms.(fonnula grants and competitive
grants) for the same four entities makes no sense and creates unnecessary burden.
D
Pag~
_, lines _: Unlike current law, the bill would not allow the Outlying Areas to
consolidate Title I funds, and it would require funds to be used for Title I purposes,
not for broader purposes under ESEA. Is the intent to have the Outlying Areas, some
of which receive only small amounts of funds, meet all Title I accountability
requirements?
Amountsfor Basic Grants, Concentration Grants, and Targeted Grants: Title I provides
funds to high-poverty LEAs, which have the furthest to go to help children meet high
�--eeNFIDENTIAL
standards.
• Page _, lines _: Because this provision would significantly decrease the amount of
funds allocated as Targeted Grants, it should be reconsidered. The proposed
allocation formula would authorize substantial annual increases in Basic Grants,
which spread funds thinly across high- and low-poverty LEAs. Meanwhile, Targeted
Grants would receive only 50% of any increase in Title I LEA Grants above the FY
1999 level. In contrast, the Administration's proposal would allocate substantial
funds through the Targeted Grants fonnula, which distributes funds more fairly by
providing higher per-child amounts to higher-poverty LEAs and lower per-child
amounts to less poor LEAs.
• Page _, lines _: By guaranteeing Title I funds to LEAs that do not meet the eligibility
thresholds for four additional years under the Basic, Concentration, and Targeted
formulas, this provision would drastically reduce increases in funding to all eligible
LEAs. It would prevent retargeting of Title I funds to LEAs that are newly eligible
for funds or that are experiencing substantial increases in poverty. For example, with
the use of new 1999 poverty data, 1,626 LEAs were newly eligible for Title I funding,
and 1,732 LEAs had insufficient poverty to meet the criteria for eligibility.
Continuing funding to the 1,732 ineligible LEAs for four additional years severely
reduces funding to the newly eligible LEAs and could leave them with nothing at all
in the event that the Title I appropriation is not substantially increased each year.
Moreover, the provision circumvents targeting under the Concentration and Targeted .
formulas that are specifically designed to provide money to the highest poverty LEAs.
Although funding for each formula is typically earmarked-in appropriations language,
this authorizing language undermines targeting of funds where the needs are greatest.
"Scientifically based research"
• The term "scientifically based research" is broadly used in this bill. This term has a
specific definition in the provisions authorizing Comprehensive School Reform
Demonstration programs and in the provisions of current law authorizing reading and
literacy grants (Title IT, Part C). In particular, research qualifies as "scientifically
based" only if, among other things, it "has been accepted by a peer-reviewed journal
or approved by a panel of independent experts through a comparably rigorous,
objective, and scientific review." This definition would render virtually impossible
the implementation of many Title 1 provisions. In the following areas where the term
"scientifically based research" occurs, the bill should require or encourage (as
appropriate) that programs, plans, reforms, or strategies simply be "research-based."
Page I-I, lines 16-17 (effective educational strategies).
Page 1-37, line 20; page 1-40, lines 8-9 (lEA plans).
Page I-58, line 16 (school wide reform strategies).
Page 1-67, lines 5-6 (targeted assistance programs).·
�. Page 1-77, lines 4-5 (school improvement plans).
Page 1-78, lines 22-23; page 1~79, lines 14-15 (LEA-provided technical assistance
to schools identified for improvement).
Page 1-82, lines 2-3 (LEA-prescribed corrective action for schools).
Page 1-87, lines 1-2 (LEA improvement plans) ..
Page 1-109, lines 14-15; page 1-110, line 1 (required professional development
activities ).
. Comprehensive Technical Assistance Centers
• Page 43, line 18; page 66,·lines 8-9: References to these centers should be deleted.
These centers should not be reauthorized because [* why? *]
Comprehensive School Reform Demonstration Programs
• Page 1-D:-ll, line 13: Support should be increased to $200 million, the fiscal year 2000
request.
�CONFIDENTIAL
TITLE I: PART D
NEGLECTED OR DELINQUENT YOUTH
�-6eNFIBEN't'IItL
TITLE III
INDIAN EDUCATION
"Indian Flex" Authority .
• Page 17, lines 3-13: This provision creates a new "Indian Flex" authority that could open
a back door to bigger consolidation and that could create a substantial administrati ve
and reporting burden for the Department of Education [* ? *]. The proposal permits
integration of services for programs serving Indian stugents in any LEA that receives
funds under the Indian Education program. [* How many schools? *] Thus, a small
amount of money under the Indian Education program could trigger a consolidation
involving much larger programs such as Title I. [* specific ways that consolidation
produces less accountability? *] In BIA schools, Indian Education formula money
may already be consolidated.
�TITLE IV
MAGNET SCHOOLS
• Page 8, line 3: This changes section 5106(b)(2)(B) from "State certified or licensed
teachers" to "fully qualified teachers (as described in section 1119)." The current .
. statutory language-"State certified or licensed teachers"-should be retained
because it is more specific and answers the question of what "fully qualified" means
without the awkward reference to another title.
• Page 9, line 8:' This retains the statutory priority for need for assistance in section 5107 .
.This priority should be eliminated, as the Administration has proposed, because [*
??? *]. :f!owever, if the provision is retained, it should be amended by striking the
words "the expense or" after the words "based on" (iine 9). This change would invite
discussion of other difficulties inherent in implementing approved desegregation
plans, while still permitting applicants to raise expense as an issue, where appropriate.
�TITLE VII
GIFTED AND TALENTED
�..cQNFIBEN'fIAt
TITLE VIII
RURAL EDUCATION.
Subpart 1 - Small and Rural School Program
Alternative Uses ofFunds: Section 10961 would authorize small, rural LEAs, upon
notifying SEAs of their intent, to consolidate funds from the Class Size Reduction,
Eisenhower Professional Development, Safe and Drug Free Schools, and Innovative
Education Program Strategies programs. Without much accountability [* ?? *], LEAs
could use these funds for local or statewide education reform efforts to improve academic
achievement and the quality of instruction in elementary and secondary schools.
• Page 2, lines 19-25: The language allows eligible LEAs to use applicable funds to
support State and local education reform efforts, but does not make clear whether
LEAs would be able (1) to consolidate the funds from the four applicable programs or
(2) to use those funds for activities that are not otherwise authorized. The proposal
also does not require LEAs to provide SEAs with plans for how they would use funds
to improve student achievement or the quality of instruction..
• Page 3, lines 9-21: This provision would make eligible an LEA that (1) serves fewer than
600 students, (2) serves only schools in communities with a United States Department
of Agriculture Rural-Urban ContinUlimCode of 6, 7, 8, or 9, or (3) receives a waiver
of the criteria from the Secretary to use applicable funding to support State or local
reform efforts. The language regarding a "community" is problematic because the
Rural-Urban Continuum Code applies to counties not towns, and an estimated 2,600
LEAs would be eligible [* compared to what # currently? *]. In addition,
determining which schools served by the LEA are in communities with the
appropriate code would be confusing and burdensome on States. .
Fonnula Grants to Small, Rural Districts: Section 10962 would authorize grants of $100
per student or $20,000, whichever is greater, to LEAs that meet the same criteria for using
applicable funding.
• Page 5, lines 17-23: The Secretary would award an eligible LEA an amount equal to
$100 per student or $20,000, whichever is greater, minus the amount the LEA
receives from the Class Size Reduction, Eisenhower State Grants, Safe and Drug Free
Schools, and Innovative Education Program Strategies programs in that fiscal year.
This provision would be impossible for the Departinent to implement without
collecting substate allocation data from the states, since the Department does not
,make the allocations for the affected programs directly to LEAs. To implement the
formula, states would have to provide the Department with substate allocation
amounts within a timeframe that may not be possible. In addition, the proposal would
reduce the amount of awards to LEAs that did not use their applicable funding for
)
�..
alternative uses.
• Page 6, lines 7-14: In any fiscal year in which the amount of the appropriation is not
sufficient to provide LEAs with their full award, the Secretary would be required to
. ratably reduce the amount of awards. As drafted, it is unclear whether all LEAs
would have their amount of award reduced, or only those LEAs that receive an
. amount abo've the minimum.
.
.
• Page 6, lines 21-25: An LEA. desiring to receive an award would have to conduct a
census, by December 1, of the average daily attendance in grades K-12. The
language is unclear as to whether the intent is to. determine the average daily
attendance for the .LEA over a period of time, or to determine the attendance on one
particular day before December 1.
• Page 8, lines 6-20: An LEA that receives or uses funds under this subpart would have to
administer the test used statewide to assess the academic achievement of students in
the LEA. In the absence of a statewide test, the LEA would have to select a test to
assess student achievement. An LEA also would be required to use the same test in
each year it participated in the program. The language does not contain any
references to the tests or performance standards required under Title 1. The language
regarding the use of the same test for all five years of participation would seem to
mean that an LEA in a state that adopted a statewide assessment after its first year of
participation in the program would have to relinquish its award under this section in
order to be in compliance with Title 1.
• Page 9, lines 5-21: An SEA would be required to determine whether, after five years of
participating in the program, the academic achievement of students in the LEAs had
increased. An LEA that demonstrated increased academic achievement would be
eligible to continue to participate in the program for an additional five years. An LEA
that failed to demonstrate gains in academic achievement would be unable to
participate in the program over the ensuing five years. These accountability
provisions are considerably weaker than those contained in Title I. For example,
there are no provisions for disaggregating data, closing the achievement gap between
high- and low-achieving students, and reporting the data publicly. Even though the
Secretary would be making awards to districts, it would be states that determine
continued participation.
Subpart 2 ..: Low-Income and Rural School Program
Subpart 2 would authorize a state formula grant program to provide sub grants to poor,
rural districts. In states that choose not to participate, the Secretary would be authorized
to make awards directly to eligible LEAs.
• Page 10, lines 15-24: The Secretary would allocate to each state its share of funds based
�on-the number of children served by eligible districts within the state. An eligible
district is one with: (1) at least 20 percent of the children it serves residing in
households with incomes below the poverty line, and (2) a Rurai-Urban Continuum
Code of 6, 7, 8, or 9. The language contained in the bill describing the method of
allocation is poorly drafted. As written, Connecticut, Rhode Island, and New Jersey
would not receive any funds under this program, and the language does not address
allocations for rural areas in Hawaii and Puerto Rico. Moreover, it would be difficult
and burdensome for SEAs to determine LEA eligibility. Many LEAs serve students
from more than one county; the proposal contains no means for States to adjust
poverty counts in LEAs to account for this.
Furthermore, this subpart contains no real accountability provisions. States desiring
to receive a grant must apply to the Secretary and provide such information as the
Secretary may require. States must also provide specific measurable goals and
objectives, and report annually on the method they used to allocate funds, how LEAs
used the funds, and progress made within the state toward meeting the goals and
objectives contained in the application. However, as with Subpart 1, the proposal
contains no requirements to disaggregate data or close the achievement gap between
high-: and low-performing students; no provision allowing states to terminate awards
to districts that fail to make significant progress toward their goals or objectives; and
no provisions authorizing the Department to wi thhold funds from states or districts
that receive awards directly from the Department that fail to make sufficient progress.
�I'
r'
TITLE IX
HOMELESS EDUCATION
• Page 5, line 18: The bill would require the Secretary to transfer 1% of the appropriation
to the Bureau of Indian Affairs (BIA). At the FY 1999 level of funding, this would
require the Department to reserve $288,000 for the BIA, nearly tripling the BIA's
award. (In the last few years the Department has given BIA $100,000, which is the
minimum allocation.) The bill should simply authorize the Secretary to reserve up to
1%.
• Page 8, line 20:· States that established segregated schools for homeless children prior to
enactment of this bill would remain eligible to receive funds for those schools. This
. would, potentially, have the impact of "grandfathering" in segregated schools that are
already in operation. This section should be deleted. The Department is opposed to
providing assistance to schools that separate homeless students 'from the mainstream
school environment.
�'.
,
,-OCT-13-199916: 51
OFC ,OF THE DEP SECY
202 401 9027
P.02/02
GAO Confirms Federal Education Dollars Are Going to the Classroom
,An independent rep~rt by the US General Accounting Office (GAO) shows that 92% offederal
program dollars are reaching districts. The GAO studied 10 m~or Department of Education
programs for fisCal year 1996 and found that both states and the Department are keeping very
small portions of federal program dollars.
Over the last two years, there have been a number of "dollars to the classroom" proposals based
on the assumption that the Department of Education retains a significant portion of federal
elementary and secondary appropriations to pay for administrative costs. However, the GAO
report confirms that the Departtnent has been very successful in getting federal education dollars
to where they can do the most good. the local level.
Tbe Department is driving dollars to local districts and schools. While states vary in the
percentages of program funds they allocate to districts, the GAO determined that i'of the original
appropriations for all 10 programs, 92 percent was distributed to local agenCies."
Program funds support teaching and learning, not accoUDting and paperwork. The GAO
visited nine districts and reported that, while fulfilling federal requirements necessitates staff
resources at both the district and school level, school and district staff are spending very little
time administering federal education programs. "About 70 percent of personnel in the 15 schools
visited, primarily teachers, did not have administrative responsibilities for the 10 programs
reviewed." Even for the largest program. Title I, "the amount of time school staff spent
administering the Title Tprogram was usually a day or less out ofthe school year for each
administrative duty assigned them."
Less than 1 percent of all program funds support federal program administration.
According to the GAO, the Department of Education ','distributed over 99 percent ohhe
appropriations for the 10 programs [studied] to the states." In fact, in fiscal year 1996, Education
spent less than I percent for the implementation of 7 ofthc::: 10 programs studied, including Title I,
the largest federal elementary and secondary education program., "Education spent $3.5 million
ofthe funds, ... less than I percent of the program's $7;3 billion appropriation." The funds
reserved at the federal level were used to support a variety of~ctivities. including program
. research, evaluation, information dissemination, and technical assistance.
The states in turn, "collectively distributed 94 percent of the funds they received to local agencies
such as school districts." At the state level, funds were used, as Congress described in law, to
support a variety of activities that support improvements in teaching and learning, including
developing content and performance standards, designing curricu1a, providing professiona1
development for teachers, evaluating programs. developing demonstration projects. and providing
technical aSsistance.
'
.
However, states varied across programs in the percentage offunds they spent and the percentage
they provided to districts, from 1·17 percent ofthe funds. ,For example, 43 states kept more than
J1 percent (and as much as 25 percent) of the funds allocated for the Title VI block grant, while
46 states spent 5 percent or less to implement Title 1. The GAO also excluded several other key
education programs, including the Class Size Reduction Initiative (CSR) which provides for
neither federal nor state administrative costs, ensuring that 100% of program funds are allocated
to'local school districts and schools.
TOTAL P.02
�United States General Accounting Office
.
GAO
Report to Congressional Requesters
September 1999
FEDERAL EDUCATION
FUNDING'
1
Allocation to State and
Local Agencies for 10·
Programs
.
'.
'.
GAO
..............~ Accountability '* Integrity '* Reliability
GAO/HEHS-99-180
..
;
�,-, •. .r:!
�GAO
United States
General Accounting Office
Washington. D.C. 20548
!-Iealth. Education. and
Human Services Division
B-2.78482
September 30, 1999
The HonorableWilliam F. Goodling
Chairman, Committee on Education
and the Workforce
House of Representatives
The Honorable Peter Hoekstra
Chairman. Subcommittee on
Oversight and Investigations
Committee on Education. and
the Workforce
House of Representatives
The Honorable Michael N. Castle
Chairman, Subcommittee on Early
Childhood, Youth and Families
Committee on Education and
the Workforce
House of Representatives
The Honorable Joseph R. Pitts
House of Representatives '..
The HQnorabl~ Lindsey O. Graham
House of Representatives
Since the early 1990s. the Congress has appropriated over $30 billion a
year forpre~chool. elementary, and secondary education. These funds are
targeted primarily to specifl~ groups of children-such as those who are
poor or disabled or have limited English .proficiency-to help ensure their
. access to publlc education aQd to pr~mote educational excellence
throughout the nation. The Congress pTPvides some of these funds to the
Department of Educatloll (Education). \;'Vhi<;h then distributes the funds
either directly to local agencies or to the states. States in turn distribute
the funds to local agencies. Education and the states may spend some of
the program funds for administration and other activities allowed under
each program's statute.
Although the federal investment in elementary and secondary education is
large, the Congress does not routinely receive information about hoW
much federal funding actually reaches students in the classroom. There
Page 1
GAOIHEHS-99-180 Federal Education Funding
('
�B·278482
are concerns that too much federal funding may be spent on
administration and that school personnel are incurring "hidden"
administrative costs as they spend time fulfilling administrative
requirements related to applying for, monitoring, and reporting on federal
funds. But administrative activities are difficult to define across programs
because what is considered administration varies from program to
program. For example, under the Individuals With Disabilities Education
.Act (IDEA), technical assistance is considered an administrative activity,
but under the Safe and Drug-Free Schools and Communities program
(called the Safe and Drug-Free Schools program) it is considered
nonadministrative.
.
In this context as the Congress prepares to consider reauthorization of .
many of the elementary and secondary programs, you asked us to
determine, for 10 major Education programs for fiscal year 1996, (1) the
percentage of federal funding spent at the federalle\fel and the.uses of
these funds and (2) the percentage of federal funding spent at the state
.
level and the uses of these funds. In addition, you asked that we.
examine-in a small number of school districts~the amount or-time school
personnel spent fulfilling federal administrative requirements for those
programs for which the districts received funds.
To determine the percentage of funds spentl by federal and state agencies
from the 10 programs and how these funds were used, we surveyed 50 .
states, the District of Columbia, and Puerto Rico, as well as Education
officials. For this analysis, we examined funds from these programs that
Education distributed directly to the states but not to local-level agencies
(see table 1 for a description of the 10 programs and their authorizing
legislation). To determine how much time school personnel spent fulfilling
adminlstr.atlve requirements,. we gathered illustrative information from 9
of the 16!OOO school district~' nationwide in three states-California,
Marylanc:J. and South Caroltn(i-and surveyed district staff and staff from
sefected schools In e~ch of th~.9 school districts (see app. I for a more
detailed discussion of our scope aru! methodology). We judgmentally.
selected these 9 school districts' ensure that the districts were of varying
sizes, were located in different parts of the country, and represented a mix
of urban, ,suburban, and rural districts. We conducted our work between
to
.'
,
,
'We asked the Department of Education and the states to report the amounts of program funds they
initially retained to spend on federal-level or state· level activities. respectively. Although states may
later reallocate some portion of the funds to local agencies a.nd other entities to spend. throughout the
report. the term ·spent" refers to the funds that Education and the states reported they initially
retained for their expenses.
Page 2
GAOIHEHS-99-180 Federal Education Funding
"
�B-278482
July 1997 and August 1999 in ,accordance with generally accepted
government auditing standards .
•
Results in Brief
In fiscal year 1996. Education distributed over 99 percent of the
appropriations for the 10 programs to the states; the states. in turn.
collectively distributed 94 percent of the funds they received to local
agencies such as school districts. Of the original appropriations.
92 percent was allocated primarily to local agencies. At both the federal
and state levels. the funds that were not distributed supported such
activities as research and evaluation related to the programs and
information dissemination about them. At the state level. the funds. as
authorized by law. may be spent on a wider range of activities. such as
developing student performance standards and professional development
training for teachers.
Education spent less than 1 percent of all appropriated program funds.
distributing the rest primarily to the states in fiscal year 1996. Only for the'
School-to-Workprogram did Education spend more than 1 percent.
spending 7 percent of the funds for this program. Education spent the
funds on such services as research. evaluation. and information
dissel,l1ination. For example. Education used $26 million of the
School-to-Work program funds for program research and to provide the
states with technical assistance to help them plan and implement the
program. Education paid for other costs of running the programs. such as
the salaries and benefits of staff issuing grants and administering the
programs. from an appropriation it receives for overall agency
management. and not from funds appropriated for the agency's programs.
In fiscal year 1996. Education received $327 million to administer all of its
programs. Education estimates that it spent about $23 million to
administer the 10 programs
reviewed. z , '
wt:
For 9 of the 10 programs. the states spent an average of from 1 to 17
percent of the funding. For the remaining program (Bilingual Education
state grants), all the funds we reviewed were intended to be used at the
state leveL Collectively. states distributed 94 percent of the federal funds
they received mainly to local agencies. Excluding the $7.3 billion Title I
program (one of the largest elementary and secondary education
, programs). the overall percentage of funds states allocated to local
'$4 million for Title I programs. $5.8 million for IDEA programs; $4,2 million for Perkins programs.
$1.3 million each for Eisenhower and Safe and Drug-Free Schools programs, $900.000 for Goals 2000
programs. $1 million for School-to-Work programs, $1.1 million for Innovative Education programs.
$3.3 million for Bilingual Education programs. and $300,000 for Even Start programs,
Page 3
GAO/HEHS-99-180 Federal Education Funding
�8·278482
agencies by the remaining nine programs was 86 percent. The states, like
Education, spent the funds for activities such as technical assistance and
program evaluation. The states also are authorized to spend the funds for a
wider range of activities, including designing curricula and demonstration
projects. We visited 9 of the nation's 16,000 school districts and found that
school·level staff spent very little time administering the programs and
that district office staff also generally spent little time administering them.
The time they spent varied by district a~d by program.
'Background
The federal investment in preschool, elementary, and secondary education
of more than $30 billion was about 7 percent of all education funding in
academic year 1995-96; state and local contributions were 47and 46
percent, respectively. As shown in tablel, the fiscal year'1996
appropriations for the 10 programs we reviewed varied widely, from $7.3
billion for the Title I program to $102 million for Even Start. These
amounts reflect the total appropriation for each program, including funds
that Education distributed directly to local education agencies as well as .
funds Education distributed to state education agencies or other eligible
recipients.
Table 1: Characteristics of the 10 Department ~f
I;ducatli:,"'programsQ~rlrig Fiscal Year 1996, Listed by Funding Amount
-.
Program
Improving Basic
Programs
Operated by
Local
Educational
Agencies (Title I)
Authorizing
legislation
Elementary and
Secondary Education
Actof1965.as
amended (ESEA). title
I, part A
·IDEA. part B
Assistance for
Education of All
Children With
Disabilities (IDEA)
Vocational
Education
Assistance to the
States (Perkins)
Carl D. Perkins
Vocational and
Applied Technology
Education Act. as
amended. title II
(moved to title I in
1998) .
Purpose
Target
populatloll
F,unding (In
millions)
Maximum
percentage states
may spend and
specific limits on
administration8
Maximum b
amount states
may spend on
administration
(in millions)
, Pisagvantaged $7.295
To help local
,.students
edw;ation agencies
I:lnd schools improve
the tEl,aching and
learning of ~hildren
falling. Or m()st at:risk
1.5% (inCluding
1% for
administration)
$73
To assist states in .
providing free.
appropriate public
education to all
children with
disabilities
Childrenand ,2.684c
youth with .
disabilities
25%d (including
5% for
administration)
134
To help states
improve vocational,
education programs
and provide special
needs populations
with equal access to
such programs
Secondary
students in
prevocational
courses
14.5%
5% for
administration}
963
(continued)
Page 4
GAOIHEHS·99-180 Federal Education Funding
�B-278482
Program
Authorizing
legislation .
Purpose
Target
population
.Funding (in
millions)
Maximum
percentage states
may spend and
specific limits on
administrationS
Maximum b
amount states
may spend on
administration
(in millions)
State Grants for
Drug and
Violence
Prevention
Programs (Safe
and Drug-Free
Schools)
ESEA. title IV. part A.
subpart 1
To support programs' Elementary
to meet the National
and
Education Goal that
secondary
every school will be
schools.'
free of drugs and
teachers. and
students
violence by the year
2000
441 ($348 '
million for
state grants
and $93
million for
governor's
programs
and other
For state grants.
9% (including 4%
for administration)
14e
State and Local
Education
Systemic
Improvement
(Goals 2000)
2000: Educate
America Act, title III
To support
comprehensive
reform plans at the
state. local. and
school levels to
improve the teaChing
and learning of all
children
Elementary
and
secondary
schools.
teachers, and
students
340
10% (including 4%
for administration)
14'
School-ta-Work
School-to-Work
Opportunities
Opportunities Act of
System
1994. title II
Development and
Implementation
Grants to States
(School-to-Work)f
'
To establish a
national framework
i
within which all states
·can create statewide
school-to-work
opportunities systems
All students.
350
including the
disadvantaged.
minorities. the
disabled.
those with
limited English
proficiency.
migrants. and
schqq[
dropout;;
No specific limits
for development
grants: for
implementation
grants. 30% for 151
year of grant. 20%
for 2nd • and 10%
for subsequent
years (including
10% each year for
administration)
35
Dwight D.
Eisenhower
Professional
Development
Program
(E isen hower)
ESEA. title II. part B
To provide highquality professional
development
activities to teachers.
staff. and
'
administration
Teachers and
other school '
staff
275
10% (including 5%
for administration)
14
Innovative
Education
Program
Strategies
(Innovative
Education)
ESEA, title VI
To assist state and
local education
agencies in the
reform of elementary
and secondary
education
E'lementary
and
secondary
schools.
teachers. and
students
-275
15% (including
3.75% for
administration)
10
(continued)
Page 5
GAOIHEHS-99-180 Federal Educ,aHon Funding
�8-278482
Program
Authorizing
legislation
Bilingual
Education 9
ESEA. title VII.
part A
To help ensure that
Children with
students with limited
limited English
English proficiency
proficiency
master English and
develop high levels of
academic ~ttainment
in content areas
ESEA. title I. part B
To help break the
cycle of poverty and
illiteracy by
integrating early
childhood education.
adult literacy or adult"
basic education. and
pareilting into a
unified family literacy
program
Even Start Family
. Literacy Program
(Even Start)
Purpose
Target
population
Funding (in
millions)
128 ($7
million for
state grants
and $121
million for
localities)
Parents who
102
lack basic
education
skills; have no
high school
diploma; or
are unable to
speak. read.
or write the
English
language; and
their children,
aged 0-7
Maximum
percentage states
may spend and
specific limits on
administrationS
Maxlmum b
amount states
may spend on
administration
(in millions)
For state grants.
100% (including
5% for
administration)
5% (including
administration)
5
"Many also may spend more than the percentage listed in this column. Many programs also
provide for a minimum dollar amount. In the case of small states. wtiere their total grant is
relatively small. the maximum percentage amount.may be inadequate.
"The numbers in this column are based on total funding rather than the amounts remaining after
Epucation has taken any funds for its use.
"Amount Is actually for two separate grant programs under part B of IDEA, one providing special
education and related services to school-aged children and one providing such services to
preschoolers.
'JThe law was amended in 1998. changing this to 15 percent (including 5 percent for
administration).
"Estimate is based only on the $348 million allocated for state grants.
fThe.·Depa~ments of Educ<!lion and Lappr jointly administer the School-to-Work program. For
fiscallgf)6. $180 million was includeq in Education's appropriation and $170 million in Labor's.
9Under'this program, funding' for state-level activities is provided through a separate state grant
program, and other funds 'are allocated directly to local agencies, We only examined the stale
grant portion of these funds.
hEstimate is based only on the $7.3 million allocated for state grants.
There is no common definition of "administration" across the 10
programs. For example, ESEA does not contain a general definition of
administrative expenditures that states can use for covered programs.
Page 6
GAOIHEHS-99-180 Federal Education Funding
�B-278482
, Further, some individual program statutes describe as nonadministrative
activities what other programs consider administrative activities. For
example, 'under the Title I program, developing standards and assessments
is consid~red an administrative activity at the state level. but under the
Eisenhower program it is considered a nonadministrative activity.
Similarly. under the IDEA program, technical assistance is considered an
administrative activity, but under the Safe and Drug-Free Schools program
it is considered a nonadministrative activity. Thus. the differences in
, which activities are considered administrative expenses and the lack of a
distinction between administrative and nonadministrative expenses make
'
categoriza~ion of expenses difficult. 3
The Congress has been weighing how to balance accountability and
flexibility in education programs,4 In its effort to strike a balance between
these sometimes competing goals. the Congress has attempted to reduce
state and local reporting requirements while at the same time ensuring
that sufficient information exists to hold states and local agencies
accountable. Moreover. state and local reporting requirements have not
", ,_ . historically been uniform across programs. state program accountability .
systems vary, and the definitions used to categorize expenses and
activities differ across ~te.tes and programs. All of these factors represent
challenges to data collec;t1on.
•
Education Distributed
Almost All Federal
Program Funds to
States
Ac:::rpss all 10 programs w.e re~Je:wed. Education typically spent a small
portion of the fed.eral fundfi. distributlf!8 over 99 percent of the funds to
the state~.~ With the fund~. Education supported a variety of federal
actlylties, illcluding pr.ogran:t r~searcl1 a.!lq evaluation and information
dissemination: However, EducaUon'paiQ for other costs of running the 10
programs, such as th~ sa~afles ~nd b~n€:fits of the staff issuing the grants
an~adm.inlster1ng the pr~g~a.ms, from ~ sep'!rate appropriation it receives
fo~ overall agency managem~nt.
,,',
,Table 2 shows the amount Education spent from each of the 10 programs'
-funds. Education spent nothing for theiil'novative Education and Perkins'
3See Department of Education. The Use of Federal Education Funds for Administrative Costs
(Washington. D,C.: Department of Education. 1998). which addressed the various ways administration
is defined.
'
5Education distributes funds to entities other than the states. but for the programs we reviewed.
Education allocated most of the funds to the states.
Page 7.
GAOIHEHS-99-180 Federal Education Funding
�B-278482
programs. For the Title I program, one of the largest elementary and
secondary programs that support education for disadvantaged students,
Education spent $3.5 million of the funds, which was less than 1 percent of·
the program's $7.3 billion appropriation. For the School-to-Work program,
whic:h is one of the smaller programs. Education spent the largest
percentage-7 percent of the program's funds ($26 million)-for technical
assistance and research.
Table 2: Program Funding Spent at the
Federal Level In Fiscal Year 1996·
Funds used by
Education
Pe,rcentage of
appropriation
Title I
$3,500,000
Less than 1
IDEA
50,000
Less than 1
Program
Perkins
0
0
997.000
Less than 1
226,951
SChools
Less than 1
26,000,000
Eisenhower
Innovative
7
735,000
Less than 1
0
0
Bilingual Education
1,828,445
Even Start
1,369,350
1"
"This percentage is Qased on the total fiscal year 1996 appropriation of $128 million for the
Ejillngual Education program,
Source: Department of Education.
Epucatlon used program funds for a number of activities, such as
research. program evaluation; information dissemination, and technical
asslstan~e. To illustrate, for three of the programs-Even Start, Bilingual
Education. and Sch091-to-Work-Education used funds for technical
assistance to the states 'and Information dissemination to states, school
districts. 8lJi.1 the gen~rai publl~. for Eyen Start. Eisenhower, Safe and
Drug-Free Schools, BiUngual Epucatloti.a!1d School-to-Work, Education
also spent funds on program evaluationa'nd research. For the Title I
program, Education officials reported thaf the funds supported work by
the Bureau of the Census to develop an updated model to estimate the
number of children aged 5 to 17 living in poverty, as well as an evaluation
of that estimate by the National Academy of Sciences. Th.e poverty
estimates are used to determine states' Title I formula allocations. For the
Bilingual Education, IDEA, and Goals 2000 programs, Education used a
small percentage of the funds for outside reviewers to assess grant
proposals..For example, of the $128 million appropriated for the Bilingual
Page 8
GAOIHEHS-99-180 Federal Education Funding
�B-278482
Education program, Education spent about $300,000 for outside reviewers.
Education also used $200,000 of the $340 million appropriated for the
Goals 2000 program and $50,000 of the $2.6 billion appropriated for the
IDEA program for outside reviewers. Other costs, such as salaries and
benefits for Education's employees involved in issuing grants and
administering the program, were funded from a separate .appropriation it
receives for agency management. In fiscal year 1996, Education received
$321 million through this appropriation to administer all the programs
under its' purview, and it estimates that it spent about $23 million
administering the 10 programs we reviewed .
•
The States Distributed
Most of the Funds to
Local Agencies
States generally passed on to school districts' most of the program funds.
The one exception, in which states spent most of the funds, was the
Bilingual Education program, because Education only allocated to the
states the funds that were intended for state use (the state grant program).
Education allocated directly to the localities the Bilingual funds intended
for local use. For the other nine programs, the states on average spent
from 1 to 17 percent of the funds. States spent the funds on many of the
same activities as Education, such as research and evaluation. States also
were authorized to spend funds on a wider range of support activities,
such as dev~lopment of student performance standards, curricula design,
professional development tp'lining, and development of demonstration
projects,
.
" .
States varied from prograITJ to. program with respect to the percentage of
funds ~hey spent themselves iUJd the percentage they distributed to local
agenc.1e!i, figure 1 shows tl!~ ~v~rage percentage of fund~ states spent for
eac:;h qf the 10 programs! TI1~re was considerable variation in the
percentage. of a giyen pf,(}gram's funds that states distributed to school
districts, Overall, 94 percent6 of the federal education funds received by
the states (or theSe 10 program~'wasdistributed to-local agencies such as
school districts. If the $7.3 bi~lion ~ppropriation for the Title I program is
, excluded, the overall percentage Qf funds states allocated to local agencies
drops to 86 percent. Of the original appropriations for all 10 programs,
92 percent was distributed to local agencies.
.
"This is the weighted average of funds distributed to the local level for these programs. This figure is
based on funds that states' education agencies distributed to a range of entities. Thus, although funds
;. were distributed primarily to local education agencies. state education agencies also distributed funds
to other entities. These entities include local partnerships; regional and local organizations; nonprofit
organizations: programs for single parents, displaced homemakers, and criminal offenders; and other
state agencies.
Page 9
GAOIHEHS-99-180 Federal Education Funding
�·B-278482
Figure 1: Percentage of Funds Spent by State Education Agencies
Percentage
100
80
60
.40
20
10
o
Innovative
Education
Bilingual
Education
(State Grants
Only)
In addition. states varied in the percentage of each program's funds they
spent (see table 3). For example, for the IDEA program, the percentage of
funds that states spent ranged from less than 2 percent in 2 states to
21 percent or more in 16 states. For School-io-Work: the percentage of
funds stlites spent ranged from about 2 percent in five sta~es to over
25 percent in eight states. Most states sperit close to the maximum allowed
by law (see table 1). For example, the Innovative Education program
permits st~tes to spend up to 15 percent of program funds received.
Thirty-eight states (88 percent) use(j between 11 and 15 percent of this
program's funds. See appendix II for the percentage of funds each state
spent.
Page 10
GAOIHEHS-99-180 Federal Education Funding
�B-278482
Table .3: Range In Percentage of Funds Spent by State Education Agencies, by Program
Number of states reportlnga
0-2
percent
Program
3-5
percent
6-10
percent
11-15,
percent
16-20
percent
21-24
percent
25
percent
Over 25
percent
Title I
38
8.
0
0
0
0
0
IDEA
2
5
4
13
4
6
9
0
1b
2
6
26
6
1
2
42
0
0
0
0
3
0
37
0
0
' '0
0
0
0
0
7.
37
0,
0
0
0
1C
Perkins
Safe and
Schools
Goals 2000
Eisenhower
Education d
0
0
0
0
0
0
0
Innovative Education
0
,0
1
38
3
0
0
1"
School-to-Work
5
2
10
2
8
2
0
8f
Even Start
8
35
2
0
0
,0
0
0
40
Note: In addition to a maximum percentage that states may spend and/or use for administration,
many programs provide for a minimum dollar amount as well. As a result. states that benefit from
such a provision may end up spending more than the percentage listed in this table,
"
"Numbers are based only on those states that responded to our survey,
bPuerto Rico's state education agency is also the local education agency (there is only one
school district in Puerto Rico), Therefore, it is allowed to keep and spend all of the funds,
<Hawaii's state education agency is also the local education agency, therefore, it spent all of the
fu~
.
dFor this part of the analysis, we only examined the funds Education distributed to the
states-about 5 percent of total program dollars-and all of those funds were intended to be
spent at the state level.
"Hawaii, where the state's education agency is also the local education agency, spent 26 percent
of the funds on state-related activities and 74 percent on local-level-related activities,
fFor School·to·Work development grant funds, there are no restrictions on the amount of funds
that states can spend at the state level. .
States spent the funds on many of the same activities as Education, such
as research and evaluation and technical assistance. States also spent their
funds on the salaries and benefits of personnel involved in such activities
as compliance monitoring and data collection. Moreover, states are
authorized to spend saine of their funds on activities specific to each
program. Following are some examples:
Under the Eisenhower program, states may spend funds reviewing and
reforming state requirements for teacher and administrator licensure,
developing performance assessments and peer review procedures for
Page 11
GAOIHEHS-99-180 Federal Education Funding
�B-278482
licensing teachers and administrators, and encouraging teacher
professional development training .
• Under the Safe and Drug-Free Schools program, states may spend the
funds to make cost-effective programs for youth violence and drug abuse
prevention available to local education agencies, demonstration projects
in drug and violence prevention, and financial assistance to enhance
'. resources available for drug and violence prevention in areas serving large
numbers of economically disadvantaged children.
• Under the Goals 2000 program, states may spend their funds supporting
the development or adoption of state content standards and state student
performance standards: supporting innqvative and proven methods of
enhancing a teacher's ability to identify student learning needs; and
promoting public magnet schools. public charter schools. and other
mechanisms for increasing choice among public schools.
Under the School-to-Work program, states may spend funds identifying or
establishing appropriate state structures to administer the statewide
school-to-work system and designing challenging curricula in cooperation
with representatives of local partnerships.
Schools and school districts used federal funds for classroom services and
support services and to meet federal administrative requirements.
Fulfilling the federal requirements necessitates some commitment of staff
resourcesa't both the school district and school levels. We reviewed the
. extent to whi~h local staff spent time responding to federal program
administrative requirements in 9 of the nation's 16,000 school districts (see
app. III for detailed Information about the time spent on these activities).
We found tha~ the amount of time district office staff spent administering
these programs vari~d by dJstrict and by program. Of the 10 programs
reviewed, school district s~affreported more involvement in
admlnl1?tratlve activities rehlted to the Safe and Drug-Free Schools
program ~han for pther programs. Most district staff had responsibility for
only' one program each. staff ~old us that their administrative duties
Included requesting and r~vle)¥lng grant applications, monitoring how
programs are implemented, and n:!porting on programs. About 70 percent
of personnel in the 15 schools we visited, primarily teachers, did not have
administrative responsibilities for the 10 programs reviewed. When they
did, however. the majority of them had administrative responsibilities for
the Title I program. The amount of time school staff spent administering
. the Title I program was usually a day or less out of the school year for
. each administrative duty assigned them.
.
Page 12
GAOIHEHS-99-180 Federal Education Funding
�8-278482
Agency Comments.
Education provided technical comments on a draft of this report. which
we incorporated in the report as appropriate.
Copies of this report are being sent to the Honorable Richard W. Riley.
Secretary of Education; the Honorable Alexis M~ Herman. Secretary of
Labor; and interested congressional committees. We will also make copies
available to others upon request.
.
If you have questions about this report. please call me on (202) 512-7215.
Other contacts and staff acknowledgments are listed in apperidix IV.
Mamie'S. Shaul
Associate Director. Education, Workforce,
, and Income Security Issues
Page 13
GAOIHEHS-99-180 Federal Education Funding
�Contents
.
Letter
Appendix I
Scope and
Methodology
1·
16
16
17
Scope
Methodology
•
22
Appendix II
Percentage of Federal
Education Program
Funds Spent by State
Education Agencies
•
Appendix III
Illustrative Examples
" From Districts and
Schools
District-Level Staff Administrative Responsibilities
School-Level Staff Administrative Responsibilities
Appendix IV
"GAO Contacts and
Staff
25
25
28
30
Acknow~edgments
Tables
" Table 1: Characteristics of the 10 Department of Education
Programs During Fiscal Year 1996. Listed by Funding Amount
Table 2: Program Funding ~p~nt at the Federal Level in Fiscal
."
Year 1996
Table 3: Range in Percentage of Funds Spent by State Education
Agencies, by Program
.
Table 1.1: Programs Reviewed
Table 1.2: Number of States Responding to Survey. by Program
Table 1.3: School Districts Reviewed
Table ILl: Range and Median Percentage ofEducation Program
Funds Spent by State Education Agencies
Table IL2: PercenJage of Education Program Funds Spent by
State Education Agencies
Page 14
4
8
11
17.
18
19
22
23
GAOIHEHS-99-180 Federal Education Funding
�· Contents
Table IlLl: Number of Programs for Which District Staff
Members Had Administrative Responsibilities. School Year
1996-97
Table III.2: Number of School District StaR' Members Reporting
Responsibilities for Application. Monitoring, and/or Reporting
Activities. by Program. School Year 1996-97
Table 1IL3: School District Staff Members Who Reported
Spending Time on Administrative Activities and Amount of Time
Spent, by Program. School Year 1996-97
Table IIIA: Number of Programs for Which School-Level Staff
Members Had Administrative Responsibilities. School Year
1996-97.
Table III.5: Number of School-Level Staff Members Reporting
Responsibilities for Application, Monit:.oring. or Reporting
Activities. by Program. School Year 1996-97
Table IIL6: Number of School-Level Staff Who Reported Spending
Time on Admiilistrative Activities and Amount of Time Spent
School Year 1996-97
Figure
26
Figure 1: Percentage of Funds Spent by State Education Agencies
10
26
27
28
28
29
Abbreviations
ESEA
IDEA
Page 15
Elementary and Secondary Education Act of 1965
Individuals With Disabilities Education Act
GAOfHEHS-99480 Federal Education Funding
�Scope and Methodology
This appendix discusses in detail our scope and methodology for
determining the percentage of federal funds spent at the federal and state·
levels and the uses of funds at each leveL as well as the amount of time
school and district staff spent fulfilling federal administrative
requiren:tents.
Scope
We collected financial informationforfiscal year 1996 from 10 Department
of Education programs. Six programs were authorized under the
Elementary and Secondary Education Act of 1965, as amended (ESEA): title
. I, part A-Title I program; title I, part B-Even Start; title II-Dwight D.
Eisenhower Professional Developmentprogram; title IV-Safe and
Drug~Free Schools and Communities; title VI-Innovative Education
Program Strategies; and title VII~Bilingual Education. We also collected
funding information for programs under four other acts: the Individuals
With Disabilities Education Act (IDEA) , part B-IDEA program; the Carl D.
Perkins Vocational and Applied TechnologyEducation Act, as
amended-Perkins; Goals 2000: Educate America Act, title III-Goals
2000; and School-to-Work. (See table 1.1.) We focused on collecting
financial information and did not evaluate program effectiveness or
jmpact.
. .
Page 16
GAOIHEHS-99-IS0 Federal Education Funding
�Appendix I
Scope and Methodology
Table 1.1: Programs Reviewed
Act
ESEA
Title I. part
Improving Basic Programs
Operated by Local Educational Agencies
Title I. part B: Even Start Family Literacy
Programs
Title II. part B: Dwight D:Eisenh9wer
Professional Development Program
Title IV (also known as the Safe and
Drug-Free Schools and Communities Act
of 1994). part A. sUbpart 1: State Grants
for Drug and Violence Prevention Programs
Title VI: Innovative Education Program
Strategies
.
Title VII. part A (also known as the Bilingual
Education Act): Bilingual Education
Goals 2000: Educate America Act
Carl D. Perkins Vocational and Applied
Education Act. as amended
Title Vocational Education Assistance to
the States
IDEA
Assistance for Education of All
Children With Disabilities
$chool-to-Work Opportunities Act of 1994
-,
Methodology
Title III: State and Local Education
Title II: School-to-Work 'Opportunities
System Development and Implementation
Grants to States
To determine the percentage of funds spent at the federal level and
distributed to the stat~s, wea~~ed officials at the Department of
EdU(::ati~n to provide us with the af!1ount of funds it spent, how these
funds were used, and the amount of funds distributed to the states for
each pr~gram. . ..
. .
To obtain information on hoW' much sta~~~ rec~ived, spent, and distributed
surveyed state officials in all 50
to local agencies, in November,1998
states. the District of Columbia. and Puerto Rico. The surveys were mailed
to officials at the state level-typically. officials in the state Department of
Education. For each program. we asked respondents to provide us with
the total federal funding their state received in fiscal year 1996. instructing
them not to include funds that were 'carried over from previous years. For
two states-Oregon and Pennsylvania-respondents were not able to
remove carryover funds from the total. Therefore, we included all funds
we
Page 11
GAOIHEHS-99·180 Federal Education Funding.
�Appendix I
Scope and Methodology
reported by these states as funds received in fiscal year 1996. In addition,
we asked respondents to tell us the total amount of federal funds their
state education agency spent and how much they passed on to the
localities . .Response rates are shown in table 1.2.
Table 1.2: Number of States
Responding to Survey, by Program
Number of
states 8
receiving Number of
program
states
funds responding
Program
52,
52
52
52
48°
52
52
52
48
52
Title I
IDEA
Perkins
Safe and
Goals
Schools
2000
Eisenhower
Innov~tive I;ducation .
j3ilingual Education '
Ev~n Start
Response
rate
(percent)
46
44
43
45
40
37
45
43
40
45
88
85 '
83
87
83
71
87
83
83
87
-"
"Includes the District of Columbia and Puerto Rico.
" ,
.
~Montana. New Hampshir~. C1nd qkICl~om'l are not included In this total because funds were
allocated (jlrectl'l to the lClt:;al educatlq!l agencies. California is also excluded because It reported
that It did not receive funds until the e!;ld of fiscal 'lear 1996 because no state plan was in place.
To, obtain Informatlqn a!Jout the time district- and sclioolclevel staff spent
011 ac~'Iv,i~les a~'s()clatetl with administering federal programs, we gathered
tllustratlve Information from 9 of the nation's 16,000 school districts-3
di~trJ~~s each' In'(:alifornia, Maryland, and South Carolina. We selected the
state~. districts, and schools to be a mix from different sized districts,
parts of the country; types of districts. (rufCiI! urban, and suburban). and
types of schools (elementary amI secQn~afY). We also ensured that in each
district we gathered information from staff working on many of the 10
programs reviewed.
For each selected school district, we gathered information from officials at'
the school. level and the district level. In total, we interviewed and/or
surveyed offidals in 15 schools within the nine districts to ascertain how
much time they spent fulfilling administrative requirements related to the
, 10 programs (see table 1.3).
Page 18
GAOIHEHS-99-180 Federal Education Fundhig
�·Appendix I
Scope and Methodology
Table 1.3: School Districts Reviewed
Place
district
No. of students
No. of teachers
1
2
3
4
5
6
7
8
9
10
9,458
408
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
California
Ceres
Suburban
San
Urban
Shandon
Rural
133,687
337
20
Urban
108,759
6,259
Suburban
104,073
6,442
X
X
2,898
179
X
X
X
X
Rural
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
South Carolina
Abbeville
Rural
3,821
262
X
X
Charleston
Urban
43,457
2,798
X
X
Dorchester
Suburban
15,367
878
X
X
X
X
X
X
X
Legend
1 = Title I
2 = Eisenhower
3 = IDEA
4 = Perkins
5·= Safe and Drug-Free Schools
6 = Innovative Education
7·= Goals 2000
B = Even Start
9 = Bilingual Education
10 = School-Io-Work
We defined "admtntstr.itive nisponsibilities"as engaging in activities
r~lated to· applying for.·, monitoring. or reporting on the use of federal
program funds. Speclflciilly, these activities include the following:
. '
.
.
~
~
• Application/planning process a~tivities refer to those related to preparing
an appltcation orplan.for sU~Inission to the state education agency and/or
federal agencies for federal funds for one or more of the education
programs of interest. Examples include completing an application or
proposal entirely or in part, collaborating with others to complete an
application or proposal, and reviewing school or district grant
applications.
• Monitoring of federal funds or program activities refer to tracking program
expenditures and activities. Examples include tracking participant
enrollments and overseeing the program budget to ensure compliance.
with program requirements and approved plans.
Page 19
GAOIHEHS-99-180 Federal Education Funding
�Appendix I
Scope and Methodology
• Reporting of federal funds or program activities refer to reporting program
expenditures and/or activities to state and/or federal authorities. Examples
include. gathering data for federal reports, completing a report on program
expenditures and/or adivities entirely or in part, and collaborating with
others to complete a report on program expenditures and/or activities.
We surveyed or interviewed over 1.000 school· and district-level staff, but
our school· and district-level information is not generalizable. For
practical reasons, we could not interview or survey all school and district
. staff, but we were able to gather information from the majority of teachers
and the principal in each school and the majority of district·level staff.
Through interviews or questionnaires, we asked the staff to indicate
whether they had administrative responsibilities and, if so, to estimate the
amount of time spent on administrative activities.
At the schoollexel, we interviewed and surveyed 697 staff. Of these,
78 percent were teachers; 10 percent were specialists; and 7 percent were
school administrators, such as principals. At the district level, we spoke
with 319 officials, including budget and finance officials as well as
personnel responsible for program evaluation and compliance. The
information from these 9 school districts is illustrative, and, as such, is not
necessarily indicative of the nearly 16,000 school districts nationwide.
Detailed data from the nine school districts on time spent on
administrative activities are in appendix III.
Bilingual Education
Program Funds Pose
Reporting Challenges
. I
Nonsampling Errors and
Data Imputations
.
The BiUngualEducation program has two funding streams. A small
percentage of the funds-approximately 5 percent-is allocated to the
stat~s ~fld is intended to be used at the state level. Conversely, the
remaining 95 percen~ gell~r~!l.Y bypasses the states and is allocated .
dJrectly to Ipcalitle~. For tn~ other nine programs we reviewed. funds
generally flow through th~~tates and then to the localities. Thus. our state
survey 'only c;aptured the 5 p~r.~ent of the Bilingual Education funds that
the Department of Education allocated to the states. Our local school
district review examined the administrative responsibilities associated
with the 95 percent of the Bilingual funds that flowed directly to the
10caUties.
All surveys are vulnerable to some nonsampling errors, including
measurement errors caused by respondent misinterpretation of the
questions or errors that resulted from a lack of response. These. errors may
Page 20
GAOIHEHS-99·180 Federal Education Funding
�Appendix I
Scope and Methodology
affect our surveyto some unknown degree. We took several steps to
minimize the effect of these problems. For example, we examined
responses for extreme values and checked the data for errors in logic.
When we could not resolve the questions, we called survey respondents
for clarification. In some cases, respondents had reported numbers
incorrectly; in these cases, we corrected the data. For each program, to
develop our estimate of the percentage of federal funds that was
distributed to the localities, we calculated the percentage distributed by
the states that completed the survey and applied that percentage to the
total amount offederal funds received by states th~t did not complete the
survey.
We conducted our work between July 1997 and August 1999 in accordance
. with generally accepted government auditing standards .
. .
Page 21 .
"
GAOIHEHS-99-180 Federal Education Funding
�Percentage of FedercLl Education Program
Funds Spent by State Education Agencies
The amount of program funds spent by the states for support services
varied from state to state. The range and median for each program are
shown in table ILL Table' II.2 shows the percentage spent from each
program, by state.
Table 11.1: Range and Median
Percentage of Education Program
Funds Spent by State Education
AgenCies
Range
Program·
Title I
IDEA (N=44)
High
Low
Median
4
0
0
0
0
0
1
13
13
25" .
31
9
10
Eisenhower (N=45)
Even Start (N=45)
lOb
4
100
17" .
100f
7
gOd
10
a
0
9
10
10
100
15
13
5
"Puerto Rico spent all of its funds, but it is an anomaly because the state is also the local
education agency.
.
bHawaii spent all of its funds. but it is an anomaly because the state is also the local education
agency..
CAl most all Bilingual Education program funds ($121 million of $128 million) are distributed to
local education agencies directly by the Department of Education. About 5 percent of the funds
go w tDe states. This table reflects only information on the state grants.
"Although all of the Bilingual Education funds we looked at are intended to be used at the state
level. two states allocated a portion of their funds to local agencies.
"Hawaii. where the state education agency is also the local education agency. spent 26 percent
of the funds on state-related activities and 74 percent on local-level-related activities.
fSeveral states spent all of their School-to,Work development grant funds for state-level activities.
as p~rmitted by law. .
Page 22
. GAOIHEHS-99-1BO Federal Education Funding
�Appendix II
Percentage of Federal Education Program
Funds Spent by State Education Agencies
Table 11.2: Percentage of Education Program Funds Spent by State Education Agencies
Title I
a
Alabama
Alaska
Arizona
Arkansas:
3.4
1.4
California
Colorado
1.2
District of
Columbia
Florida
Idaho
Illinois
Indiana
Iowa
Kansas
Louisiana
Maine
Massachusetts
Missouri
Montana
Nebraska
Nevada
New
New
North CarOlina
Even
Start
Safe and
. DrugFree Innovative Bilingual
Schools Education Education
Eisenhower
a
4.6
3.0
Goals
2000
a
10.0
5.0
9.0
9.0
100.0
15.0
a
IDEA
a
10.0
10.0
SchooltoWork
Perkins
a
23.1
11.4
a
14.3
14.5
20.2
10.0
a
5.0
5.0
9.0
a
0
1.5
1.0
3.1
2.3
1.5
1.5
1.5
1.5
1.5
1.5
2.1
1.5
1.4
1.0
1.0
1.5
1.6
2.3
0.0
5.0
5.0
6.7
5.0
1.0
5.0
5.0
1.8
5.0
5.0
5.0
5.0
5.0
0.0
0.0
·.5.0
13.6
a
4.2
8.4
10.0
100.0
a
10.0
9.8
10.0
10.0
9.8
0.0
9.0
9.0
9.0
9.0
9.0
9.0
9.0
9.0
9.0.
100.0
5.0
a
15.0
15.0
7.0
26.1
a
14.9
15.0
15.0
15.0
15.0
15.0'
1
100.0
100.0
100.0
100.0
100.0
100.0
100.0
100.0
0.0
10.0
0.0
24.4
8.1
100
1.0
5.6.
10.0
., 10.0
25.0
10.0
10.0
a
·10.0
10.0
10.0
8.1
a
9.0
21.5
13.3
24.9
18.4
16.3
13.0
21.5
7.8
12.7
12.5
1
15.0
3.6
10.8
a
16.2
31.0
1
0.0
13.3
9.6
3.5
20.0
0.5
6.9
23.8
7.1
16.5
6.0
9.1
18.4
13.3
21.4
16.9
13.7
13.7
18.4
9.3
4.9
13.3
13.5
17.4
8.4
21.4
100.0
19.5
39.8.
17.8
28.1
200
8.6
a
a
2.9
1.5
5.0
1.9
5.0
5.3
4.4
5.0
7.5
10.0
10.0
10.0
5.0
10.0.
Page 23
9.0
9.0
6.0
7.9
4.8
9.0
'13.7
.15.0
15.0
15.0
15.0
10.0
10.0
100.0
100.0
100.0
10.0 .
100.0
100.0
10.0
10.0
10.0
12.1
5.1
25.0
3.6
a
13.4
GAOfHEHS-99-180 Federal Education Funding
�Appendix II
Percentage of Federal Education Program
Funds Spent by State Education Agencies
North Dakota
Ohio
Oklahoma
Puerto Rico
Title I
3.5
1.5
1.5
1,5
1,5
1,0.
a ,
'Rhode Island
South Carolina
South Dakota
Tennessee
Texas
Utah
1.5
3.1
1,5
1,5
1,8
Even
Start
5.0
4,6
Wisconsin
Percentage
spent
nationwide
Median
5.0
8.3
10.0
10.0
6.4
7,6
0.0
5.0
5.0
5,0
a
1.0
1.5
1.3
1,5
4,5
5,0
8.8
15.0
15.0
15.0
15.0
15,0
16.4
"
9.0
9.0
9.0
9,0
0,0
10,0
'100.0
a
b
100.0
100,0
10,0
b
100.0
10.0
10,0
7.6
10.0
10.0
8,1
' 100.0
100.0
100.0
100.0
91.9
15.0
15.0
15.0
15.0
15.0
8.8
10.0
n~tate
8.5
9.0.
no~
respond to our
b
15.0
12,6
15,0
15,0
,100.0
90.3
0,0
10.0
10.0
10.0
10.1
14,8
99.7
100.0
8.7
10.0
100.0
15.0
surve~
10,9
11.5
11.7
25°
25 C
100,0
SchooltoWork
' Perkins
10,7
100.0
12.8
13.5
13.5
13,5
a
10.0
2.0
100.0
6.0
a
a
5,7
13.7
20.0
25.0
0,0
13.3
14.1
13.5
13.4
13.5
9.2
12.5
25.0
2'5.0
11,5
11,6
135
15,1
8.0
3.3
11.1.
2,1
20,0
6,7
10,1
6.5
100,0
16.8
13.5
12.4
13.5
10.4
12.8
a
12.1
9.0
9.0
9.0
9.0
IDEA
a
b
a
10.0
10,0
9,6
10,0
&$Iale did
31.5
a
30.0
for t)'lls program,
received no funding for this p~~gram.
"In Oregon and pennsylvania,
'\
Goals
. 2000
a
a
5,0
3,6
1.4
1.5
9.0
9.0
9,0
9.2
5.0
10.0
10.0
10.0
5.0
5.0
5.0
5.0
5.0
0.9
'a
a.
5,9
5,0
3.8
West Virginia
Eisenhower
a
Vermont
Safe and
DrugFree Innovative Bilingual
Schools Education Education
Page 24
omcl~ls
were unable to
sep'~rale
carryover funds.
GAOIHEHS·99·180 Federal Education Funding
�Illustrative .Examples From Districts and
Schools
This appendix contains information from interviews with and surveys of
319 school district staff and 697 school-level staff in the nine districts we
visited. We asked them to tell us about their involvement in administering
the 10 programs reviewed in school year 1996-97. Specifically. we asked
them whether they had application. monitoring. and/or reporting
. administrative duties. The tables in this appendix reflect only those staff
who indicated that they had administrative duties-21O district-level staff
and 201 school-level staff. 66 and 29 percent, respectively, of those we
interviewed or surveyed.
By administration, we mean those activities related to applying for.
monitoring, or reporting on federal funds (see app. I).
Tables III.! through III.3 provide information on district-level staff
involvement in the administration of the 10 programs reviewed in
academic year 1996-97:
•. the number of programs for which each district staff member was
responsible (table III.l);
~ the number of district staff members reporting responsibilities for
application, monitoring, and/or reporting administrative activities (table
IIL2); and
'
• th~ amQunt of time district staff members reported they spent in fulfilling .
aclministratlv~ requlr~menjs f~r each program (table IIL3).
Tal;:lles III:4 through IlL6 pr:{)vide ("formation on school-level staff
tnv~lv!'!ment In the 10 piogra~s r,evlewed in school year 1996~97:
• the number of.progr~ms for. 'A(n'~h. each school-level staff member was
responsl~Je (table IlIA); . .
, . t~e nt1mber of school sta(f f'!lelT!ll~rs reporting responsibilities for
.
applicat1on.~0111t~rlng. ancJ~q( r.ep~rting administrative activities (table
III.5); and
.
. ..
• the amount oCtime school staff members reported spending fulfilling
administratiye reqUirements for each program (table IIL6) .
•
District-Level Staff
Administrative
Responsibilities
Of the district staff who had administrative responsibilities, two-thirds
reported administrative responsibilities for only 1 of the 10 programs
reviewed; few staff had responsibility for more than 3 programs. (See table
I1I.1.)
Page 25
GAOIHEHS-99-1S0 Federal Education Funding
�, Appendix III
Illustrative Examples From Districts and
Schools
'
,
Table 111.1: Number of Programs for
Which District Staff Members Had
Administrative Responsibilities,
School Year 1996-97
Number of programs
Number of district staff members who reported having
responsibility for program
1
2
3
137
«
10
4
4
5.
2
6
7
8
7
0
9
10
1
2
-----------------------------------------------------------3
The largest number of district staff reported having application,
monitoring, or reporting responsibilities for the Safe and Drug-Free
Schools program, followed by the Title I program. (See table 111.2.)
Table 111.2: Number of School District
Staff Members Reporting
Responsibilities for Application,
Monitoring, and/or Reporting
Activities, by Program, School Year
1996-97
Number of staff who reported
having responsibility for activitya
Program
Safe and Drug·Free
Title I
Eisenhower
IDEA.
Application Monitoring
SC~901s
63,
40
25
28
8
20
18
11
Even
Bilingual E(jucation
10
4
Reporting
63
44
30
26
22
23
20
12
12
2
61
33
29
26
,20
19
18
11
11
3
"District staff could report having responsibility for one or more'types of administrative activities,
No patterns emerged with respect to the amount of-time district staff
reported spending on different types of administrative duties or the
amount of time they reported spending in performing administrative
activities for a given program. (See table 111.3.)
GAOIHEHS·99·180 Federal Education Funding
�Appen~ix III
Illustrative Examples From Districts and
Schools'
.
Table 111.3: School District Staff Members Who Reported Spending Time on Administrative Activities and Amount of Time
Spent, by Program, School Year 1996·97
Hours
Application
Bilingual
Education
Monitoring
3
Even Start
40 hours
or more
8 hours
or less
1.
0
0
3
8 hours
or less
9t040
hours
6
School-to-Work
4
4
3
40 hours
or
2
0
2
1.
0
6'
,6
IDEA
Reporting
9t040
hours
8 hours
or less
5
5
2
4
9to 40
hours
40 hours
or
'5
6
6
4
1
4'
5
13
·7
8
5
Innovative
Education
9
8
1
7
10
3
11
6
1
Eisenhower
9
11
5
9
11
10
12
12
5
10
16
2
9
8
9
11
12
3
5
12
3
7
9
7
13
4
2
29
23
11
20
25
18
35
19
7
4
12
24
7
8
29
7
12
14'
Perkins
Goals 2000
Safe and
Drug-Free
Schools
Title I
Page 27
GAOIHEHS-99-180 Federal Education Funding
�Appendix III
Illustrative Examples From Districts and
Schools
School-Level Staff
Administrative
Responsibilities
Of the school-Ievel,staff who had administrative responsibilities, about
70 percent reported having administrative responsibilities for 1 of the 10
programs reviewed; few school-level staff had responsibility for more than
3 programs. (See table IlIA.)
Table 111.4: Number of Programs for
Which School-Level Staff Members /
Had Administrative Responsibilities,
School Year 1996-97
Number of programs
Number of school· level staff reporting administrative
responsibility
144
2
33
3
14
4
7
5
6
7
o
8
9
o
o
o
10
The largest number of school-level staff reported having application,
monitoring, and/or reporting responsibilities for the Title I program.
followed by IDEA, for which monitoring responsibilities were more often
cited. (See table III.5.)
Table 111.5: Number of School-Level
Staff Members Reporting
Responsibilities for Application,
Monitoring, or Reporting Activities, by
Program, School Year 1996-97
Number of staff involved In
administrative activlty8
Application Monitoring
. Program
Reporting
Title I
87
74
53
IDEA
2
12
2
11
39
17
8
Schools
Eisenhower
Innovative Education
7
School-to-Work
3
2
2
8
9
o
o
o
o
o
o
Even Start
Education
Goals 2000
·School-Ievel staff cquld report having responsibility for one or more types of administrative
. activities.
Page 28
GAOIHEHS-99-180 Federal Education Funding
�Appendix III
Illustrative Examples From Districts and
Schools
As table IlLS also showed, the largest number of school-level staff had
responsibilities for the Title I program, followed by the IDEA program.
Table 111.6 shows that staff with administrative responsibilities for the Title
I program tended to spend 8 hours or less per year on each of the
administrative activities which they were assigned. For the IDEA
program. for which staff had more monitoring responsibilities, the amount
of time school-level staff spent monitoring was split between staff who
reported that they spent 9 to 40 hours and staff who spent 40 hours or
more in a school year on monitoring activities.
to
Table 111.6: Number of SChool-Level Staff Who Reported Spending Time on Administrative Activities and Amount of Time
SchoolYear1996~7
Application
Monitoring
Title I
40 hours
or more
8 hours
or less
9 to 40
hours
40 hours
or more
8 hours
or less
9to 40
hours
40 hours
or more
3
0
51
3
17
18
6
18
36
2
15
8
7
0
3
1
4
1
2
1
0
0
IDEA
Safe and
. Drug-Free
Schools
Eisenhower.
Innovative
Education
10
9
2
2
O.
0
0
Perkins
7
2
1
0
1
.' 0 '
Goals 2000
0
0
0
0
3
0
0
Bilingual
Education
0
0
0
0
0
0
School-to-Work
Even Start
Reporting
9 to 40
hours
15
8 hours
or less
,Page 29
6
0
0
3
0
0
0
2
2.
0
0
0
2
1
0
5
0
0
0
0
0
0
0
0
0
0
2
0
GAOIHEHS-99-180 Federal Education Funding
�GAO Contacts and Staff Acknowledgments
•
GAO Contacts
Staff
Acknowledgments
(104893)
Eleanor L. Johnson, Assistant Director, (202) 512-7209
Sherri K. Doughty, Project Manager, (202) 512-7273
In addition to those named above, Sandra Baxter, Patricia Bundy,
Kimberly Campbell, Tamara Lumpkin, Ellen K. Schwartz, Edward
-, Tuchman, Craig Winslow, and Elizabeth T. Morrison made key
contributions to this report.
Page 30
GAOIHEHS-99-180 Federal Education Funding
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PDF Text
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. ~,
.....
_.-.-
White House Initiative on Educational Excellence for
Hispanic Americans
Guidelines:
FY1999 Annual Performance Report on
Implementing Executive Order 12900
As part of the Administration's ongoing commitment to improving educational opportunities
for Latinos, Executive Order 12900 established the White House Initiative and the
President's Advisory Commission on Educational Excellence for Hispanic Americans.
Executive Order 12900 charges the President's Advisory Commission with surveying federal
agencies on an annual basis to assess their performance in providing education opportunities
to the Latino community.
White House Initiative staff, with support from the Office of Management and Budget
(OMB), have reoriented reporting guidelines for FY99 to help you better highlight your
agency's achievements. and investments in improving education and employment
opportunities for the Hispanic community.
Over the next several months, White House Initiative staff and OMB Examiners will work
with agencies to support their programs and activities directly addressing the needs and
strengths of the Hispanic community and are tied to their annual plans for the FY2001
budget cycle ..
Please prepare your annual report by Wednesday, December 15,1999, and forward it
to:
Sarita E. Brown
Executive Director
White House Initiative on Educational Excellence for Hispanic Americans
400 Maryland Avenue, SW, Room 5EllO
Washington, DC 20202-3601
Should you and your staff have any questions, please contact Richard Toscano, Special
Assistant for Interagency Affairs, White House Initiative at (202) 401-2147.
"
�Guidelines: FY1999 Annual Performance Report
Instructions
Please provide specific infonnation on program/activities that have direct impact on the
Latino community. In your report, please address how your agency's current efforts indicate
a continuous commitment to increasing Hispanic American participation. To facilitate your
assessment, please respond to the following categories:
• Programs/Activities: Include information on programs that have demonstrated a direct
impact on the Latino community. Where appropriate, categorize program descriptions in
these areas: early childhood education, literacy, high school completion, access to college,
. and workforce training. Program descriptions must include the number of Latinos served,
program purpose, outcomes and effectiveness.
• Contributions to Hispanic Serving Institutions (HSIs): Include total funding to HSIs
(please complete Table A; please see Appendix A for a list ofHSIs), and activities that
demonstrate agency's support to enhancing the capacity of HSIs to educate the Latino
community. Activities should include information on the agency's efforts to provide
technical assistance to HSIs for institutional capacity building.
• Employment ofHispanics: Include in Table B the total number of Hispanics employed'in
the agency (career and non-career)., Please identifY strategies that address the under
representation of Hispanics in the agency's employment ranks, and other employment
policies (i.e., internships and fellowships) that provide Latinos an opportunity to develop
their academic and professional careers.
• Future Investments: Taking into account the progress of your department in implementing
Executive Order 12900, include an action plan for future investments. Plans must identifY
measurable goals/objectives and an implementation strategy for programmatic activity .
through 2001. Action plans must include internal budget adjustments required for successful
plan implementation..
.
• Poilll ofContact: Provide the name(s) of an agency official(s) who can respond to questions
about the programs identified in the annual performance report.
2
�Table A '
Summary of Agency Awards by Category: FY 1999
(Dollars in Thousands)
Category
Awards to IHE=s
Awards to IHE for
Hispanic Activities
Awards to
HSJs
Awards to HSI
a % of Total
Awards to IHEs*
Research & Development
Program Evaluation
Training
Facilities & Equipment
Fellowships, Traineeships
Recruitment & IPAs
Student tuition Assistance
Scholarships and other Aid
Administrative/Research
Infrastructure
*Please do not combine Awards to IRE for Hispani~ Activities with Awards to HSIs
Name of Agency:
Agency Head:
Name
Title
Agency Head Signature:
Date
3
�Table B
Hispanic Employment Profile
Category
All Employees
Career
GS 1-4
Hispanic Employees
. Non-Career
Career
Non-Career
% Hispanic Employees
Career
Non~Career
-
GS 5-8
.,
GS 9-10
GS 10-12
GS 13-14
GSI5
SES
Name of Agency:
Agency Head:
Name
Title
Agency Head Signature: _ _ _ _ _ _~~~_ _ _ _ _ _ _ _ _ __
Date
4
�Appendix A
HISPANIC SERVING INSTITUTIONS
10126100
�Appendix A'
HISPANIC SERVING INSTITUTIONS
10126199
�- - - - - - _ . - - - - - _.._---_._--_.
. ''')0.
...
,
.'.
Co-p'-(" c.J
~(.~ GUJeAl....L
~J//:L
PO~·
-;z: b<ti\J) 4.-/
THE.WHITE HOUSE
WASHINGTON
Mr. Raul Yzaguirre
President
.
National Council of La Raza
Suite 1000
1111 19th Street, N.W.
Washington, D.C. 20036
Dear Raul:
.
'.,
Thank you for your' letter about the Hispanic Education Action.
Plan (HEAP) and the White House Initiative on Educational
Excellence for Hispanic Americans. Your letter raises serious
questions, and I have. asked Secretary Riley and OMB Director
Jack Lew to address them.
The White House 'Initiative and HEAP are important components
of our work to strengthen education for Hispanic children, and
I firmly believe that these efforts will have a significant and
lasting impact on our nation if we work together to ensure their
success. I want to assure you that my Administration is deeply
committed to providing a world-class education to every child in
our nation and that improving opportunities for HispanJc children
remains an important part of this endeavor.
Thanks, again, ;'for your candid assessment. I have directed Maria
Echaveste, my Deputy Chief of Staff, to work with you and keep me
apprised of our progress. Best wishes.
I
Sincerely,
J
I
�National Office
1111 19th Slreel, N.W" Suite \lJ(X)
w.tshiogtoo, DC 20036
Phone: (ZOZ) 785·1670
Fax: (20Z) 776-1792
NelR
NATIONAL COUNCIL OF 1A RA1A
Raul Yzaguirre, Presidem
September 21, 1999
(Delivered by hand)
/
Hon. Bill Clinton
President of the United States
·1600 Pennsylvania Ave.~ N.W.
Washington, D.C. 20500
;;.
Dear Mr. President:
.i
I write to you on an urgent matter that demands· your immediate attention. You have·
noted the Administration's success in conceiving and then winning increased funding
from Congress f()r the Hispanic Education Action Plan.(HEAP), and deservedly so:
NCLR has supported HEAP vigorously, both in its planning stages within.the
Administration and in our lobbying efforts with the Congress. ' In addition, we have given
the Administration substantial credit for this first-ever, major programmatic federal
education initiative targeted to the Hispanic'community. We recognize that, on symbolic
grounds alone, the HEAP is an important, preced~mt-setting, groundbreaking initiative,
and we very much appreciate the personal attention you.and the Vice President have
given to its conception and implementation. .
,
.
.
Having said that, we are obligated to calf to your attention sev:eral serious and long
standing problems which threaten to turn the HEAP into a complete sham. Permit me to
give you some background. Latinos have long been under-s'erved by federal education
programs (see attachment 1). The theory behind HEAP - to provide major increases in
funding to programs for which Latinos students are disproportionately eligible - makes
sense as a strategy only to the extent that Hispanic children are actually served by such
programs. Thus, HEAP makes sense only if the problem ofunderrepresentation is
addressed. The Executive Order signed by President Bush in 1990 and that you re-issued
designed in part to address the underrepresentation issue. It established a structural
mechanism to monitor and encourage progress toward improving the re'sponsiveness of
federal education programs to the Hispanic community.
Thus, our support for the HEAP was conditioned· on "off-budget" improvements in
program implementation that would make such 'programs, as well as other important
programs like Head Start, more responsive to our community. We believed, inaccurately
as it turns out, that the combination of the White House Initiative overseeing the
Executive Order and a special inter-departmental team overseeing HEAP implementation
together would produce the 'kinds of programmatic and policy changes needed to increase.
Hispanic access to HEAP and related programs.
.
.
N <: L R
,
! ',1
,
Program Offices: 11hoenix, Arizon;\ • $;10 Anlonio" Texas • Los Angdes, C:\lil'orni;\ • Chir;lJ..'<l. Illinois
••
_
..... ,
·Pl.,
I'~
""' .... ; ..
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,t."
",HI'
\\"'t't,t
�- - - - - - - ._-
We have participated in numerous discussions with, and have provided specific
recommendations to Administration' officials to address the chronic denial of access of
, (HiSpanic students from federal' education programs (see attachment 2). We had
.......
confidence in the commitment and competence ofthe very able public servants involved
in these efforts, and expected by now to see some real, substantive changes. '
nfortunately, two' related sets of documents have led us to conclude that, in the absence
of your immediate personal intervention, these efforts will result in failure. First, we
have reviewed an initial draft of the Department of Education's HEAP implementation
plan. While the plan lists numerous ongoing actions that relate toJiispanics, it does not
'ncIude a single, substantive program or policy change that will mt"terially improve
• MiRA psce§1 and RarticiW~8D in the Department's programs. \Vhilewe have not seen
a counterparf\)cument reiat: to Head Start, we have reason to believe that no important
developments have taken place with respect to that program either,
,
.~,
Second, we have reviewed a preliminary draft of the FY 1998 Annuaillerformance
. Report on Implementing ~xecutive Order #12900, As the draft report states, in pertinent
, ' ,
, part:
"
The majority ofthe reporting agencies have It de uatel m nito and
.
.
rtici i
yment re ated
Qji&e W § §wee
Agency reports show a gross under
representation of . Ispanic American participation in programs. This
deficiency is increased because most reports do not provide either specific
strategies to gauge Hispanic participation or design plans that address
program effectiveness,"
'
,
1ir,.,
to obfuscate
We believe that three major problems underlie the failure of both the Bush and Clinton
Administrations to reverse the chronic, gross underrepresentation ofLatinos in federal
education programs. First, all of us
restimated the intr .
federal
,iureaucmr"v,
..
.
i'
who have resIsted
change consistently and energetically. secb:'!!W existipg ExegJ!JY'i Rrder has failed to
be t
of effecti'
___is_that we had hoped it woutd be, In part
ncludin . t e hite House, simply have never made
, a serIous,commitment to makiQ& it wpr ,
•
I
...... Unless we are able to come up with a solution very quickly, I must say that I face some
difficult questions. As it now stands, HEAP borders on fraud. It purports to targe~
�resources to Hispanics, but in fact many of the programs it funds actually under-serve
Latino children. How can I, in good conscience, continue to ask public officials and
leaders in my own community to continue to support increased appropriations for
programs which deny equal opportunity to Hispanics? With respect to the Executive
Order, since my resignation as Commission Chair in 1996, I have kept my commitment
to the'you, Secretary Riley, and other members of the Commission to refrain from
I publicly criticizing the initiative, and I have instructed my staff to cooperate fully with its
U work. In light of recent developments, don't I have an obligation to declare the effort a
failure and call for its abolition?
I request immediate personal intervention by you and/or the Viceiresident to see ifwe
might be able; to develop an effective response to the problem,and ask for a meeting with
you and/or the Vice President within the next 10 days to discuss the issue. Please have
your staff contact me or my scheduling assistant Helen.Coronado ~t (202) 776~1739 to
arrange a mutually convenient time to meet.·
.
Thank you for your personal attention to this issue.
Sincerely,
/2-c-r.
RaulYzagui~
President
cc:
-- -
.
~
.
.
Vice President AI Gore
r
.
f
�ATTACHMENT #1
NCLR~~~~~
NATIONALCO~OLOFURA1A
HISPANIC PARTICIPATION IN
FEDERAL TRIO PROGRAMS
ISSUE BRIEF
Contact: Raul Gonzalez
(202) 776-1734
April'1998
--------------------------------------------------~-------------------------------------
Overview
The Hispanic population is rapidly growing~ it is projected to be one-fourth of the total U.S.
population by the year 2050. Even though Hispanics constitute mor~ than 40% of net, new
. labor force entrants; our education system is not meeting the challenge of adequately preparing
Latinos for the 2pt century workplace. Hispanics continue to face some of the most daunting
challenges to completing high school and going on to college. For example:
• Latino children·have a higher poverty rate than any group of children. Between 1993
and 1995, the number of Latino children living at the poverty level nearly doubled from
21 % to 40%. Today, Hispanics constitute 10% of the total U.S. population, but nearly
30% of low-income children, according to Census data.
"
• Latino students are more likely to be retained in grade. According to the U.-S. Census
Current Population Survey (CPS). among 15- to 17-:year-olds, 39.9% of Latinos were
retained in grade. compared to only 29.6% of White students.
.
• The Latino dropout rate of 30% exceeds that of all other groups. The CPS data also
show that students who are retained in grade are at higher risk of dropping out of school.
Of the 13.3 % of 16:- to 24-year-olds who repeated one.or more grades by 1995,
approximately one-quarter had dropped out by 1995. Thus, Latinos are doubly
disadvantaged.
Hispanic Participation in TRIO Programs
Given that in 1997 Hispanics constituted approximately 30% of poor children in the United
States, Hispanics should constitute about 30% of children served by federal education
programs. Unfortunately, despite the alarming statistics cited above, Hispanic students are
under served by federal education programs designed to serve. the neediest of our children,
including the so-called "TRIO" programs. TRIO programs were created to serve
disadvantaged children and youth by providing intervention services. such as outreach to
school dropouts, to increase secondary school completion rates. In addition, support services,
including financial apd personal counseling, are provided to help disadvantaged students
complete postsecondary education. The most important 6f these programs for Latinos are
Talent Search and Upward Bound. Unfortunately, Latino youth are underrepresented N Cl It
in these programs, a~ the data below clearly show.
.
~
.
I'~
~
~tf'
�,
,
• While Latinos constitute approximately 30 % of all poor children. In 1997, only 16% of
students participating in TRIO pro~rams were Hispanic.
• The percentage of Latinos served by TRIO has decreased over time.· In 1977, for example,
. 18% of students participating in TRIO programs were Latino, compared to 16% in 1997
(see chart A below). This decrease occurred during a period in which the Hispanic
p0pulation increased from nearly 15 million of the total population in the 1980 Census to
more than 29 million in 1997 (see chart B below).
;
Chart A - Latino Participation Rate Has Decreased
18%
17%
16%
15%
14%
13%
1977
"'
1982
.,'
30
,,
~
Chart B - While Population Has Increased
~~
.,
"'"
~
1989
...............
25
~
20
1993
1994
1997
/
---'
/
/
15
1980
I-+-% of Latino Participants I
'"-"
1990
1994
1996
1997
,. -+-# of Latinos In the. U.S. (in millions)
Source: US Dept. of Education
Source: US Census
Misleading Participation Data
Because some published data includes Puerto Rican participants, but excludes Puerto Rico
poverty statistics, it may appear that TRIO programs are reaching disadvantaged children from
all backgrounds proportionately. Some have,inaccurately claimed that about 20% of TRIO
participants are Latino. This percentage is based on U.S. Department of Education data which'
include students from Puerto Rico participating inTRIO programs. However. these numbers
are measured against population eligibility data that do not include Puerto Rico. '
In order to achieve "apples to apples" comparisons, one must either delete Puerto Ricans from
the participant category, or add Puerto Rican poverty statistics to the eligibility category.
• If Puerto Rican participants are eliminated from the partiCipant category, the percentage'of
Hispanics served by TRIO drops froll). 20% to 16% in 1997.
• If Puerto Rico poverty statistics are added to the eligibility category, then the proportion of
Hispanics within'all persons eligible for TRIO increases from 28% to approximately 33%.
• By either standard, Hispanics are under-served by 12 to 13 percentage points.
If Latinos were equitably served by TRIO, which according to the U.S. Department of ,
Education included approximately 671,102 participants in the 1996-97 progra~ year, by either
method of comparison,'Hispanic'TRIO program participation would be;dramatically higher.
2 '
�• In the 1996-97 program year, there were about 107,376 Hispanic participants (16%
of 671,102).
.
• If; in 1996-97, Hispanics were equitably served, then Latino participation would
have been approximately 187,909 (28% of 671,102).
Thus, more than 80,000 eligible Latinos should be, but are not, served by TRlO programs.
Moreover, these data understate the degree of underrepresentation in TRlO. In addition to
poverty status, TRlO eligibility is based on first-generation college attendance. Since
Hispanics have the lowest rates of college attendance of any major population group, the actual
proportion of Latinos within the total pool of TRlO-eligible studen~~is higher than the 28 % >
(excluding Puerto Rico data) or 33% (including Puerto Rico da~) figures cited above.
Latino Participation in Selected TRIO Programs
. Talent Search
Talent Search programs reach students in grades six through 12 to identify, encourage, and
assist students from disadvantaged backgrounds in completing high school and entering
college. Additionally, the program serves high school dropouts by encouraging them to
complete their education. Program services include counseling, information On college
admissions, financial aid and scholarships, and trips to college campuses.
•
•
•
•
•
Total number of students served in FY 1993:
300,981
Percentage of Latino students who are eligible:.>
28%
49,248
Number of Latino students served:
Percentage of all participants who are Latino:
16%
Number of eligible Latino students who would be served if equitably represented: 84,275
Upward Bound
Through special ir;tStruction, Upward Bound programs provide participants ages 13 to 19 with
>skills to succeed in postsecondary education. In addition to instruction in basic skills,
participants receive academic and financial counseling to enhance their chances of completing
high sch~ol and entering and graduating -from college.
•
•
•
•
•
Total.number of students served in FY 1993:
Percentage of Latino students who are eligible:
Number of Latino students served:
Percentage of all participants who ate Latino:
Number of eligible Latino students who would be served if equitably represented:
I
>
I
3
44,684
28%
7,062
15%
12,512
�Policy Recommendations
Representative Ruben Hinojosa (D-TX) and Senator Jeff Bingaman (D-NM) have introduced
legislation to the "Highet Education Amendments Act of 1998" (H.R. 6) that would give new
applicants a chance to compete for TRIO funds. Some who oppose their efforts have argued
incor'rectly that Representative Hinojosa and_ Senator Bingaman are attempting to alter the
scope' of the program to focus solely on dropout prevention, and that they are making
participation in the program "race based." Their legislation would not change the way existing
or new programs operate, nor would it grant preferential treatment to applicants proposing to
serve specific racial or ethnic groups. Representative Hinojosa and~Semitor Bingaman are
attempting to create a "level playing field" for all applicants, while;~nsuring that curtent
program~ can continue providing services.
"
,j,
The amendment authored by Representative Hinojosa and Senator' Bingaman would be
triggered only if the amount offunds appropriatedfor TRIO exceeds the fiscal year 1998
amount, $530 million. If future allocations exceed this figure, the excess funds would be
distributed in a way that provides equal preference points for programs with "prior
experience" and applicants serving eligible populations in geographic areas which have been
underserved by TRIO, and the degree to which these applicants serve schools with high
dropout rates.
Sources
"Dropout Rates in the United States: 1995,
H
National Center for Education Statistics, July 1997.
"Federal TRIO Programs• .. Office of Postsecondary Education, United States Department of Education, Spring
1998. '
'
"Digest ofEducation StatiStics. '1997. ,; National Center of Education Statistics, December 1997.
"Historical Poverty Tables. United States Bureau of the Census Website.
H
4
�~--
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.
..
..•..
_--_._--------
·ATTACHMENT #2
National Office
NCLR
. 1111 19th Street, N.W, Suite IOlXJ
\'V'Jshinglon, DC 20036
Phone: (202) 785·1670
Fax: (202) 776·1792
NATIONAL COUNCIL OF IA RA1A
Raul Yzaguirre, President
TO:
MEMORANDUM
Barbara Chow, Associate Director, Office of Management and Budget
Janet Murguia, Deputy Director for White House Legislative Affairs
Sarita Brown, Executive Director, White House Initiative on Educational
'. Excellence for Hispanic Americans it .
..::
FROM:
. Charles Kamasaki, Senior Vice-President, NCLR
Cecilia Munoz, Vice-President, NCLR .
.,
Roberto Rodriguez, School Reform Coordinator, NCLR
DATE:
March 4, 1999
cc:
Maria Echaveste, Deputy White House Chief of Staff
Jonathan Schnur, Associate Director for Domestic Policy, Office of the
Vice- President
Mo V~la, Chief Financial Officer, Office oft4e Vice-President
SUBJ:
Recommendations for Implementation of Hispanic Education Action Plan
BACKGROUND
Thank you for your recent meeting to discuss the implementation of the Hispanic Education
Action Plan (HEAP). NCLR appreciates the seriousness of your commitment to addressing our
concerns. Per your request, we have developed a substantial list of recommendations designed to
improve the responsiveness of certain federal education programs to Hispanics.
Before listing specific reconUnendations, we would make several observations. First, reversing
the long-term neglect of Latinos in federal education programs will require major and sustained
effort. Given this reality, we recognize. and appreciate the significance of your leadership. .
Second, we believe that reversing the situation will require affiimative steps, not just p~ive
outreach efforts. We acknowledge some of the steps taken with respect to GEAR UP-. i.e.
holding outreach meetings in predominantly Hispanic communities and disseminating flyers to
Latino organizations. However, as experience to date has shown, 'outreach is not enough. This
holds true given past instances of inertia, reluctance by some elements of the bureaucracy to
accept newpolicies, and in this case, the wording of the regulations themselves, which do not
explicitly clarify a major role for community-based organizations.
a
.
.
Program Offices: Phoenix. Ariwn;r .; San, Antonio, TeX;lS • Los Anl;lcies, (~tlirorni;l • Cbk:tgo, Illinois
...
, -.
....
..'
•.
t\ • ,
. , • • J"
.1.. ,: ,...
\,·~~.".I
�Finally, we would note that, in many other contexts, the federal government exercises discretion
to "de-target" funds. One example of such discretion is evident in the competitive grant process
and-funding of the 21 st Century Community Learning Centers Program. Although the statute
explicitly targets funding to inner city and rural schools, the Department of Education has
permitted all school districts to apply for this competitive grants program. This raises an issue
.concerning why it appears to be so difficult to do the reverse, that is, to target funds to deserving
populations.
.
NCLR offers its recommendations below in three categories. The fir~t notes recommendations
that are applicable to a broad range of competitive programs, such asiHead Start, TRIO, and
GEAR UP. Following these recommendations appear sub-recommeQdations in italics,
.
particularly applicable to a single program. Specific programs are identified in the context of
these recommendations. The second category outlines recommendati~ns for the implementation
of Title I-a formula-driven program that warrants separate and particular attention. The third
and final category lists recommendations for other programs included in the broader scope of the
Hispanic Education Action Plan.
'
,
RECOMMENDATIONS
A.
COMPETITIVE PROGRAMS
1.
PROCEDURAL IMPROVEMENTS: These include actions that might improve the
process through which policies are designed, grantees are selected, and programs are
in the potential to· improve the basic
implemented. The value of such changes
"infrastructure" of the program; the downside is that it is likely to be many years before
any tangible changes result from these "process" improvements.
lies
•
•
Increase number of proposal reviewers who have expertise in serving Hispanic
and languag~ minority children, such that each set of proposal review teams
includes persons with such expertise~
•
2.
Increase staff expertise on education of Latino and language minority children
(both career and political appointees).
Enhance the capacity of the agen~ies to serve Latino and language minority
children through hiring of qualified Latino staff, retaining a pool of consultants
who specialize in these issues, conducting relevant staff development and training
sessions, and other means. '
IMPROVE TARGETING OF EXISTING FUNDING: These include actions to help
immediately shift program resources to more effectively and equitably serve Hispanic
and language minority children. The value of such changes lies in the potential to realign
significant dollars'to Latinos and other underserved communities in the short term, and to
build an "infrastructure" within Hispanic and other underserved communities which will
�maximize their capacity to effectively compete for funds; the downside includes likely,
resistance from the bureaucracy' and presumably grantees.
•
Revise specific Notice of Funding Alerts (NOFAs) and proposal scoring systems
to require/encourage improved targeting, based on special population groups or
geographic areas. For example, at least one set of NOFAs released by the
Departmentof Housing and Urban Development in the early 1990s explicitly
established priorities for serving communities in the Southwest, based on research
demonstrating a shortage of community development corporations in this region.
Similarly, a recent HUD NOFA for homeowilership pr.ograms established
priorities for applicants serving new immigrants, based on research demonstrating
the importance of this population group as prospectivc".homeowners.
o
In the Head StartlTRIO context, NOFAs could be written to target funding to
rapidly-growing popUlation groups such as new i1nmigrants, language minorities~
and/or children of high school dropouts (all of which are somewhat effective
proxies for Latinos); or geographic areas such as broad regions- i.e. California,
the Southwest, the Northeast, and Washington, DC-. that might be underserved;
,and/or specific neighborhoods experiencing significant Latino population growth.
,~
•
This should be easier to accomplish with GEAR UP, inasmuch as it is a
new program. One important NOFAlregulation issue here is that
community-based organizations should be explicitly authorized to play a
"lead role or "significant role in partnerships permitted under the
program. Given that the initiCilfunding roundfor GEAR UP is imminent,
some thought might be given 'to reserving aportion ojthisfundingfof a
more targeted NOPA to be issued in the near future .
11
.,
A variant of this "proxy targeting" approach that might meet less resistance may
be to take some portion of "new" money- Le. funding available due to new
authority, or increases in appropriations- for such special targeting.
•
3.
11
One particularly interesting opportunity involves the potential new
funding in the Head Start reauthorization's Family Literacy Services
provisions, which provide for 100 Head Start agencies to engage in
collaborative partnerships with other entities. This would appear to be an
ideal opportunity to draft a NOFA which targets a substantial portion of
such funding to collaborations that serve Latino and language minority .
populations.
AGGRESSIVE TARGETING OF DISCRETIONARY FUNDING: These include
measures to maximize the use of discretionary funding to alleviate underrepresentation of
Latino children, and improve the quality of services available to them. One advantage of
this approach is that .we might reasonably expect quick results, such as implementation in
a single funding cycle; the downside is that gains could be transitory and the resource
levels affected are relatively small.
�----',,----
•
. Conduct pilot and demonstration programs assessing the efficacy of various
approaches to serving language minorities, new immigrants, and/or children.of
high school dropouts. One way to make this happen would be to use existing
research and/or evaluation dollars to fund programs that serve Latinos to test
various innovative approaches. In effect, the existing set of grantees 'Would serve
as the "control" group against which the innovations would be compared. Tliis
also has the effect of expanding and ~ddirig program flexibility by "transferring"
research funds to programs. Such efforts also' have the virtue of being able to
modestly improve hoth the quantity and qualIty of servjces to Latinos
simultaneously.
~~.
<
•
•
•
One particularly attractive approach, given the!J.dministration 's literacy
initiative, might be programs consistent with tAe National Research
Council's recent report designed to provide early intervention to children
to encourage phonological awareness and literacy development.
Similarly, various "family rea4ing'" programs (such as the Family
Literacy program mentioned above, to the extent the program includes
ariy discretionary funding) to encourage greater parental involvement, or
iutoring programs that use volunteers, should aggressively target Latino
organizations and communities.
In this connection, there may be opportunities to conduct joint "research and
demonstration" programs between Head Start, TRIO, and GEAR UP and various
di visions in the Department of Education, particularly with the Office of 13ilingual
Education and Minority Language Affairs (OBEMLA), various Adult Education
Act programs, the National Center for Education Statistics (NCES) and/or the
Office of Educational Research and Improvement (OERI).
"
•
Establish a clearinghouse or center to evaluate, identify, and disseminate "best
.practices" for serving the target populations. One center (modeled after the Title
VII bilingual education clearinghouse) or a group of centers (modeled after the
regional Title I or desegregation assistance centers) could encourage existing
. mainstream providers to serve greater numbers of Latino and language minority
kids by helping them to establish and implement special initiatives responsive to
their needs. .
.
•
One specific application may include establishing a Head Start.
clearinghouse devoted principally or exclusively to identifYing and
disseminating early childhood dewilopment "best praCtices" with respect
to Latino/language minority children.
.
•
A similar approach would involve a TRIO/GEAR UP clearinghouse
. devoted to identifying and promoting .exemplary and innovative practiCes
involving Hispanic and language minority children. We note
�parenthetically that we believe that ,unfounded but understandable Jears
and misperceptions ofthe college residential component ofUpward
Bound may deter Latino participation, particularly among immigrants.
One way ofaddressing this might be through partnerships with trusted
community groups; another angle might be to experiment with innovative, .
non-residential programs.
4.
OUTREACH, TRAINING AND TECHNICAL ASSISTANCE:
•
These and other changes should be accompanied by iri)proved outreach and
technical assistance to prospective grantees- either fd.r those replacing de-funded
. providers, for new competitions as service areas are re~defined, or for new
programs. This could be done as part ofexisting Trait9ng and Technical
Assistance (T&TA) Cooperative agreements, or through discretionary funding,
such as purchase orders or unsolicited proposals. Specific actions should be
l
'
considered that would:
•
•
B.
Assure that training and technical assistance resources are targeted to
providers witha commitment to and expertise fn serving the target
populations, a description that most observers would agree does not
include the existing T&TA Head Start or TRIO providers. One variant of
this idea could involve encouraging - or requiring if necessary - the
principal T&TA providers to establish partnerships with organizations
with greater expertise in serving Latinos and other language minority
populations. A related idea would be to separately bid out T&TA
contracts targeted exclusively to organizations demonstrati'ng commitment
to and expertise in serving Latino and language minority populations. ,
Assure·that,for new progrdms such as GEAR UP - and/or special subsets
ofexisting programs, i.e., prospective new applicants for Head Start or
TRIO - T&TA is available to help new applicants submit competitive
proposals. Thus, outreach and training need not be carried out by
existing T&TA providers or by Department staff(Who, as we note above,
may be part ofthe problem). Instead, an "alternative T&TA network"
dedicated to reversing the historic underrepresentation ofHispanics could
be established relatively quickly through purchase orders, task orders,
and the funding 0/unsolicited proposals.
TITLE I
For FY 1999, the Clinton Administration was successful in securing over $300 million in "new"
Title I funding targeted to Hispanic students. Unlike other programs that serve specific students
directly, Title I dollars are more broadly disbursed to schools to serve studen~s within a general
district. Mo(eover, until the 1994 ESEA reauthorization, an historical statutory ambiguity led
many school districts to exclude language minority students from most or all of Title I-funded
servlces. It i~ also likely that some form of"Ed-Flex'" will be enacted this year, further
�.
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NCLR~~~~~
NATIONAL COltlOL OF IA RA1A
HISPANIC PARTICIPATION IN SELECTED FEDERAL
ANTI-POVERTY PROGRAMS
ISSUE BRIEF
July 1997
Contact: Eric Rodriguez
Overview'
,,
The Hispanic population is currently 10.7% ofthe entire U.S. populatidn and is projected to
become the nation's largest ethnic minority group within the next decade. In fact, Hispanics are
projected to constitute one-quarter ofthe U.S. labor force by 2050, and have now surpassed
. African Americans as the poorest U.S. population (with 30.3% and 29.3% poverty rates
respectively). Most trou~ling about these data is that many young Latinos, who represent a large
proportion of the future U.S. labor force, are now growing up poor; two out of every five
Hisparuc children today live below the poverty line (40%). Despite this situation federal policies
have failed to focus on,or even recognize, Hispanic poverty as a growing and important national
problem. Moreover, federal programs designed to address arid alleviate poverty and open up
opportunities for all disadvantaged Americans continue to underserve and neglect Hispanics.
Representation
Given that Hispanics in 1995 constituted more than 22% ofpoor American families and about
28% of American children who are poor, Hispanics should constitute at least 22% offamilies and
28% of children served by the major federal anti-poverty programs. Most programs listed below
are means-tested, i.e., weigh individual and household income and povertY status as the most
important criteria in detennining eligibility forprograms.
Children and Youth
Head Start.~n 1993, Latinos constituted slightly more than one in six (15%) non-migrant, Head
Start participants on the U.S. mainland, while almost two-fifths (36%) of enrollees were Black,
and one-third (33%) were White.
Job Training Partnership Act (JTPA) Youth Programs. In 1994, Latino youth accounted for'
one in five (19%) YO\lI1g persons served by JTPA title III employment and training programs for
disadvantaged youth (which include Summer Youth employment services). In comparison, in
1994, Black and White youth accounted for more than one-third (35%) and more than two-fifths
(41%), respectively, of participants served by JTPAyouth programs.
N (. l R
�Job Corps Youth Programs. In program year 1995, Job Corps, the nation's largest residential
education and training program for disadvantaged youth, served more than 68,000 youth: Of
those served Latinos constituted fewer than one in six (15.8%) Job Corps participants, while
more than one-quarter were White (28.7%) and halfwere Black (49;4%).
TRIO Higher Education Programs. In the 1993-94 school year, Hispanics accounted for
slightly more than one in seven (15%) of those served in TRIO higher educational opportunity
programs (which include programs like Upward Bound, Talent Search,.and Ronald E. McNair
Postbaccalaureate Achievement awards), a decrease from almost one-quarter of participants
.
served by TRIO in 1978.
.
if
..
Medicaid. In 1995, more than three in five (61.8%) children receiving Medicaid were classified
,as White (including Hispanics), whi~e fewer than one in three (31.7%) children receiving
Medicaid were Black. When data are disaggregated, fewer than one-qu'luter (23.3%) of all poor
children receiving Medicaid benefits in 1995 were Hispanic.
Apprenticeship/School-to-Work. In 1994, just one in fifteen (6.6%) newly registered
apprentices in the U.S. were Hispanic, while one in ten (10.7%) were Black, and nearly four out
of five (79.2%) were White.
.
Families and Adults
Job Training Partnership Act Adult Programs. In 1994, Latinos comprised slightly more
than one in eight (13%) participants ofTitle II-A adult JTPA employment and training programs.
In contrast, White participants constituted half (50.8%), while Black participants made up fewer
than one-third (30.6%) of all JTPA adult participants.
Medicaid. In 1995, Latinos constituted slightly more than one in six (17.4%) of all Medicaid
recipients, compared to White and Black participants, who constituted more than four in nine
(45.5%) and one-quarter (24.8%), respectively, of all Medicaid recipients.
Food Stamps. In 1995, while fewer than one in five participant households (19%) receiving
Food Stamps were Latino, more than two in five (41%) participant households receiving Food
Stamp were White and one-third (33%) were Black.
Job Opportunities and Basic Skills Training program (jOBS). In 1992, Hispanics constituted.
slightly more than one in eight (12.8%) participants in JOBS -- the employment and training
program for welfare recipients -- while they accounted for about one in six (17%) welfare
recipients that year. In comparison, WJ:llte and Black participants were 47.2 percent 32.4 percent,
respectively, of JOBS participants, while they constituted 38.9 and 37.2 percent, respectively, of
AFDC recipients in 1992. 1
I Under the Personal Responsibility and Work Opportunity Act of 1996 (welfare reform act of 1996) the JOBS
program was abolished and funding for work programs was consolidated into the Temporary Assistance for Needy
Families (TANF) Block Grant.
.
2
�----".-,-.---~,~----~-,------.-.-----~
*
•
Housing Assistance. Latinos constitute about 12% of households receiving federal housing
assistance (which includes Public Housing, Section 8, and Housing Voucher programs), even
though they account for nearly 20% of poor households and 18% of households With "worst
case" needs.
Civil Rights
Federal Civil Rights Monitoring and Enforcement. The Equal EmploymentOpportunity
Commission (EEOC) continues to fail to serve Hispanics adequately; for:example, in 1996,
Hispanic charges alleging discrimination based on national origin accow#ed for only 8.6% ofthe
EEOC's combined charge caseload, while charges alleging discriminatio~ based on race (Black),
gender (female), and age~'made up 33.8%, 30.6%, and 20.1%, respectively, ofthe total charge
caseload. In addition, cases involving Latinos typically constitute almosfl 0% ofthe caseloadof
HUD's Fair Housing and Equal Opportunity division's caseload ofhousing discrimination
complaints.
Employment
Feder:al Employment. Hispanics constitute 6% of federal employees, although they were more
than 9.5% of the civilian labor force in 1996. Moreover, data suggest that Hispanics are even
more severely under-represented at the state-local level. As a result, one traditional "career
ladder" for minorities to escape poverty has been effectively blocked for Latinos .
.Conclusions
It is difficult to avoid the conclusion that Latinos are severely underrepresented by federal
programs and services. Overall, these data show that, literally from "cradle to grave," poor and
near-poor Hispanics are denied access to programs designed to alleviate poverty and improve
economic opportunity. NCLR is far less concerned about underrepresentation in, say,
Temporary Assistance to Needy Families (TANF) programs (welfare), which some have argued
persuasively does not effectively promote opportunity. However, given the growing importance
of Latinos to the nation's future economic well-being, all Americans should share NCLR's
concern that HispanicS are denied fair access to education (Head Start, TRIO), job training
(JTPA, School-to-Work), and similar programs designed specifically to improve long-term
economic opportunities for disadvantaged Americans.
It has become fashionable in some quarters to suggest that federal government involvement
decreases opportunity and worsens poverty. Whether or not this is true for other populations, it
simply does not apply to Hispanic Americans, who have the dubious distinction of having the
highest poverty rates of any major population group, despite having been ignored or neglected by
federal anti-poverty initiatives for decades. In fact, the absence of fair treatment of Hispanics in
the distribution of government benefits and services -- particularly those that buildhuman capital
3
�I
skills and support or encourage work -- appears to be a more persuasiv~ explanation of the high
and growing incidence of Latino poverty.
NCLR will provide citations for the data used in thislssue Brief. For more information contact
Eric Rodriguez at (202) 776-1786.
Sources
Published and unpublished data were provided by the following agencies: Health Care Financing Administration (Medicaid);
the Administration for Children and Families, Department ofHealth and Human Services; the Department ofLabor (mA. .
Apprenticeships); the Department ofAgriculture (Food Stamps); the Department of Education (Head Start. Bilingual Education.
TRIO); and the Equal Employment Opportunity Commission (civil rights data), The fonowing~ublications were used as source
material: Poverty in the United States: 1995, U.S. Bureau ofthe Census, October 1996 (poverty:!lata); "Underrepresentation in
Housing Assistance Programs", National Council ofLa Raza, 1997; and an Annual Report to Congress, Federal Equal
Opportunity Recruitment Program, 1996 (federal employment data).
..
•
4
~f
�i.... f '
,.
•
)
,<EXECUTIVE OFFICE OF TH E PRESIDENT
OFFICE OF MANAGEMENT AND BUDGET
WASHINGTON, D.C. 20503
THE DIRECTOR
February 71 2000
Mr. Raul Yzaguirre
President
National Council of La Raza
'1111 19th Street, NW, Suite 1000
Washington, D. C. 20036
Dear Mr. Yzaguirre:
We are writing to update you on the implementation of the Hispanic Education Action
Plan (HEAP) and recent progress with the Executive Order 12900 Annual Performance Plans,
including steps the Administration has taken, and plans to take, to successfully implement these
two central components of our strategy to improve educational opportunities for Latinos. We
continue to strongly support programs designed to improve the lives ofthe 7.5 million Latino
elementary and secondary students, 1.2 million Latino postsecondary students, and 7.9 million
Latino adult education students in this Nation,
As you may know, each of the 27 agencies submitted their FY 1998 Executive Order
12900 Annual Performance Plans ,to the White House Initiative' on Educational Excellence for
Hispanic Americans last October. Overall, we found that several agencies demonstrated
improvements over FY 1995. For example, the Departments of Energy and Health and Human
Services have developed department-wide initiatives with short and long-term strategies to
ensure that Latinos participate in and benefit from the agencies' education and employment
pr~grams. Likewise, several agencies have demonstrated an exceptional commitment to
improving the education of LatiJ?os through creative and innovative approaches of implementing
the Executive Order.
'
"
The difficult proce~s of developing annual plans has increased each Federal agency's
, awareness of its responsibility to better meet the educational needs of Latinos. We remain
committed to ensuring that the agency plans and efforts continue to improve. The White House
Initiative and OMB have already begun efforts to improve the focus of the FY 2000 Annual
Performance Plans and continue to meet with the Inter-Departmental Council on Hispanic
Educational Improvement to refine this exercise to achieve the best possible outcomes. We look
forward to you joining us at the next IDC meeting scheduled for February 15, 2000.
Additionally, the Departments of Agriculture, Education, Energy, Health and Human
Services, Housirig and Urban Development, Interior, Environmental Protection Agency, and the
Small Business Administration have worked throughout this past year with the White House
�Initiative to focus outreach efforts on Latino parents through the national conference series,
Exce1encia en Educacion: The Role ofParents in the Education ofTheir Children.
.
Collaborating with local partners in San Antonio, Los Angeles, New York, Chicago, and Miami,
Excelencia en Educacion brought together over 4,000 parents, educational, business, and civic
leaders, community-based organizations, and federal agenCies to discuss effective strategies and
available resources to assist parents in their pursuit of a quality education for their children. The
White House Initiative also continues to support joint technical assistance workshops for
Hispanic-serving institutions (HSls) with several Federal agencies, coordinate a working group .
on Latinos in higher education, and inform agencies about the cOI1dition of Latinos in education
through ~ntra-agency informational sessions and more issue-,specific policy seminars.
Even before HEAP was launched, the Department of Education successfully expanded
Latino participation in several education programs over the last few years. For example, changes
in the 1994 reauthorization ofthe Elementary and Secondary Education Act, as well as expanded
adult education programs and improved student financial aid resources, have provided for
increased access to quality education for Latino students, particularly those with limited English
proficiency.·
.
For the first time, the Improving America's Schools Act of 1994 clearly articulated the
responsibility of Title I schools not only to serve students whose first language was not English,
but also to provide them with necessary supports to ensure that they achieve to the same high
academic standards expected of all children. As you know, this. requires grantees to include
limited-English proficient students in assessment and accountability systems. In addition,the
number of Latino students served by Title I has increased by 72 percent since 1994, comprising
approximately 30 percent of the 3.3 million students served by this $8 billion program.
Similarly, the 1996-1997 program year reports of adult participation in State-administered adult
education programs report Latino enrollment at nearly 1.6 million, an increase of more than 50
percent since 1988.
The Departm~nt also has made significant improvements to its student aid outreach and
delivery systems, including providing a Spanish language version ofthe Free Application for
Federal Student Aid as well as bilingual toll-free customer service and support lines. In 1997, a"
record high 65.5 percent of Latino high school graduates enrolled in college, with 45 percent of
Latino college students receiving Federal, student financial aid. Department studies suggest that
Latino recipients ofPell Grants are more likely to attain a degree than those who do not receive
such support,
.
Most recently, the Department of Education focused Gaining Early Awareness and
Readiness for Undergraduate Programs (GEAR UP) outreach and technical assistance to ensure
that the program, designed to help young students In high-poverty communities complete high
school and be academically prepared to attend college, adequately serves minority students. For
the first GEAR UP coinpetition, held in 1999, the Department conducted an aggressive outreach
strategy to encourage institutions of higher education, including HSls, and school systems iIi
local communities with large Latino populations, to apply for GEAR UP awards. This strategy
also includes selecting high quality reviewers who understand approaches to increasing Latino
2
�college participation and reducing the dropout rate. In August, the President announced the
award of the first GEAR UP grants, including 164 partnership grants and 21 state grants. This
initial group of GEAR UP grantees will help more than a quarter of a million disadvantaged
young people prepare for and go on to college. More than 31 partnerships involving HSls were
funded, involving $20 million (or nearly 27 percent) qf the $75 million for partnership funding.
The Head Start program has also taken significant steps to increase access for the Latino
communi.ty. Since 1992, Hispanic enrollment has increased by 70,000, a rate more than twice as
fast as non-Hispanic enrollment. Head Start now reaches approximately 220,000 Latino children
(183,000 excluding Puerto Rico). Specific steps have included increasing by 50 percent the
number of points awarded to expansion grant applicants who emphasize outreach to underserved·
populations (such as seasonal farm workers,·recent immigrant families, and non-English
speaking groups). In addition, Head Start has increased its efforts to work with and monitor
programs to ensure full utilization of community assessments to better target outreach,
recruitment and enrollment of under-served popUlations. Head Start expects to become even
more infonned about serving LEP children through the Research Conference on Early Childhood
Bilingual Language and Literacy Development in·San Antonio later this month.
Despite these and other examples, we believe there is still much to be done to improve
the impact of HEAP and other Federal education programs in effectively targeting and reaching
Latino students. To ensure HEAP implementation, we have assigned Barbara Chow, Associate
Director of the Office of Management and Budget, and Michael Cohen, Assistant SecretarY for
Elementary and Secondary Education, to lead this effort. In addition, we has engaged educators
and members of the Latino community. to identify and plan additional steps to be taken. Your
staff has been particularly helpful in this effort.
Over the next several months we will continue to expand thes~ efforts to improve Latino
participation in Federal education programs and ensure that such programs effectively serve
.these students and their unique needs. For example, we will build on our experience with GEAR
UP to increase Latino participation in after school activities through the 21 sl Century Community
Learning Centers program. The Office of Elementary and Secondary Education (OESE) will
focus on str~ngthening the enforcement of provisions in current Title I hlw that require states to
. hold schools and local school districts accountable for the academic perfonnance of Latino aIJd
LEP students. OESE and the Office of Bilingual Education and Minority Language Affairs will
also continue to identify and disseminate infonnation to schoo}s served by Title I, Title VII, and
other federal education programs to implement models of effective practices for helping Latino
students learn to read and meet academic challenging standards in other academic subjects.
Similarly, we will be working with our higher education programs to track and improve their
effectiveness in serving Latino students, as well as adult education programs to ensure access to
meaningful learning opportunities.
3
�These steps are beginning to show results. The attached documents include updated
implementation strategies for all ofthe programs in the Hispanic Education Action Plan and the
steps we will take in the coming months.
We look forward to working with you and your staff, as well as the larger community, as We
continue on this significant path.
Sincerely,
•
Rlchard W. Riley·
Secretary, Departnientof Education
Jacob 1. Lew
Director
Attachments
4
�-.
THE HEAD START PROGRAM:
Steps to Improve Access for Under-served Populations
Sirice its inception in 1965 as a summer program launched during President Lyndon B. Johnson's
"War on Poverty," Head Start has helped more than 16 million children and their families. Head
Start was designed to help break the cycle of poverty by providing preschool children with a
program to meet their emotional, educational, social,health, nutritional, and psychological needs.
The idea was that, with a little help---:-a head start-children from even the most disadvantaged
families could begin elementary school at the same level as their more advantaged peers.
In the last three decades, the United S.tates population has undergone some dramatic demographic
changes yielding a far more culturally diverse population. Children in Head Start now come
from scores of different countries and speak approximately 140 different languages. While Head
Start has always been committed to providing culturally relevant services to children and families
from all racial and ethnic backgrounds, these changing national demographics mean that Head .
Start must continue to strengthen efforts to encourage the participation of new popUlations and
tailor program~ to meet their unique needs.
1. Give greater priority to under-served groups in the expansion grant process.
ACF currently provides specific incentives for local Head Start grantees to reach under-served
populations with Head Start expansion funding. Starting in FY 1998, the Head Start Bureau
added language to its competitive expansion announcement encouraging grantees to focus on
under-served populations. This language was strengthened in FY 1999 and the point system for
grant awards was revised to put more weight on addressing the existing need for service,
particularly among new or under-served populations. Specifically, the language in this year's
expansion announcement said:
This expansion provides an opportunity for Head Start programs to
reach neighborhoods, communities and groups within their service
area that they have been unable to serve in the past. These may
include'a variety of special populations of low-income (amities, such
as seasonal farmworkers, recent immigrant families, non-Englis~
speaking groups or American Indian families outside of Federal
Indian Reservations. All applicants are encouraged to base their
applications on a careful assessment of. the community, including
identification of special populations who are not being served by
Head Start.
Applicants are then rated on, among other things, the degree to which they have identified n~w
and under-represented populations, and their strategy for serving these groups. The points
awarded in this area increased by 50% in FY99 and now represent close to a thirdofthe total
points.
1
�Next Step: ACF will include new language in the FY 2000 expansion announcement that puts
additional emphasis on reaching under-served populations, and will evaluate the effectiveness of
giving greater weight to outreach under-served population when scoring expansion grant
applications. Conversely, an applicant's failure to use the community needs assessment data or
adhere to Head Start regulations will be considered in making expansion grant decisions. In '
addition, ACF will increase the number of grant application reviewers who have expertise in
serving language minority children, so that each setofproposal review teams includes persons
with such expertise as appropriate.
2. Increase funding to serve the children ofmigrant and seaSonal farmworkers.
In the 1998 reauthorization of Head Start, Congress gave Head Start explicit authority to serve
the children of seasonal farmworkers, and the Bureau is mobilizing to take advantage of this
opportunity through the Migrant Head Start program. Seasonal farmworkers are typically
families that were fOmierlymigrant work~ butwho decided to settle in a particular agricultural
community. To begin better meeting the needs of these families, most of whom are not being
served by Head Start, the 1999 Head Start expansion' effort made over $5 mIllion available last
summer to increase enrollment of migrant and seasonal farmworker famil~es by nearly 1,000
children. The vast majority of seasonal farmworkers are Hispanic, the largest under-served
population 'in Head Start.
Next Step: The President's Budget included a $27 million increase for Migrant Head Start in FY
2000, which, in addition to providing approximately $13 million for cost-of-living and quality
improvement increases, provides $14 million to serve as many as 2500 additional migrant and
seasonal farmworker children.
3. Provide information, training, and technical assistance to promote the recruitment of
children and families from under-represented populations, and identify culturally appropriate
'
social service organizations,in the area to serve them.
Head Start's training and technical assistance network employs consultants with experti~e in the
, field of conducting community assessments and using the data collected from these assessments
to design programs that most effectively serve all families in the community. Grantees who need
assi'stance conducting a thorough and accurate conimimity assessment, or who have not
appropriately used the assessment to design their program, have access to these consultants who '
are able to help programs better serve all members of the community with culturally relevant and
, responsive programs.
Next Step: ACF has recently issued an Information Memorandum that reiterates Head Start's
policy to assure all eligible families within a grantee's service area are given fair consideration
for enrollment in the Head Start program. Grantees have peen reminded .that 45CFR Part 1305.3
requires them to conduct community assessments at least once every three years. ,This,
.
2
�assessment provides data on ''the demographic make up of Head Start eliglble children and
families, including their estimated number, geographic location and ethnic composition." This
information is then used by each Head Start grantee to decide in which part of its service area it
will recruit. The need for Head Start services should be the basis for determining which
communities to serve, and how many children in each community to enroll, not historical
enrollment patterns. Grantees were advised that they must be sensitive to demographic changes
in their service area and that as new families and children move into their service. area, theX must
also be given consideration for enrollment.
Next Step:· Head Start is initiating an effort, with contractor assistance, to collect demographic
data at the county level which can be used to make judgements about how well grantees are
doing in terms of enrolling families that reflect the overall make-up of their community. Once
this data collection is complete, Head Start will, as discussed below, focus on working with
grantees that seem to be having the most. difficulty serving all the populations of their
.
communities.
.
'
Next Step: To assist grantees in this process the Head Start Bureau will work with its training and
technical assistance (TITA) providers to ensure that they assist grantees who are experiencing
demographic changes within their service area in designing their programs, when appropriate, so
that grantees can better serve new populations in culturally sensitive programs. In FY 2000, ACF
will, using the data collected through the process discussed above, identify at least ten
communities where the unmet need of emerging populations is most dramatic~ ACF will then
work closely with existing and potential grantees and leaders in these communities in order to
implement various outreach and TIT A strategies designed to improve representation of under- .
represented children, and, where appropriate, facilitate the participation in Head Start oflocal
organizations representing these groups. In this way, while generally broadening its efforts using
current techniques, ACF canalso (I) develop and test the effectiveness of new TIT A and
outreach strategies designed to improve the representation of underserved children into Head
Start; (2) actively work with grantees and local leaders to ensure that the skills, expertise and
capabilities of local organizations in underrepresented communities are effectively utilized; (3)
provide focused attention to the communities with the most dramatic problems; and (4)
ultimately, point to these model communities as examples where the representation of
underserved groups has improved and where that progress has effectively drawn upon the skills
of community groups dedicated to addressing the needs of under-represented populations.
In areas with large under-represented populations, ACF will work with grantees to identify social
service organizations that work with faniilies from these populations. For smaller Head Start
grantees, these organizations can serve as valuable partners in recruiting from n,ew communities.
Where grantees ar~ large enough to have sub-grantees, they will be encouraged to consider
making these organizations delegate agencies based on their demonstrated potential to run a
Head Start program and their commitment to hire culturally representative staff.
3
�4. Assure equitable access and efforts to reach under-served communities following grant
terminations and relinquishments.
If Head Start grantees relinquish their gi-ants or are tenninated due to an inability to meet Head
Start Performance Standards, an assessment will be made to detennine if service areas should be
reconfigured to assure equitable access for all childrenin'the community. For instance, when the
large Denver Head Start gtantee was tenninated, 'ACF chose to split the single Denver grant up
into several smaller grants that better met local needs. In doing so, one of the grantees, Rocky .
Mountain SER/Jobs for Progress, was sPecifi'cc;illy chosen to help address the unmet needs of
eligible Hispanic families in the Denver area. A similar process occurred in Houston, which
resulted in new services to Hispanic children and families and the funding of Avance, In~. as a
Head Start grantee.
"
Next Step: ACF is institutionalizing this process of outreach and community needs assessment,
including the needs of underserved populatioQ.s, as grant tenninations or relinquishments occur.
5. Reinforce monitoring to ensure that grantees serve new and under-represented populations.
Each Head Start program, as required by law, must be monitored, on-site, at least once every
three years by a team led by a federal employee.
Next Step: In the Information Memorandum that was issued in July 1999, ACF discussed the role
of the monitoring process in helping grantees work towards greater equity in reaching under
served populations. ACF regional staff who monitor Head Start programs will build on current
procedures to create a stronger emphasis on assuring that grantees have conducted '
comprehensive cOnUnunity assessments and have used the data from these assessments to'd~sign
theirHead Start programs. Grantees will need to be able to clearly explain why they have chosen
to serve the specific communities and populations they have and, conversely, why they are not
serving other communities or populations. Grantees that are not using community assessment
data properly or adhering to Head Start regulations regarding the selection and recruitment of
children will be found "out-of-compliance" and will be required to implement a corrective
action plan. Head Start staff will closely monitor these grantees to ensure that they are in
compliance within one year: This approach will help assure that all families eligible for Head
Start will be given fair and equitable consideration for enrolling their child in Head Start and that
Head Start programs will increasingly serve families that are representative of the diversity of
their service area.
6. Continue to track and provide updates on outreach to under-served communities.
Head Start will issue a report by the endofFY 2000, detailing its efforts arid accomplishments in
extending access to under-represented populations.
4
�Hispanic Education Action Plan (HEAP) Strategies and Implementation
DRAFT 1-3-00
Title I
58.0 billion
Objective: Strengthen the effectiveness of Title I services.to help Hispanic students
, achieve to high academic standards.
Performance Indicator:
• Between 1994 and 2002, performance of the lowest achieving students and students
in the highest-poverty public schools, including Hispanics--disaggregated by race and
ethnicity--will increase substantially in reading and math (1.1).
• By 2002, 32 states with 2 years of assessment data and aligned standards and
assessments will report an increase in the percentage of students--including
Hispanics-:-in schools with at least 50% poverty who meet proficient and advanced
performance levels in reading and math on their state assessment systems. (Data will
be disaggregated by race/ethnicity, LEP status, and migrant status.) (1.2)
)
Results to Date: Title I currentlyserves 3.3 million Hispanic students, approximately
30% of all students participating in the program. Hispanic participation has increased by
72% (up from 1.9 millioh) since 1993-94. This increase appears to be attributable to the
expanded number of schoolwide programs, funding increases, and clearer requirements
that LEP students must be served under Title 1.
�Strategy 1:
Ensure that scho()ls are held accountable for improving the aCildemic perfonnance of
Hispanic students, by enforcing the Title I requirements for implementation of state
standards, assessments and accountability systems by school year 2000 - 200 I, and
ensuring the inclusion of LEP students those systems.
in
A cion Steps:
f
I No.
•
Expected
Completion
Date
November 1999
I
2
. fAction
<::omplete
"
"
November 1999
1
•
•
•
4
5
Fe~ruary
...;
•
Ongoing
I
i
.
I
9
October 2000
I
OESE
•
Ongoing
March 2000
~
OESE
•
draft
completed
11199
8
OESE
•
.t
2000
i
7
OESE
•
OctoberDecember 1999
January 2000
I
I. 6
Issue final guidance on Title I standards,
assessments, and accountability requirements.
Provide technical assistance on the above through
. 2000, with attention given to communities with new
and emerging populations.
Issue final guidance on the inclusion ofLEP students
. ("in the native language to the extent practicable") in
assessment and accountability systems.
Provide technical aSsistance on the above through
2000, with attention given to communities with new
and emerging populations.
.
Conduct three workshops on Title I assessment
requirements and best practice.
Release "Toolkit for Assessment ofLEP Students"-
technical reports and handbook on large scale
testina--in partnershil! wi CCSSO.
Produce report on state policies for including LEP
students in assessments.
•
.
3
Responsible
Office
I
I
i
•
..
!
I
OBEMLA
Identify states wi greatest difficulty in complying wi
requirements for the inclusion of LEP students in
state assessment and accountability systems and
provide appropriate technical assistance and
encouragement.
Monitor for and provide technical assistance on state
compliance to Title I requirements by ensuring
review of assessment policies and services to LEP
students are central to state int~ed reviews.
I
Develop follow-up·and technical assistance plan for
states needing assistance in improving services to
and assessment of LEP students.
I
Ensure appropriate consequences for states that fail
to comply w/ Title I assessment requirements.
i
OESE
"
OESE
I
OESE
OESE
2
�Strategy 2:
Provide Title I schools and districts, particularly those with high and growing
concentrations of Hispanic and LEP students, with high quality resources, including best
practices.
.
AClOD Steps:
t'
No.
I
Expected
Completion
Date
Ongoing
2
Complete
February 2000
Action
•
•
OctoberDecember 1999
•
4
March 2000
•
5
RFP-November
1999
•
6
January 2000
•
7
Ongoing
•
8
First year reportMarch 2000
3
9
0
February 2000
.r
First year
data
collection
complete.
•
•
Incorporate NAS reading research into all ESEA
progi"am technical assistance and implementation
strategies.
Synthesize and promote use of high quality research
in the teaching of reading to students with limited
English proficiency.
Co-sponsor (with CAL) regional workshops on best
practices in teaching reading to LEP students (lAS
conferences).
Produce practical research summaries and related
materials (including workshop videos) on teaching
reading to LEP students.
Support research on teaching reading to young
children whose first language is Spanish (ED and
NICHOl.
Develop an "Idea book" on the education of
Hispanic students. (AQ initial report was developed
by NCBE and released in January 1999.)
Produce and disseminate a variety of Spanishlanguage materials to support parent involvement in
education and early reading. (Spanish language
catalogue of materials, Even Start guide on helping
the child's brain develop, etc. have been completed.)
Evaluate the effectiveness of Title I in serving LEP
students through the National Longitudinal Study of
Schools (NLSS) (3-year study).
Develop plan for ongoing technical assistance and
outreach to school districts with large, fast growing,
or emerging Hispanic student populations.
Responsible
Office
OESE and
OBEMLA
OESE (REA)
i
OS (America
Reads) and
OBEMLA
OS and'
OBEMLA
OERI
PES
OIIA and
OERI
PES
OESE and
OBEMLA
3
�Bilingual Education
I IFY 1999 Increase
$25 million ..
:
FY 2000 Requc~t
$259 million
($25 million for Bilingual
Education Professional
Development and $10
million for Instructional
Services)
FY 2000 App.:opriations
. $248 million
I
($24 million increase;
$19.5 million for .
Professional Development
and $2.5.Jor Instructional
Services)
Objective: Improve effectiveness ofTitle VII grantees in helping linguistically diverse
children learn English and achieve to the same challenging academic standards required
of all children.
Performance Indicator:
• Each year, the number of grantees meeting criteria for model programs--progress in
learning English and meeting high academkstandards--will increase by 20%. (2~ 1)
• For LEP students--including Hispanics--who participated in Title VII for at least 3
years, grantees will report achievement, and compare it with that ofnon-LEP
students. The two groups will perform comparably. (1:3)
Results to Date: '
• In 1999, approximately 1.4 million Hispanic students were served by Title VII
programs. Federal bilingual ~ducation projects continue to demonstrate effectiveness
in teaching English.
• Recent evaluation reports indicated that for 91 % of projects, at least two-thirds of
LEP students made gains in oral English proficiency.
Strategy 1: Ensure effective project implementation through improved grants
management, technical assistance, and identi fication and dissemination of promising
practices.
Strategy 2: Launch all outreach and technical assistance campaign to solicit Professional
Development grant proposals from IHE's and other eligible institutions located in and
serving areas with a large unmet need for bilingual education and ESL instructors as well
as in communities with emerging Latino popUlations.
. "
,
4
�Acion Steps:
t'
No.
Complete
Action
I
Expected
Completion
Date
Ongoing
2
March 2000
•
3
Ongoing
•
4
October 1999
March 2000
5
Ongoing
•
.J
evaluation
criteria,
TA to be
provided
.J
1999 data
6
March 2000
•
•
•
Support the development and dissemination of high
quality research, instructional materials, and
resources to help ensure the effective education of
LEP students.
Develop a database of current Title VII grantees to
improve program monitoring and the provision of
technical assistance.
Identify and highlight promising practices (in
coordination with NCBE and NABE) and work with
OESE to improve implementation of all federal
programs .
Support intensive evaluation of programs and
individual criteria by developing and providmg
technical assistance and guidance on and criteria for
high quality evaluation.
Identify communities with large and fast-growing
LEP populations (and native languages) across the
country and by state (through NCBE).
Increase outreach to parents and teachers of LEP
students (e.g. Produce and disseminate a guide to
parents on standards-based reform and the inclusion
ofLEP students in high quality instruction,
assessment, and accountability systems.)
Responsible
Office
OBEMLA
andOERI
OBEMLA
OBEMLA
OBEMLA
OBEMLA
OBEMLA
5
�TITLE I, Part C: MIGRANT EDUCATION·
I FY 1999
Increase
$49 million
I
FY 20UO Rcqu,~st
FY 2000 Appi'opriations
$380 million
$354.7 million
(no increase)
Objective: Help improved academic achievement and school completion of migrant
children.
Performance Indicator:
• Increasing percentages of migrant students will meet or exceed the basic and
proficient levels in state and local assessments (where in place).
Results to Date:
• 752,000 migrant children have been identified as being eligible for the migrant
education program; 621,000 are currently being served. Approximately 85% of .
migrant children are Hispanic.
• In Reading, Elementary & Middle Grades: At least 60% of migrant students scored at
or above basic in 6 of the 10 states providing usable :data.
• In Math, Elementary Grade: At least 60% of migrant students s<.:ored at or above
basic in 4 of the 10 states providing usable data.
.
• In Math, Middle Grade: At least 60% of migrant students scored at or above basic in
2 of the 10 states providing usable data.
6
�.1
Strategy 1:
Ensure that migrant children are included in state assessments that are linked to high
standards.
A'
etlon Steps:
No.
I
Expected
Completion
Date
January 2000
2
February 2000
•
3
May 2000
•
4
July-20M
•
5
Ongoing
•
6
Ongoing
.
Complete
I
Action
•
•
Disseminate guidance to states about Title
I standards, assessments, and . \
accountability requirements (including
guidance on the inclusion ofLEP students)
at 2000 State Directors Meeting.
Conduct study on level of migrant student
participation in state assessment systems.
Disseminate report describing state
practices on assessing LEP students to
State MEP Directors.
Work with states in Summer Leadership
Institute to examine the testing, reporting,
and use of state assessment infonnation for
migrant students.
Provide technical assistance to states on
the testing, reporting, and use of state
assessment data with the migrant student
population.
Monitor for state compliance on Title I
requirements for the disaggregation and
reporting of migrant student assessment
data.
Responsible
Office
OESE
PES
OESE
OESE
OESE
OESE
Strategy 2: .
-'
Encourage the implementation of comprehensive school reforms (e.g., SWPs & CSRD)
that effectively integrate MEP funds and serviCes with other programs so that migrant
children benefit more fully.
7
�Action Steps:
No.
Complete
Action
1
Expected
Completion
Date
January 2000
2
Ongoing
•
3
Ongoing
•
4
May 2000
•
•
Promote the design and use of high quality
programs and services at the 2000 State
Directors Meeting.
Disseminate information to MEP State
Directors on strategies for states and
school districts to work with Title I, Part
A, staff in comprehensive school reforms
and school-wide programs.
Monitor for evidence of support for
building level attention to the uriique needs
of migrant children in schoolwide and
CSRD programs via state integrated
reviews.
Implement revised research agenda for
migrant education focusing on graduation
rates, secondary school dropout risk
factors & levels, student achievement on
state standards, and school readiness.
Responsible
Office
OESE
OESE
OESE
PES &OESE
Strategy 3: Ensure that state~ and local school districts provide)education services
outside the regular school tenn to help migrant students achieve high standards.
A cion Steps:
t·
No.
Complete
Action
I
Expected
Completion
Date
October 1999
2
January 2000
•
3
March 2000
•
4
July 2000
•
5
May 2000
•
./
•
Include incentives for the implementation
of summer-term and inter-session
programs in MEP funding formula as
presented within ED's reauthorization
proposal.
Promote the design and use of high quality
programs and services at the 2000 State .
Directors Meeting.
Conduct workshops at the National
Migrant Education Conference on student
participation rates and high quality
programs.
Provide funding incentives for multi-state
consortia that Will develop and use
innovative materials and procedures to
ensure education continuity for migrant
students.
Implement revised research agenda for
migrant education focusing on graduation
rates, secondary school dropo~t risk
factors and levels, student achievement on
state standards. and school readiness.
.Responsible
Office
•
OESE
•
OESE
•
OESE
..
OESE
•
PES&
OESE
8
�Strategy 4: Increase the efficiency and effectiveness of services to migrant children
through more effective coordination.
.
t'
Acion Steps:
No.
1
Expected
Completion
Date
March 2000
Complete
Action
2
October 2000
•
3
On-going
•
4
On-going
•
5
On-going
•
•
Present recent ED research on promising
practices that enhance the coordination of
education for mi~ children.
Pilot consolidated database to assist in the
transfer of migrant student records.
Continue support for technology grants
that are examining innovative ways
technology can enhance the education of
migrant children.
Coordinate with Mexico's Department of
Education on improving educational
outcomes for bi-national children.
Continue support of incentive grants that
promote parmerships with agribusiness
and other local organizations to support
education services and the work of migrant
families and workers.
Responsible
Office
•
OESE
•
OESE
•
OESE
•
OESE
•
OESE
9
�'College Assistance Migrant Program
I IFY 1999
FY 2000 Rcqllc~t
Increase
. $4 million
FY 200n Appropdations
$ 7 million
. ($3 million increase)
$7 million
Objective:
.
.
Assist migrant and seasonal fannworker students, a majority of whom are Hispanic, to.·
. complete successfully their first academic year of college, and to continue in post
secondary education.
.
Performance Indicator:
• The number of migratory students--including Hispanics--served by CAMP will
. continue to increase.
• The percentage of CAMP participants--including Hispanics--who complete the
program and continue ,in p~stsecondary education will increase.
Results to .Date:
The CAMP program serves approximately 660 students, an increase ofover 50% since
. 1994. Approximately 86% of program participants are Hispanic. Four ofthe 12 CAMP
projects are located at Hispanic Serving Institutions, an increase of three since 1994.
Strategy 1:
.. .
Develop' a technical assistance plan to ensure that programs provide effective services to
Hispanic students.
A ction Steps:
No.
I
2
3
4
5
Expected
Completion
Date
January 2000
Complete
Action
•
. Annual mtgJanuary 2000;
National Migrant
Ed. ConferenceMay 2060
May-June 2000
•
May through
December 2000
Ongoing
•
•
•
Responsible
Office
Develop and issue notice of new competition for
CAMP program, including outreach to HSI's.
Provide improved technical assistance to CAMP
grantees..
OESE
Award new CAMP grants and host meetingdor
new grantees.
Develop a follow-up monitoring plan for CAMP
projects needing assistance.
Improve partnerships with and technical assistance
to support implementation of all federal education
. programs in a manner that meets the unique needs
. of migratory students.
OESE
OESE
OESE
OESE,
OBEMLA,
andOSERS
10
�I
.
High School Equivalency Program (REP)
I
FY 1999 . Increase
59 million
,
FY 200n RCql~~st
515 million
FY 2000 App.'op.:hltions
515 million
(56 million increase)
Objective: Assist migrant and seasonal fannworker students, a majority of whom are
Hispanic, to obtain a GED and be prepared to enter institutions of higher education,
. training programs, or career positions.
Performance Indicator:
• The percentage ofHEP participants·-including Hispanics·-who complete the program
and receive a GED will remain high or increase. (1.1)
• The percentage of HEP participants--inc1uding Hispanics-·with a OED who enroll in
postsecondary programs will either equal or exceed the percentage achieved the
previous year. (2.1)
Results to Date:
The HEP program currently serves approximately 3,800 students,
increase of
approximately 1,300 students since 1994. Hispanic participation in these programs is
approximately 85%, an increase of 10% since 1994. Seven of the 23 HEP programs are
located at HispanicServing Institutions ...
an
Strategy 1:
Develop a technical assistance plan for the current HEP programs and for new programs
to help them achieve these objectives.
A ction Steps:
No.
I
2
3
4
5
Expected
Completion
Date
January 2000
January -May
2000
May-June 2000
May-December
2000
Ongoing
,
Comil1ete
,
Action
Responsible
Office
Issue and broadly disseminate notice of new competition.
for HEP programs.
improved technical assistance to HEP grantees.
OESE
Award new HEP grants and host meetings for new
grantees.
Develop a follow-up monitoring plan for HEP projects
needing assistance.
Improve partnerships with and technical assistance to.
support coordinated implementation of aU federal
education programs in a manner that meets the unique
needs of migratory students.
OESE
OESE
OESE
OESE,
OBEMLA,
and OSERS
11
�21 st Century Learning Centers
Objective:
Increase participation of LEP. students in 21 51 Century Learning Center program to 25
30% in the FY 2000 competition.
. Performance Indicators:
• The proportion of students with limited English proficiency--inc1uding Hispanics-
served by 21 51 Century Community Learning Centers will increase with each
competition.
• Beginning in 2000, Centers will report continuous improvement in achievement
among students--inc1uding Hispanics--participating in reading and mathematics .
. activities (disaggregated by LEP status and race/ethnicity). (1.1)·
.
• Beginning in 2000, Centers will report that more than 75% of students participating in
the program for at least 2 years show improvements on measures such as grades,
attendance, taking of advanced or challenging courses (e.g., algebra, honors. courses,
AP courses) and fewer disciplinary actions (disaggregated by LEP status and
race/ethnicity). (1.2)
.
Results to Date:
,
• The 21 51 Century Community Learning Center program funds at least one project in
14 of the 20 districts with the highest LEP enrollment.
• Between 18-20% of all students served, more than 48,000, have limited English
profiCiency. I
.
.
183 new grants serving 600 schools were ·announced in November. 1999. Preliminary analysis of these
grantees suggests increases in both Hispanic and LEP student participation in funded projects.
I
12
�Action Steps:
No.
I
. Expected
Completion
Date
December 1999
Complete
.J
Action
•
.Responsible
Office
Revise FY2000 RFP and application to provide an
invitational priority to applicants who will serve
communities 'with significant risk of educational
failure, particularly those with high drop out riltes
and high concentrations of LEP students.
Add clarifying language in'the application to
encourage attention to the specific educational
needs of LEP students.
OESE
•
Expand outreach and dissemination efforts to
ensure representation of Hispanic communities in
the applicant pool.
OESE
•
Promote, through the Mott Foundation, a network
of partnerships with national and local Hispanic
advocacy and service organizations to provide
technical assistance to improve the quality and
competitiveness of grant applications from districts
and CBO's serving high numbers of Hispanic and
LEP studentS. (NABE will help coordinate and'
design more than 50 outreach and technical
assistance workshops targeted to communities with
large Hispanic populationS.)
Recruit reviewers with particular understanding of
the needs of Hispanic youth by soliciting
recommendations of peer reviewers for the grant
review from a variety of organizations. (Clnet
National &Community Latino Organizations have
provided an initial list. )
•
2
Ongoing
,
3
April 2000
•
OESE
13
�GEAR UP
Objective:
Maximize participation of Hispanic youth in awarded projects.
Results to Date:
• Of the 164 partnership grants awarded in August 1999, 31 partnerships involving
HSI's were funded. These partnerships received 27% of the funds ($20 million out of
$75 million).
.
• The Department of Education is collecting data o~ the demographic profile of the
students served by all GEAR UP partnerships in order to monitor the participation of
Hispanic students as well as institutions.
Action Steps:
No.
,J
Expected
Completion
Date
Complete
•
I
2
.
•
•
3
,
Responsible
Office
Action
Track and evaluate participation 0 f Hispanic and
LEP students in funded projects.
Expand outreach to Hispanic communities and
HSrs through mailings, application workshops and
technical assistance in communities with large
Hispanic populations.
Develop ongoing partnerships with Hispanic
advocacy groups and community-based
organizations to identify and solicit grant proposal
reviewers Iolowledgeable about Hispanic
communities and education'issues.
.
OPE&PES
OPE
OPE
"
14
�Adult Education
Education
State
Grants
National
Activities
$345 million
($20 Million Increase) ,
$14 million
(including $7 million for
ESL/Civics
demonstration
$468 million
($123 Million Increase)
$450 million
($85 million increase,
$25 million of which is
dedicated'to ESL/Civics
$101 million .
(including $70 million
for ESL/Civics
demonstration
$14 million
Objective:
Help limited English proficient adults. including Hispanics. become literate in English
and develop the knowledge and skills necessary to participate effectively in a global
economy and exercise the rights and responsibilities of citizenship.
Performance Indicator: In program year 2000-01. 40% of adults--including Hispanics-
in beginning English for Speakers of Other Languages programs will complete and
achieve basic English literacy.
Results to Date:
• In 1997-98 program year reports of adult participation in State-administered adult
education programs, total Hispanic enrollment was approximately 1.6 million, an
increase of more than 50% since 1988.
• Hispanics now represent more than 40% of the total adult education enrollment.
Strategy 1:
Increase access to high quality, innovative ~dult education programs.
15
�A ction St'eps:
No.
1
Expected
Completion
Date
Ongoing
.' Complete,
Action
•
,
2
..J
Grant AwardsMarch 2000
,
RFPNovember
1999
•
Use current study of promising ESL practices to
Improve customer service to ensure the provision of
high qUality technical assistance (based on best
practice)--workshops, print and online
. dissemination of best practices and examples of
effective programs and partnership efforts"
particularly in supporting improved services for
Hispanic adults .
.Make available nearly $7 million in new funding
for 20~2S projects to demonstrate effective
strategies for teaching Engli$h literacy in the
. context of the citizenship education. Developed a
quality application and plan for outreach and
competitive review of proposals.
Responsible
Office
OVAE.
OVAE
16
�Objective: Improve access to and quality ofTRIO programs for Hispanic and LEP
students.
Performance Indicator:
• The proportion of students from underserved groups --including Hispanics-
participating in TRIO programs will increase.
• TRIO participants who are English language learners (ELL) will enroll in
postsecondary education programs at rates higher than the national average and
comparable bigh school students who did not participate in TRIO. (1.1)
• TRIO participants who are ELL will enroll in postsecondary education programs and
will complete them at rates higher than comparable students who do' not participate in
. TRIO.
Results to Date:
• An estimated 16% of TRIO program participants are Hispanic. Recent evaluations
indicate that while the number of Latino students served is limited, students
participating in Upward Bound are positively affected.
• Hispanics participating in Upward Bound earn more high school credits, are less .
likely to drop out of high school, and attend four-year colleges at a higher rate than
comparable non-participants.
17
�A· Steps:
ction
No.
I
Expected
Completion
Date
Ongoing
2
February 2000
3
March 2000
Complete
4
(
Ongoing
Improve data collection and program evaluation to
better track the participation and achievement of
Hispanics in TRIO programs.
, Develop a plan to improve dissemination of
promising practices and innovative strategies in,
reaching and serving underserved populations,
including Hispanics, recent immigrants, those with
: .
limited English proficiency, or individuals with
disabilities.
• . Target additional support and technical assistance to
exi!!ting Upward Bound grantees to expand
outreach to and recruitment of
underservedleducationally at-risk students, ,
including Hispanics, recent immigrants, those with
limited English proficiency, orindividuals with
, disabilities.
• Develop partnerships with Hispanic advocacy
groups and community-based organizations to
identify and solicit grant proposal reviewers
knowledgeable about the education of Latinos.
OPEIPES
..
.
Responsible
Office
•
,
Action
OPE
OPE
I
OPE
,
18
�Hispanic Serving Institutions (HSIs)
Objective: To provide financial support and technical aSsistance to assist eligible
Hispanic-serving institutions of higher education to expand their capacity to effectively
serve Hispanic and low-income students.
Performance Indicator:
Result to Date:
Support continues to be provided to help strengthening institutions of higher education
that: (1) have an enrollment of undergraduate full-time equivalent st\ldents that is at least
25 percent Hispanic students; and (2) assure. that not less than 50 percent of its Hispanic
students are low-income individuals.
..
FY 1998: 37 continuation grants
FY 1999: 37 continuation grants; 39 new grants
FY 2000: 39 continuation grants; 68 new grants; 13 planning grants
Action Steps:
No.
Expected
Completion
Date
Action
Complete
t
Develop a plan for improved data collection and
1
Responsible
Office
OPE
! program evaluation to guide the provision of high-
2
Ongoing
3
Applications due
March 2000
quality technical assistance and appropriate program
improvements.
Expand outreach and technical assistance to HSIs to
support expanded participation in all federal education
programs.
Provide technical assistance and outreach to expand
grantee applicant pool and award new grants.
Departmentwide
OPE
19
�
Dublin Core
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Andrew Rotherham - Events Series
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Domestic Policy Council
Andrew Rotherham
Date
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1999-2000
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<a href="http://clinton.presidentiallibraries.us/items/show/36330" target="_blank">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/612954" target="_blank">National Archives Catalog Description</a>
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2011-0103-S
Description
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Within the Domestic Policy Council, Andrew “Andy” Rotherham was Special Assistant to the President for Education Policy from 1999-2000. Before working for the Domestic Policy Council, Rotherham was Director of the 21st Century Schools Project for the Progressive Policy Institute (PPI). This series of Events includes records relating to education events and the corresponding background materials. The records include reports, memoranda, email, congressional correspondence, press releases, and speech drafts.
Provenance
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Clinton Presidential Records: White House Staff and Office Files
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20 folders in 3 boxes
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White House Initiative on Hispanics: HEAP [Hispanic Education Action Plan] [2]
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Domestic Policy Council
Andrew Rotherham
Event Series
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2011-0103-S
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Box 14
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2011-0103-S-events.pdf">Collection Finding Aid</a>
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2011-0103-Sb-white-house-initiative-on-hispanics-heap-hispanic-education-action-plan-2
612954
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https://clinton.presidentiallibraries.us/files/original/0e7d38dc2a813e0d0fa6b9779ae710db.pdf
8b693dd3141d44c2c765bd5bea2a1e44
PDF Text
Text
,
'-:'
\
Dear Raul:
As promised by President Clinton, we are writing to update you on the implementation of the Hispanic
Education Action Plan (HEAP) and to discuss the steps the Administration has taken and will take to
ensure its successful implementation. We regard HEAP as a central component of our overall strategy for
improving educational opportunities and excellence for Latinos. As such, we continue, with your support,
to pursue the resources nec~ssary to positively affect change in the lives of our x million Hispanic
elementary and secondary school students and our y million Hispanic adults.
Though there is considerable work to be done, there are a number of areas in which we have successfully
. expanded Hispanic participation over the last few years. For example, changes in the 1994 reauthorization
of the Elementary and Secondary Education Act, expanded adult education programs, and improved
student financial aid resources have provided for increased access to quality education for Hispanic
students, particularly those with limited English proficiency.
For the first time, the Improving America's Schools Act (1994) clearly articulated the responsibility of Title
I schools not only to serve students whose first language was not English, but also to provide necessary
supports and include them in assessment and accountability systems to ensure that they achieve to the same
high academic standards as expected of alJ children. As a result, the number of Hispanic students served by
Title I has increased by 72% since 1994, comprising approximately 30% of students approximately 3.3
million served the $8 billion program.
.
On the student aid front, the Department has made significant improvements to its outreach and delivery
systems, including providing a Spanish language version of the Free Application for Student Aid (FAFSA)
as well as bilingual 1-800 customer service and support lines. In 1997, a record high 65.5% of Hispanic
high school graduates enrolJed in college with 54% of these students receiving some form of student
financial aid. Furthermore, Department studies suggest that Hispanic recipients of Pell Grants are more
likely to attain a degree than those who do not receive such support.
Similarly, 1996-1997 program year reports of adult participation in State-administered adult education
programs described Hispanic enrollment at nearly 1.6 million, an increase of more than 50% since 1988.
Most recently, the Department of Education focused Gaining Early Awareness and Readiness for
Undergraduate Programs (GEAR UP) outreach and technical assistance on ensuring that the program,
designed to help young students in high poverty communities complete high school and be academically
prepared to attend college, serves Latino children. The Department conducted an aggressive outreach
strategy to encourage institutions of higher education and local school systems in local communities with
large Hispanic populations, as well as HSI's, to successfully compete in the GEAR UP competition. This
strategy included holding outreach sessions in communities with large Hispanic populations, issuing
invitations to these outreach sessions, and selecting high quality reviewers who understand approaches to
reducing the Hispanic dropout rate in increasing Hispanic college participation. In August, President '
Clinton announced the award of the first GEAR UP grants, including 164 partnership grants and 21 state
grants. This initial group of GEAR UP grantees will help more than a quarter of a milJion disadvantaged
young people prepare for and go on to college. More than thirty-one partnerships involving HSI's were
funded, involving 30% of the partnership funding ($20 million out of$75 million).
However, despite these and other examples, we strongly believe and agree with you that there is still much
to be done in improving the service and impact of HEAP and other federal education programs in
effectively reaching Hispanic students: Admittedly, progress has been slow, but we are confidant that by
specifically assigning senior level staff to lead this effort--namely Mike Cohen, Assistant Secretary for
Elementary and Secondary Education--and developing a significant plan of action for the entire agency, we
are making the necessary and important first steps to implementing change. In addition, we have been
�working hard to engage the expertise of both the education field and Hispanic community in identifying
and planning additional steps to be taken. Your staff has been a particularly valuable resource in this effort.
Over the next several months we will further expand these efforts with a considerable focus on improving
both Hispanic participation in federal education programs and ensuring that such programs effectively
serve these students and their unique needs. For example, we will build on our experience with GEAR UP
to expand efforts to increase Hispanic participation 'in after school activities through the 21 sl Century
Community Learning Centers program. The Office of Elementary and Secondary Education (OESE) will
focus on strengthening the enforcement of provisions in current Title I law that require states to hold
schools and local school districts accountable for the academic performance of Hispanic and LEP students.
OESE and OBEMLA will also continue to identity, disseminate and help schools served by Title I, Title
VII, and other federal education dollars to implement models of effective practices for helping Hispanic
students learn to read and meet academic standards in other challenging academic subjects. Similarly, we
will be working with our higher education programs to track and improve their effectiveness in serving
Hispanic students, as well as adult education programs to ensure access to meaningful learning ,
opportunities. These steps are beginning to payoff. The attached documents updated implementation
strategies for all of the programs in the Hispanic Education Action Plan and the steps we will take in the
coming months.
As you know, it has been difficult to reach this point, and we assure you we are no where near the end of
the effort, but we have made some important steps. We look forward to working with you and your staff,
as well as the larger community, as we continue on this path.
, Sincerely,
Jack Lew
Richard Riley
Secretary of Education
�SEP.,-21.'
. 99(TUEI
;
16:27
NCLR-ORAL
P. 002
TEL: 202 776 1794
~
N;tlion:u Office
WI 19th Street. N.\'I.• Suil!! HltXI
\lit.lShin!;ton. 0(; 2I1I)j6
Phone: (2U2l7US·L6711
Fax: {2U21 n6·li9l
NelR
NATIONAL COUNOL OF IA RA1A
R:1ul Yuguim:.
Presld~nt
.
September 21, 1999
(Delivered by hand)
Hon. Bill Clinton·
President of the United States
1600 Pennsylvania Ave., N.W.
Washington, D.C. 20500
COpy
Dear Mr. President:
I write to you on an urgent matter that demands your immediate attention. You have
noted the Administration's success in conceiving and then winning increased funding
from Congress for the Hispanic Educatio.n Action Plan (HEAP), and deservedly so.
NCLR has supported HEAP vigorous~y, both in its planning stages within the
Administration and in our lobbying efforts with the Congress. In addition, we have given
the Administration substantial credit for this first-ever, major programmatic federal
education initiative targeted to the Hispanic community. We recognize that, on symbolic
grounds alone, the HEAP is an important, precedent-setting, groundbreaking initiative,
and we very much appreciate the personal attention you and the Vice President have
given to its conception andimplement3:tion.
Having said that, we are obligated to call to your attention several serious and long
standing problems which threaten to turn the HEAP into a complete sham. Permit me to
give you some background. Latinos have long be(,!n under-served by federal education
programs (see a.ttachment 1). The theory behind HEAP - to provide major increases in
funding to programs for which Latinos students are disproportionately eligible - makes
sense as a strategy only to the extent that Hispanic children are actually served by such
programs. Thus, HEAP makes sense only if the problem of underrepresemation is
addressed. The Executive Order signed by President Bush in 1990 and that you re-issued
designed in part to address the underrepresentation issue. It established a structural .
mecbanism to monitor and encourage progress toward improving the responsiveness of
federal education programs to the Hispanic community.
Thus, our support for the HEAP was conditioned on "off-budget" improvements in
program implementation that would make such programs, as well as other important
programs like Head Start, more responsive to our community. We believed, inaccurately
as it turns out, that the combination of the White House Initiative overseeing the
Executive Order and a special inter-departmental team overseeing HEAP implementation
together would produce the kinds of programmatic and policy changes needed to increase
Hispanic access to HEAP and related Rfograms. . .
. !
.... C l
n
�SEP.-2.l'99(TUEl
.
~
,
,
16:28' NCLR-ORAL
P. 003
TEL: 202 776 1794
,
We have participated 'in numerous discussions with, and have provided specific'
recommendations to Administration officials to address the chronic denial of access of
Hispanic students from federal education programs (see attachment 2). We had
confidence in the commitment and competence of the very able public servants involved
in these efforts, and expected by now to see some real, substantive changeS.
Unfortunately, two related sets of documents have led us to conclude that, in the absence
of your immediate personal intervention, these efforts will result in fai lure. First, we
have reviewed an initial draft ofthe Department of Education's HEAP implementation
plan. While the plan lists numerous ongoing actions that relate to Hispanics, it does not
include a single. substantive program or policy change that will materially improve
Latino access to and participation in the Department's programs. While we have nqt seen
a counterpart document related to Head Start, we have reason to believe that no important
developments have taken place with respect to that program either.
Second, we have- reviewed a preliminary draft of the FY 1998 Annual Performance
. Report on Implementing Executive Order #12900. As the draft report states, in pertinent
pm: .
.
The majority of the reporting agencies have not adequately monitored and
addressed Hispanic participation in educational and employment related
programs since 1995... ; Agency reports show a gross under
. representation ofHispanic American participation in programs. This
deficiency is increased because most reports do not provide' either sp.ecific .
strategies to gauge Hispanic participation or design plans that address
program effectiveness.
.
I would add that many ofthe agency reports seemed designed deliberately to obfuscate
rather than enlighten.
We believe that three major problems underlie the failure of both the Bush and Clinton
Administrations to reverse the chronic, gross underrepresentation of Latinos in federal
education programs. First. all ofus have underestimated the intransigence of the federal
bureaucracy, a few political appointees, and other entrenched interests who have resisted
change consistently and energetically. Second, the existing Executive 'Order has failed to
be the kind of effective accountability mechanis11l that we had hoped it would be., in part
because too many people involved, including the White House, simply have never made
a serious commitment to making it work.
Third, however, r must take some personal responsibility for failing to bring greater
public attention to the scope and persistence of this problem. I had hoped that by ,
working quie~ly with the many able Administration officials of good will, together we
would be able to reverse this situation. It is now clear to me that this has nbt worked.
I
Unless we are able to come up with a solution very quickly. I must say that r face some
difficult questions. As it now stands, BEAP borders on fraud. It purports to target
�S'EP?;,,2L'99tJUEI l6:28' NCLR-ORAL
TEL: 202 776 l794
P,004
"
resources to Hispanics, but in fact many of the programs it funds actually under-serve
Latino children. How can r, in good conscience, continue to ask public officials and
leaders in my own community to continue to support increased appropriatIons for
programs which deny equal opportunity to Hispantcs? With respect to the Executive
Order, since my resignation as Commission Chair in 1996. I have kept my commitment
to the you, Secretary Riley, and other members of the Commission to refrain from
publicly criticizing the initiative, and I have instructed my staff to cooperate fuUy with its
work:. In light of recent developments, don't I have an obligation to declare the effort a
failure and call for its abolition?
'
I request immediate personal intervention by you andlor the Vice President to see ifwe
might be able to deve\op'an effective response to the problem. ~nd ask for a meeting with
you and/or the Vice President within the neXt 10 days to discuss the issue. Please have
your staff contact me or my scheduling assistant Helen Coronado at (202) 776-1739 to
arrange a mutually convenient time to meet.
Thank you for your personal attenti~n to this issue.
Sincerely,
I.
~,
'
Raul Yza.gui~
,
~
President .. -
cc;
Vice President Al Gore
�.~
DEC.'':06'.99 (MON) 13:51
. r.
TEL:2U2 77b 17Y4
NCLR-ORAL
N2liooal OIflce
1111 19th Streel, N,W., Sui!e 1000
WashinBloo, DC 2£)0}6
NCLR
Pho~:
(202) 7115-1670
Fax: (202)776-1792
NATIONAL COUNCIL OF IA RAlA
November 24, 1999
,Raul Yzaguirre, President
The Honorable RlchardRiley
Secretary
U.S. Department of Education
·400 Maryland Avenue, SW
·Washington, DC 20202
Dear Secretary Riley:
On behalf ofthe Hispanic EduCation Coalition. (HEC), a:p.ad hoc coalition of national
organizations dedicated to improving educational opportunities' for Hispanics, we want to thank
the Department of Education, for your cOntinued effortS to improve and expand educational
opportunities for Hispanic children. As the Administration develops its Fiscal Year (FY) 2001
funding priorities, we encourage increased funding levels in several programs that provide the
pillar of support for Hispanic studentS.
Today. Latino children are the .largest group of minority children in me United Staces, second
only to non-Hispanic White children. Despite the significant increases iIi the number of
Hispanic children attending our nation's schools, they remain among the most educationally
disadvantaged of all public school students. For example. 39 % of Hispanicchildr~n live iIi
families with an income below the poverty line, a rate more than twice as high as for White
children.
The Hispanic dropout rate remains one of the most significant challenges faced by the ,Hispanic
conununity,. and the country as a whole. Hispanic st\.1dems drop out at. nearly three times me
rate of African American or White Srudents. The, dropout rate of Hispanics' is at about 30%'
nationally. To reduce the dropout rate, and ensure Hispanics contr~bute to our nation's
economic prosperity. funding for programs serving Hispanic children and young people must
be increased.
.
·BILINGUAL EDUCATION
Funds for Bilingual Education are critical to meeting the needs of school districts that must
provide'high~quality instruction to the more ihan 3.5 million limited English proficient (LEP)
srudents.As the 1990 Census showed, LEP stUdents are no longer concentrated in a limited
number of regions of the United States. These students are in virtUally every large urban. area
as well as many smaller and rural communities. Unprepared for this rapid growth in LEP
students, school dismcts have floundered trying to devise local responses to this national trend.
N C L It
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�:DEC. :'06' 99(MON) 13:51
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TEL: 202 776 1794
P. UU3
Letter to Secretary Riley
Page 2
Federal bilingual education funding both leverages· other funds for program improvement and
provides much needed leadership for states and localities.
,
Although the number of LEP students has grown dramatically, funding for federal bilingual
education has· not significantly increased to ensure LEP students are afforded equal educational
opportunities. For example, in 1980, bilingual education received $166 million in
appropri~tions; for FY 1998, it was funded at $199 mi1lion. During the same period, the
number LEP srudents. in the United States doubled. Clearly, appropriation levels have not
kept pace with the increasing need for services. According to the Congressional Research
Service. funding for the Bilingual .Education Act since FY 1980, after adjusting for inflation,
has declined an estimated 39% fcom FY 1980 to FY 1998. 1 The FY 1980 appropriation for
bilingual education.' in estimated FY 1993 dollars, should have been· $345.504,000. 2
of
To help LEP students meet the same academic standards required of all children in the United
States, it is essential that funding for bilinguaJ education be increased to $336 million. This
would increase funding for instructional.services, which provides direct assistance to school
districts. to $215 million, and increase Support Services, which funds grants to State
educational agencies; the National Clearinghouse for Bilingual Education, Academic
Excellence dissemination grants and grants for research, to $21 million. These funds would
assist school districts in meeting their obligation LEP students under the Civil Rights Act of
1964 and the Supreme Court ruling mLau v. Nichols of 1974. as w~ll as support important
research and disseInination of information to the public. Last, we urge an increase for
professional development to $100 million to address the critical shortage of qualified and
certified bilingual education teachers. A 1993 study found that only 18% - or fewer than one
in five -, of teachers serving LEP students were certified in either English as. a second language
or bilingual education. 3
to
HEP/CAMP
The High School Equivale~y Program (lIEF) provides an excellent model for bringing
dropouts back inrothe educational world, so that ihey can receive their GED and pursue
.
.
.
ICongresslonal Research Service. Bilingual Education; An Overview. CRS Report for
Congress No. 98-501 EPW: by Steven R. Aleman, Education and Public Welfare Division.
lPor a discussion of estimating changes over time in funding levels. see: U.S. Library
of Congress. Congressional Research Service .. U.S. Deparrmenr of Education: Major
Program Trends, Fiscal Year.r1980-1991.· CRS Report for Congress No. 91-10EPW, by the
Education and Public Welfare Division.·
. JDescriptive Study of Services ro Li~ited English Proficient Students. Summary of
Findings and Conclusions, vol. 1, Development Associates, 1993.
�'DEC, .>06' 99 (MONl 13: 52
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Letter to Secretary Riley
Page 3
postsecondary education opportunities. The College Assistance Migrant Program (CAM}»
provides significant services to migrant students during their first year of college. Both
programs show excellent success rates with 69% of HEP students receiving GEDs and 96% of
CAMP students completing their flrst year of college. More than 73 % of CAMP students go
on to receive their baccalaUreate degrees.
Despite the phenomenal success of REP/CAMP. both programs afe seriously underfunded.
HEPcan serve only one out of ten eligible students and C~P is limited to serving only 2 %
of its eligible population. To be able to meet the need of all eligible 'migrant srudents. more
than $70 million would be required for'the HEP program. and $100 mimon would be needed
for CAMP. The I'Y 1999 funding level of $13 million for HEP/CAMP did not come close to
meeting this need, and barely exceeds the S10.5 miUion the programs received in FY 1993.
For FY 2001, we urge dle Adminisrration to recommend that the programs receive $20 million
and $10 million, respectively;
v
MIGRANT EDUCATION PROGRAM
The Migrant Education Program (MEP). Title I, Pan C of the Elementary and Secondary
Education Act (ESEA). has been especially underfunded at a time when costs have increased
steadily and changes in the ESEA expanded the program's purposes. Although theMEP
. program received its first increase in five years in FY 1999, it has been level funded for FY
2000. The program n~ additional funding if it is to serve migrant srudents adequately.
Migrant children have a dropout rate in excess of 50%. Many of the very specialized services
.provided under the MEP are crucial to encouraging students tosray in school. Expansion of
services to migrant children at an early age is a necessary first step in ensuring that they can
fully participate in the school environment. For FY 2001, we recommend that the'
Administration propose iricreasingfunding for the ;M:EP to $430 million.
, COMPREHENSIVE REGIONAL ASSISTANCE CENTERS AND EQUITY
ASSISTANCE CENTERS
Comprehensive Regional Assistance Centers (CRACs) suppon critical elementary and
secondary education programs, such as the Migrant Educatlon Program and Bilingual and
Emergency Immigrant Education. These 15 centers provide"an essential technical suppon
network to schools, local education agencies, state education agencies, and other grant
recipients delivering vita~ educational services to our nation's poorest and most disadvantaged
srudents rhrough the programs authorized under the Improving America's Schools Act. For
FY 2001, we recoinnuind that funding for the CRACs be increased to $42 million.
Equity in schools has still not been reached. But for students - who by ~jrtu:e of their race,
ethnic background; sex or national origin may be deprived of their civil rights and· an equal
·opporrunity to a quality ,education - equity is a promise they are depending on for their future.
_ _The Equity Assistance Cen~ers (EACs). build bridges among administrators, teachers, patents,
.
,
~
�·DEC. -·(}6' 99(MONI 13: 52
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Letter to Secretary Riley
Page 4
- students and conununity members so that all stakeholders can find that conunon higher ground
where all students will benefit from the public education system regardless of race, sex or
national origin. All students and their communities benefit from the -services provided by the
centers. School systems serving Hispanics especially need assistance from the EAes. For
example, recent studies conducted by the Harvard University Project on School Desegregation
found that Hispariic students attend the most segregated public schools." For FY 2001, we
.recouunend $8,3 million for the EACs.
mSPANIC SERVING INSTITUTIONS
J
Hispanic Serving Instiootions (HSIs) sex:ve more than one million smdents, of which about 70 %
are minorities. Latino students at HSIs earn 56% of all associate degrees and 65% of all
bachelor's degrees awarded in 1995~96. By contrast, at non~HSIs. Latino students earned 4%
of the associate degrees and 3 % of the bachelor's degrees. These figures reflect the
commitment of HSIs to serving a diverse student body and improving access to postsecondary
education for low income and educationally disadvantaged groups. Given the key role HSIs
play in providing access to higher education for Hispanics, we must help strengthen and
develop these institutions.
Grants to HSIs improve the ability of the institutions to provide a quality education to their
students. However, limited funding for the program denies grants to many eligible institutions
that need additional resources to provide recruitment and_other services for Hispanic and other
disadvantaged young people. In FY 1999, the Department could only award giants to 38% of
eligible instioo[ions. Clearly, the need far exceeds the funding. We urge the Administration to
include $62.5 million in its budget for ItSIs.·
.
IiISPANIC DROPOUT INITIATIVE
We appreciate your leadership in raismg national awareness about the dropout crisis wough
the Administration's Hispanic Education Action Plan (HEAP). We urge you to fully support
changes and additions to current dropout prevention legislation that would complement funding
increases·for programs included in the HEAP. Senator Jeff Bingaman (DwNM) and
Representative Ruben Hinojosa (D~TX) have introduced legislation to reduce the Hispanic
dropout rate. Among other things. their legislation would allow middle schools and high
schools with the highest dropout rates in each state to compete for grants that would enable
them to implement proven and widely replicated-models of comprehensive reform. We
strongly urge your suppon for this legislation.
_'
40rfield, Gary, "Deepening Segregation in American Public Schools, " Harvard Project
on School Desegregation, Harvard Graduate School of Education, Harvard University, 1997.
r.
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�-DEC.
~06\
99(MON) 13:53
NGLI{-ORAL
TtL: 2U2 lIb
j
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Letter to Secretary Riley
Page 5 ,
TITLE I, GEAR UP, AND TRIO PROGRAMS
Not exclusively directed at Hispanic children, Title I. Gaining Early Awareness and Readiness
for Undergraduate Programs (GEAR UP), and TRIO programs provide essential services to all
disadvantaged children and college students. Because the Improving America's Schools Act of
1994 lifted a prior restriction in Title Ion serving LEP children, an estimated 1.5 million LEP
srudents participated in Title I in the 1994-95 school year. Title I services may now be
provided to LEP stud,ents to address their special language needs or other academic
deficiencies unrelated to their LEP status. We urge you to propose significant increases for
Title I for'FY 2001.
We fully support the GEAR UP program authorized in the 1998 Higher Education
Amendments Act. However, we would like to see community-based organizations that have a
track record of working with, youth get a preference in funding. We recommend that the
Administration request $300 million for GEAR UP for FY 2001.
TRIO programs provide excellent services'that help reduce the dropout fate and increase
. college'participarion rates. However, the TRIO programs are significantly underfunded for the
needs they are addressing. In addition, Hispanic students are particularly underrepresented
because of the manner in which the grants are awarded and the inadequate funding for the
programs. For FY 2001, we urge you to increase funding for TRIO to $690 million.
SCHOOL CONSTRUCTION
Although Congress has not authorized the President's'School Construction initiative, we
suppon School, Construction and urge you to include it as pan of the President's education
package. Given the large and growing number of Hispanic srudents in the elementary and
secondary schools, the need for this program is greater than ever. Hispanic students in '
particular are more likely to attend overcrowded schools or attend schools in desperate need of
repair. Therefore, federal investment in school constrUCtion and repair would greatly help
improve the,learning environment for Hispanic srudents.
TEACHER RECRUITMENT AND CLASS SIZE REDUCTION
To better serve Hispanic, students, class sizes in schools serving Hispanics must be reduced, in
part, by incfeasing the number of qualified teachers, panicularly minority teachers. In 1993
94, only 4.25 % of the entire teaching force was Hispanic, 7.35 % African American and
1.07 % Asian. In contrast, the student population attending our nation's schools is becoming
increasingly diverse. Given the acute need for qualified teacherS and minority teachers, we
would support increased funding for Te~er Recruitment and Minority Teacher Recruinnent.
r.
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Letter to Secretary Riley
Page 6
ADULT EDUCATION AND ESL
Although adult education received an increase for FY 2000, the programs under the Adult
Education Act remain severely underfunded. There is an urgent naUonal need for adult
English as a Second Language (ESL) services. Adults hoping to learn English have to wait up
to more than a year to access these programs, which are vilal not only for these adults to learn
English, but to help. them become more rounded membersof\society. We recommend that the
Department request SS8S million for adult education for FY 2001, including $70 million for.
Adult ESL and Civics.
'
.
CONCLUSION
The Hispanic Education Coalition respectfully requests that you give priority to the programs
outlined above as you develop your FY 2001 budgerrecommendatioDS. We appreciate your'
consideration of our request for significant increases in programs serving Hispanic children.
We greatly appreciate the Administration'S support for our programs in the past and look
forward to working with you to increase the education'al achievement and attaimnent of
Hispanic children across the country.
Sincerely,
~~
PATRICIA E. LOERA
HEC Co-Chair
National Association for Bilingual Education
On behalf of:
ASPIRA Association, Inc.
Intercultural Development Research Association
League of United Latin American Citizens
Mexican American Legal Defense and Educational Fund
Migrant Legal Action Program
Multicultural Educatio,n Training and·Advocacy. Inc.
National Association for Bilingual Education
National Association for College Admissicm Counseling.
National Association for Migrant Education
National Council of La Raza
National HEP-CAMP Association
National Latino Children s Institute
Poeno Rican Legal Defense and Education Fund
I
"
t~6~
RAUL GONZALEZ
HEC Co-Chair
National Council of La Raza
r. uu I
�12102/99
/
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THU 18: 04. FAX 2024561-907
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.'
THE WHITE HOUSE:
~A.SHINGTON
EXE<;UTIVE OFFICE OF THE I;-RESIDENT
OFFICE OF THE CHIEF OF STAFF
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Please Deliver To:
Fax Number:
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Sender:
Date:
Pages Including Cover;
Message:
NOTE:
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Th, information contained in this facsimile message is CONFIDENTIAL and'
intended for the recipient ONI..V.lf there is any problem with tbis
transmission or you mistakenly received this facsimile, please call (201) 456
6798. Thank You.
�12/02/99
..
F!LEJ-.!o.
THU 18:04 FAX
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877 12/02 '99 14:20 ID:
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t:ongrr!iS af tbt Itn.itrb 39tateS
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.* FAX
COVER SHEET ltll- ,
..
Congres.sional Hispanic Caucus
Office of Congresswoman Lucille Roybal-Allard
243~ Rayburn HOB
Washington, 'DC 20515
(20.2) 225..2410. - FAX (202) 226-0.350.
www..house.gov/roybal-allard/CHC.htin
DATE.;
,r~J 1.1 q OJ
Zckvesie::
~~.- ttl 01
TO:I-1p.ri(A..
Number:
FROM: .......
Congresswoman Lucille Roybal-Allard, Chfrir '
,
~ Selena Walsh" Executive Director'
___ Angela ~. Manso~ Legislative Assistant
~__ Alejandro Perez, Legislative Assi~tant
PAGE(S)
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NOTE:
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FlLE ,No. 877 12/02 '99 14:21 ID:
PAGE 2
CONGRESSIONAL HISPANIC CAUCUS
Preliminaryli'Y 2001 8udgetPriorities - DRAFT .
(amounts in millions)
cue F\'Ol
EDUCATION
HISPANIC EDUCATION ACTION PLAN
'"
Hispanic Serving Institutions (Title V offlEA)
Bilingual Education (Title VU of ESEA)
Instructional Services .
Professional Development
Support Services
Migrant Education REP/CAMP
REP
CAMP
Migrant Education Programs (Title IofESEA)
Adult Educacion
TRIO Programs
GEAR-UP'
Title 1 grants
Teacher Training and Recruitment
Eisenhower Professional Development Program.
Class Size Reduction
$335
/'
S 1,400 ,V .
BEAI:m
HIV/AIDS Minority Initiative
$350
Substance Abuse and Menral Health
Service, Administration (SAMBSA)
Center fOI' Mental Health Services
• Community-based partnerships to prevent suicide
a.mong Latina. teenagers..
S 10
•
Mental health sorvices for Latino children, adolescents and families.
$
S
Health Cure Finance Administration (HCFA) ".
Give states the option .to provide coverage to legal all .
S SO or
immigrant children (CHIP) and pregnant women (Medic:aic:l)
5400 I S'yrs
1
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CHCFXOI
NlitionallDstitutea of Hmtlth (Nm)
,.
• Increase funding for diabetes research with speciai
attention to the needs of minority populations (research areas
of primary importance are: genena. obesity. and environmental
impact) (funding fOT this item should be consistent with NIH's Diabetes
Research Working Group Report for FY "01)
Centers ror Disease Contral andPrevenlion (CDC)
•
·'RacelEthn.icity and Health Disparities Initiative" demonstration projects.
$ 35
Health,Resources and Service. Administration (HRSA)
•
Health Crsreers Opportunity Programs
$ 37
•
Centers of Excellence Program
S 3S
,.
• National Health Service Corps
'Field Services
R.ecrultment I Scholarships I Loan repayment assistance
$,40
$ 85
IMMIGRATION·
Naturalization/Citizenship Services (Suppol1 Administration's request)
"
.
BUS~§~DEVELOPMENT
New Markets Initiative
$ 45
ROUSING
Farm LaboT Housing
Farm Labor Housing Loan Program
F arm Labor Rousing Grant Program
$ 50.
$ 50
2
�12/~2/99
_ _ _ :r;.o.t-:"
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FILENo. 877 12/02 '99 14:21 ID:
...
,~:
.4
OTHER TOP PRIORITY ITEMS
Note:
W~c:rc
no dollar figure: 1s ladle.ted. iacreated n.ndilllJ is reque.te(l. Not tilled in order of prefcnenc:e..
BUS~SSDEVELOPMENT
S15
• PRIME Act • micro-loans for entrepreneurs
• SBA salaries and activities
EDUCATION.
S5
• Hispanic Education Paruiership Grants (USDA)
• Office of Drop-Out Prevention and Program
Completion (Dept. ofEducation)i
• Parent Training and Infonnation Cl;nters - Model
Programs for Parental Involvementii
• 21"' Century Learning Center Program
• School Construc.ition and Modernization Bonds
• Expanslon of Qualified Zone Acac1emy Bopds
5150
S 20
IMMIGRAnON
• SSI, Medicaid, food stamps-~pansion ofservices
HEALTH
• SAMHSA·Ctmter for Substance Abuae PreventiOn... High Risk Youth Program
.
• NIH-National Diabetes Education Program (NDEP).
• CDC-National Center for Health Statistics with panicular attention to data collection of undeselVed
populations including Hispanic;s. Asian Americans and Native Americans.
• HRSA-Community Health Centers. to expand health care'services for underserved and TUral communities.
• US-Mexico Border Commission.. data colleclion and program implementation for border health programs.
• Migrant and Seasonal Head Start
.
$ 10
....,
PUERTO RICO
• Research and Experimentation Tax Credit'extension to territories
• Section lOA for businesses in' P . R . '
,
• . RUm
',....
T~
• Empowerment Zones eJigibiJity
INTERNATIONAL BELATIONS
,
• Development Assistance for Latin America
• North American Development Bank (NAP ~i1nk)
::"
"
,
"
WORKFORCE ISSUES
• Employee Rights· outreaoh/education Qunpaign'for workers to learri about their employee rights
• Wage and Hour Enforcement - hiring more enforcement officers"
KEY;
amount w~ determined £orJhe, entry.
' .",
S : amount to be determined unlcs! othelWis~indi,Ciited.
--- : no
00'
"
I
ii
This measure is a new pmpDsal iRduClca In the ca.~'educaLion ~ilL'
This measure is a new proposallnc:luded in the (!H.C odu.,c.,tiDn·bill.
.
.:~:~
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-'
3
�WmTEHouSE INITIATIVE ON
EDUCATIONAL EXCELLENCE FOR HISPANIC AMERICANS
WmTE HOUSE CONVENING ON HISPANIC CmLDREN AND YOUTH
AUGUST 2,1999
FEDERAL AGENCY EXEMPLARY PROGRAMS
(selected)
DEPARTMENT OF AGRICULTURE (USDA)
• USDA Project SOAR is'a one-on-onetutoring and mentoring program for youth at risk for
academic failure. The goal is to encourage students to focus their efforts on educational
and personal values through extensive mentoring and academic support and positive
community involvement. It targets ethnically diverse youth, with primary focus on
minorities. Project SOAR activities include: Individual Mentoring; Academic Support;
Skill/Asset Building; Family Community Leadership; Parent Participation; Cultural/Social
Activities; After-School Enrichment; and Community Service. The target audience
includes: 90% Hispanic youth and families, grades 4-6, inner city low income areas, and
rural communities.
• USDA Forest Service sponsors the Central Calzfornia Consortium, an outreach effort
intended to create an awareness and interest in natural resources, natural sciences, and
agricultural sciences career opportunities for Hispanic youth, starting at kindergarten kvel
through the attainment of a degree from a four-year institution. The Consortium provides
opportunities for tlie educational institutions involved to establish research projects that will
assist the Forest Service and other USDA agencies in providing quality customer service to
public. The Consortium involves the following institutions: California State University,
Fresno State Center Community College District, Fresno County Office of Education,
Kings Canyon School District, City of Orange Cove, Central California Hispanic Chamber
of Commerce, Sierra National Forest, and the Forest Service Hispanic Employees
Association. The Consortium involves three National Forests within commuting distance:
Stanislaus, Sierra, and Sequoia.
DEPARTMENT OF EDUCATION
• The Department of Education, lead by the Office of Intergovernmental and Interagency
Affairs' (OlIA), has developed an Hispanic outreach plan that is dedicated to improving the
educational achievement of Hispanic students through increased family involvement and
community partnerships. Current efforts include the following:
--OlIA has built a variety of partnerships--including the two largest Spanish television
stations, Univision and Telemundo, as vvrell as Spanish radio PSAs--to lead a national public
information campaign on the Department's initiatives and available resources.
�--The Department is continuing to work to have bilingual (Spanish-English) staff at all
major call centers. The Information Resource Center (l-BOO-USA-LEARN), Education
Publications Center (I-B77-4ED-PUBS) and the Federal Student Aid Information Center
(l-BOO-4FED-AID) are able to answer calls from Spanish-speaking customers.
--The America Reads Challenge and America Counts, have developed, in pannership with
the Office of Educational Research and Improvement, a variety Of materials (e.g. "EI Reto:
!A leer America! A Leer Y Escribir ya!"- Read*Write*Now Activity Kits) to provide
support to Spanish-speaking parents and care-givers to become more actively involved in
their children's early learning.
--The National School-to-Work Office has provided funding and outreach materials to the
National Council of La Raza and the Urban League to supp~rt the participation in School to
Work efforts of specific youth populations and community-based organizations with
expertise in serving specific types of youth, itIcluding Hispanic you~h.
--The Department has produced a catalog of publications and resources available in
Spanish to better serve its customers and highlight the array of materials now available to
the Spanish-speaking community. The catalog serves as a resource for Spanish-speaking
parents.
DEPARTMENT OF ENERGY (DOE)
•.
The Department of Energy will be forming a strategic partne~ship with the 'Latino Science
and Engineering ConsortIum' through a Memorandum of Understanding. The Department
of Energy and the Latino Science and Engineering Consortium will work together to help
prepare Hispanic American students in science and technology in order to produce a world
class, diverse pool of talent throughout government and industry. The partnership provides
the framework whereby the Department of Energy and its National Laboratories will
identify, develop and nurture the next generation of scientists, engIneers, technicians and'
educators in math and science. This consist of supporting mentoring programs, technical
internships for community college students, research fellowships for undergraduate and
graduate students and professional development opportunities in science, math and
technology for K-12 teachers serving Latino children.
DEPARTMENT OF HEALTH AND HUMAN SERVICES (HHS)
• . Enacted in 1997, the Children's Health Insurance Program (CHIP) allots $24 billion over.
, five years for individual states to provide new health coverage for millions of uninsured
, children. CHIP is the largest new investment in children's health care since the creation of
, Medicaid in 1965. About 29% of Hispanic children in America are uninsured anp HHS is
making special efforts to reach Latino families and insure Hispanic children.
; Efforts include:
I
--CHIP application is available in both Spanish and English in Florida.
--Nationally, the Univision network contributed to the production of a CHIP video to help
reach the Hisp~nic popUlation.
.
�,
,
--The Office on Minority Health funds the Latino Children's Health Insurance Initiative
(LCHII) which conducts training seminars within the Latino community on the availability
of health insurance for low-income families, increase Latino children's enrollment in CHIP,
and give the community a role in CHIP recruitment
'--New York State is working with the Children's Defense Fund, Columbia University and
the community organization Alianza Dominicana to enroll Hispanic children in New York's
CHIP program.
-
'On April 20, 1999, Secretary of Health and Human Services Donna Shalala announced a
new Spanish-language childhOod immunization public awareness campaign, "Vacunelo A
Tiempo Todo el Tiempo" (Vaccinate Your Children On time, Every Time), to create and
distribute culturally relevant and language appropriate educational materials to help raise
HispaniC immunization rates to the national average, The Spanish-language public service
announcement was sent to more than 60 Spanish-language television stations and 900 .
Spanish-language radio stations and carries toll-free numbers that provide information in
Spanish.
-
The Head Start program provides comprehensive developmental services to millions of
low-income preschool children and their families. During the Clinton Administration,
Hispanic enrollment has increased by 70,000 and at arate nearly twic~ as fast as non
Hispanic enrollment.
--Since fiscal year 1992, Hispanic enrollment (excluding Puerto Rico) has increased 62%
,
I
while non-Hispanic enrollment has increased 27%.
--From fiscal year 19~)3 to fiscal year 1999, the budget for Head Start has increased from
$2.8 billion to $4.6 billion. Of the estimated 822,000 children who were enrolled in Head
Start in 1998, 26% were of Hispanic origin.
--The Head Start Bureau seeks to address two critical areas to ensure that Head Start
programming meets the growing needs of Hispanic children and families: '
1) Ensuring that Hispanic children have fair and equitable access to Head Start services;
and
2) Ensuring that Head Start services meet the cultural and linguistic needs of Hispanic
children and families.
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The Migrant Head Start Program provides services identical to Head Start but tailors them
to the needs of migrant farmworker families. This program emphasizes serving infants,
toddlers and pre-school age children so that they will not have to be cared for in the fields
, or left in the care of very young siblings while parents are working, Infants as young as six'
weeks are served. In fiscal year 1998, Migrant HeadStart was funded at $162 million
serving 37,000 children. During fiscal year 1999, $5 million more was used to reach up to
1,000 additional children of migrant and seasonal farm workers, and the fiscal year 2000
budget'includes a$23 million increase request for Migrant Head Start that would improve
quality and reach as'many as 2,000 new children.
DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT (HUD)
-The Youthbuild program offers young aduits, ranging in age from 16 to 24; the opportunity
to gain leadership skills, earn a high school diploma or GED, learn a valuable trade, and
provide much-needed housing to families nationwide.
' '
�More than $170 million in grants have been made under Youthbuild since its inception in
1993, enabling over 7~800 young people to take part in building or rehabilitating more than
3,650. houses and apartments units in their communities. Of the 7,800 served by
Youthbuild, an estimated 1,170 are Hispanic youth.
• Campus ofLearners is an initiative de~igned to provide public housing residents with an
opportunity to live in a colleg~-like setting that is focused on learning. The initiative is part
of a larger effort to transfonn public housing and stimulate welfare refonn. Local public
housing authorities raise money· from private and public partners to fund the initiative. The
Campus ofLearners designation enhances the public housing authorities'(PHA) ability to
set up creative partnerships with local schools, vocational centers, community colleges,
universities and corporations.
The program's 25 nationwide complexes offer academic classes, job training, and computer
. learning and programs for adults, youth, and teens. PHAs designated for the program work
closely with local school districts to develop curricula, strengthen parent-teacher
relationships, establish after school activities, create educational classes, and encourage
parental involvement. Campuses draw on the resources of the universities, vocational or
technical institutes, and colleges through the creation of specialized education and
technology classes. Finally, the business community and other private partners provide
mentoring for children and adults, telecommunications resources, apprenticeship programs'
for youth, job training and employment opportunities for adults.
The first 25 sites were announced on September 27, 1996,' A number of these housing
developments serve a large proportion of Hispanic residents. For example 91.4% of the
residents in East Los Angeles' Nueva Maravilla housing development, and 70% of the
residents in San Diego's Vista de Valle housing development are Hispanic.
DEPARTMENT OF JUSTICE
(DOJ)
• The Office of Juvenile Justice and Delinquency Prevention's Juvenile Mentoring Program
(ruMP) supports one-on-one mentoring programs for youth at risk of educational failure,
dropping out of school, or involvement in delinquent activities, including gangs and drug
abuse. ruMP brings together responsible adults and at-risk young people in need of
positive role models. The program promotes personal and social responsibility as well as
increased participation in elementary and secondary education while discouraging the use
of illegal drugs, and fireanns, involvement in violence, and other delinquent activity.
The following ruMP program.s support Latino youth:
--Latino Mentoring Program, Family Services, Inc., in Providence, Rhode Island, links at
risk Hispanic youth from Providence School District with mentors from the business and
education community.
--Mentor Matter in the Washington and Union Elementary Schools 'in Visalia Unified
School District, California, Hispanic students who attend this school live in Linnell Labor
. Camp, a migrant labor settlement and are at risk for poor academic achievement and
juvenile crime.
--Big Sisters located in Philadelphia, Pennsylvania serves Hispanic females ages 10-18.
The program promotes self-esteem and self-confidence and highlights educational and
�,
career opportunities in an effort to prevent teen pregnancy, school drop-outs, and
delinquency, .
. --The George Gervin Youth Center, in San Antonio, Texas, serves Hispanic youth in Page
Middle School and Bnickenrldge High'School. Most of these young people live in the
crime-ridden Victoria Courts where approximately 34% of youth are dropouts and teen
parents. The program introduces them to work and summer jobs and attempts to motivate
them to stay in school and stay away from ·crime.
• Weed and Seed is a community-based initiative that aims to prevent, control, and reduce
violent crime, drug abuse, and gang activity in targeted high-crime neighborhoods across
the country.
The Weed and Seed strategy involves a two-pronged approach: law enforcement agencies
and prosecutors cooperate in "weeding out" criminals who participate in violent crime and
drug abuse, attempting to prevent their return to the targeted area; and "seeding" brings
human services to the area, encompassing prevention, intervention, treatment, and
neighborhood revitalization, A community-orientated policing component bridges weeding
and seeding strategies. ,
At each program site"the U.S. Attorney playa central role in organizing the Steering
Committee and bringing together the communities with other Weed and Seed participants.
The U.S. Attorney also facilitates coordination of federal, state, and local law 'enforcement'
efforts. Through cooperation, sites can effectively use federal law in weeding strategies
and mobilize resources for seed programs from a vari~ty of federal agencies.
Currently, there are over 170 Weed and Seed sites around the nation. Below are some
examples of educational programs that serve significantnumber of Hispanic youth.
--Phoenix, Arizona (Capitol MalllOakland University Park; Hispanic Population: 55%).
Valley of the Sun YMCA implements a Future Leaders Project that provides neighborhood
youth ages 13·17 with job training and weekend employment opportunities. This is
designed to introduce teens to a work environment and work etiquette while in tum raising
their aspirations. Participants receive employment training and employment certification.
The Downtown Neighborhood Learning Center (DNLC) provides basic adult education
(GED), English language, computer skills, and pre-employment training.
·-Oxnard, California (Hispanic Population 95%). The Tezacatlipoca Project is a culturally
based college-level program providing fifty-four hours of Hispanic art and history from the
Pre-Columbian era to.the present day. The Alternative Weekend Program 'is geared
towards third through eighth grade students who have disciplinary problems. Participating
students must sign a contract for thirty days and must achieve perfect attendance as well as
improvement in grades and skills. Barrio Productions provides training in video
production. As part ofthe program, university students teach youngsters to write and edit
scripts and produce commercials and public service announcements. Using donated.
material, the Build a Computer Program teaches children as young as ten the basic skills in
computer construction. Students take home the 1:mild computer, and it becomes their
family's property.
"
�.,
DEPARTMENT OF LABOR (DOL)
• The Departrnent of Labor, through the Employment and Training Administration, will
provide $1.25 billion over five years to increase long4erm employment of youth aged 14
21 who live in Empowerment Zones, Enterprise Communities and High-Poverty areas.
This initiative builds on 11 pilot projects the Department has already funded. Hispanics
represent 30% of the initiative's participants. In addition, special outreach efforts are being
, made to recruit more Hispanic youth who may face language and cultural barriers. Each
site has established a work-based learning program, integrating academic and vocation
education with the private sector as partners. All youth participants are also provided with
leadership training, mentoring, and soft-skill development.
• The Department also funds and operates 118 Job Corps centers across the country,
providing residence and training to 65,000 disadvantaged young people. 16% of the' young
people served, or 10,400 youth, are Hispanic. The mission of Job Corps is to attract
eligible young adults and te~ch them the skills they need to become employable and,
independent through intensive and fully supervised programs in educational and vocational
training, work experience, physical rehabilitation and development, and counseling.
Residential living, support services (including health care), nutritious meals, sports and
recreation are provided.
NATIONAL AERONAUTICS SPACE ADMINISTRATION (NASA)
• The NASAlHispanic Association of Colleges and Universities (HACU) Proyecto Access
identifies disadvantaged mid41e school and high school students, most of whom are
Hispanic, with the potential and interest in becoming practitioners or teachers in
engineering, science, and other mathematics-related areas and reinforces them in their
pursuit of these fields. The main objectives for the project are to:
"
--Acquaint the students with professional career opportunities in math, science, and
engmeenng
--Reinforce the mathematics preparation of these students at the secondary level .
--Increase' the retention rates. of these students in college
--Increase the number of competently prepared minoritY and. female high school students
from Proyecto Access who will ultimately pursue engineering, mathematics, or science
studies in college.
• NASA has created two early childhood learning communities in South Bronx, New York.
The project offers very young Latino students and their parents an opportunity to gain
exposure and insight into computers. Students and their parents participate in academic
enrichment and motivational, activities. The Hostos Community College Learning Centers
, are located in the South Bronx at Hostos Children's Center and at a public school.
SMALL BUSINESS ADMINISTRATION (SBA)
• ,SBA's San Diego DistriCt Office (SDDO) is partneting with several organizations to teach
entrepreneurship and SBA programs to inner-city youths, the majority of whom are
Hispanic. As these programs prove successful, most can be expanded nationwide.
�-I
•
•
SDDO and Junior· Achievement are developing a program to teach entrepreneurship and
SBA programs to inner-city K through 12 students. San Diego Junior Achievement
annually involves about 13,000 students, half of whom are Hispanic. After SBA's
classroom courses, students will visit SBA's Business Infonnation Center (BIC). Hispanic
students will receive special assistance by Spanish-speaking SBA staff and online resources
translated into Spanish,including the Small Business Classroom, Online Women's
Business Center, and classes on business plans, etc. Much of Junior Achievement training
material is offered in Spanish. SDDO will judge student business plans.
.
•
SDDO and Millennium Entrepreneurs are developing a program to teach '.'ABCs of Small
Business" and '.'How SBA can assist Young Entrepreneurs" to high school students, 70% of
whom are Hispanic. Millennium Entrepreneurs is a kids business camp, founded by African
American Tonja McCoy using SDDO's BIC to put her dream into reality. Tonja is
expanding Millennium throughout San Diego, Hawaii, and the East Coast. Camps last three
weeks during summer and Christmas breaks, and will expand to fall and spring after
school. After SBA's camp classes, students will visit SBA's BIe. Spanish-speaking SBA
Staff will assist the Hispanic students. SBA will offer Hispanic students online resources
translated into Spanish, including the Small Business Classroom and the Online Women's
Business Center. All of Millennium's material is available in Spanish.
SMITHSONIAN INSTITUTION
•
The National Museum of American Art (NMAA) has created ide! Corazon!, (http://nmaa
ryder.si.edulwebzine/), an interactive webzine featuring Latino art from their collection.
The on-line magazine provides curricular activities developed by and responsive to the
needs of the K-12 learning community. ide! Corazon! is a collaborative effort between
participating schools and museum staff to create an engaged learning tool using technology
and Smithsonian primary source materials. The NMAA collection includes important
works that not only represent the diversity of Latino art, but reflects the historical
contributions of Latinos to our society:
WmTE HOUSE INITIATIVE ON
EnUCATIONAL EXCELLENCE FOR H1SPANIC AMERICANS
•
Excelencia en Educaci6n: The Role of Parents in the Education of Their Children, is a
series of conference sponsored by the White House InitIative on Educational Excellence for
Hispanic Americans. The academic emphasis of the conferences is mathematics, reading,
and college readiness and the focus is on powerful strategies for parents to more fully
engage in supporting their children's education. The conferences cover how schools,
teachers, civic leaders, community-based organizations, business and federal agencies can
reach out to parents and more fully engage them in their children's education. By sharing
"promising practices" and educational infonnation, conference participants improve
strategies to brighten the future of young Hispanics and prepare to serve as catalysts for
enhancing parental involvement throughout the nation.
•
The White House Initiative on Educational Excellence for Hispanic Americans created the
Inter-Departmental Council on Hispanic Educational Improvement (IDC) to assist the
federal government in its efforts to evaluate the impact of Hispanic outreach programs and
detennine the most effective strategies that will increase the educational and employment
opportunities for Latinos. The IDC, comprised of deputy and assistant secretaries, is the
primary- mechanism that can catalyze substantial change in the federal government's
�I"
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•
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provision of educational and employment opportunities for the Latino community. IDe·
members. share the responsibility of ensuring their agencies make the necessary.
programmatic, management, and budgetary adjustments to address the educational
challenges facing the Latino community.
�NOV, -09' 99 [TUE) 16: 43
.
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NeLR
NATIONAL COUNCIL OF IA WA
Raul Yzaguirre, Pn:siliel"lt
Naliooa! OffiCe
ttll 191h Sln:l:l, N.W., SlIi!e lOOO
W..t.hingrof', DC, 20li36
Phorn!: t~02) 785:1670
FjIx: (202) 776-17i)2
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Raul GonzaJez, Education Policy Analyst
Office of Research, Advocacy and Legislation
DIRECT LIN E:
P,OUCY'S FAX:
202-776~ 1760 '
202·116-1794
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�NOV. ,-09' 99 [TUEI 16: 44
NGLR-ORAL
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NATIONAL COllNc[ OF IA RAZA
, P. 002
TEL:202 776 i794
Nati60al Oifli:e
111119111 Slree!, N.W., Suite 1000
WJshington, DC 20036
Phone: (202) 7BS·1670 '
fax: (202) 77(i:.1792
MEMORANDUM
Raul Yzaguirre, President
FROM:
TO:
ASPIRA Association ,
Natiorial Association for Bilingual Education
National Association for Migrant Education.
.
National Association of Latino Elected and Appointed Officials
National Council of La Raza,
National HEP/CAMP Association
Maria Echaveste. Deputy WhIte House Chief ofStaff
Mike Cohen, Special Assistant to the President for EdUcation Policy
Barbara Chow, Associate Director, Office of Management and Budget
Sarita Brown, Executive Director, White HO\lSe Initiative on Educatioilal
. Excellence for Hispanic Americans
DATE:
November 8, 1999
SUBJ:
Hispanic Education Action Plan .
Thank you for the oppornmity to presen[ specific recommendations on implementing the
Administration's Hispanic EduCation Action Plan (HEAP) and related programs. We are
committed to ensuring that Hispanic children benefit fully from federal programs designed to
improve the educational status of the most disadvantaged students. this dOcUment includes 'i
many specific recommendations that might be surtunarizedas follows:
• In Title I. ~e expect that a combination of production of long-ill-process guidance and ,
other documents, vigorous enforcement. and increased technical assistance will provide
both "carrots and sticks" needed to improve the responsiveness. of this program to Latmo
and limited English profiCient (LEP) smdents.
• With respect to competitive grants programs such as TRlO, GEARltP. and others, initial
outreach and te~hnical assistance efforts must be exp~ed; grant announcements shoul~ be
better targeted, and discretionary resources dm be deployed via pilot and demonstration
projects.
• In Head Start, we are optimistic about tying grantees' evaluationS directly to the
demographics of their communities, but would emphasize that firm enforcement of this
requirement will be necessary~ However, we believe other efforts are needed to promote
improved quality overall, as well as to address serious problems in the Migrant Head Start
bureau.
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�NOV, 09' 991TUE) 16:44
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• Regarding Implementation and Accountability, 'we have "agreed to agree" with the
Administration in devising a long-term solution, and propose a Dumber ofshon-term steps
emphasizing ongoing monitoring and public disclosure of reSults:
,<
• And perhaps most iniporta.ntiy. we believe that it. is essential that t:1le AdJiti.nistration
develop and implement a high-profile public educatioIi effort to heitr biiildand 'stiSt:a.iil the
political will needed to effect the systemic changes we propose.
Recommendations are divided into five areas - Title I. Competitive Grants Programs, Head
Stan, Implementation and Accountabiliry, and Public Education - roughly following the order
of our discussions. In each section, we start by listing the actions the Ad.m:iriisrration has
proposed. followe4 by our own recommendations.
I.
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Title I
AdminisrrOlion: Ensure that schools are being held accountable for Latino studen[ perfol'Ii:lance
and inclusion of LEP students in state accountability systems by,enforcing current Tide I
requirements. Action steps:
• Issue final guidance on Title I Standards, Assessment, and Accoul1tabiliiy Requireriiellts
- October 1999.
• Issue final guidance on Including LEP stUdents in KssessmeJil and Accountability
Sy~tems - October 1999.'
• Issue LEP "Toolkit" - December 1999.
.,• Complete analysis on the status of state assessment policies for LEP srudents and
pr,oduce state profiles - Draft November 1999, final January 2000.
• Conduct workshops for states on complying with Title I requirements. Three
workshops are scheduled for October - December 1999.
AdminiSTration: Provide Title I schools setvitig Hispanic stUdents with iIifoi:n:lation On best
practices. Action steps: '
• Produce an Hispanic' Education Idea Book - Draft November 1999, fmal January 2000.
• Conduct intensive workshops on best practices for teaching teading to LEP studentS ,
three scheduled for October - December 1999, at IASA regional conferences.
• Produce practical research summaries·(written materials, videos) on teaching reading to
LEP students - several products to be developed by December 1999.
• Suppon additional research (joint OERl/NICHD) on teaching reading to young children
, whose fIrst language is Spanish- proposals from field due November 1999.
• Evaluate the effectiveness of Title I programs for LEP students - fIrst year data of
National Longirudinal Srudy of Title I collected, first report due March 2000 .
....
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• Develop a plan for. ongoing technical assistance to school districts with large or
.
growing Hispanic populations - December 1, 1999.
During our recem meeting, the Administration proposed to target 10 states to detertnine how
they are serving LEP children. Although this would prove helpful, h·is i:tIlportant to realize
that many states, particularly in the South, have experienced a large increase in the nUmber of
Hispanic swdentsattending their schools. It is critical to ensure that these states have the
ca.pacity and will to provide LEP children with appropriate education services - In this
connection, we recommend taking the following steps;
• Combine Title I monitoring and techniCal. assistance (TA) With compliance reViews
to ensure that LEP students are served. Coordination of efforts between these two
functions tO'not simply highlight the problems local education agencjes (LEAs) are·
having with compliance, but to provide them with concrete steps they must take to be
in compliance and the assistance necessary to adequately serve LEP swdents.
• Vigorous enforcement of the law and regulations to identify state education
,
agencies and LEAs that are not in compliance, including one or. more high profile
examples. The Department should continue its enforcement role. In particular. LEAs
not adequately serving LEP students shoUld be highlighted to send a strong message to
. other similar LEAs. Along with identifying and taking significantcortective action
against such school districts, it is'important to deal with states that are not following
the spirit of the law with respect to LEP students. For exanipie. the Virginia State
Education Department refuses to comply with the Title I legislation requiring states to
test sru.denrs iil their native language to the extent practicable because their state
constitution requires that thegovemment conduct its business only in English.
• Make sure that there are mathJscience components to LEP students' learningbi
Title I. The dissemination of best practices and research the Depariinent prop'oses are
Iimitct1 Lo !he teachlng of reading. LEP students are being denied access to the fun
. curriculum in many states. school districts, and schools. The Elemeiltaiy and
Secondary Act reauthorization legislation (H.R. 2) that recently passed the House
contains built:-in barriers for these children to receive anything but English language
acquiSition services. LEP students should have access to math, science, and other
content areas that may be incJudedin state perfonnance standards.
• Provide TA and disscmiIiate information to LEAs With new and emerging Latino
and LEP populations. LEAs in t:.h.ese areas should receive materials on best practices
and intensive TA to help them tailor their Title I services for LEP students and avoid
noncompliance. The Comprehensive RegiOnal Assistance Centers (CRAes) and
Regional Laboratories (Labs) are currently in the best position to do this. For
example. the Interculwral Research and Developm~nt Association (IDRA) perf()fJDS
substantive research and dissemination on LEP issues. This will require substantial
and targeted increases in resources to Ule CRACs and Labs.
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• Create a "How To" Guide on assessment of LEP students. To accompany the new
guidance on,assessments, a manual on the proper u~e of assessments for LEAs/scho,ols
should be created (CRACs may have one already),'
,J?"'
• Create an explicit parents' strategy. The Department of EdlJ.Cation should create a
manual for parents on the rightS of LEP students arid patents under title I, including
information on standards, assessments, and accountability, :m.'addition. there should'
be a mechanism to provide parents with infortnation in order to increase their
knowledge of and access to programs like TRIO. GEAR UP, and Head Starr.
"
• Make organizational and infraStructure a(ljustments. There should be a unit or
division within the Department, with high level staff and adequate resources to oversee
Title 1 implementation, particularly as it' pertains to LEI> issues, such as effectively
including LEP students in assessments and accountability systems. The personnel '
should have substantial expertise and authority in these areas.
II.
','
Competitive' Grants Programs
Administration: Maximize participation of Hispanic youth in initial (GEAR UP) grant awards.
Action steps: '
• Extensive outreach to Hispanic communities and HSls, through mailings, application
workshops and technical assistance in communities with large Hispamc populations.
• Outreach, to Hispanic advocacy groups to identify grant proposal reviewers
know ledgeable about Hispanic community.
Administration: To increase the quality and availability of translated materials. Action steps:
• OBEMLA will pr~uce a school refonn guide for the parents of LEP children to irtform.
them about standards-based reform and of,ways to ensure their children's needs are
, considered in school improvement efforts~
• Review current publications to ensure the quality of materials.
Administrarion: Facilitate improved relationships with Hispanic serving community-based
organizations, advocacy groups, and parents.
• Coordinate conferences, like the Excelencia en Educacion series, for community
leaders, teachers, parents, and. others 'to discuss best practices for involving parents in
education.
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• Plan the special satellite teleconference for Spring 2000, with doWnlinkS and an
available video copy, to alert students and parents in the Hispanic community to issues
in and resources for preparing for college, With~ focus oil fuWlcial aid.
Administration:, Further develop partnerships wiIh radio and 'television organizations to extend
the outreach efforts . Action steps:
• Work wilh Univision to maintain its role in'the conferences and a national public
service announcement (PSA) campaign.
• Continue the participation of media companies lilce La.opinionnewspaper. Radio
Unica, and the Telemundo Network through PSA's. tadio prograihs, talk shows, and
newspaper supplements directed at Hispanic youth.
Administration: The Mott Founru;tion is parmering with the Department of Education to
, provide assistance to local communities seeking 211t Century funding and implemenring
effective after school programs. In August. Mott agreed to provide $300,(X)() to help develop
and carry out a strategy for increasing Hispanic participation in the program. This strategy
will involve:
• Setting a priority in the next grarit competition for underservedcoIllIilunities, such as
those with high dropout rates, low achievement, and/or high LEP popiIlations.
• Holding an appropriate nwnber of outreach and technical assistance workshOps (of a
. total of 20-30 workshops tentativ:ely planned nationally) targeted to communities with
large Hispanic populations. Workshops will be sponsored by organizations identified'
to be effective in assisting develop after school applications, and by orgarnzation with
specific. demonstrated. capacity to involve the Hispanic commWiity.
.•
Recruiting an appropriate number of reviewers with particular urtderstandfug of the '
needs of Hispanic youth.
In addition to the ite~s outlined by the Administration. the following steps must be taken to
increase Latino participation in these programs:
• , Enhance opportunities for Latino-serving community·based organizations and
higher education institutions to compete forgl-ants. There should be an explicit
strategy to look ahead to upcoming grant announcements and identify opponunities to
improve Latino participation in these programs, and then substantial, targeted TA, and
suppott. Providing pre- and post-grant award TA is currently pari: of the GEAR ~
process. ·It should be expanded to other progra:rp.s. In addition:
• ' Upcoming announcements should 'be reviewed now before they are disseminated
widely to make changes to how criteria are weighted. AS we discussed. it is
possible to target Latinos without using race-based language, by using such proxies
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as dropout rates, language-minority starus,underreptesentation, and geographic
areas with one or more of these chal'acteristic's. '
.
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• We agree with the strategy to create a·special request for proposal (RFP) to bener
target new TRIO money, and recommend that the same be done for GEAR UP and
other grant programs.
"-,
• More readers with substantive knowledge of LEP issues should be pan of the grant
making process. The GEAR UP regulations allow the DepartDient to choo'se a
certain percemage of Hispanic readers. Although that would not necessarily qualify
someone for this task, it· is clear that ethhicity should not be viewed as an
impediment to achieving this.
• In,addition, management of grants musfbe improved. For example, outreach and
, T A can be provided to Hispanic Serving Instimtions (HSIs) to ensure that they use
funds to help Hispanic srudents complete college. Moreover, given that these grants
are for "strengthening" HSls, the Departmem should ensure that grantees receive,
their awards in a timely manner.
"
• Use discretionary money to flllDd pilot and demonstration sites. The Depart::m.em
should fund pilot sites for innovative practices in serving LEPsrudents and children at
risk of dropping out through TRIO (particularly Upward Bound and Student Support
Services. the programs found to be most effec~ive in helping Hispanic srudents attend
and complete college), GEAR UP, 21 S ! Century Community Learning Centers (2p!
Century). and other categorical programs. Funding designated for these programs
should be supplemented with other non-specific discretionary money in order to
achieve this. We recognize that there has to be a political strategy to go along with
this to make'it effective, aild are willing to work with the AdininiSlratiort to devise and
implement ODe.
• The ,number of such sites should be based on a reasonable assessment of what will
get Latinos to parity in four or five years with respect to equitable representation 'iI;t
these programs.
• These sites should be established now, rather than waiting for the next competition
cyCles.
• In addition, these sites should·receive "priority points" when they partiCipate in
furore grant competitions .
• Make adjustments to the21!lt Century program. The growing populariry, inclUding
within the Administration, of social promotion policies and standards-based tefonn call
for a substantial and rigorous after school support system. Research shows that
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Hispanic stUdents. are more likely io be'retained in grade, and that grade retention often
leads to droppirig out. Thus, the Administration has a responSibility to ensure that the
21 St Century program helps Hispanic children meet high perfom:iance and content
standards, In order to more effectively serve and reach Latinos, the Department
should:
• Ensure that the 21 5! Century program services are more rigorous and aligned with
state academic standards.
.• Undertake an assessment of the extent to which current providers are serving Latino
and LEP students.
• Better target ihe program by providing priority points to CROs that serve large
numbers of LEP srudents. The 21 Sl Centu.ry Community Learnitig Centers progr~
regulations should be rewritten so tbat'community-based organizations playa
significant role in providing services under'the program.
'.1
• WorklO restore the p~ogram7s original targeting onow-income areas. The 2P~
Century centers are considered part of a larger system of standards-based reform.
It is clear that economically disadvantaged and LEP students are most likely to
require additional help to meet Challenging academic standards. Thus, the program
must specifically target these children in order to be effective.
.
• Make adjustments to the Comprehensive SchoolRefQnil Demonstration program ,
(Obey/Porter). The ObeylPorter program provides funding to schools, particularly those
serving economically disadvantaged students, to assist them in making school wide
improvements, includingcutricular changes·and substantial professional development.
There is a growing number of HispaniC-run community-based SChools, including charter.
schools,that must make changes to their programming in order to help their students meet
srate academic standards. Although some are in a position to make this shift, many others
lack the resources to achieve this. ObeylPorter grants can be leveraged [0 help these
schools increase their capacity to provide rigorous coursework that 1S aligned with srate
standards and assessmenrs,. and to improve the quality of classroom instructioll through'
professional development. To assist these schools, the Obey/Porter program should
include a separate competition for charter or alternative schools. This can be achieved
within a pilot project or research and development context.
ill.
Head Start
Administration: Procedural Improvements.
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• ACF will increase the nUmber of grant application reviewers who have eXpertise in
serving language-minority children so that, as appropriate, each set of proposal review
. teams includes persons with such expertise.
• The Head Stan Bureau w:il1 work with its training and technical assistance (T1TA)
providers to ensure that they assist grantees who are experiencing demographic
changes witbin their service area in designing their programs, so that grantees can
better serve new populations in culturally sensitive programs., In FY 2000, ACF will
identify at least ten communities where the unmet need of emerging populations is
most dramatic. ACF will then work closely with existing and potential grantees and
leaders in these communities to implement various outreach and TITA strategies
designed to improve representation of underrepresented children, and where
appropriate, facilitate the participation in Head Start of local organizations reptesenting
these groups.
..'
•
Administration: Improving Targeting of Existing Funding.
• ACF recently issued an Information Memorandum that reiterates Head Start's policy to
assure all eligible families within a grantee's service area are given fair consideration
for enrollment in the Head Start program. Grantees have been reminded that 45 CFR
Part 1305.3 requires them to conduct communitY assessmentS at leaSt once every three
years. This'assessment provides data on "the demographic make up of Hea"d Start .
children and families, including their estimated number ,geographic location and ethnic
composition." This information is then used by each Head Start grantee to decide in
which part of its service area it will recruit.
• Head Stan is initiating an effort, with contractor assistance, to collect demographic dala
at the county level which can be used to make judgements about how' well grantees are
doing in enrolling families that reflect the overall make-up of their community. Once
this data collection is complete, Head Start will focus on working with grantees that
seem to be having the most difficulty serving' all the p'opulations of their cbIDmunities.
• ACF is institutionalizing a process of outreach and. cOiDmunity needs assessment,
inciuding the needs of underserved populations, as grant termmatiOrls or
relinquishments occur.
• Grantees that are not using community assessment dala properly or adhering to Head
Start regulations regardiIig the selection and recruitment of children will be found
"out-oi-compliance" and will be required to impleD)ent a corrective action plan. Head
Start staff will closely monitor these grantees to ensure that they ate ih compliance
within one year.
• Head Start will issue a report by the end of FY 2000 detailing its efforts and
accomplishments in extending access to underrepresented populations.
Administration: Aggressive Targeting of Discretionary funding.
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• ACF will include new language in theFY 2000 expansion annoUncement tllit puts
additional emphasis oil reaching under served populatiOns, ·and will evaluate the
effectiveness of giving greater weight to outreach underserVcd populatiOn when scdi~g
expansion grant applications:
• An applicant's failure to use the community needs assessment data Or adhere to Head
Start regulations will be considered in making expansion grant decisions.
• Applicants will be rated on', among other things, the degree to whiththey have
identified new and underrepresented populations, and their strategy for serving these
groups. The points awarded in this area iricreased by 50% 'in FY 1999 and now
represent close to a third of the total points.
'.
• This year's Head Start expansion effort is inaking up to $5 million available this
summer to increase enrolment of migrant and seasonal farmworker families by up to
1,000 children. The President's budget includes a $23 million increase for Migrant.
Head Start in FY 2000, which in addition to providing approximately 513 million for
cost-of living and quality improvement increases, would provide $10 million to serVe
as many as 2000 additional migrant and seasonal fartnwotker children.
We are greatly encouraged that'the plan includes making the degree to which curteIlt providers
are· serving LEP kids proportionately based on me mandated demographic assessments parr of
the PRISM process. In addition to the actions outlined above, HHS should:
• Fund new programs with the potential to serve LEP children. HHS should fund new
sites in regions that have experienced a substantial growth in their LEP population.
Particular attention should be devoted to funding such sites in regions that may have
existing Head Start sites, but no prior experience in serving LEP children.1 Tbis objective
can be achieved within a pilot project or research and development context.
• Improve program quality with' respect to ~tino and LEP children. Even assuming ,
equal representation of Hispanics in Head Start. the responsiveness of current programs to
the population' s special linguistic and cultural needs is suspect,. in part because of the
paucity of. materials and curricula focused on the early cognitive development of this
population.
• The Head Start Bureau should immediately reanalyze existing evaluation stUdies. or
conduct a new study if necessary. assessing the effectiveness of Head Start in producing
Latino and LEP children who enter school "ready to learn. "
• The Head Start Bureau should commission a panel of experts in early childhood
development of Hispanic and LEP children to review existing practices in the field,
I The CoUncil of Chief State School Officers has found that LEP student populationS are growmg fasrest in marty
regions that have no pri~r experience in serving such srudents. These r~giOD!l include me srales of Alabama.
Florida. Georgia, Indiana, Idaho, Iowa, Kans.8.'!, KentuCky. Minnesota, MissOuri. Nebraska, Nevada. New
Hampshire. North CarOlina, Oklahoma. Oregon, Tennessee, and WashingtOn.
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selecting those that are most effective, and identifying research gaps. Findings should
be incorporated into a clearinghouse as well as ongoing and new technical assistance
efforts (see below),
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• The Head Stan Bureau should disseminate information about and best ptactices in
serving LEP children, and coordinate development and disseDliruition of research on
LEP students, through a national clearinghouse, perhaps modeled after the
. Department's Title VII clearinghouse.
• The Head Start Bureau should institute a centralized body. based in Washington D.C.
and staffed by the Depanment of Heath and Human Services, ~o provide technical
assistance to sites that serve LEP studeilts. This body should coordinate a national .
effort to reach out to those Head Start grantees most in need of assistance regarding
service of LEP s r u d e m s . '
.
me
• The Head Start program has beeD: appropriated $200 inillion over a five-year period to
instiruce the goal of professional development across the field of Head Start grantees.:!
A career ladder program should be incorporated, into this initiative, in order to ensure
that a significant number of Head Start instructors receive bilingual certification
through the accreditation program. In addition. this provides an opportunity to help
aides and others who already have bilingual skills to receive the professional
development needed to become accredited.
• The Head Start program should adopt a goal, apart from the af6rertlentil:med initiative.
of increasing' the number of bilIngually-trained instructors in the field through the use of
discretioQarY funds.
• Chronic problems in the Migrant Head Start program need to be addressed. There
have been numerous and 10ng·s~g complaints about erratic, unprofessional, and
capricious oversight by, and the absence of useful technical assist.atlce ftom. the Migrant
Bureau; many of these allegations have been affumedby the Department's oWn
Administrative Law Judges' rulings in favor of gran[ees. In addition, implementation of
the new authority to serve seasonal, as well as migrant, farmworker children has been
delayed, in part due to unwise and ill-consideted proposals to serVe these children through
non-migrant providers.
• An independent evaluation, and perhaps even a mediation procedure, should be
implemented to identify and resolve legitimate concerns expressed by grantees
regarding the Bureau's oversight, as well as to clarify and address issues related to the
quality and usefulness of technical assistance available.
~
According to the objective of the Burcau·s initiative, 50% of all instructors in Head Stan programs
Associates Degree from an accredited institution of higher education by 2004.
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• Funding to serve children of seasonal tarmworkers should be made available
immediately to migrant service providers.
We agree to work with existing and prospective Head Start grantees and technical assistance
providers serving large numbers of Latino and LEP smdents to leverage private foundation
money and other resources to help start new sites and to' improve prograin quality.
IV.
Mechanisms for HEAP Implementation and Acco1lntabi1ity
.
,
We recognize the need to work collaboratively in order to achieve full implementation of the
aforementioned elements related to HEAP. Related to this goal, there should be a long"term
mechanism for monitoring and accountability. which may include issuing a new Executive
Order. In the mterim, we recommend the adoption of the following functions to ensure full ,
and successful implementation:
• OperationaliZe HEAP Itnplementation throughout the Departments of Education and
Health and Human Services. As per previous recommendations from the Department,
there should be someone at the Department of Education'responsible solely for HEAP
implementation. and that would repon directly to Mike Cohen and Secretary Riley. This
individual would be weiI versed in the technical aspects of respective HEAP programs, arid
able to instimtionalize a process of monitoring and accountability directed at achieving
specific,program objectives. This role would encompass the important function of
monitoring, and would include the following:
• Ensuring accountability through progress reports. This individual would be charged
with the preliminary steps of ensuring internal accountability, which include the
development of workplans and timelines for accomplishing the objectives of l-IEAP
implementation, as well as the collection of relevant data related, to these objectives.
This individual would also isslie interim progress reports on actions that we agree
should take place in respective programs, with particular attention to "high.i.lntensity'"
agency programs such as TRIO, GEAR UP, and Title I.
• A siI~ilar internal accountability system should be established at HilS' to monitor Head
Stan implementation.
• Adopt a definitive monitoring function for'the White House Initiative on Educational
Excellence for Hispanic Americans (the White House Initiative) on HEAP implementation.
The White House Initiative should fulfill an integral reporting role that comple[es anotbe~
phase of accountability for HEAP implementa:tion. Adequate staff and ,resources should be
devoted to the White House Initiative by the Administration.
• Ensure accountability through public reporting. Once the Departments of Education and .
Health and Human Services have issued progress reports. these reportS would be analyzed,'
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distilled, and made widely avaU;lble by the White House initiative. This includes
highlighting them at public events, and posting them on the White House initiative's and
the Departments of Education's aIid Health and Human Services' websites.
V.
Public Education Strategy
• Develop a high-profi)e, well-orchestrated public education Strategy for HEAP
implementation.. As the fmal, but argUably most importaiiI, Step to e:Ds~!rreal. tarigible
progress in Latino educational achievement through HEAP. the White House, Departme~t
of Education, and other key Administration players should jointly develop and implement '
an ambitious, well-orchestrated public education strategy.
• This sll'ategy should be designed to:
\
• Make the case that helping Latino and LEP children is in the social and ,economic
interest of all Americans.
,
.
• Make it clear to other stakeholders that mis is a major· Administration priority .
• Make it clear to both career employees and political appointees that this is both a
vital national priority and a top Administration agenda item.
• To assure that the message is repeated often and at every possible opportUnitY we
suggest mat it should be featured in numetous,venues iIlcluding:
I
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• Prominent mention in the State .ofthe Union address.
• Through a pre- or post-budget rollout.
• In a Presidential radio addresses.
• In a major Presidential speech, as well as Cabinet· officer speeches ..
• A key component of the rollout of the Race IDitiab.ve book.
• At a White House conference, perhaps in conjunction with the White House
Imtiative's planned Spring event.
"
• As a public agenda item in a Cabinet meeting, with pre-planned post-meeting media
interviews.
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EXECUTIVE SUMMARY
FY98 ANNUAL PERFORMANCE REpORT ON EXECUTIVE ORDER 12900
As part ofthe Administration's ongoing commitment to improving educational opportunities for Latinos,
Executive Order 12900 established the. White House Initiative and the President's Advisory Commission
on Educational Excellence for Hispanic AmeriCans. Executive Order 12900 charges the President's
Advisory Commission with surveying federal agencies on an annual basis to assess their performance in
providing education opportunities to the Latino community. The agencies' submissions are incorporated
into a single Annual Performance Report on Implementing Executive Order 12900. The following report
profiles the activity of27 federal agencies for fiscal year 1998. This report ispnly the second time that
'agencies have been surveyed since the Executive Order was signed. Work has already begun to conduct
the survey for FY99.
BACKGROUND AND PROCESS
The Commission made completing the survey for FY98 and disseminating the report a priority. It tasked
the then-three member staff of White House Initiative staff to work with federal agencies to determ ine
what progress had been made since 1995, when the first survey was conducted.
With significant support from the Office of Management and Budget, the White House Initiative staff
spent the past 12 months systematically reviewing agency reports and condensing .piles of paper into
agency profiles. The goal was not only to fulfill the responsibility ofthe executive order, but shape this
information into a useful tool for the very community thatthe executive order seeks t,o address-Hispanic
Americans. To this end, the staff designed agency profiles that give the following information for each
agency:
Exemplary Programs/Activities includes programs that have demonstrated a direct impact on the Latino
community. The descriptions include the number of Latinos served and program purpose. Program
outcomes and effectiveness will be considered as criteria for the FY99 Annual Performance Report
analysis. This section also includes other relevant data on the agency's activity.
Contributions to Hispanic Serving Institutions (HSIs) includes total funding to HSIs, and activities that
demonstrate the agency's support to enhancing the capacity ofHSls to educate the Latino community.
Employment ofHispanics includes the total number of Hispanics employed in the agency (career and
non-career), strategies to address the under-representation of Hispanics in the agency's employment ranks,
and other employment policies (i.e., internships and fellowships) that provide Latinos an opportunity to
develop their academic and professional careers.
Future Investments includes goals/objectives and action plans that demonstrate the agency's commitment
to improve, expand, and create new programs that assist the Latino community.
Point of Contact includes the name(s) of an agency official(s) who can respond to questions about the
programs identified in the annual performance report.
The FY98 Performance Report includes the individual profiles for 27 agencies.
ANALYSIS OF AGENCY SUBMISSIONS
There have been improvements since the last survey was conducted. In 1995, most agencies reported not
having the necessary data to comment on their agencies' effectiveness in serving Hispanic Americans. In
the 1998 reports, several agencies now have sufficient information to design and implement strategies
targeting the Latino community. For example, both the Departments of Energy and Health and Human
�Services have developed department-wide initiatives with short- and long-term strategies to ensure
Hispanics participate and benefit from their education and el11ployment programs. Both initiatives
continue to generate new strategies and programs within their agencies. In addition, the Office of
Personnel Management (OPM) announced a "9-point plan" in FY97 to identify recruitment and career
development strategies to be implemented government-wide. Since then, several agencies have either
developed their own Hispanic recruitment strategies, or have begun discussion on how to address this
issue. OPM's efforts continue to generate new ideas on employment practices and support from agency
senior executives, including the President's Management Council.
The 27 agencies submitting reports for FY 1998 describe a wide array of programs designed to meet the
educational needs of Latinos. Many' agencies have devoted significant resources and displayed true
creativity in implementing this Executive Order. Some ofthe most promising initiatives include:
• The Department of Agriculture's Hispanic Serving Institutions Education Grants Program to support
graduate programs in agriculture, its participation in career and science fairs, and its sponsorship of
field trips to USDA facilities and college campus(;':s.
• The Department of Health and Human Services' Hispanic Agenda for Action, which enhances the
agency's capacity to serve the Latino community's customer needs, and its provision of$103 million
in support ofHSI's for a wide variety of activities, including service projects, health professions
training, biomedical research and development, tuition assistance, and fellowship and scholarship
programs.
• The Small Business Administration's small business development program in San Diego, which
teaches young Latino entrepreneurs "hands-on" business skills and computer technology through the
operation of Casa Familiar's La Esquina Snack Shop.
• The Smithsonian Office of Education (SOE) launched a website, Impacto, Injluencia, Cambio-
Science, Technology, and Invention in Latin America and the Southwestern United States, to
highlight the achievements of Latinos in such disparate fields as agriculture and aviation'.
• The NASA/Hispanic Association of Colleges and Universities (HACU) Proyecto Access identifies
disadvantaged middle school and high school students, most of whom are Hispanic, and reinforces
the students' potential and interest in becoming practitioners or teachers in engineering, science, and
other mathematics-related areas. The main objectives of the project are to reinforce secondary-level
mathematics preparation for students, increase their college retention rates, and increase the number
of competently-prepared minority and female high school students from Proyecto Access who will
ultimately pursue engineering, mathematics, and science studies in college.
• NEH provided a $25,000 grant to Motheread, Inc. for the Abuela project, which will develop a new
curriculum using Latino children's literature. The Abuela project works with a network of teachers
based in community colleges, Title I elementary schools, family support agencies, and child centel's
across the nation and recognizes complex relationships between native language, literature, the
formulation of cultural identity, diverse Latino storytelling traditions, and Latino cultural history in
the United States.
• The Federal Transit Administration's Tren Urbano University of Puerto Ricol Massachusetts Institute
of Technology Professional Development Program is a laboratory for students in engineering,
architecture, and planning to develop professional expertise in transit planning, design, construction,
operations, and management. This is a collaborative effort among the Puerto Rico Highway and
,
2
�Transportation Authority, the University of Puerto Rico, and the Massachusetts Institute of
Technology. The program has served 124 students since August 1998, of whom 76% are Latinos.
• The Office of Juvenile Justice and Delinquency Prevention Juvenile Mentoring Program (JUMP)
supports one-on-one mentoring programs for youth at risk of educational failure, dropping out of
school, or involvement in delinquent activities, including gangs and drug abuse. JUMP brings and
sponsors such programs as the Latino Mentoring program, Family Services, Inc., Big Sisters, Mentor
Matter, and the George Gervin Youth Center, which bring together responsible adults and at-risk
youth in need of positive role models.
• DOE's Hispanic Collaborative for Research and Education in Science and Technology (HiCREST)
involves six Hispanic-Serving Institutions in Puerto Rico, New Mexico, and Texas, along with seven·
other DOE national laboratories. The goals are to increase participation of HiCREST universities and.
faculty in national research and development enterprises; enhance the ability of Hispanic students to
succeed in science and technology careers; and position DOE to be a better leader in developing the
nation's Hispanic science and technology workforce.
While some agencies set measurable objectives for Hispanic American participation in programs and
developed action plans for future investments, others can improve on this dimension. In many cases the
desired change is relatively easy. For example, for future plans, agencies that have set ambitious
qualitative goals need to develop measurable objectives to track their progress. By focusing their efforts
on setting and achieving ambitious, measurable goals, agencies will help this exercise produce reliable
data on how Latinos are being served by Federal programs and develop effective strategies for improving
their participation. Also, in defining objectives, agencies should address not only process-level outputs,
such as number of students served, but program outcomes, such as a reduction in high school dropout
rates.
Most important in these efforts to improve the participation of Latinos in federal educational and
employment activities is finding ways to create long-term strategies for change and inclusion of the
Hispanic community. While not enough agencies have taken advantage of the opportunity to think more
strategically about their future investments in this growing community, several agencies have taken
seriously the charge of Executive Order 12900 to rethink the way they do business. We bel ieve that the
continued effort will reinforce the commitment of those that are engaged and prompt agencies to develop
a strategic response to the Executive Order.
OUTLOOK FOR FY99
In conducting the follow up interviews for FY98 we learned of several new activities that reflect a more
concerted effort from agencies to identify and develop activities and resources to assist the Latino
community. The following activities from the Department of Education, Interior, Commerce,
Transportation, and the Small Business Administration represent a small but significant set of examples
that will be identified in the FY99 Annual Performance Report. The White House Initiative wilt continue
to work with the agencies now to ensure that their FY 1999 reports are as complete and informative as
possible and include future investments for both FY 2000 and FY 2001.
The Department of Education in its original report described early efforts to develop an outreach strategy
for Latino parents. We know that their FY99 report will include a more comprehensive Latino outreach
strategy. The multi-pronged effort includes a mini-catalogue of Spanish language publications available
from the Department; 1-800 numbers staffed with Spanish speaking personnel; a multiyear partnership
with Univision, the largest Spanish language television network in the U.S., that will include public
service announcements on education messages; direct involvement with the WI-U's Excelencia en
3
�Educacion: The Role of Parents in the Education of Their Children national conference series; and a
specially-producedvideo on how to engage Latino parents to be distributed nationally in 2000.
Other examples include America's Largest Classroom, a comprehensive approach to policies and
procedures from the Department of Interior. The Hispanic Serving Institutions Assisting Communities
program through the Department of Housing and Urban Development awarded 14 Hispanic Serving
Institutions $5.6 million to address community development needs. The Department of Commerce
recently developed a new grant initiative that will focus on Hispanic Serving Institutions and other
minority serving institutions to increase their participation in grant programs funded by the department.
The Department of Transportation, working with the Smithsonian's Air and Space Museum·and the
National Hispanic Coalition of Federal Aviation Employees, developed the documentary video "Building
on the Legacy-Nuestra Herencia" that traces the historical contributions of Latinos in the field of
aviation. The Small Business Administration signed partnership agreements with 33 national Hispanic
organizations to increase Hispanic participation in SBA activities.
CONCLUSIONS AND NEXT STEPS
The process of collecting annual plans from each federal agency has increased their awareness oftheir
responsibility to better meet the educational needs of Hispanics Americans. We, as Commissioners and
our agent, White House Initiative staff, believe that the process of completing the report has placed the
needs of Latinos in education and employment on the "radar screen". Agencies now clearly recognize
that coordination within their respective departments and increased inter-agency collaboration will
enhance their ability to fulfill the mission oftheir agencies and to respond to Executive Order 12900.
To ensure that agency plans and efforts continue to improve, the White House Initiative, with the support
of the Office of Management and Budget, is planning a number of actions to increase the role of federal
agencies to address the educational achievement for Hispanic youth in the future. First, we will reorient
the FY99 final report to highlight agency work in the following areas: early childhood education, literacy,
mentoring, high school completion, access to college, workforce training, Hispanic-serving institutions
(HSIs), graduate education, and internship and employment opportunities for Hispanic Americans. We
will then work with agencies to ensure that their action plans are designed to include achievement in these
areas. In tandem, we will focus the analysis on the top five to ten geographic areas with the largest
concentrations of Hispanic youth, identify effective projects that Federal agencies are involved in, and
work with other agencies to generate related activities to target resources and maximize program impact. .
We will also look for ways these strategies can be deployed by areas of the country with new emerging
Latino communities. As a result, innovative projects, such as the one supported by the SBA to train youth
in strong business practices, might partner with a local career academy with help from the Department of
Education, while linking students with mentors through a program supported by the Department of
Justice. We believe that a clear focus on specific educational areas, coupled with well-coordinated
resources, can lead to positive outcomes for the community we are trying to reach.
The White House Initiative and OMB are also planning other activities to improve agency plans and
reports. First, we will provide agencies with templates demonstrating exactly what information needs to
be provided in both the annual plans and reports and in what format. By following the templates,
agencies will in aggregate provide a comprehensive picture of Hispanic participation in Federal programs.
We will also distribute to agencies several examples of exemplary submissions. We anticipate that the
templates and examples will help agencies better understand the step they need to take to fulfill their
obligations under the Executive Order, both to improve this year's submissions and to ensure that next
year's submissions demonstrate substantial progress. To that end, the White House Initiative staff will
work with OMB and agencies to support their programs and activities for the FY 2001 budget cycle that
directly address the needs and strengths of the Hispanic community and are tied to their annual plans.
4
�·.
We plan to continue refining this exercise for maximum effectiveness. Such refinements will include
requiring agencies to submit different information based on relevance to their mission, with particular
focus on key agencies. The White House Initiative will identify a small number of agenci~s with the most
program activity relevant to the purposes of the Executive Order for K-] 2 education, postsecondary
education and training, and support for Hispanic-Serving Institutions. The White House Initiative will
work most intensely with these agencies. Other agencies covered by the Executive Order will continue to
provide plans and reports and will benefit from information the White House Initiative will provide them
on how the high-intensity agencies are faring. The White House Initiative will take primary responsibility
for coordination among the agencies, especially the high intensity agencies. The White House Initiative
will convene the agencies early in November to ensure maximum coordination in the planning cycle, and
then periodically during the year on progress and issues needing resolution. In mid-November, the White
House Initiative will also hold another meeting of the Interdepartmental Council on Hispanic Educational
Improvement to share this information and discuss agency commitments and activities related to the
Executive Order.
The White House Initiative will consult with groups representing the Hispanic community and with
groups representing agency grantees to ensure that agency plans are realistic and to solicit good ideas for
additional activities. Work will continue to promote coordination among agencies so that they can
disseminate their best ideas and learn from each other's experiences on a continuing basis, making special
effort to link agencies with similar programs or missions.
The White House Initiative will disseminate the FY98 Annual Performance Report through its website
and through a small printing of the summary report.
On the week of November 1, 1999, the White House Initiative staff plans to distribute reporting
guidelines for the FY99 and future investments annual plans to the same 27 federal agencies. The plans
will be due to the White House Initiative by December 15, 1999. The White House Initiative will work
with each agency on any issues raised by the plan, and will work to resolve any issues. Schedules may be
changed to accommodate late appropriations. The White House Initiative will enlist the aid ofOMB in
working with agencies whenever necessary.
Ana M. "Cha" Guzman
Chair
Guillermo Linares
Vice Chair
President's Advisory Commission on
Educational Excellence for Hispanic Americans
5
Miriam Cruz
Policy Committee
�DRAFT
1112/99
Interagency Workplan for Latinos in education
As part of the Administration's ongoing commitment to improving educational opportunities for Latinos,
Executive Order 12900 established the White House Initiative and the President's Advisory Commission
on Educational Excellence for Hispanic Americans in 1994, The Executive Order charges the President's
Advisory Commission with surveying federal agencies on an annual basis to assess their performance in
providing education opportunities to the Latino community.
To ensure that agency plans and efforts continue to improve, the White House, with the support of the
Office of Management and Budget, the Domestic Policy Council and the White House Initiative, is creating
a strategy to build upon successful federal programs addressing the following educational areas for
Hispanics: early childhood education; acquisition of literacy/workforce training, dropout
prevention/mentoring, access to college, and institutional development (Hispanic-serving Institutions),
We will focus on five geographic areas with a large Hispanic A'merican population and two "emerging"
Latino communities, identify effective projects that Federal agencies are involved in, and work with other
agencies to generate related activities to target technical assistance, expand resource opportunities and
maximize program impact. Specifically, the goal of this targeted outreach will be threefold:
1.
2.
3.
Disseminate best practices to inform communities of programs addressing education needs
Share information on federal programs and grant opportunities related to their educational focus
Provide technical assistance to facilitate competitiveness in new grants and program opportunities
As a result, innovative projects, such as the one supported by the SBA to train youth in strong business
practices, might partner with a local career academy with help from the Department of Education, while
linking students with mentors through a program supported by the Department of Justice. We believe that
a clear focus on specific educational areas, coupled with well-coordinated resources, can lead to positive
outcomes for the community we are trying to reach,
Each of the geographic locations will have a different lead agency responsible for engaging other agencies,
establishing dates to convene and creating concrete indicators of action. The Federal Executive Board in
each of these areas identified should be mobilized to further assist in the outreach and technical assistance
provided,
The following issue areas and agencies with programs that address each of the issue areas.
�DRAFT
11/2/99
Workplan of education area and location to address federal activities towards
Educational Excellence for Hispanics
Issue Area & Agency
Program (examples)
Location
•
i
Raleigh, North Carolina/
Alexandria, VA (to be
determined)
Early Child hood
Health and Human Services
[lead agency]
USDA
Head Start
National
WIC
National
Dropout recovery
(JUMP)
GEAR UP
Millennium Entrepreneurs
Boston, MA
NationaJly
Providence, RI
Boston, MA,
San Diego, CA
•
I
I
Dropouts/mentoring
Department of Defense [lead agency]
Department of Justice
Education Department
Small Business Administration
•
Academic Preparation/Access to College
Department of Energy (DoE) [lead agency]
Community College Initiative
TRIO: Upward Bound/Talent
Education Department (ED)
Search
.National Endowment for the Humanities NEH)
Abuelitas project
Proyecto Access
NASA
National Science Foundation (NSF)
Urban Systemic Initiative
Garrett Morgan Program
i Department of Transportation (DoT)
Think College Early
I Education Department
Department of Treasury
Partnerships in Education
•
HSIs (institutional development)
Department of Agriculture (USDA) [lead
agency]
Housing & Urban Development (HUD)
NASA
Department of Defense (DoD)
•
Department of Defense
Smithsonian Institution
National
Miami, FL, et al
Miami,FL
National campaign
DC, New York
San Antonio, TX
HSI Education Grants Program
(Faculty & HSI development)
HSI Assisting Communities
program
HBCUIMI strengthening program
10 regions
Nationwide
Albuquerque, New Mexico
Teacher preparation/training
Education Department [lead agency]
To be determined
Chicago, Illinois
Teacher Quality, Teacher
Technology, OBEMLA's
professional development
Troops to Teachers
National Faculty-Smithsonian
Program for AISD
National
National
Austin, Texas
• Literacy/workforce training
Department of Labor [lead agency]
JobCorps
Portland, Oregon·
National
Education Department
ESLlAdult Literacy (OVA E)
National
�DRAFT
1112/99
Potential Lead Agencies and Contacts by Issue area
•
Early Childhood
Secretary for Research,
Education, and Economics
~iII
Education Department
�l~::-tir
/'Y
7
(~
~~
DRAFT
Issue Area &
Agenc~
Program
•
Providence, RI
Nationally
Providence, R1
Millennium Entrepreneurs
HIJDJ
N r\$'A
DoD
t
7
.\ b
U SDAj[lead ~ency] /
\
/
\/
\
\. J
\../
/'-'
1/
V
\.
HBCUIMI strengthening program
nationwide
Head Start
Raleigh, North Carolina
national
WIC
national
•
Early Childhood
Health and Human Services
[lead agency)
USDA
i
/( '~ore7:J J \.
SI
~~~ation ~r:t:s pro
Facul & HSI d elopmen
HSI Assis.ting Cojnmunities P[ograjn
'--"
!(
/\~s'CI\
L\
/\
1
San Diego, CA
a.,..
uf' ,M- c.,..- ~
HSr(i\titutional d~ment)
-
Location
Dropout recovery
(JUMP)
• Dropouts/mentoring
Department of Defense [lead agency]
Department of Justice
Education Department
Small Business Administration
(
<
(
rf r
• Academic Preparation
Education Department
National Endowment for the
Humanities (NEH)
NASA
National Science Foundation (NSF)
Department of Transportation (DoT)
~
~
TRIO: Upward Bound/Talent Search
Abuelitas project
Proyecto Access
Urban Systemic Initiative
Garrett Morgan Program
Miami, FL, et al
Miami,FL
....
i
Community College Initiative
Chicago, Illinois
Chicago, Illinois
Think College Early
Partnerships in Education
Access to College
DepaJtment of Energy (DoE)
[lead agency]
Education Department
Department of Treasury
National campaign
DC, New York
•
Teacher preparation/training
Education Department
i
Department of Defense
Smithsonian Institution
( \.
•
/
i
/
Lite~acy/wa,kforce trai¢-"g
! Dep~rtm¢nt ofLa~or
Educ:\tign Departm~~
Miami, FL
national
/
Austin, Texas,
national
Teacher Quality, Teacher
Technology, OBEMLA's
professional development
r--,Troops to Teachers
/'"
=~al Faculty-Smithsonian
Pro am for AlSO
\
/
\.
national
Austin, Texas
I \
\.
\
/
JobCorps,
/
ESLIAdult Liferacy (OV AE)
\
\ ..
' Ne~rk, New york \
ryltional,
/
f.-'!1ational
--
~ ();
fJ
"'V
\
{;
"
.
/
lfoN ? ~
o ,J'~ 'f.M
to
\iV'~t r#~
�Appendix A: Hispanic Serving Institutions
(Post-Secondary Degree Granting Institutions)
5
�~.
White House Initiative on Educational Excellence for
Hispanic Americans
Guidelines:
FY1999 Annual Performance Report on
Implementing Executive Order 12900
As part of the Administration's ongoing commitment to improving educational opportunities
for Latinos, Executive Order 12900 established the White House Initiative and. the
President's Advisory Commission 6n" Educational Excellence for Hispanic Americans.
Executive Order 12900 charges the President's Advisory Commission with surveying federal
agencies on an annual basis to assess their performance in providing education opportunities
to the Latino community.
White House Initiative staff, with support from the Office of Management and Budget
(OMB), have reoriented reporting guidelines for FY99 to help you better highlight your
agency's achievements and investments in improving education and employment
opportunities for the Hispanic community.
Over the next several months, White House Initiative staff and OMB Examiners will work
with agencies to support their programs and activities directly addressing the needs and
strengths of the Hispanic community and are tied to their annual plans for the F,Y2001
budget cycle.
Please prepare your annual report by Wednesday, December 15, 1999, and forward it
to:
Sarita E. Brown
Executive Director
White House Initiative on Educational Excellence for Hispanic Americans
400 Maryland Avenue, SW, Room 5EllO
Wash~llgton, DC 20202-3601
Should you and your staff have any questions, please contact Richard Toscano, Special
Assistant for Interagency Affairs, White House Initiative at (202) 401-2147.
�Guidelines: FY1999 Annual Performance Report
Instructions
Please provide specific information on program/activities that have direct impact on the.
Latino community. In your report, please address how your agency's current efforts indicate
a continuous commitment to increasing Hispanic American participation. To facilitate your
assessment, please respond to the following categories:
• Programs/Activities: Include information on programs that have demonstrated a direct
impact on the Latino community. Where appropriate, categorize program descriptions in
these areas: early childhood education, literacy, high school completion, access to college,
and workforce training. Program descriptions must include the number of Latinos served,
program purpose, outcomes and effectiveness.
• Contributions to Hispanic Serving Institutions (HSIs): Include total funding to HSls
(please complete Table A; please see Appendix A for a list of HSls), and activities that
demonstrate agency's support to enhancing the capacity ofHSls to educate the Latino
community. Activities should include information on the agency's efforts to provide
technical assistance to HSls for institutional capacity building.
• Employment ofHispanics: Include in Table B the total number of Hispanics employed in
the agency (career and non-career). Please identify strategies that address the under
representation of Hispanics in the agency's employment ranks, and other employment
policies (i.e., internships and fellowships) that provide Latinos an opportunity to develop
their academic and professional careers.
• Future Investments: Taking into account the progress of your department in implementing
Executive Order 12900, include an action plan for future investments. Plans must identify
measurable goals/objectives and an implementation strategy for programmatic activity
through 2001. Action plans must include internal budget adjustments required for successful
plan implementation..
.
• Point ofContact: Provide the name(s) of an agency officiat(s) who can respond to questions
about the programs identified in the annual performance report.
2
�Table A
Summary of Agency Awards by Category: FY 1999
(Dollars in Thousands)
Category
Awards to IHE=s
Awards to IHE for
Hispanic Activities
Awards to
HSIs
Awards to HSI
a % of Total
Awards to IHEs*
Research & Development
Program Evaluation
Training
Facilities & Equipmcnt
Fellowships, Traineeships
Recruitment & IP As
Student tuition Assistance
Scholarships and other Aid
Administrative/Research
Infrastructure
. Other
Total
*Please do not combine Awards to IHE for Hispanic Activities with Awards to HSIs
Name of Agency:
Agency Head:
Name
Title
Agency Head Signature:
Date
3
�~.:
,
.
,
"~
,
,
.. ,-
.
.
".
TableB
\
" , Hi~p~n!~ EpploYl!1e~.t P,rofile I
,) '\ ., ,I \ :,'
"',
, '"
",,'
,
.
,
;
.,'f
~.~~""
I
\
\
Category
All Employees
Hispanic Employees
~
, •
.
% Hispanic Employees
l
, Non-Career' Career
Career
"
,
•.
Non-Career'
"
Career
Noni.Career
,
\
:
I
~
,t
".
l:'
"
l
'.
GS 1-4
GS 5-8
_.
\
GS 9-10
.\
.,..
"
"
-.-....
.
.
,,
"
,
\
GS 10-12
GS 13-14
GS15
SES
Name of Agency:
Agency He,ad~'
Name
Title
Agency Head Signature: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Date
4
,
�-
--6
= S"'-.-j /
rJ\l\:
--7
\~
.,.,
~
!)u--)~~ftt~~
5'~ ~~ )I'X'- -=r ~MVU_ ;J::I IS
A
Lk'9~~) ~
?<1~'LpJ)) o(
- ==?>
s:~
I-/ I1~
..
:;
"
�Head Start - Hispanic Education Action Plan
NCLR
PROCEDURAL IMPROVEMENTS: These include actions that might improve the process
through which policies are designed, grantees are selected, and programs are implemented. The
value ofsuch changes lies in the potential to improve the basic "infrastructure" ofthe program;
the downside is that it is likely to be many years before any tangible changes result from these
"process" changes.
Head Start
., ACF will increase the number of grant' application reviewers who have expertise in serving
language minority children so that, as appropriate, each set of proposal review teams includes
persons with such expertise.
• The Head Start Bureau will work with its training and technical assistance (T/TA) providers
to ensure that they assist grantees who are experiencing demographic changes within their
service area in designing their programs, so that grantees can better serve new popUlations in
culturally sensitive programs. In FY 2000, ACF will identify at least ten_communities where
the unmet need of emerging popUlations is most dramatic. ACF will then work closely with
existing and potential grantees and leaders in these communities to implement various
outreach and T/TA strategies designed to improve representation of under-represented
children, and, where appropriate, facilitate the participation in Head Start of local
organizations representing these groups.
NCLR·
IMPROVE TARGETING OF EXISTING FUNDING: These include actions to help immediately
shift program resources to more effectively and equitably serve Hispanic, and language minority
children. The value ofsuch changes lies in the potential to realign significant dollars to Latinos
and othe.r under-served communities in the short term, and to build an "infrastructure" within
Hispanic and other under-served communities which will maximize their capacity to effectively
compete for funds; the downside includes likely resistance from the bureaucracy and presumably
grantees.
Head Start
«I
ACF recently issued an Information Memorandum that reiterates Head Start's policy to
assure all eligible families within a grantee's service area are given fair consideration for
enrollment in the Head Start program. Grantees have been reminded that 45 CFR Part
1305.3 requires them to conduct community assessments at least once every three years.
This assessment provides data on "the demographic make up of Head Start eligible children
and families, including their estimated number, geographic location and ethnic composition."
This information is then used by each Head Start grantee to decide in which part of its·
service area it will recruit.
• Head Start is initiating an effort, with contractor assistance, to collect demographic data at
the county level which can be used to make judgements about how well grantees are doing in
enrolling families that reflect the overall make-up of their community. Once this data .
�collection is complete, Head Start will focus on working with grantees that seem to be having
the most difficulty serving all the populations of their communities. '
• ACF is institutionalizing a process of outreach and community needs assessment, including
the needs of underserved populations, as grant terminations or relinquishments occur.
• Grantees that are not using community assessment data properly or adhering to Head Start
, regulations regarding the selection and recruitment of children will be found "out-of
compliance" and will be required to implement a corrective action plan. Head Start staff will
closely monitor these grantees to ensl,lfe that they are incompliance within one year.
• Head Start will issue a report by the end ofFY 2000, detailing its efforts and
accomplishments in extending access to under-represented populations.
NCLR
AGGRESSIVE TARGETING OF DISCRETIONARY FUNDING: These include measures to
maximize the use ofdiscretionary funding to alleviate under-representation ofLatino children,
and improve the quality ofservices available to them. One advantage ofthis approach is that we
might reasonably expect quick results, such as implementation in a single funding cycle; the
downside is that gains could be transitory and the resource levels affected are relatively small.
Head Start
• ACF will include new language in the FY 2000 expansion announcement that puts additional
emphasis on reaching under-served populations, and will evaluate the effectiveness of giving
greater weight to outreach under-served popUlation when scoring expansion grant
applications.
• An applicant's failure to use the community needs assessment data or adhere to Head Start
regulations will be considered in making expansion grant decisions.
• Applicants will be rated on, among other things, the degree to which they have identified
new and under-represented popUlations, and their strategy for serving these groups. The
points awarded iIi this area increased by 50% in FY99 and now represent close to a third of
the total points.
• This year's Head Start expansion effort is making up to $5 million available this summer to
increase enrollment of migrant and seasonal farmworker families by up to 1,000 children.
The President's Budget includes a $23 million increase for Migrant Head Start in FY 2000,
which, in addition to providing approximately $l3 million for cost-of-living and quality
improvement increases, would provide $10 million to serve as many as 2000 additional
migrant and seasonal farmworker children.
"
�DRAFT
Hispanic Education Action Plan
~~,
~,
<,.',
;.'
;
:~; ~,'
1
Title I
$7.7 Billion
($300 million
increase)
Bilingual Education $224 million
($25 million
increase for teacher
quality
Migrant Education
$354.7 million
($49 million
increase)
HEP
CAMP
TRIO Programs
Hispanic Serving
Institutions
GEAR UP
Adult Education
State Grants
$9 million
($1.4 million
increase)
$4. million
($2 million
increase)
$600 million
($70 million
increase)
$28 million
($16 mil increase)
$120 million
(new program)
$345 million
($20 mil increase)
':
;"(IT, i:"'~ill(;,l'i
$8.0 Billion
$259 million
~,
oj ~!,H
1
I , . .'"1
Hispanic students
comprise
approximately 30%
of students served
an increase of 72 %
from 1994
101 grants awarded
inFY99
-
$380 million
In 1999, Migrant
Education program
served
approximately
528,000 Hispanic
students
$15 million
$7 million
$630 million
$42.3 million
$240 million
• $468 million
I
IN FY 1999, 76
HSls were awarded
. grants
In FY 1999, 30
partnerships
involving HSls were
funded, and
received 27 % of
funds
1.9 million Hispanic
adults served in
1999
I
�'DRAFT
Highlights of HEAP Implementation
Title I
.7 DllllVll
($300 Million Increase)
students compri
approximately 30 % of
students served by Title 1
(approximately 3.3 million)
- an· increase of 72 % from
1994.
l.,pCUll....
Objective:· To strengthen the effectiveness of Title I services for Hispanic students.
Results to Date:
Title I serves 3.3 million Hispanic students, approximately 30% of all students
participating in Title I. Hispanic participation has. increased .by 72 % (up from 1.9
million) in 1993-941• This increase appears to be attributable to the increase in
schoolwide programs, funding increases, and more clear requirements that LEP students.
must be served under Title I.
Strategy 1: Ensure that schools are held accountable for improving the academic
performance .of Hispanic students, by enforcing the Title' I 'requirements for state
implementation of state standards, assessments and accountability systems by school year
2000 - 2001 and ensuring inclusion of LEP students in those systems.'
Action Steps:
• Issue ftnal guidance on Title I Standards, Assessment and Accountability
Requirements - October 1999.
• Issue ftnal guidance on Including LEP students in Assessment and Accountability
Systems - October 1999.
• Issue LEP "Toolkit", a series of technical reports on testing LEP students, designed
for state and local assessment directors - December 1999:
' . Complete analysis on the status of state assessment policies for LEP students and
produce state profIles -·Draft by November 1999, ftnal by Jan. 2000
• Conduct workshops for states on complying with Title '1 requirements. Three
scheduled for October - December 1999.
• Develop follow up plan for states needing assistance - December 1999.
�Strategy 2: Provide Title 1 schools serving Hispanic students with information on best
practices.
Action Steps:
• Produce Hispanic Education ldeabook - Draft by Nov. 1999, Final by Jan. 2000
• Conduct· Intensive Workshops on Best Practices for Teaching Reading to LEP
students - 3 scheduled October - December 1999, at IASA regional conferences
• Produce practical research summaries (written materials, videos) on teaching reading
to LEP students - several products to be developed by December 1999.
• Support additional research (joint OERIINICHD) on teaching reading to young
children whose ftrst language is Spanish - proposals from fteld due November 1999.
• Evaluate effectiveness of Title I programs for LEP students - First year data of
National Longitudinal Study of Title I collected; ftrst report due March 2000.
• Develop plan for ongoing technic31 assistance to school districts with large or
growing Hispanic populations--due December I, 1999;
...
�•
DRAFf
Highlights of HEAP Implementation
GEAR UP
HSI's were funded and
received 27% of funds.
Objective: Maximize partiCipation of Hispanic youth in initial grant awards.
• Extensive outreach to Hispanic communities and HSI's, through mailings, application
workshops and technical assistance in communities with large Hispanic populations
• Outreach to Hispanic advocacy groups to identify. grant proposal reviewers
knowledgeable about Hispanic community
Results to Date:
• Of the 164 partnership .grants awarded in August 1999, 30 partnerships involving
HSI's were funded. These partnerships received 27 % of the funds ($20 million out of
$75 million).
• The Education Department is beginning to collect data now on the demographic
profile of the students served by all GEAR UP partnerships in order monitor the
participation of Hispanic students, as well as institutions
.
�,.
DRAFr
Highlights of HEAP Implementation
Outreach Action Plan
Results to Date:
• All of the Department phone lines, including I-BOO-USA-LEARN, the Education
Publications Center>(1-877-4ED-PUBS) and the Federal Student Aid Information
Center (1-800-4FED:-AID) can respond to requests from Spanish-speaking customers.
.• The Department has produced,in Spanish, a catalog of our publications and resources
which are available to the Hispanic community.
Objective: To improve the quality and accessibility of information to Hispanic
communities, parents,' and families, a~ well as the schools and staff that serve them.
Strategy 1: Increase the quality and availability of translated materials
Action Steps:
• OBEMLA will produce a school reform guide for the parents of LEP children to
inform them about standards-based reform and "of ways to ensure their children's
needs are considered in school improvement efforts:
• Review current publications to ensure the quality of materials
Strategy 2: Facilitate improved relationships with Hispanic serving community based
organizations, advocacy groups, and parents.
Action Steps:
• Coordinate conferences, like the Excelenciaen Educacion.series, for community
leaders, teachers, parents, and others to discuss best practices for involving parents in
education
• Plan the. special satellite teleconference for spring 2000, with downlinks and an
available video copy, to alert students and parents in the Hispanic community to
issues in and resources for preparing for college, with a focus on fInancial aid.
Strategy 3: Further develop partnerships with radio and television organizations to
extend the outreach efforts
Action Steps:
• Work with Univision, the largest Spanish-speaking television network, to maintain its
role in the conferences and a national public service announcement (PSA) campaign
• Continue the participation of media companies like La Opinion newspaper, Radio
Unica, and the Telemundo Network through PSA's, radio programs,talk shows, and
newspaper supplements directed at Hispanic youth
.
�,
~
DRAFT
Highligbts of HEAP Implementation
Million, ..
($400 Million Increase)
Results to Date: 10.1 % of the communities receiving 21 st Century Leamlng Center
Awards to date have 50% or more LEP students. (compared with 7.9% of all applicants
for 21 st Century Grants),
Objective: To increase participation of LEP students in 21 st c;entury Learning Center
program by xx % in the FY 2000 competition
Strategy: The Mott Foundation is partnering with the Education Department to provide
assistance to local communities seeking 21 st Century funding, and implementing effective·
after-school programs. In August, Mott agreed to provide $300,000 to help develop and
carry out a strategy for increasing Hispanic participation in the program.
This strategy, to be finalized with Mott over the next several weeks, will involve 3
components:
.
• Setting a priority in the next grant competition for underserved communities, such as
those with high. dropout rates, low achievement, and/or high LEP populations.
• Holding at least X outreach and technical assistance workshops (of a total of 20-30
workshops tentatively planned nationally) targeted to communities with large
Hispanic populations. Workshops will be sponsored by organizations identified to be
effective in assisting develop after-school applications, and by organizations with
specific, demonstrated capacity to involve the Hispanic community.
• Recruiting at least xx reviewers with particular understanding of the needs of
Hispanic youth.
�I
~
1
.\
~
1
DRAFf
.,
Student Financial Ai~
Students
$3,125 (max PELL award)
($162 Million Increase)
$3,250 (max PELL award)
. ($480 Million Increasey
Results to Date: A record high' 65.5% of Hispanic high school graduates enrolled in
. college in 1997, 54 % of those students received some form of student financial aid. In
addition, Department studies suggest that Hispanic recipients of Pell Grants are more
likely to attain a degree than those who do not receive a Pell Grant.
Objective: To expand access. to higher education to increase the percentage of Hispanic
students who enroll in and complete college.
Strategy: Improve the outreach, delivery, and analysis of student fmanci3J aid programs.
Action Steps:
-Improve quality, timeliness, and accessibility of student aid materials translated in.
Spanish.
.
• . Improve the need analysis system to increase student aid awards for students from
low-income families.
• Improve student loan terms by reducing. borrower interest rates and deferment
requirements, expanding repayment options, and allowing students to consolidate in
either FFEL or Direct Loans.
.
• Modify the allocation formula for all three Campus-Based programs (SEOG; WorkStudy and Perkins loans) to target student aid more effectively.
.
�09/24/99
FRI 09:38 FAX 202 4565426
PLM
September 23, 1999
Mr. Raul Yzaguirre
President
National Council·of La Raza
Suite 1100
111119th Stree4 N.W.
Washington, DC 20036
Dear Raul:
. Thank you for your letter about the Hispanic Education Action Plan (HEAP) and the White
House Initiative on Educational Excellence for Hispanic Americans. Your letter raises serious .
questions that should be addressed and, accordingly, I have asked Secretary Riley and OMB
Director Jack Lew to respond.
.
The White House Initiative and HEAP are important components of our efforts to strengthen
education for Hispanic children. I firmly believe that the White House Initiative and HEAP will
have a significant and lasting impact on our nation if we work together to ensure their success.
In light of your concerns, I want to assure you that my Administration is deeply committed to
providing a world-class education to every child in oUr nation and that improving opportunities
for Hispanic children remains an important part of this endeavor.
Thanks,· again, for your candid assessment. .I have also directed Maria Echaveste, my Deputy
Chief of Staff, to work with you and keep me apprised of our progress. Best regards:
Sincerely,
BC
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National Offit;(: .
ll1l 19!h Slreel, N. 'II.. Suihi WIX)
IPol.shine,!f.(Jo, DC ZUII)!)
NCLR'
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NATIONAL COUNCILOF IARAZA
Raul Y~e. pre:;idtnt
September 21. 1999
(OeUvered.by band)
Hon.Bill Clinton,
Pre3ldent of the United States
1600 Pennsylvania Ave., N.W.
Washington, D.C. 20500
COpy
Dear l\4r. J:iresident:
I Wrlteto you o~an urgent matter that demands your immediate attentio.a'. You have
noted the Administration's success in conceiving and then winning increased funding·
from Congress for the Hispanic E~cation Action .Plan (HEAP). and deservedly so.
. NCLR 'has supported HEAP vigorousJy, both in its planning stages Within the
Administration and in our lobbying efforts with the Congress.. In addition, we have given
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the Aifministration substantiai ~red.it for this ,first-ever. major programmatic federal
education initiative targeted to'the Hispanic community.. We recognize that, on symbolic
.grounds alone. the HEAP is an important. precec!ent-setting, grouncibreaking initiative,
and we very much appreciate the personal attention you and the Vice President have
given to its conception and,implementa#on.
Having said that, we are obligated to Call to your att~idn several serious and long·
Standing problems which threaten to turn the HEAP into a complete sham. Permit me to
give you some background. Latinos have Ions be~ under~served by federal education
programs (see attachment 1). The theory behind HEAP - to proVide major increases in
funding to programs for which Latinos students are disproportionately eligible - makes
sense as a strategy only.to the extent that' Hispanic children are actually served by such
programs. 'Thus, HEAP ina.lces sense only if the piobiem of underrepresentation is
addressed. The Executive Order signed by President Bush in 1990 and that you re-isSued
designed in part to address the underrepresentation issue. It eStablished a strUt;tura1
mechanism to monitor and encourage progress toward improving the responsiveness of
fed~al education programs to the Hispanic community.
Thus. our support for the HEAP was conditioned on "off-budget" improvements in
program implementation that would make such programs. as well as ether important .
programs like Read Start. more responsive to our community. We believed, inaccurately
as it turns out. that the combination of the White House Initiative overseeing the
, Executive Order and a special inter-departmental team overseeing HEAP implemeru8.cion
together would produce the kinds of prograInmatic and policy changes nec::ded to increase
Hispanic access to HEAP and related p'rograms. .
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We have participated in numerous discussions with. and' have provided specific:
recommendations to Administration officials to address the chronic denial of access of
Hispanic students from federal education prqgrams (see attachmerit'2). We had
,confidence in the commitment and competence of the very able public servantS involved
in th~se efforts, and expected by now to see some real, substantiv~ changes.
UnfortwJa,tely,two related sets ofdocuments have led us to conclude that, in the absence
of your im.Inediiue personal intelVention, these efforts will result ira failure. First, we
have reviewed an initial draft of the Department ofEducation's HEAP'implementation
plan. While the, plan Jists 'numerous ongoing actions that relate to Hispanics, it does not
include a single. substantive program or policy change that will materially iIriprove
Latino access to and participation in the Department's program~. While we have nqt se'en
a. counterpart document related to Head Start, we have reason to believe that no important
devel~pments have taken place with respect to that program ,either.
Second. we have'rcviewed a preliminary draft ofthe FY 1998 Annual Performance
Report on Implementing Executive Order #12900. As the draft report states. in pertinent
part: .
The majority ofthe,ieporting agencies have not adequately monitored and
addressed Hispanic participation in educational and employment related
programs since 1.995.... Agency reports show a gross under·
representation ofHispanic American participatio,n in programs. This
deficiency is increased because ~ost reports dO,notprovide either sp,ecific
strategies to gauge Hispanic participation or design plans that address .
program effectiveness.
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, I would add that many of the agency reports seemed designed deliberately to obfuscate
rather than enlighten. .
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We believe ,that three major problems underlie the failure ofboth the Bush and Clinton
Administrations to reverse ~e chronic. gross underrepresentation ofLatinos in federal
. education programs. First., all ofus have underestimated the intrarisigence ofthe federal
bureaucracy. a few political appointees, and other entrenched interests who have resisted
change consistently and energetically. Second. the existing Executive Order has failed to
be the kind of effective accountability mechanis,-n that we had hoped it would be. in part
because too many people involved, incl1:1ding the White House, simply have never made
a serious com~itment to makil1g it work .
. hird. however. I must take some personal responsibility for failing to bring greater
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public attention to the scope and persistence of this problem. I had hoped that by
working quietly with the many able Administration officials ofgood will, together we
would be able to reverse this situation. It is now clear to me that this his not worked.
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Unless we are able to come up with a solution very quickly, I mustsay ~ha.t t face some
difficult queStions. As it now stands., ijEAP borders on fraud. It pUrports to [arge~
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resources to HispanicsJ but in faCt many of the prOgrams it funds actually under-serve _
Latino children. How can I, in good conscience. continue to ask public officials and
leaders -in my own community to cOntinue to support increased appropriations for
programs-which denyequaJ opporrunity to Hispanics? With respec;t to the Executive
Order, since my resignation as'Commission Chair in 1996, I have kept my commitment
to the you, Secretary Riley. and other members ofthe Commission to refrain from
publicly criticizing the initiative, aI1d I have instrUcted my sta.ffto cooperate fully with its
work In. light ofrecent developments, don't I have an obligation to declare the effort a
failure and call for its abolition?
1" request immediate personal intetvention by you and/or the Vice President to see ifwe
might-be able to develop an effective response to the problem., 'lnd ask for a meeting with
you andlor the Vice President within the next 10 days to discuss the issue. Please have
your s~ contact me or my scheduling assistant Helen Coronado at (202) 776-1739 to
arrange a. mutually convenient time to meet.
Tbankyou for yOUT' personaJ a~ention to this issue.
Sincerely.
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Raul Yzagui~
President -- - . _. ~.
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cc:
Vice President Al Gore
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�President Clinton Addresses
The U.~. Hispanic Leadership Institute Annual Conference
Chicago, Illinois
October 9, 1999
Today President Clinton will address 7,000 participants ofthe Us. Hispanic Leadership Institute
Annual Conftrence in ~hicago, Illinois. The Institute is one ofthe leading non-profit, non-partisan
Hispanic organizatio(1s in the nation~ ,The President will discuss the record gains made by Hispanic
Americans over the'past six years and outline an agenda to build on those achievements goingforward.
The Clinton-Gore Administration:
A Record of Progress for Hispanic Americans
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./ An Administration That Looks like America. Tht: President appointed the most diverse Cabinet
and Administration, with the most Hispanic appointments, in history. Secretary of Energy Bill
Richardson and Small Business Administrator Aida Alvarez are current members of the President's
Cabinet, while Federico Pena and Henry Cisneros served previously. President Clinton has also
appointed more Hispanics to senior ,level positions than any.President in American history, including
Assistant to the President and Deputy Chief of Staff Maria Echaveste and Assistant to the President and
Director of Intergovernmental Affairs Mickey Ibarra.
./ Median Household Income on the Rise. The median income of Hispanic households rose $3,880 in
the past three years, and 4.8 per~ent in 1998 alone. That's faster than the rate of increase for the general
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population, which was 3.5 percent.
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./ Historically Low Unemployment Rate. Under President Clinton and Vice President Gore, the
Hispanic unemployment rate has'4ropped from 11.6 percent in 1992 to 6.5 percent in August 1999 -- the
lowest annual level ever.
./ Lowest Poverty Rate ~n a G~ner~ti()f1! ~inc~ rr.esident Clinton and Vice'President Gore took '
office, Hispanic poverty h,is drQPpedfrom 30.6 percellr to 25.6 percent, the lowest level since 1979.
The Hispanic child poverty rate"'YM 6.5 perceQt 101Ner i~ 1998 than in 1993.
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./ One Million New Homeowners, The qintoQ7Gor,eAqlllini§tration launched a program to increase
, the homeownership rate ofHisp~l1ic& ill the U.S. ihrough adv~rtisiilg;'education and counseling
programs and working w.ithleri4illg institutiolls to better ~~ive t~e Hisp~ic community. There are one
million new Hispanic homeQwtt~tS ~irl(;e ~ 9'!4. "
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./ Tax Cuts For Working Families. President Clinton and Vjc~ President Gore doubled the Earned
Income Tax Credit (EITC), lifting more than 1.2 milllon Hispa~icS out of poverty .
./ Supporting Small Business and Increasing Access to Capitol. Under the Clinton-Gore
Administration, the number of loans to Hispanic entrepreneurs through the Small Business
Administration has increased by 250 percent. Vice President Gore recently unveiled aggressive plans to
expand lending even further. SBA has entered partnership agreements with national leadership
, organizations, and engaged its national network of field offices and resources in the effort .
./ Expanding Investment in Urban and Rural Areas. The Clinton Administration creat~d more than
100 EnterpriseZones and Enterprise Communities across the country, generating more than $2 billion of
�new private sector investment in community development activities. The President has also signed into
law a second round ofE2s'-- 15 new urban and 5 new rural zones -- which will include tax incentives,'
small business expensing, and private activity bonds.
, ,.The Clinton-Gore Agenda To
Address the Challenges Still Facing Hispanic Americans
o Paying Off the 1)~~t. The Clinton-Gore Administnition has turned a $290 billion deficit into a $115
billion surplus. The President's' budget proposal would use the surplus to pay off the debt over the next
fifteen years.
o Challenging Corporate America to Invest in Untapped Markets. President Clinton's New
Markets Initiative builds upon existing programs and helps create the conditions for economically
successful investment in communities that have not shared in the nation's prosperity.
o Strengthening Social Security and Medicare. The President has laid out a bold framework to
ensure the solvency of Social Security until 2055 by reserving 62 percent of the budget surplus. He has
proposed an hist6iic initiative to reform and modernize Medicare, including the addition of a long
overdue optional prescription drug benefit. The life of the Social Security Trust Fund has been extended
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until 2034, and the life 'of the Medicare Trust Fund has been extended until 2015.
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o Making Our Scb'oolsand Neighborhoods Safe, Th~ Presid~nf'\iind Vice President have called on
Congress to close gl~riI!g 19bphples in the law whichftJ~~w kids
cr~minals to obtain guns. They
support passage of legt~lfltfonto 910s.~'the gun-showJoophole, requfr~ ch,i~d safety locks for guns, and
pan ~e importa~ion of l~rg~ c~pacity ail1p1~nitiqn clips: The ,AdtuinistU!tion is working to put 50,000
more police on the street~; ~specially in hi!J~-crimr '1eighbqrhoqq~. to k~fP communities safe. '
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q , Hispanic ~d,~cation Actl~,~ .,Jan. L~t ye~r~heI\4ministrati9J.l WOll n.early $500 million for the
Hispanic Educarion Action rlan enhallS~ edu~ational oppory~nity for fUspanic Americans and address
the unacceptably high Hispal1ic :dr~pout {~tt:rThp:"dniiri!~~{at.99
cori~inue this effort to make sure
schools fill their commitments to Hispanic' $tudents. ,', ,'". , " .'
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o Making theMinbllu~Wllge II 14vl~1I Wage. Th~ minl~illl,l ~ago was increased to $5.15 an hour
-- dire,~tly benefitiflg 1.6lrtil'io.~ fJispani~)vor~ers. ' rresid~pt ~lintolland Vice President Gore are
~.<)~king to rai~ the 11}~p!I!l~~ ~a~e tq $~; l S.~ h()ur!'. . ,
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q~uilding Qf1~ 1m,~rfc~~ rre~Jdent CHnwn ~as lep the nation41l:'anitffort to become One America in
the 21 st Centilry: a 'place w4et~ we respect o.~heJ:S· d,iff~rences oo4.aftbe same time, embrace the
common values that unite us. ThePresidenfs InithltJv'?~n Race engaged Americans across the nation,
identifying and highlighting promising local and mitionai'ptactices to promote racial reconciliation.
o Six Percent of Judicial Nominees are Hispanic. The President has appointed the most diverse
group ofjudges in American history, with the highest percentages of top ABA ratings in nearly 40 years.
Nominees awaiting Senate confirmation include the Honorable Richard Paez, the first Mexican '
American to serve as judge in federal district court in Los Angeles, who has been waiting three and a
half years; the Honorable Julio Fuentes for the Third Circuit; the Honorable Enrique Moreno for the '
Fifth Circuit; aI).d the Honorable Ronald Guzman for the Northern Distri~t of Illinois.
�DRAFT
DRAFT
DRAFT
EXECUTIVE SUMMARY
FY98 ANNUAL PERFORMANCE REPORT ON EXECUTIVE ORDER12900
As part of the Administration's ongoing commitment to improving educational opportunities for Latinos,
Executive Order 12900 established the White House Initiative and the President's Advisory Commission
on Educational Excellence for Hispanic Americans. Executive Order 12900 charges the President's
Advisory Commission with surveying federal agencies on an annual basis to assess their performance in
providing education opportunities to the Latino community. The agencies' submissions are incorporated
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into a: single Annual Performance Report on Implementing Executive Order 12909. The following report
profiles the activity of 27 federal agencies for fiscal year 1998. This report is only the second time that
agencies have been surveyed since the Executive Order was signed. Work has already begun to conduct
the survey for FY99.
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. BACKGROUND AND PROCESS
The Commission made qompleting the survey for FY98 and disseminating the report a priority. They
tasked the then-three member staff of White House Initiative staffto work with federal agencies to
determine what progress had been made since 1995, when the first survey was conducted.
With significant support from the Office of Management and Budget, the White House Initiative staff
spent the past 12 months systematically reviewing agency reports and condensing piles of paper into
agency profiles. The goal was to not only fulfill the responsibility ofthe'executive order, but shape this
information into a useful tool for the very community that the executive order seeks to address-Hispanic
Americans. To this end, the staff designed agency profiles that give the following information for each
agency:
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Exemplary Programs/Activities includes programs that have demonstrated a direct i~pact on the Latino
community. The descriptions include the number of Latinos served and program purpose. Program
outcomes and effectiveness will beconside,red as criteria for the FY99 Annual Performance Report
analysis.
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Programs/Activities includes all other relevant data on the agency's activity.
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Contributions to Hispani~ Serving Institutions (HSIs) includes totar funding to HSIs, and activities that
demonstrate the agency'ssuppo~ to enhancing the capacity ofHSIs to educate the Latino community.
Employment ofHispanics includes the total number of Hispanics employed in the agency (career and
non-career), strategies to address the under-representation of Hispanics in the agency's employment ranks,
and other employment policies (Le., internships and fellowships) that provide Latinos an opportunity to
.' develop their academic and professional career~,
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Future Investments includes goals/objectives and action plans that demonstrate the agency's commitment
to improve, expand, and create new programs that assist the Latino community.
Point of Contact: includes the name(s) of an agency official(s) who can respond to questions about the
programs identified in the annual performance report.
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. The FY98 Performance Report includes the individual profiles for 26 agencies and an indication that the
State Department never responded to any request for information.
�ANALYSIS OF AGENCY SUBMISSIONS
There have been improvements since the last survey was conducted. In 1995, most agencies,reported
they did not have data that allowed them to comment o I:! their agencies' effectiveness in serving Hispanic
Americans. In the 1998 reports, several agencies have sufficient information to design and implement
strategies targeting the Latino community. For example, both the Departments of Energy and Health and
Human Services have developed department-wide initiatives with short- and long-term strategies to
ensure Hispanics participate and benefit from their education and employment programs. Both initiatives
continue to generate new strategies and programs within their agencies. In addition, the Office of
Personnel Management (OPM) announced a "9-point plan" in FY97 to identify recruitment and career
development strategies to be implemented government-wide. Since then, several agencies have either
developed their own Hispanic recruitment strategies, or have begun discussion on how to address this
issue. OPM's efforts continue to generate new ideas on employment practices and support from agency
senior executives, including the President's Management Council.
The 26 agencies submitting reports for FY 1998 descr,ibe a wide array of programs designed to meet the
educational needs of Latinos. Many agencies have devoted significant resources and displayed real
creativity in implementing this Executive Order. Some ofthe most promising initiatives include:
• The Department of Agriculture's Hispanic Serving Institutions Education Grants Program to support
graduate programs in agriculture, iis participation in career and science fairs, and its sponsorship of
field trips to USDA facilities and college campuses.
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• 'The Department of Health and Human Services' Hispanic Agenda for Action, which enhances the
agency's capacity to serve the Latino community's customer needs, and its provision of $103 m ill ion
in support of HSJ's for a wide variety of activities, including service projects, health professions
training, biomedical research and development, tuition assistance, and fellowship and scholarship
programs.
• The Small Business Administration's small btisine~s development program in San Diego, which
teaches young Latino entrepreneurs "hands-onll business skills and computer technology through the
operation of Cas a Familiar's La Esquina Snack Shop.
• The Smithsonian Office of Education (SOE) launcheda website, Impacto, Influencia, Cambio--'
Science, Technology, and Invention in Latin America and t~e Southwestern United States, to
highlight the achievements'ofLatinosin such disparate fjelds as agriculture and aviation.
• The NASAl Hispanic Association of Colleges an~ Universities (HACU) Proyecto Access identifies
disadvantaged middle school and high school student~. IJlO~t Qfwhom are Hispanic, and reinforces
the students' potential and interest'in becoming practition~rs ()f teachers in engineering, science, and
other mathematics-related areas. The main object'ives ofthe project are to reinforce secondary-level
, mathematics preparation for students, increase their college retention rates, and increase the number
of competently-prepared minority and female high school students from Proyecto Access who will
ultimately pursue engineering, mathematics, and science studies in college.
• NEH provided a $25,000 grant to Motheread, Inc. for the Abuela project, which will develop a new
curriculum using Latino children's literature. The Abuela project works with a network of teachers
based in community colleges, Title I elementary schools, family support agencies, and child centers
across the nation and recognizes complex relationships between native language, literature, the
formulation of cultural identity, diverse Latinostoryrelling traditions, and Latino cultural history in
the United States.
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�.• The FederaJ Transit Administration's Tren Urbano University of Puerto Ricol Massachusetts Institute
of Technology Professional Development Program is a laboratory for engineering, architecture, and
planning students to develop professional expertise in transit planning, design, construction,
operations, and management. This is a collaborative effort among the Puerto Rico Highway and
Transportation Authority, the University of Puerto Rico, and the Massachusetts Institute of
Technology. The programs has served 124 students since August 1998, of whom 76% are Latinos.
• The Office of Juvenile Justice and Delinquency Prevention Juvenile Mentoring Program (JUMP)
supports one-on-one mentoring programs for youth at risk of educational failure, dropping out of
school, or involvement in delinquent activities, including gangs and drug abuse. JUMP brings and
sponsors such programs as the Latino Mentoring program, Family Services, Inc., Big Sisters, Mentor
Matter, and the George Gervin Youth Center, which bring together responsible adults and at-risk
youth in need of positive tole models.
• DOE's Hispanic Collaborative for Research and Education in Science and Technology (HiCREST)
involves six Hispanic-Serving Institutions in Puerto Rico, New Mexico, and Texas, along with seven
other DOE national laboratories. The goals are to increase participation of HicREST universities and
faculty in national research and development enterprises; enhance the ability of Hispanic students to
succeed in science and technology careers; and position DOE to be a better leader in developing the
nation's Hispanic science and technology workforce.
While many agencies set measurable objectives for Hispanic American participation in programs and
developed action plans for future investments, others can improve on this dimension. In many cases the
fix is relatively easy. For example, for future plans, agencies that have set ambitious qualitative goals
need to develop measurable objectives to track their progress. By focusing their efforts on setting and
achieving ambitious, measurable goals, agencies will h~lp this exercise produce reliable data on how
Latinos are being served by Federal programs and develop effective strategies for improving their
participation. Also, in defining objectives, agencies should address not only process-level outputs, such
as number of students served, but program outcomes, such as a reduction in dropout rates.
Most important in these efforts to improve the participation of Latinos in federal educational and
employment activities is finding ways to create long-term strategies for change and inclusion of the
Hispanic community. While not enough agencies have taken advantage of the opportunity to think more
strategically about their future investments in this growing community, several agencies have taken
seriously the charge'ofExecutive Order 12900 to rethink the way they do business. We believe that the
continued effort will reinforce the commitment of those that are engaged and prompt agencies to develop
a strategic response to the Executive Order.
OUTLOOK FOR FY99
In conducting the follow up interviews for FY98 we learned of several new activities that reflect a more
concerted effort from agencies to identify and develop activities and resources to assist the Latino
community. The following activities from the Department of Education, Interior, Commerce, and the
Small Business Administration represent a small but significant set of examples that will be identified in
the FY99 Annual Performance Report. The Initiative wiHcontinue to work with the agencies now to
ensure that their FY 1999 reports are as complete and informative as possible. FY 1999 reports wi II be
released with the FY 2000 plans.
The Department of Education in its original report described early efforts to develop an outreach strategy
for Latino parents. We know that their FY99 report will include a more comprehensive Latino outreach
strategy. ~he multi-pronged effort includes a mini-catalogue of Spanish language publications available
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�from the Department; 1-800 numbers staffed with Spanish" speaking personnel; a multiyear partnership
with Univision, the largest Spanish language television network in the U.S., that will include public
service announcements on education messages; and a specially-produced video on how to engage Latino
parents to be distributed nationally in 2000.
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Other examples include America's Largest Classroom, a comprehensive approach to policies and
procedures from the Department ofInterior. The Hispanic Serving Institutions Assisting Communities
program through the Department of Housing and Urban Development awarded 14 Hispanic Serving ,
Institutions $5.6 million to address community development needs. The Department of Commerce
recently developed a new grant initiative that will focus on Hispanic Serving Institutions and other
minority serving institutions to increase their participation in grant programs funded by the department.
The Snlall Business Administration signed partnership agreements with 33 national Hispanic
organizations to increase Hispanic participation in SBA activities. The Department of Transportation,
working with the Smithsonian's Air and Space Museum and the National Hispanic Coalition of Federal
Aviation Employees, developed the documentary video "Building on the Legacy-Nuestra Herencia" that
traces the historical contributions of Latinos to the field on aviation. All of this is anecdotal, in that these
departments shared this information in preparation for the FY99 report.
CONCLUSIONS AND NEXT STEPS
To ensure that agency plans and efforts continue to improve, the White House Initiative, with the support
of the Office of Management and Budget, is considering a number of actions to increase educational
achievement for Hispanic youth in the'future. First, we will establish cross-agency performance measures
in the areas of agency work that show the most promise, including improving literacy, expanding
mentoring, lowering the dropout rate, improving access to college, and providing internship and
employment opportunities for Hispanic Americans. We will then work with agencies to ensure that their
action plans are designed collectively to achieve these gpals. Second, to ensure effective implementation
at the local level, we will establish a mechanism through which every agency can concentrate resources in
a way that will produce results. In the top ten geographic areas thatJace the largest barriers to improving
education for Hispanic youth, we will identify the most effective projects that Federal agencies are
involved in, then work with other agencies to generate related activities in order to target resources and
maximize program impact. As a result, an innovative project supported, for example, by the SBA to train
youth in strong business practices might partner with a local career academy with help from the
Department of Education; while linking students with mentors through a program supported by the
Department of Justice. We believe that clear, cross-agency 'performance measures coupled with well
coordinated resources can lead to positiv~ outcomes for the students we are trying to reach.
The White House Initiative and OMB are also planning other ~tlvitie's to improve agency plans and
reports. First, we will provide agencies with templates showi~g exactly what information needs to be
provided in both the annual plans and reports and in wltat fo.rmat. By following the templates, agencie~
will in aggregate provide a comprehensive picture of Hispanic participa'h:~(l' in Federal programs" We will
also distribute to agencies several examples of exemplary submissions. We anticipate that the template
and examples will help agencies better understand the data that they are to provide and the steps that they ,
need to take to fulfill their obligations under the Executive Order, both to improve this year's submissions
and to ensure that next year's submissions demonstrate substantial progress. The Initiative will consult
"- regularly with groups representing the Hispanic community and with groups representing agency grantees
to be sure that agency plans are realistic and to solicit good ideas for additional activities. We will also
work to promote coordination among agencies so that they can disseminate their best ideas apd learn from
each other's experiences on a continuing basis, making special effort to link agencies with similar.
programs or missions.
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�The process of collecting reports from each federal agency has increased the overall awareness within the
federal government to the responsibility of better meeting the needs of Hispanics Americans.
Commissioners believe that the process of completing the report puts the needs of Latino on the "radar
screen". Agencies now clearly recognize that coordination within their respective departments and
increased inter-agency collaboration will'enhance their ability to fulfillthe mission of their agencies and
to respond to Executive Order 12900.
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We plan to continue refining this exercise for maximum effectiveness. Such refinements will include
requiring agencies to submit different information base,d on relevance to their mission, with particular
focus on key agencies. The Initiative will identifY a small number of agencies with the most program
activity relevant to the purposes of the E.O. for K-12 education, postsecondary education and training,
and support for Hispanic-Serving institutions. The Initiative will work most intensively with these
agencies. Other agencies covered by the E.O. will continue to provide plans and reports and will benefit
from information the Initiative will provide them on how the high-intensity agencies are faring. The
Initiative will take primary responsibility for coordination among the agencies, especially the high
intensity agencies. The Initiative will convene the agencies early in October to ensure maximum
coordination in the planning cycle, and then periodically during the year on progress and issues needing
resolution.
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The White House Initiative will disseminate the FY98 Annual Performance Report through their website
and through disseminating a small printing of the summary report to participating agencies.
On November 2, 1999, the White House Initiative staff plans to distribute reporting guidelines for FY99
to the same 27 federal agencies. The plans for FY 2000 will be due to the White House Initiative by
November 15, 1999. Th~Initiative will work with each agency on any issues raised by the,plan, and will
resolve issues and approve plans by January 1,2000. FY 2000 performance reports will be'due by
November 1,2000, and will be published by December 31,2000. FY 2001 plans will be due by August
I, 2000, with a target date for approved plans of October 1, 2000. Schedules may be changed to ,
accommodate late appropriations. The Initiative will enlist the aid ofOMB in working with agencies
whenever necessary.
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Guillermo Linares
. Vice Chair
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commUnIties and have select agencies form a working group to· manage this or to provide technical
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Interagency working group focusing on specific agencies and specific education areas
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EXECUTIVE SUMMARY
FY98 ANNUAL PERFORMANCE REPORT ON EXECUTIVE ORDER 12900
As part of the Administration's ongoing commitment to improving educational opportunities for Latinos,
Executive Order 12900 established the White House Initiative and the President's Advisory Commission
on Educational Excellence for Hispanic Americans in 1994. The Executive Order charges the President's
Advisory Commission with surveying federal agencies on an annual basis to assess their performance in
providing education opportunities to the Latino community. The agencies' submissions are incorporated
into a single Annual Performance Report on Implementing Executive Order 12900. The following report
profiles the activity of 27 federal agencies for fiscal year 1998. This report is only the second time that
agencies have been surveyed since the Executive Order was signed.
BACKGROUND AND PROCESS
T~ade
completing the survey for FY98 and disseminating the report a priority. It tasked
ber staff of the White House Initiative to work with federal agencies to determine what
~een made since 1995, when the first survey was conducted.
With significant support from the Office ofMal,1agement and Budget, the White House Initiative staff
spent the past 12 months systematically reviewing 27 ,agency reports to create agency profiles. The goal
was to shape this information into a useful tool for the Hispanic community. To this end, the staff
designed profiles that give the following information for each agency:
Exemplary Programs/Activities includes programs that have demonstrated a direct impact on the Latino
community. The descriptions include the number of Latinos served and the program purpose. Program
outcomes and effectiveness will be considered as criteria for the FY99 Annual Performance Report
analysis. This section also includes other relevant data on the agency's activity.
Contributions to Hispanic Serving Institutions (HSIs) includes total funding to HSIs, and activities that
demonstrate the agency's support for enhancing the capacity ofHSIs to educate Latinos.
Employment ofHispanics includes the total number of Hispanics employed in the agency (career and
non-career), strategies to address the under-representation of Hispanics in the agency's employment ranks,
and other employment policies (i.e., internships and fellowships) that provide Latinos an opportunity to
develop their academic and professional careers.
Future Investments includes goals/objectives and action plans that demonstrate the agency's commitment
to improve, expand, and create new programs that assist the Latino community.
Point ofContact includes the name(s) of an agency official(s) 'who can respond to questions about the
programs identified in the report.
ANALYSIS OF AGENCY SUBMISSIONS
There have been improvements since the last survey was conducted. In 1995, most agencies reported not
having the necessary data to comment on their agencies' effectiveness in serving Hispanic Americans. In
the 1998 reports, several agencies now have sufficient information to design and implement strategies
targeting the Latino community. For example, both the Department of Energy and the Department of
Health and Human Services have developed department-wide initiatives with short:- and long-term
strategies to ensure Hispanics participate and benefit from their education and employment programs. In
addition, the Office of Personnel Management (OPM) annouQced a "9-point plan" in FY97 to identify
recruitment and career development, strategies to be implemented government-wide. Since then, several
�agencies have either developed their own Hispanic recruitment strategies, or have begun discussion of
how to address this issue. OPM's efforts continue to generate new ideas on employment practices and
support from agency senior executives, including the President's Management Council.
The 27 agencies submitting reports for FY 1998 describe a wide 'array of programs designed to meet the
educational needs of Latinos. Many agencies have devoted significant resources and displayed true
creativity in implementing this Executive Order. Some of the most promising initiatives include:
• The Department of Agriculture's Hispanic Serving Institutions Education Grants Program to support
graduate programs in agriculture, participation in career and science fairs, and sponsorship of field
trips to USDA facilities and college campuses.
• The Department of Health and Human Services' Hispanic Agenda for Action, which enhances the
agency's capacity to serve the Latino community's customer needs, and its provision of $103 million
in support of HSI's for a wide variety of activities, including service projects, health professions
training, biomedical research and development, tuition assistance, and fellowship and scholarship
rograms.
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The Small Business Administration's small business development program in San Diego, which
\!eaches young Latino entrepreneurs "hands-on" business skills and computer technology through the
operation of Casa Familiar's La Esquina Snack Shop.
• The Smithsonian Office of Education (SOE) launched a website, Impacto, Injluencia, Cambio-
Science, Technology, and Invention in Latin America and the Southwestern United States, to
highlight the achievements of Latinos in such disparate fields as agriculture and aviation.
• The NASAlHispanic Association of Colleges and Universities (HACU) Proyecto Access identifies
disadvantaged middle school and high school students, most of whom are Hispanic, and reinforces
the students' potential and interest in becoming practitioners or teachers in engineering, science, and
other mathematics-related areas. The main objectives ofthe project are to reinforce secondary-level
mathematics preparation for students, increase their college retention rates, and increase the number
of competently-prepared minority and female high school students from Proyecto Access who will
ultimately pursue engineering, mathematics, and science studies in college.
• National Endowment for the Humanities (NEH) provided a grant to Motheread, Inc. for the Abuela
project, which will develop a new curriculum using Latino children's literature. The Abuela project
works with a network of teachers based in community colleges, Title I elementary schools, family
support agencies, and child centers across the nation and recognizes complex relationships between
native language, literature, the formulation of cultural identity, diverse Latino storytelling traditions,
and Latino cultural history in the United States.
• The Department of Transportation's (Federal Transit Administration) Tren Urbano University of
Puerto Rico/ Massachusetts Institute of Technology Professional Development Program is a
laboratory for students in engineering, architecture, and planning to develop professional expertis,e in
transit planning, design, construction, operations, and management. This is a collaborative effort
among the Puerto Rico Highway and Transportation Authority, the University of Puerto Rico, and the
Massachusetts Institute of Technology. The program has served 124 students since August 1998, of
whom 76% are Latinos.
2
�• The Office of Juvenile Justice and Delinquency Prevention Juvenile Mentoring Program (JUMP) at
the Department of Justice supports one-on-one mentoring programs for youth at risk of educational
failure, dropping out of school, or involvement in delinquent aqtivities, including gangs and drug
abuse. JUMP sponsors such programs as the Latino Mentoring program, Family Services, Inc., Big
Sisters, Mentor Matter, and the George Gervin Youth Center, which bring together responsible adults
and at-risk youth in need of positive role models.
• The Department of Energy's Hispanic Collaborative for Research and Education in Science and
Technology (Hi CREST) involves six Hispanic-Serving Institutions' in Puerto Rico, New Mexico, and
Texas, along with seven other DOE national laboratories. The goals are to increase participation of
HiCREST universities and faculty in national research and development enterprises; enhance the
ability of Hispanic students to succeed in science and technology careers; and position DOE to be a
better leader in developing the nation's Hispanic science and technology workforce.
While some agencies set measurable objectives for Hispanic American participation in programs and
have developed action plans for future investments, others can improve on this dimension. In many cases
the desired change is relatively easy. For example, for future plans, agencies that have set ambitious
qualitative goals need to develop measurable objectives to track their progress. By focusing their efforts
on setting and achieving ambitious, measurable goals, agencies can help produce reliable data on how
Latinos are being served by Federal programs and develop effective strategies for improving their
participation. Also, in defining objectives, agencies should address not only process-level outputs, such
as number of students served, but program outcomes, such as a reduction in high school dropout rates.
Most important in these efforts to improve the participation of Latinos in federal educational and
employment activities is finding ways to create long-term strategies for change and inclusion of the
Hispanic community. While not enough agencies have taken advantage of the opportunity to think more,
strategically about their future investments in this growing community, several agencies are seriously
rethinking the way they do business. We believe that the continued effort will reinforce the commitment
of those that are engaged and prompt agencies to develop a strategic response to the Executive Order.
OUTLOOK FOR FY99
In conducting the follow up interviews for FY98 we learned of several new activities that reflect a more
concerted effort from agencies to identifY and develop activities and resources to assist the Latino
community. The following activities from the Departments of Education, Interior, Commerce",
Transportation, and the Small Business Administration represent a "small but significant set of examples
that will be identified in the FY99 Annual Performance Report. The White, House Initiative will continue
to work with the agencies now to ensure that their FY 1999 reports are as complete and informative as
possible and include future investments for both FY 2000 and FY 2001. '
The Department of Education in its original report described early efforts to develop an outreach strategy
for Latino parents. We know that their FY99 report will include a more comprehensive Latino outreach
strategy. The mUlti-pronged effort includes a mini-catalogue of Spanish language publications available
from the Department; 1-800 numbers staffed with Spanish speaking personnel; a multiyear partnership
with Univision, the largest Spanish language television network in the U.S., that will include public
service announcements on education messages; direct involvement with the White House Initiative's
Excelencia en Educacion: The Role of Parents in the Education of Their Children national conference
series; and a specially-produced video on how to engage Latino parents to be distributed nationally in
2000.
Other examples include America's Largest Classroom, a comprehensive approach to policies and
procedures from the Department of Interior. The Hispanic Serving Institutions Assisting Communities
3
�program through the Department of Housing and Urban Development awarded 14 Hispanic Serving
Institutions $5.6 million to address community development needs. The Department of Commerce
recently developed a new grant initiative that will focus on Hispanic Serving Institutions and other
minority serving institutions to increase their participation in grant programs funded by the department.
The Department of Transportation, working with the Smithsonian's Air and Space Museum and the
National Hispanic Coalition of Federal Aviation Employees, developed the documentary video "Building
on the Legacy-Nuestra Herencia" that traces the historical contributions of Latinos in the field of
aviation. The Small Business Administration signed partnership agreements with 33 national Hispanic
organizations to increase Hispanic participation in SBA activities.
CONCLUSIONS AND NEXT STEPS
The process of collecting annual plans from each federal agency has increa~ed their awareness of their
responsibility to better meet the educational needs of Hispanics Americans. We, as Commissioners, and
our agent, the White House Initiative staff, believe that the process of completing the report has placed
the needs of Latinos in education and employment on the "radar screen". Agencies now clearly recognize
that coordination within their respective departments and increased inter-agency collaboration is expected
and will enhance their ability to fulfill the mission of their agencies as they respond to Executive Order
12900.
To ensure that agency plans and efforts continue to improve, the White House Initiative, with the support
of the Office of Management and Budget; is planning a number of actions to increase the role of federal
agencies to address the educational achievement for Hispanic youth in the future. First, we will reorient
the FY99 final report to highlight agency work in the following areas: early childhood education, literacy,
mentoring, high school completion, access to college, workforce training, Hispanic-serving institutions
(HSls), graduate education, and internship and employment opportunities for Hispanic Americans. We
will then work with agencies to ensure that their action plans are designed to include achievement in these
areas. In tandem, we will focus the analysis on the top five to ten geographic areas \l{ith the largest
concentrations of Hispanic youth, identifY effective projects that Federal agencies are involved in, and
work with other agencies to generate related activities to target resources and maximize program impact. .
We will also look for ways these strategies can be deployed by areas of the country with new emerging
Latino communities. As a result, innovative projects, such as the one supported by the SBA to train youth
in strong business practices, might partner with alocai career academy with help from the Department of
Education, while linking students with mentors through a program supported by the Department of
Justice. We believe that a clear focus on specific educational areas, coupled with well-coordinated
resources, can lead to positive outcomes for the community we are trying to reach.
The White House Initiative and OMB are also planning other activities to improve agency plans and
reports; First, we will provide agencies with templates demonstrating exactly what information needs to
be provided in both the annual plans and reports and in what format. By following the templates,
agencies will in aggregate provide a comprehensive picture of Hispanic participation in Federal programs.
We will also distribute to agencies several examples of exemplary submissions. We anticipate that the
templates and examples will help agencies better understand the step they need to take to fulfill their
obligations under the Executive Order, both to improve this year's submissions and to ensure that next
year's submissions demonstrate substantial progress. To that end, the White House Initiative staff will
work with OMB and agencies to support their programs and activities for the FY 200 I budget cycle that
directly address the needs and strengths of the Hispanic community and are tied to their annual plans.
We plan to continue refining this exercise for maximum effectiveness. Such refinements will include
requiring agencies to submit different information based on relevance to their mission, with particular
focus on key agencies. The White House Initiative will identify a small number of agenci~s with the most
program activity relevant to the purposes of the Executive Order for K-12 education, postsecondary
4
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education and training, and support for Hispanic-Serving Institutions. The White House Initiative will
work most intensely with these agencies. Other agencies covered by the Executive Order will continue to
provide plans and reports and'will benefit from information the White House In'itiative will provide them
on how the high-intensity agencies are faring. The White House Initiative will take primary responsibility
for coordination among the agencies, especially the high intensity agencies. The White House Initiative
will convene the agencies early in November to ensure maximum coordination in the planning cycle, imd
then periodically during the year on progress and issues needing resolution. In mid-November, the White
House Initiative will also hold another meeting of the Interdepartmental Council on Hispanic Educational
Improvement to share this information and discuss agency commitments and activities related to the
Executive Order.
The White House Initiative will consult with groups representing the Hispanic community and with
groups representing agency grantees to ensure that agency plans are realistic and to solicit good ideas for
additional activities. Work will continue to promote coordination among agencies so that they can
disseminate their best ideas and learn from each other's experiences on a continuing basis, making special
effort to link agencies with similar programs or missions.
The White House Initiative will disseminate the FY98 Annual Performance Report through its website
and through a small printing of the summary report.
On the week of November 1, 1999, the White House Initiative staff plans to distribute reporting
guidelines for the FY99 and future investments annual plans to the same 27 federal agencies. The plans
will be due to the White House Initiative by December 15, 1999. The White House Initiative will work
.with each agency on any issues raised by the plan, and will work to resolve any issues. Schedules may be
changed to accommodate late appropriations. The White House Initiative will enlist the aid of OMB and
the White House Office of Cabinet Affairs in working with agencies whenever necessary.
Ana M. "Cha" Guzman
Chair
Guillermo Linares
Vice Chair
President's Advisory CommIssion on
Educational Excellence for Hispanic Americans
5
Miriam Cruz
Policy Committee
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TEL:202 776 1794
Nation61 Office
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Wasllington, DC 20U36
Phone: (202) 78).-167U
F~x: (202) i76·179}
NATIONAL COUNQL OF lARAZA
Raul Yzaguin'e, President
FAX COVER MEMO
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MESSAGE:
Program Offlc.es: Phoenix, Arizona ,. San Anlonio, Texas· los An~eles, allifornia • ChiClgO, Illinois
LA llAZA: The Hispanic People of the New
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�OCT, :- 2-~' 99HHlJ) 20: 47
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NATIONAL COUNCIL OF IA RAJA
Raul Yzaguirre, Pre-,sidem
p, 002
TEL:202 776 1794
KCLR-ORAL
National Qfficc
111119lh Streel, N.W., Suitt; 1000
W-\shirlglon. DC 20036
Phon\,:: (202) 785-1670
Fax: (202) 776·1792
MEMORANDUM
FROM~
National Association for Bilingual Education
National Association for Migrant Education
.
National Association of Latino Elected and Appointed Officials
.
National Council of La Raza
National HEP/CAMP Association ' "
TO:
Maria Echaveste, Deputy White House Chief of Staff
Mike Cohen, Spec,ial Ass~~tant- t~_$t? President for Education Policy
Barbara Chow; Associate Director, -0Iflce of Management and Budget
Sarita Brown, Executive Director, White House Initiative on Educationa,l
Excellence for Hispanic Americans
DATE:
October 29, 1999
SUBJ:
Hispanic Education Action Plan
~
Thank you for the opportunity to present specific recommendations on implementing the
Administration's Hispanic Education Action Plan. We are committed to ensuring that Hispanic
children benefit from federal programs designed to impro:ve the educational status of the most
disadvanraged students. We expect that these recommendations will be proper]y executed to
achieve this end.
Title I
1.
Administration: Ensure that schools' are being held accountable for Latino student performance
and inclusion of LEP students in stare accountability systems by enforcing current Title I
requirements. Action steps:
Issue:final guidance on Title I Standards, Assessment, and Accountability Requirements
- October 1999.
II Issue final guidance an Including LEP srudents· in Assessment and Accountability
Systems October 1999.
II Issue LEP "Toolkit" - December 1999.
10 Complete analysis on the status of state assessment policies for LEP students and
produce state profiles - Draft November 1999, final January 2000 .
.. Conduct workshops for states on complying with title I requirements. Three scheduled
II
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lA RAZA: TIlt! Hi.~panic People of the New %rld
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1Ilinois
�OCT, .28' 99'(THU) 20: 48
TEL:202 776 1794
NCLR-ORAL
p, 003
for October - December 1999.
Administration: Provide Title I schools serving Hispanic students with information on best
practices. Action steps:
• Produce Hispanic Education Idea Book -:- Draft November 1999. final January 2000.
• Conduct intensive workshops on best practices for teaching reading to LEP students
three scheduled for October - December 1999. at IASA regional conferences.
• Produce practical research summaries (written materials, videos) on teaching reading to
LEP students - several products to be developed by DeCember 1999.
• Support additional research Goint OERl/NICHD) on teaching reading to young Children
whose first language is Spanish - proposals from field due November 1999.
• Evaluate effectiveness of Title I programs for LEP students - first year data of National
Longitudinal Study of Title I collected. first report due March 2000.
• Develop plan for ongoing technical assistance to school districts with large or growing
Hispamc populations - December 1, 1999.
During last week's meeting, 'the Administration proposed to target 10 States to deternline how
they are serving limited English proficient (LEP) children. Although Ihis would prove helpful.
it is important to realize that many states, particularly in the South. have experienced a large
increase in the number of Hispanic students attending their schools. It is important to ensure
that these states have the capacity and will to provide these children with appropriate education
services. In addition, we also recommend taking the following Steps:
• Combine Title I monitoring and technical assistance (TA) with compliance reviews
to ensure that LEP students are served. Coordination of efforts between these two
functions to not simply highlight the problems LEAs are having with compliance. but
to provide them with concrete steps they must take to be in compliance and the .
assistance necessary to adequately serve LEP stUdents.
• Vigorous enforcement of the law and regulations to identify state education
agencies and LEAs that are not in compliance, including one or more higb profIle
examples. The Department should continue its enforcement role. In particular, LEAs
not adequately serving LEP srudents should be highlighted to send a strong message to ,
other similar LEAs. Along with identifying and taking significant corrective action
against such school districts, it is important to deal with states that are not following
the spirit of the law with respect to LEP students. For example, the Virginia Slate
Education Department refuses to comply with the Title 1 legislation requiring states to
test students in their native language to the extent practicable because their state
constitution requires mat the governmem conduct its business only in English.
• Make sure that there are math/science components to LEP students' learning in
Title I. The dissemination of best practices and research the Department proposes are
2
,
.
�,'OCT, ~i8' 99 (THU) 20:48
TEL:202 776 1794
NCLR-ORAL
limited to the teaching of reading. LEP students are being denied access to the full
curriculum in many states, school districts, and schools. The Elementary and
Secondary Act reauthorization legislation (H.R. 2) that recently passed the House
contains built-in barriers for these children to receive anything but English language
acquisition services. LEP students should have access to math, science, and other
content areas that may be included in state performance standards.
• Provide TA and disseminate information to new and emerging areas. LEAs in
these areas should receive materials on best practices and intensive .TA to help them
tailor rheir Title I services to serve LEP students and avoid noncompliance. The
Comprehensive Regional'Assistance Centers (CRAes) ami Regional Laboratories
(Labs) are currently in the best position to do this. For example, the Intercultural
Research and Development Association (IDRA) performs substantive research and
dissemination on LEP issues.
• 'Create a "How To" Guide on assessment of LEP students. To accompany the new
guidance on assessments, a manual on the proper use of assessments for LEAs/schools
should be created (CRACs may have one already).
o 'Create an explicit parents'
strategy, ED should create a manual for parents on the
rights of LEP students and parents under Title I, including information on standards,
assessments, and accountability. In addition, there should be a mechanism to provide
parents with information in order to increase their knowledge of and access to
programs like TRIO, GEAR UP, and Head Start.
• Make organizational and infrastructure adjustments. There should be a unit or
division within the Department, with high level staff and adequate resources to oversee
Title I implementation, panicularly as it pertains to LEP issues, such as effectively
including LEP students in assessments and accountability systems. The personnel
should have substantial expertise in these areas.
II,
Competitive Grants Programs
Adminisrration: Maximize panicipation of Hispanic youth in initial (GEAR UP) grant awards.
Action steps:
• Extensive outreach to Hispanic communities and HSls, through mailings, application
workshops and technical assistance in c0.mmunities with large Hispanic popUlations,
o Outreach to Hispanic advocacy groups to identify grant proposal reviewers
knowledgeable about Hispanic community.
Administration: To increase the quality and availability of translated materials. Action steps:
P. 004
�. ·OCT..- 28' 99 (THU) 20: 49
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NCLR-ORAL
P. 005
• OBEMLA will produce a school reform guide for the parents of LEP children to infonn
them about standards-bilsed reform and of ways to ensure their children's needs are
considered in school improvement efforts .
• Review current publications to ensure the quality of materials.
Administration: Facilitate improved relationships with Hispanic serving community-based
organizations, advocacy groups, and parents.
o Coordinate conferences, like the Excelencia en Educacion series, for community
leaders, teachers, parents. and others to discuss best practices for involving parents in
education.
o Plan the special satel1iteteleconference for Spring 2000, with downlinks and an
available video copy, to alert students and parents in the Hispanic community to issues
in and resources for preparing for college, with a focus on fmancial aid.
Administration: Further develop partnerships with radio and television organizations to extend
the outreach efforts. Action steps:
e Work with Vnivision to maintain its role in the conferences and a national public
service announcement (PSA) campaign.
• Continue the patticipation of media companies like La Opinion newspaper, Radio
Vnica, and the Telemundo Network through PSA's, radio programs, talk shows, and
newspaper supplements directed at Hispanic youth.
Administration: The Mott Foundation is partnering with the Department of Education to
provide assistance to local communities seeking 21 51 Century funding and implementing
effective after school programs. In August, Mott agreed to provide $300,000 to help develop
and carry out a strategy for increasing Hispanic participation in the program. This strategy
will involve:
• Setting a priority in the next grant competition for underserved communities, such as
those with high dropout·rates, low achievement, and/or high LEP populations.
G
Holding at least HI outreach and technical assistance workshops (ofa total of 20·30
workshops tentatively plaIIDed nationally) targeted to communities with large Hispanic
popUlations. Workshops will be sponsored by organizations identified to be effective
in assisting develop after school applications, and by organization with specific ..
demonstrated capacity to involve the Hispanic community.
• Recruiting at least ## reviewers with particular understanding of the needs of Hispanic
youth.
4
'.
�.. OCT. - 28' 99 (THU) 20: 49
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NCLR-ORH
In addition to the items outlined by the Administration, the following steps must be taken to
increase Latino participation in these programs:
• Enhance opportunities for Latino-serving community-based organizations and
higher education institutions to compete for grants. There should be an explicit
strategy to look ahead to upcoming grant announcements and identify opportunities to
improve Latino participation in these programs, and then substantial, targeted TA, and·
support. Providing pre· and post-grant award TA iscUll'ently part of the GEAR UP
process. It should be expanded to otherprograms.
• Upcoming announcements should be reviewed now before they are disseminated
widely to make changes to how criteria are weighted. As we discussed, it is
possible to target Latinos without. using race.based language, including such proxies
as dropout rates, language-minority status, underrepresentation, and geographic
areas with one or more of these characteristics.
• We agree with the strategy to create a special request for proposal (RFP) to better
target TRIO with new money. and recommend that the same be done for GEAR UP
and other grant programs.
., More readers with substantive knowledge of LEP issues should be part of the grant
making process. The GEAR UP regulations allow the Department to choose a
certain percentage of Hispanic readers. Although that would not necessarily qualify
someone for this task, it is clear that race should not be viewed as an impediment to
achieving this.
• In addition, management of grants must be improved. For example, outreach and
TA can be provided to Hispanic Serving Institutions (HSIs) to ensure that they use
funds to help Hispanic students complete college. Moreover. given that these grants
are for "Strengthening" HSIs, the Department should ensure that grantees receive
their awards in a timely manner .
• Use discretionary funds to fund pilot and demonstration sites. The Department
. should fund pilot sites for ilUlovative practices in serving LEP students and children at
risk of dropping out through TRIO (particularly Upward Bound and Student Support
Services, the programs found to be most effective in helping Hispanic students attend
and complete college), GEAR UP, 2P' Century Community Learning Centers (21 S!
Century), and other categorical programs. Funding designated for these programs
should be supplemented with other non-specific discretionary money in order to
achieve this. We recognize that there has to be a political strategy to go along with
this to make it effective, and are willing to work with the Administration to devise one.
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.. The number of such sites should be based on a reasonable assessment of what will
get us to parity in .four or five years with respect to equitable representation in these,
programs.
• These sites should be established now, rather than waiting for the next competition
cycles.
• In addition, these sites should receive "'priority points" when they participate in
future grant competitions.
• Make adjustments .10 the 2r' Century program. The growing popularity. including
within the Administration, of social promotion pOlicies and standards-based refonn call
for a substantial and rigorous after school support system. Research shows that
Hispanic stUdents are more likely to be retained in grade, and that grade retention often
leads to dropping out. Thus, the Administration has a responsibility to ensure that the
21'1 Century program helps Hispanic children meet high performance and content
standards. In order to more effectively serve and reach Latinos, ED should:
G
II
Ensure that the 21 bl Century program services are more rigorous and aligned with
Slate academic standards.
Undertake an assessment ,of the extent to which current providers are serving Latino
and LEP students .
., Better target the program by providing priority points to CBOs that serve large
numbers of LEP students. The 2pI Cenrury Community Learning Centers program
regulations should be rewritten so that community-based organizations playa
significant role in providing services under the program.
.
• Work to restore the program's original targeting of low-income areas. The 21 51
Century centers are considered part of a larger system of standards-based refonn.
It is clear that economically disadvantaged and LEP students are most likely to
require additional help to meet challenging academic standards. Thus, the program
must specifically larget these children in order to be effective.
III.
Head Start
Administration: Procedural Improvements .
• ACF will increase the number of grant application reviewers who have expenise in
serving language-minority children so that, as appropriate, each set of proposal review
teams includes persons with such expertise.
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The Head Start Bureau will wor~ with its training and technical assistance (TIT A)
providers to ensure that they assist grantees who are experiencing demographic
changes within their service area in designing their programs, so that grantees can
better serve new populations in culmrally sensitive programs. In FY 2000, ACF will
identify at least ten communities where the unm.et need of emerging populations is
most dramatic. ACF ,will then work closely with existing and potential grantees and
leaders in these communities to implement various outreach and TIT A strategies
designed to improve representation of underrepresented children, and where
appropriate, facilitate the participation in Head Start of local organizations representing
these groups.
Adminislration: Improving :rargeting of Existing Funding .
• ACF recently issued an Information Memorandum that reiterates Head .Start's policy to
assure all eligible families within a grantee's service area are given fair consideration
for enrollment in the Head Start program. Grantees have been reminded that 45 CFR
Part 1305.3 requires them to conduct community assessments at least once every three
years. This assessment provides data on .. the demographic make up of Head Start
children and families, including their estimated number, geographic location and ethnic
. composition." This information is then used by each Head Start granree to decide in
which pan of its service area it will recruit ...
III
Head Start is initiating an effort, with contractor assistance. to collect demographic data
at the cOUnty level which can be used to make judgements about how well grantees are
doing. in enrolling families that reflect the overall make-up of their community. Once
this data collection is complete, Head Start will focus on working with grantees that
seem to be having the most difficulty serving all the populations of their communities.
,. ACF "is iIistitutionalizing a process of outreach and community needs assessment,
including the needs of underserved populations, as grant tenninations or
relinquishments occur.
e Grantees that are not using community assessment data properly or adhering to Head
. tan regulations regarding the selection and recruitment of ch8ildren will be found
S
"out-of-compliance" and will be required to implement a corrective action plan. Head
Start staff will closely monitor these grantees to ensure that they are in compliance
within one year.
III
Head Stan will issue a report by the end of FY 2000 detailing its efforts and
accomplishments in extending access to underrepresented populations.
Administration: Aggressive Targeting of Discretionary funding.
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ACF will include new language in the FY 2000 expansion announcement that puts
additional emphasis on reaching underserved populations, and will evaluate the
effectiveness of giving greater weight to outreach underserved population when scoring
expansion grant applications .
• An applicant's failure to use the community needs assessment data or adhere to Head
Start regulations will be considered in making expansion grant decisions.
lit
Applicants will be rated on, among other things, the degree to which they have
identified new and underrepresented populations, and their strategy for serving these
groups. The points awarded in this area increased by 50% in FY 1999 and now
represent close to a third of the total points.
• This year's Head Start expansion effort IS making up to $S mil1ion available this
. sununer to increase enrolment of migrant and seasonal fannworker families by up to
1,000 children. The President's budget includes a $23 million increase for Migrant'
Head Stan in FY 2000, which in addition to providing approximately $13 million for.
cost-of living and quality improvement increases, would provide $10 million to serve
as many as 2000 additional migrant and seasonal farmworker children.
We are greatly encouraged that the plan includes malting the degree to which current providers
are serving LEP kids proportionately based on the mandated demographic assessments part of
the OSPRJ process.. In addition to the actions outlined above, HHS should:
Fund programs with the potential to serve LEP students. HHS should fund new sites in
regions that have experienced a substantial growth in their LEP population. Particular
attention should be devoted to funding such sires in regions that may have existing Head Start
sites, but no prior experience in serving LEP children.i This objective can be achieved within
a pilot project or research· and development context.
• The Head Start Bureau should disseminate infonnation about serving LEP children,
and coordinate research on the development of LEP students, through a nationa1
clearinghouse.
B
The Head Start Bureau should institute a centralized body) based in Washington
D.C. and staffed by the Department of Heath and HWDan Services, to provide
technical assistance to sites that serve LEP students. This body should coordinate a
national effort to reach out to mose Head Start granIees most in need of assistance
regarding the service of LEP stUdents.
o
The Head Start program has been appropriated $200 million over a five-year period
to institUte the goal of professional development across the field of Head Stan
grantees. II A career ladder program should be incorporated.. into this .initiative, in
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order to ensure that a significant number of Head Start instructors receive bilingual
certification through the accreditation program.
• The Head Start program should adopt a goal, apart from the aforementioned
initiative, of increasing the number of bilingually trained msuuctors in the field
through the use of discretionary funds.
We agree to work with existing and prospective providers' serving large numbers of Latino and
LEP students to use HHS money to leverage private foundation money to help stan up new
sites.
'
IV.
Mechanisms for HEAP Implementation and Accountability
We recognize the need to work collaboratively in order to achieve full implementation of the
aforementioned elements related to HEAP. Related to this goal, there should be a long-tenn
mechanism for monitoring and accountability, which may include issuing a new Executive
Order. In the interim. we reconunend tlle adoption of the following functions to ensure full
and successful implementation:
Operationalize HEAP Implementation Through the Department of Education. As per
previous recommendations from the Department, there should be someone ar the DepartJ:p.ent
of Education responsible solely for HEAP implementation, and that would report directly to
Mike Cohen and Secrerary Riley. This individual would be well versed in the technical aspects
'of respective HEAP programs, and able to institutionalize a process of mOnitoring and .
accountability directed at achieving specific program objectives. This role would encompass
the important function of monitoring, and would include the following:
• Ensuring accountability through progress reports. This individual would be charged
with the preliminary steps of ensuring internal accountability, which include the
development of workplans and timelines for accomplishing the objectives of HEAP
implementation. as well as the collection of relevant dara related to these objectives. This
individual would also issue interim progress reports on actions that we agree should take
place in respective programs, with particular attention to "high-intensity" agency programs
'
such as TRIO, GEAR UP, and Title 1.
Adopt a Definitive Function for the White House Initiativew
on
HEAP Implementation.
The White House Initiative should fulfill an integral reporting role that completes another
phase of accountab11ity for HEAP implementation. Adequate staff and resources should be
devoted to the White House Initiative by the Administration to perform the following function:
• Ensuring accoWltability through public reporting. Once the Department of
Education has issued progress reports, these reports would be analyzed, distilled, and
made widely available by the White House Initiative. This includes highlighting them
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at public events, and posting them on the initiative's, and the Departments of
Education and Health and Human Services websites.
Adopt a higb prorlle, well-articulated public political strategy for HEAP implementation.
As a final step to ensurmg real progress in Latino educational achievemenr through HEAP, the
Clinton Administration and Department of Education should jointly adopt an ambitious and
,well-orchestrated political strategy that accomplishes the following:
• Make the case that helping Latino and LEP children is in the national interest.
o Make it clear to other stake holders that this is priority.
" Make it clear to career employees and political appointees that it is priority.
• Make sure that the message is repeated often and at every opporronity for public
consumption.
i The Council of Chief State School Officers has found thac LEP studenr populations 8.((1 growing fastest in many
regions that have no prior experience in serving such students. These regions include the stares of Alabama,
Florida, Georgia, Indiana, Idaho. Iowa, K.ansas~ Kentucky, Minnesota, Missouri, Nebraska, Nevada, New
Hampshire, Nonh Carolina, Oklahoma, Oregon. Tennessee. and Washington.
H According to the objective of the Bureau's initiative, 50% of all instructors in Head Start programs will hold an
Associates begree from an accredited instirution of higher education by 2004.
III The White House Initiative on Educational Excellence for Hispanic Americans
10
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�EXECUTIVE SUMMARY
FY98 ANNUAL PERFORMANCE REPORT ON EXECUTIVE ORDER 12900
As part of the Administration's ongoing commitment to improving educational opportunities for Latinos,
Executive Order 12900 established the White House Initiative and the President's Advisory Commission
on Educational Excellence for Hispanic Americans. Executive Order 12900 charges the President's
Advisory Commission with surveying federal agencies on an annual basis to assess their perfonnance in
providing education opportunities to the Latino community. The agencies' submissions are incorporated
into a single Annual Perfonnance Report on Implementing Executive Order 12900. The following report
profiles the activity of 27 federal agencies for fiscal year 1998. This report is only the second time that
agencies have been surveyed since the Executive Order was signed. Wo~k has already begun to conduct
the survey for FY99.
BACKGROUND AND PROCESS
't
The Commission made completing the survey for FY98 and disseminating the report a priority. They
tasked the then~tc member staff of White House Initiative staff to work with federal agencies to
detennine what progress had been made since 1995, when the first survey was conducted.
With significant support from the Office of Management and Budget, the White House Initiative staff
spent the past 12 months systematically reviewing agency reports and condensing piles of paper into
agency profiles. The goal was to not only fulfill the responsibility of the executive order, but shape this
infonnation into a useful tool for the very community that the executive order seeks to address-Hispanic
Americans. To this end, the staff designed agency profiles that give the following infonnation for each
agency:
Exemplary Programs/Activities includes programs that have demonstrated a direct impact on the Latino
community. The descriptions include the number of Latinos served and program purpose. Program
outcomes and effectiveness will be considered as criteria for the FY99 Annual Perfonnance Report
analysis. This section also includes .other relevant data on the agency's activity.
Contributions to Hispallic Serving [nstitutiom (HS[s) includes total funding to HSIs, and activities that
demonstrate the agency's support to. enhancing the capacity of HSIs to educate the Latino community.
Employment ofHispanics includes the total number of Hispanics employed in the agency (career and
non-career), strategies to address the under-representation of Hispanics in the agency's employment ranks,
. and other employment policies ~mships and fellowships) that provide Latinos an opportunity to
develop their academic and professional careers.
l
Future [llvestments includes goals/objectives and action plans that demonstrate the agency's commitment
to improv:, expand, and create new programs that assist the Latino community.
Poillt ofColllact: includes the name(s) of an agency official(s) who can respond to questions about the
.
programs identified in the annual perfonnance report.
The FY98 Performance Report includes the individual profiles for 27 agencies and an indication that the
State Department never responded to any request for infonnation.
ANALYSIS OF AGENCY SUBMISSIONS
There have been improvements since the last survey was conducted. In 1995, most agencies reported not
having the necessary data to comment on their agencies effectiveness in serving Hispanic Americans. In
the 1998 reports, several agencies now have sufficient infonnation to design and implement strategies
I
�targeting the Latino community. For example, both the Departments of Energy and Health and Human
Services have developed department-wide initiatives with short- and long-term stTategies to ensure
Hispanics participate and benefit from their education and employment programs. Both initiatives
continue to generate new strategies and programs within their agencies. In addition, the Office of
Personnel Management (OPM) announced a "9-point plan" in FY97 to identify recruitment and career
development strategies to be implemented government-wide. Since then, several agencies have either
developed their own Hispanic recruitment strategies, or have begun discussion on how to address this
issue. OPM's efforts continue to generate new ideas on employment practices and support from agency
senior executives, including the President's Management Council.
The 27 agencies submitting reports for FY 1998 describe a wide array of programs designed to meet the
educational needs of Latinos. Many agencies have devoted significant resources and displayed real
creativity in implementing this Executive Order. Some of the most promising initiatives include:
'. The Department of Agriculture's Hispanic Serving Institutions Education Grants Program to support
graduate programs in agriculture, its participation in career and science fairs, and its sponsorship of
field trips to USDA facilities and college campuses.
• The Department of Health and Human Services' Hispanic Agenda for Action, which enhances the
agency's capacity to serve the Latino community's customer needs, and its provision of $103 million
in support of HSI's for a wide vai-iety of activities, including service projects, health professions
training, biomedical research and development, tuition assistance, and fellowship and scholarship
programs.
• The Small Business Administration's small business development program in San Diego, which
teaches young Latino entrepreneurs "hands-on" business skills and computer technology through the
operation of Casa Familiar's La Esquina Snack Shop.
• The Smithsonian Office of Education (SOE) launched a website, Impacto. Influencia. Cambio-
Science, Technology, and Invention in Latin America and the Southwestern United States, to
highlight the achievements of Latinos in such disparate fields as agriculture and aviation.
• The NASA/Hispanic Association of Colleges and Universities (HACU) Proyecto Access identifies
disadvantaged middle school and high school students, most of whom are Hispanic, and reinforces
the students' potential and interest in becoming practitioners or teachers in engineering, science, and
other mathematics-related areas. The main objectives of the project are to reinforce secondary-level
mathematics preparation for students, increase their college retention rates, and increase the number
of competently-prepared minority and female high school students from Proyecto Access who will
ultin:Jately pursue engineering, mathematics, and science studies in college.
,
• NEH provided a $25,000 grant to Motheread, Inc. for the Abuela.project, which will develop a new
curriculum using Latino children's literature. The Abuela project works with a network of teachers
based in community colleges, Title I elementary schools, family support agencies, and child centers
across the nation and recognizes complex relationships between native language, literature, the
fom1ulation of cultural identity, diverse Latino storytelling traditions, and Latino cultural history in
the United States.
.
• The Federal Transit Administration's Tren Urbano University of Puerto Rico/ Massachusetts Institute
of Technology Professional Development Program is a laboratory for engineering, architecture, and
planning students to develop professional expertise in transit planning, design, construction,
2
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�operations, and management. This is a collaborative effort among the Puerto Rico Highway and
Transportation Authority, the University of Puerto Rico, and the Massachusetts Institute of
Technology. The programs has served 124 students since August 1998, of whom 76% are Latinos.
• The Office of Juvenile Justice and Delinquency Prevention Juvenile Mentoring Program (JUMP)
supports one-on-one mentoring programs for youth at risk of educational failure, dropping out of
school, or involvement in delinquent activities,including gangs and drug abuse. JUMP brings and
sponsors such programs as the Latino Mentoring program, Family Services, Inc., Big Sisters, Mentor
Matter, and the George Gervin Youth Center, which bring together responsible adults and at-risk
youth in need of positive role models.
• DOE's Hispanic Collaborative for Research and Education in Science and Technology (HiCREST)
involves six'Hispanic-Serving Institutions in Puerto Rico, New Mexico, and Texas, along with seven
other DOE national laboratories. The goals are to increase participation of Hi CREST universities and
faculty in national research and development enterprises; enhance the ability of Hispanic students to
succeed in science and technology careers; and position DOE to be a better leader in developing the
nation's Hispanic science and technology workforce.
While some agencies set measurable objectives for Hispanic American participation in programs and
developed action plans for future investments, others can improve on this dimension. In many cases the
fix is relatively easy. For example, for future plans, agencies that have set ambitious qualitative goals
need to develop measurable objectives to track their progress. By focusing their efforts on setting and
achieving ambitious, measurable goals, agencies will help this exercise produce reliable data on how
Latinos are being served by Federal programs and develop effective strategies for improving their
participation. Also, in defining objectives, agencies should address not only process-level outputs, such
as number of students served, but program outcomes, such as a reduction in high school dropout rates.
Most important in these efforts to improve the participation of Latinos in federal educational and
employment activities is finding ways to create long-term strategies for change and inclusion of the
Hispanic community. While not enough agencies have taken advantage of the opportunity to think more
strategically about their future investments in this growing community, several agencies have taken
seriously the charge of Executive Order 12900 to rethink the way they do business. We believe that the
continued effort will reinforce the commitment of those that are engaged and prompt agencies to develop
a strategic response to the Executive Order.
FY99
In conducting the follow up interviews for FY98 we learned of several new activities that reflect a more
concerted effort from agencies to identify and develop activities and resources to assist the Latino
community. The following activities from the Department of Education, [nterior, Commerce,
Transportation, and the Small Business Administration represent a small but significant set of examples
that will be identified in the FY99 Annual Performance Report. The Initiative will continue to work with
the agencies now to ensure that their FY 1999 reports are as complete and informative as possible. FY
1999 reports will be released with the FY 2000 plans.
OUTLOOK FOR
The Department of Education in its original report described early efforts to develop an outreach strategy
for Latino parents. We know that their FY99 report will include a more comprehensive Latino outreach
strategy. The multi-pronged effort includes a mini-catalogue of Spanish language publications available
from the Department; \-800 numbers staffed with Spanish speaking personnel; a multiyear partnership
with Univisioll, the largest Spanish language television network in the U.S., that will include public
service announcements on -education messages; direct involvement with the WHI's Excelellcia ell
3
';
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'.
�Educacion: The Role of Parents in the Education of Their Children national conference series; and a
specially-produced video on how to engage Latino parents to be distributed nationally in 2000.
Other examples include America's Largest Classroom, a comprehensive approach to policies and
procedures from the Department ofInterior. The Hispanic Serving Institutions Assisting Communities
program through the Department of Housing and Urban Development awarded 14 Hispanic Serving
Institutions $5.6 million to address community development needs. The Department of Commerce
recently developed a new grant initiative that will focus on Hispanic Serving Institutions and other
minority serving institutions to increase their participation in grant programs funded by the department.
The Department of Transportation, working with the Smithsonian's Air and Space Museum and the
National Hispanic Coalition of Federal Aviation Employees, developed the documentary video "Building
on the Legacy-Nuestra Herencia" that traces the historical contributions of Latinos to the field on
aviation. The Small Business Administration signed partnership agreements with 33 national Hispanic
organizations to increase Hispanic participation in SBA activities. All of this is anecdotal, in that these
departments shared this information in preparation for the FY99 report.
CONCLUSIONS AND NEXT STEPS
The process of collecting reports from each federal agency has increased tne overall awareness within the
federal government to the responsibility of better meeting the needs of Hispanics Americans. We, as
Commissioners and their agent, White House Initiative staff, believe that the process of completing the
report has put the needs of Latinos in education and employment on the "radar screen". Agencies now
clearly recognize that coordination within their respective departments and increased inter-agency
collaboration will enhance their ability to fulfill the mission of their agencies and to respond to Executive
Order 12900.
To ensure that agency plans and efforts continue to improve, the White House Initiative, with the' support
of the Office of Management and Budget, is planning a number of actions to increase the role of federal
agencies to address the educational achievement for Hispanic youth in the future. First, we will reorient
the FY99 final report to highlight agency work in the following areas: early childhood education, literacy,
mentoring, high school completion, access to college, workforce training, Hispanic-serving institutions
(HSls), graduate education, and internship and employment opportunities for Hispanic Americans. We
wilI .then work with agencies to ensure that their action plans are designed to include achievement in these
areas. In tandem, we will focus the analysis on the top ten geographic areas with the largest
concentrations of Hispanic youth, identifY effective projects that Federal agencies are involved in, and
work with other agencies to generate related activities to target resources and maximize program impact.
As a result, innovative projects, such as the one supported by the SBA to train youth in strong business
practices, might partner with a local career academy with help from the Department of Education, while
linking students with mentors through a program supported by the Department of Justice. We will also
look for ways these strategies can be deployed by areas of the country with new emerging Latinos
communities. We believe that a clear focus on specific educational areas, coupled with well-coordinated
resources, can lead to positive outcomes for the community we are trying to reach.
The White House Initiative and OMB are also planning other activities to improve agency plans and
reports. First, we will provide agencies with templates showing exactly what information needs to be
provided in both the annual plans and reports and in what format. By following the templates, agencies
will in aggregate provide a comprehensive picture of Hispanic participation in Federal programs. We will
also distribute to agencies several examples of exemplary submissions. We anticipate that the templates
and examples will help agencies better understand the step they need to take to fulfill their obligations
under the Executive Order, both to improve this year's submissions and to ensure that next year's
submissions demonstrate substantial progress. To that end, the White House Initiative staff will work
4
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,
.
-
with OMB and agencies to support their programs and activities for the FY 200 I budget cycle that
directly address the needs and strengths of the Hispanic community and are tied to their annual plans.
We plan to continue refining this exercise for maximum effectiveness. Such refinements will include
requiring agencies to submit different ipformation based on relevance to their mission, with particular
focus on key agencies. The White House Initiative will identify a small number of agencies with the most
program activity relevant to the purposes of the E.O. for K-12 education, postsecondary education and
training, and support. for Hispanic-Serving Institutions. The White House Initiative will work most
intensively with these agencies. Other agencies covered by the E.O. will continue to provide plans and
reports and will benefit from information the White House Initiative will provide them on how the high
intensity agencies are faring. The White House Initiative will take primary responsibility for coordination
among the agencies, especially the high intensity agencies. The White House Initiative will convene the
agencies early in November to ensure maximum coordination in the planning cycle, and then periodically
during the year on progress and issues needing resolution. In mid-November, the White House Initiative
will also hold another meeting of the Interdepartmental Council on Hispanic Educational Improvement to
share this information and discuss agency commitments and activities related to the Executive Order.
The White House Initiative will consult with groups representing the Hispanic community and with
groups representing agency grantees to be sure that agency plans are realistic and to solicit good ideas for
additional activities. Work will continue to promote coordination among agencies so that they can
disseminate their best ideas arid learn from each other's experiences on a continuing basis, making special
effort to link agencies with similar programs or missions.
The White House Initiative will disseminate the FY98 Annual Performance Report through their website
and through a small printing of the summary report.
The week of November 1, 1999, the White House Initiative staff plans to distribute reporting guidelines
for the FY99 and future investments annual plans to the same 27 federal agencies. The plans will be due
to the White House Initiative by December 15, 1999. The White House Initiative will work with each
agency on any issues raised by the plan, and will work to resolve any issues. Schedules may be changed
to accommodate late appropriations. The White House Initiative will enlist the aid of OMB in working
with agencies whenever necessary.
Ana M. "Cha" Guzman
Chair
Guillermo Linares
Vice Chair
President's Advisory Commission on
Educational Excellence for Hispanic Americans
5
Miriam Cruz
Policy Committee
�
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Andrew Rotherham - Events Series
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Within the Domestic Policy Council, Andrew “Andy” Rotherham was Special Assistant to the President for Education Policy from 1999-2000. Before working for the Domestic Policy Council, Rotherham was Director of the 21st Century Schools Project for the Progressive Policy Institute (PPI). This series of Events includes records relating to education events and the corresponding background materials. The records include reports, memoranda, email, congressional correspondence, press releases, and speech drafts.
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"
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PHOTOCOPY
. PRESE~VATION
�Hispanic Education National Meeting
Tuesday, January 18,2000
o
3:30 p.m.
D
Agenda
1.
Developments since "m(:rger meeting" ofJanuary 5, 2000
•
I
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•
Efforts of stakeholdt~rs -- Initiative
•
Status of proposed workplan - Andy
•
Status of proposed outreach planieffOlts - Brlan.
•
II.
.0
Status oftalking points -- Sarita
Next Steps and Action Items
•
U
yfc
oif
(j-r~
�White House NationallVIeeting for Latino Educational Excellence
Timeline'
January
Outreach to External Groups
G
Meeting with Latino Organizations
.January (Week of 1124-28)
Location: White House
Office: OPL
Organization participants: NCLR, LULAC, NALEO, HACU, MALDEF, MANA, NPRC,
PRLDF, Latino Civil Rights Task Force, Hispanic National Bar Association, SW Voter,
American GI Forum, Nat. Assoc. of Bilingual Education, Nat. Assoc. of Migrant
'
Education, Natio~al HEP/CAMP Association
.'
..
i
~
Meeting with Education Organizations
January (Week of 1124-28)
Location: White House
Office: OPL and DPC
. Organization participants: National Education Association, American Federation of
Teachers, American Association of School Administrators, Council of Chief State School
Officers, National School Boards Association, National PTA, National Association of
Elementary School Principals, National Association of Secondary School Principals,
Council of Great City Schools, NationalAssociation of Bilingual Education Association
for Career and echnical Education (Voc Ed), Council for Opportunity in Education
(TRIO), American Council on Education, American Association of Community Colleges,
.American Association of State Colleges and Universities, National AssocIation of
Independent Colleges and Universities, National Coalition for Literacy, National
. Association of College Admissions Counseling
:r
- .. Meeting with Business/Philanthropist
January (Week of 1/31-2/4)
Location: White House
.
Lead Office: OPL
. Organization participants: Coca-Cola Company, US West, US Hispanic Chamber ,of
Commerce, US Mexico Chamber of Commerce
'
Meeting/Conference Call with Congressional Offices
Location: TBD
Lead Office: Leg. Affairs
Particpants: Congressional Hisparuc Caucus, etc.
January (Week of 1/31-2/4)
Conference Call with StatewidelLocal Electeds
January (Week of 1/31-2/4)
Location: TBD
Lead Office: IGA
Participants: Statewide and local electeds from AZ, CA, FL, IL, NM, NJ, NV, NY, PA,
TX,PR
Conference Call with Cabinet Members
January (Week of 1/31-2/4)
Location: TBD
Lead Office: Cabinet Affairs
Participants: Chief of Staff and Deputy Chief of Staff and Communications Directors
from Cabinet Members, offices
'
�February (Week of217-11)
Conference Call with Latino Community'Leaders
Location: TBD
Lead Office: OPL and IGA
Participants: Community Leaders from AZ, CA;FL, IL, NM, NJ, NY, NY, MA, PA,
TX,PR
: ,.
Conference Call with Excelencia Conference Planning Committees
Location: TBD
'
. February (Week 217-11) '.
Lead Office: Initiative, OPL, DPC
Participants: Leaders from the Excelencia <=;onference Planning Committees
•
Conference Proposal and Agenda
Mid-:February (Weekof2/14-18)
Develop Conference Proposal and Agenda, submit proposal for decisions on goals,
format, date, location, outcomes, participants, issues, paper,etc.
Develop message ~ith Communications office ,and submit scheduling requests.
Last week February
It
o
Coordinate substantive planning with NEC, DPC,OMBand Education, and begin planning
, logistics:
Buy-in from External Groups
Secure buy-in, via conference calls, from External Groups, and other White House,
offices, Congress, Constituency Groups/Orgarnzations/Community Leaders, State and
Local Elected officials and Cabinet Members.
March- April
II
Extend invitations to all participants.
•
Pull inPress Office to develop and implement press strategy.
•
Finalize plans.
o
Conference date 1st or 2nd week in month.
�Educational Excellence for Hispanic Americans
December 15, 1999
9:30 am - Ward Room
1. Annual Plan)i-:quired by Executive Order 12900
FY98
Report complete, submitted to POTUS, and handed out to agencies at IDC
meeting. OMB, ED
~
• Plans for further distribution. Initiative
FY99
• Deadline of December 20, 1999 set at IDC meeting. Initiative, OMB
V'
•
----
.
Resistance from agencies: request::; for extensions through February 2000.
Initiative
I) 07
I
2. Initi lYe Matters
Co
•
/'
•
JJ!,
<d~
Inter
•
J~~~e~p~art~m~e~nt~al~.~~~~~~
. / " Council
"-'.l.!~~="""""~
3. Communications with Outside Groups
Letter
• Response to R. Yzaguirre letter. ED, DPC, OMB
Meetings
• Raul's request for meeting with President, Vice President. COS
• Need for new meeting with NCLR and other groups? COS
Il~
rAttJ~~ J \
7
~~~__~~~~p_Ia_n______________~~~____d_b_A~________~~~·
.
.
a~B_,_D_pC,_l_n_it_ia_t_iv_e____~~~/
5 C.
~~~__~-4~__
S_ta_t_us _f
_ o_c_u_rr_e_n_t~p_ro~p~o_s_ed 7_c_it~y_/t_o~P_lc_wor_k~p_la_n_.____
__
__
__
Pre-meeting with top-performing agencies for securing buy-in for workplan?
OMB, COS
+- t)d
Meeting with Kevin Thurm from HHS. COS -f
r
•
5. Hispanic Education National Meetin
Meetings
• Proposed January ,1999, meeting with John Gue
Planning
• Draft workplan. DPC
".
•
Initiative
Draft outreach plan. OPL
6. HEAP
------,----------------------------------------------------------,
•
Need for internal Title I meeting. ED, COS
�Educational Excellence for Hispanic Americans
October 18,1999
11 am - Ward Room
1. Annual Plan Required by Executive Order 12900
FY98
•
•
•
FY99
Update regarding Executive Summary. OMB, ED
Update regarding Dept. of State. COS, OMB
Timeline for obtaining current agency reports. OMB, COS, Initiative
2. Communication with Commission/Commissioners
Meetings
• General update regarding Commissioners and their concerns/reactions to
various matters. Initiative
• Letter from Commission to Secretary Riley. Initiative
3. Communications with Outside Groups
Letter
• Response to R. Yzaguirre letter. ED
Meetings
• Raul's request for meeting with President, Vice President. COS
• Update regarding NCLR meeting (next meeting tentatively scheduled for
~0/20L99). COS
• Update re: Congressional Hispanic Caucus meeting. COS, DPC, OMB
• Re-schedule meeting with Rep. Hinojosa. COS
• Contact Sarah Martinez Tucker with Hispanic Scholarship Fund. COS
• Efforts re: national Hispanic education meeting (John Guerra). Initiative
tJl
-
4. HEAP
Update
•
•
-
Rep. Roybal-Allard's request for meetings. COS
Need for internal Title 1 meeting. ED, COS
......
�AGENDA
HISPANIC EDUCAnON MEETING
October 11, 1999
11:00 am
;
I.
Bispanic Education Action Plan
A. Implementation Gear Up - Head Start
B. Allocated/disbursed to date
II.
Action steps for:
A. Title 1
B. After school programs
II.
Other Programs
A. TRlO
B. Bilingual Education
......
�Educational Excellence for Hispanic Americans
October 29, 1999
Ham - Ward Room
1. Annual Plan Required by Executive Order 12900
FY98
• Update regarding Executive Summary. OMB, ED
FY99
• Request for FY99 data to be distributed week of 11/01/99; language in
request regarding responsiveness to Hispanic needs. Initiative, OMB
• Timeline for obtaining current agency reports. OMB, Initiative
2. Initiative Matters
Commission • Letter from Commission to Secretary Riley. Initiative
Issues
Inter• Plans regarding increasing effectiveness of Council. OMB, Initiative, DPC
Departmental
• Geographic focus. OMB, Initiative, DPC
Council
• Consultation with supportive agencies. COS, Initiative
3. Communications with Outside Groups
Letter
• Response to R. yzaguirre letter. ED, DPC, OMB
Meetings
• Update regarding progress with NCLR and other groups (next meeting to be
scheduled). COS
• Update regarding Ed. meeting with Congressional Hispanic Caucus. ED
• Raul's request for meeting with President, Vice President. COS
• .Efforts re: national Hispanic education meeting (John Guerra). Initiative
4. HEAP
I Update
I.
Need for internal Title 1 meeting. ED
�DRAFT
10127/99
Interagency Workplan for Latinos in education
I
As part of the Administration's ongoing commitment to improving educational opportunities for Latinos,
Executive Order 12900 established the White House Initiative and the President's Advisory Commission
on Educational Excellence for Hjspanic Americans in 1994. The Executive Order charges the President's
Advisory Commission with surveying federal agencies on an annual basis to assess their performance in
providing education opportunities to the Latino community.
To ensure that agency plans and efforts continue to improve, the White House, with the support of the
Office of Management and Budget, the Domestic Policy Council and the White House Initiative, is creating
a strategy to build upon successful federal programs addressing the following educational areas for
Hispanics: early childhood education, acquisition of literacy/workforce training, dropout
prevention/mentoring, access to college, and institutional development (Hispanic-serving Institutions).
We will focus on five geographic areas with a large Hispanic American population and two "emerging"
Latino communities, identify effective projects that Federal agencies are involved in, and work with other
agencies to generate related activities to target technical assistance, expand resource opportunities and
maximize program impact.
As a result, innovative projects, such as the one supported by the SBA to train youth in strong business
practices, might partner with a local career academy with help from the Department of Education, while
linking students with mentors through a program supported by the Department of Justice. We believe that
a clear focus on specific educational areas, coupled with well-coordinated resources, can lead to positive
outcomes for the community we are trying to reach.
Each of the geographic locations will have a different lead agency responsible for engaging other agencies,
establishing dates to convene and creating concrete indicators of action.
The following issue areas and agencies with programs that address each of the issue areas.
�Educational Excellence for Hispanic Americans
October 29, 1999
11 am - Ward Room
1. Annual Plan Required by Executive Order 12900
FY98
!. Update regarding Executive Summary.
OMB, ED
I
FY99.
Request for FY99 data to be distributed week 0 f 11101199; language in
request regarding responsiveness to Hispanic ~eeds. Initiative, OMB
• Timeline for obtaining current agency reports. OMB, Initiative
2. Initiative Matters
Commission
Issues
InterDepartmental
Council
•
Letter from Commission to Secretary Riley. Initiative
•
Plans regarding increasing effectiveness of CounciL OMB, Initiative, DPC I
Geographic focus. OMB, Initiative, DPC
Consultation with supportive agencies. COS, Initiative
•
•
3 Communications with Outside Groups
Letter
Meetings
•
•
•
•
•
4. HEAP
IUpdate
I.
~-
Response to R. Yzaguirre letter. ED, DPC, OMB / ' l
Update regarding progress with NCLR and other groups (next meeting to be
scheduled). COS·
Update regarding Ed. meeting with Congressional Hispanic Caucus. ED
Raul's request for meeting with President, Vice President. COS
Ef orts re: national Hispanic education meeting (John Guerra). Initiative
vI
,-~
Need for internal Title 1 meeting. ED
L ,'-"
�
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Andrew Rotherham - Events Series
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<a href="http://clinton.presidentiallibraries.us/items/show/36330" target="_blank">Collection Finding Aid</a>
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Within the Domestic Policy Council, Andrew “Andy” Rotherham was Special Assistant to the President for Education Policy from 1999-2000. Before working for the Domestic Policy Council, Rotherham was Director of the 21st Century Schools Project for the Progressive Policy Institute (PPI). This series of Events includes records relating to education events and the corresponding background materials. The records include reports, memoranda, email, congressional correspondence, press releases, and speech drafts.
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Boston Globe Online 1 Nation I World / English-only tests criticized
http://www.boston.com/dailyglobe2/...gJish_only_tests_criticized+.shtmJ
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English-only tests criticized
A week of stories from
the Boston Globe's
By Anjetta McQueen, Associated Press, 09/16/99
Washington bureau
efJ·f,·n:W4W
atlOna
International
Washington, D.C.
PAGE ONE
NATfOHIWORlD
METRO I REGION
ASHINGTON - Schools may be violating the rights of millions
W of Hispanic children by applying English-only tests that
determine whether a student moves ahead or even graduates, a
presidential panel said yesterday. It urged the Education Department to
investigate .
. "State education leaders have compromised the future of Hispanic
students by making high stakes decisions based on inaccurate and
inadequate information," said the report by the President's Advisory
Commission on Educational Excellence for Hispanic Americans.
BUSINESS
The Education Department does investigate such cases, said Rodger
Murphey, a spokesman for the civil rights branch. About 20 percent of
the 5,000 cases filed each year specifically relate to laws that prohibit
EDITORIALS I UP·ED
racial or linguistic discrimination against students, he said.
Weekly
~ .
..'
.
Health Science (Mon.) The department IS mvestlgatmg two cases related to testmg and
~ We .
language ability, in Nevada and in Texas. Murphey said he could not
Calendar (Thu.)
discuss the cases or disclose the parties.
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A 1974 Supreme Court ruling requires schools to help students with
limited English.
However, opponents of bilingual education argue that accommodating
children on high-stakes tests will ultimately hurt them.
"You want to make sure kids don't graduate with a degree that they
can't even read," said Jorge Amselle, vice president for education of the
Center for Equal Opportunity, a Washington group that opposes
bilingual education and affirmative action. "The purpose of educatio~
in the United States is to prepare students to survive and succeed in this
society, and that requires mastery in English.
"To say that a student should be able to do math and science and read
and write in English is simply a matter of accountability, not a matter
of discrimination,n he added.
But the presidential panel said that states' approaches to nonnative
English-speakers are too vague for tests that are often tied to a child's
promotion or graduation.
.
Nineteen states require students to pass tests before they receive high
school diplomas, and seven more plan to follow suit by 2003.
9/16/99 J :49 PM
�•
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school diplomas, and seven more plan to follow suit by 2003.
. "Nevertheless the resulting data are often used to hold students
accountable for their own success, rather than the educators," said the
report by the panel, which was created in 1990 by President Bush.
The group, which issued its first report in 1992, is charged with finding
ways to increase Hispanics' involvement in federal education programs
and targeting educational gaps.
Educating the nation's 3.4 million Hispanic children properly is more
important than ever, the panel says, as their enrollment grows but their
achievement does not. Hispanics are projected to become the nation's
largest minority group by 2010. But in scholarship, Hispanic children
are slipping behind: Young ones perform half as well as their
native-English-speaking peers.
This story ran on page A 10 of the Boston Globe on 09/16/99.
© Copyright 1999 Globe Newspaper COJinpany.
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�(
.
1
,"
•
I'
Our Nation on
the Fault Line:
mSPANIC AMERICAN EDUCATION
A REPORT TO THE NATION;
TESTING HISPANIC STUDENTS
IN THE UNITED STATES
The President's Advisory Commission on Educational
,
Excellence for Hispanic Americans
September, 1999
Prepared by:
Richard A. Figueroa
University of California, Davis
Sonia Hernandez
...
,'California Department of Edu~ation
"
�2
The President's Advisory Commission on Educational Excellence for
'
'A 11.
.
.
.
.
H Ispanlc merIcans"
II
'
Ana "Cha" Margarita Guzman, Chair
Guillermo Linares,1 Vice-Chair*
Erlinda Paiz Atchuleta*
Cecilia Preciaddl Burciaga
George CJstro*
Darlene Chavnlk Chavez
David Corhella
. II
Miriam Qruz
"
II
Jose Gonzalez
Sonia Hern~ndez*
Juliet VillarrJu Garcia
/I
Cipriano Munoz*
Q
Eduardo ~adron
Janice Petrovich
II
" Gloria Rodriguez
Waldemar//Rojas*
Isaura Santiago Santiago
John Philli~ Santos
Samuel "/rigil*
Diana Wassennan
Ruben ZJcarias*
.
(-Members, Commission kssessment Committee)
White House Initiative on EduJtional Excellence for Hispanic
II
Americans
." roWIl, l " .
Santa B E l xecutlve D'lrector
Deborah Santiago~ Deputy Director
I,
Richard iifoscano
i
I"
�3
FORWARD
There is no more promising reform in public education today than the
standards -based movement. It is the most widely accepted school change
process whick offers the greatest probability for leveling the playing field
for· all children by clearly stating expectations for instruction, assessing the
progress of each child toward achieving the standards, and holding schools
accountable for student learning. Where these three core elements of a
standards-based system are in place, all students begin to experience
success as never before. This is especially true for the growing Hispanic
student population in America which has been traditionally excluded from
access to rigorous mainstream instruction.
But in the current rush to implement world class standards supported by .
systems of accountability in he nation's public schools, state education
leaders have compromised the future of Hispanic students by making high
stakes decisions based on inaccurate and inadequate testing information.
Hundreds of thousands of Hispanic students, many lacking functional
fluency in English, are assessed with a myriad of tests entirely in English
and, oftentimes, only in English. The resulting test data gleaned from the
. administration of these tests is used for student promotion or retention, for
high school graduation, generally for high stakes decisions --but rarely for
the purposes of true accountability. When'it comes to holding schools
accountable for the academic achievement of our students, states allow
Hispanic youngsters to become transparent inside the very system charged
with educating them.
State policies often require that Hispanic students be assessed in English
with tests they may not even understand or with alternative but less
rigorous tests in Spanish whether or not they are receiving instruction in
that language. Neither approach produces accurate information about
student learning. Nevertheless, the resulting data is often used to hold
students accountable for their own success, rather than the educators or the
systems of public schooling. Who should be responsibJe for what
. ispanic students learn in school? . The answer is simple: students,
H
educators, and parents all must share the responsibility. But what kinds of
�4
assessments should be used to provide accurate information about
what students have have been taught? Regrettably, the answer to this
question is not as simple. It will be explored in this document.
For now, students bear the weight of acJdemiC success or failure, with few
exceptions, on the basis of one or possiHly two test scores. Where
exemptions from testing exist, Hispanicslldisappear from the accountability
reports which trigger both positive and negative consequences for the
responsible adults in the system. Thus rJore than two million Hispanic
students in the US are underrepresented ~br absent from the rolls of students
'
who are counted and who, therefore, co1unt.
.
.'
I..
As America enters the new millennium, (deliberate action by policymakers at
every level must be taken to include thellcountry's fastest growing and
soon-to-be largest minority within the bounds of systems of accountability
using accurate information for decisioru!aking. It is our belief that Hispanic
students, whether they are English domfuant or English Language Learners,
should be tested with appropriate test i~truments in order to be included at
all times in the states' accountability s~~tems. If this does not occur,
Hispanic children will not benefit from the powerful and promising
standards movement.·
I
The purpose of this report is twofold: (1) to bring attention to the growing
crisis of the invisible ~ispani~ studentsllin pu~1ic education to the nati~n' s
leaders and (2) to provIde guIdance to the natIon and the states on taking the
necessary steps to rectify the conditio~s which allow Hispanic students to
be wrongly measured and unaccounted for in their own schools. It is our
intent to help education leaders in this bountry choose wisely for the sake of
the children.
.
The Commission Assessment Committee
.
The President's Advisory CommissioJ on Educational Excellence For
Hispanic Americans
Washington, D.C.
September 15, 1999
�I
\
5
EXECUTIVE SUMMARY
The testing of Hispanic children has made some progress in the 20th
century. The areas where there has been significant progress is in the
empirical documentation of the impact of bilingualism on test scores and on
the development of policies and precautions associated with the testing of
bilingual students. However, there has not been much progress in actual test
development and technology in any area of testing with respect to these
students. This is true to some extent because the demand by schools,
districts, or states for the development of such testing technology has not
materialized.
On the basis of current practice, policy, and available research, six
options appear to exist for states, districts, and schools concerning the
measurement of Hispanic English Language Learners:
1) tests can be administered in English which have been normed on
student· populations unlik~the students who are given the tests,
2) testers can be given "cultural training" so that they can
interpret the tests in ways that appear to be more valid,
3) accommodatio~s in the tests and the testing environments can be
provided without regard for possible negative impact on student
scores,
4) a moratorium on the use of individual scores for any high-stakes
assessment can be put in place until research sori~ out the
complex issues associated with testing Hispanic students,
5) tests can be used for holding systems legally and politically
accountable for the educational decisions that adversely impact
Hispanic students as demonstrated in differential, negative outcomes,
.
,
,'"
..
�\
.~
6
6) local nonns can be developed in order to compare students against
:~~~ts with similar cultural, lin1stic,and scholastic experiences,
7) school systems can be supporteCi. to provide equitable
opportunities-to-Iearn for Hispanic//children across the United States
thereby meeting the crucial assumption of tests· that all students·
receive similar educational expeien'bes..
.
..
. .
.
,.
.
.
At present, only the first three options are in use. None·of
.these, however, can demonstrate tha~1 they are free of significant
degrees of bias, unfairness, or denial/lof substantive due process. The
fourth option has been suggested but has received virtually no support·
or even discussion..
1 ..
..
.
The fifth option has not really been tried in the last decade, but
n
.
it remains a plausible response to po~itical attacks, such as California's
Propositions 227 and 209, that are alrea~y inflicting harm and damage to
Hispanic children. In Kern county in Ca!lifornia, for example, the school
board has decreed that Hispanic childreb must learn E~glish in three months
II
and then receive their education in EngJ.ish. The impact ofthis decision will
. . .
be evident in the tests administered in Ehgli.sh. .
. The sixth option may weU be Je most immediately relevant for
both test developers and Hispanic connbunities in the United States. But
there is a great deal of opposition fr~m both political and professional
interests. Legitimate nonns will provibe comparisons among children with
generally similar educational experienc:~s and backgrounds in local.
communities. They may be seen as sokces of reverse discrimination. In
employment testing, the courts have r&fused to accept group specific
nonning because of issues related to rJverse discrimination. Ironically, the
intellectual community has not been sJ reluctant. The National Council on
.Measurement recommended this as a dolution to the bias that employment
tests affect job applicants with differeAtial opportunities-to-Iearn. Education,
however, has always occupied a diff~~ent status with the courts with
re'gards to testing. The issue of group nonns in all aspects of schooling
should be studied and debated.
The seventh is the best option, although in some cases, it may
take several generations to accom~lish. It is the option that best
,
,
.
�I
•
•
7
explains why tests have become such an obstacle for Hispanic
communities. The primary problem with tests is not necessarily the tests
alone. It is the educational context in which they are developed, used, and
studied. Historical and contemporary data have clearly documented that in
the United States public education has not worked very well for Hispanic
children. Tests only perpetuate many of the barriers that Hispanic children
face in schools.
One important and positive observation that can be made from
the review presented in this document is that the testing community
is beginning to realize the problems associated with testing Hispanic
students are far more complex than ever imagined. While much
research and development is needed to resolve the issues related to the
availability and use of valid and reliable test instruments, one significant
solution to the problems engendered and embodied in current test programs
resides in changing the educational experiences of Hispanic children. As
greater emphasis is placed on opportunities-to-Iearn, more Hispanic families
will accept the challenge to help their children excel academically.
A compelling example of what this may entail was described by
Garcia and Otheguy in 1987. They set out to answer four research
questions in a study of "seven private, but low-tuition, non-elite schools in
Dade County, Florida." They were "run by and for Cubans." The parents
of the children were predominantly from working-class and middle class
income levels. They were, in effect, similar to families of Hispanic children
in urban school districts. The four research questions were typically those
that preoccupy educational researchers about bilingual children in US public
schools: Should Spanish be used? How is language dominance measured
and used? When do you use English? In which language is reading taught?
They were unable to answer these research questions. The following are the
reasons for their failure.
"When majority educators look at the education of Hispanic
children in the United States, they focus on their linguistic deficits.
Discussions about the education of these children begin and end with
the issue of the English language, or how they lack it, and how best
to give it to them ... However, when Hispanic parents and educators in
. control of the education of their own children think about .t~e
educational process, they ask different questions. They ask questions
about the way to educate their children, about pedagogy, instructional
�strategies and teaching methods, abput curriculum.and materials. We
asked them about language, they told us about education .. Spanish
naturally belongs in ethnic schools Ithat are controlled, staffed and run
by the Hispanic community, so theJe is no need to question its role in·
public education..
~
.
Those of us in public education need to learn from these
educators that substantive high exJectations do matter; that
1:[1
bilingualism and biliteracy are obtainable if one holds both children
and teachers unequivocally respon~ible for obtaining them; that initial
literacy in two languages is possib,b and doesn't have to be limited to
Spanish; that advanced literacy in ~o languages is possible and
doesn't have to be limited to Engli~h; that in US society all children
acquire English naturally and that therefore English acquisition should
. not be the main focus of educatioJ; that parents and. community do
matter for education; that when th'by are in controL. the results are
ultimately superior; that the conteh of a child's home culture is
essential..; and that continuity wi~ the intellectual and so~ial climate
of the home is of paramount impdhance if the school is to help
children develop and foster their iAtellectual and social growth."
(pg. 99-100)
.
Until such time as the US educational system achieves a modicum of
. equity in how it distributes resources, cJltural capital, and the application of
high standards across all school district!, tests and test scores will continue
.to show massive technical problems. THey will continue to impede the
progress of Hispanic communities. Tes~s will work when the public
education of Hispanic children become~ equitable, democratic, and
effective.
: ...
�9
,f'
RECOMMENDATIONS FOR IMMEDIATE ACTION
I.
The starting point for the reform of unfair testing of Hispanic
students is not the tests alone. It is the instructional context. Until there is
equity of standards, curricula and resources throughout schools, districts,
and states, tests will be used to continue to promote inequitable educational
opportunities in this country. Tests will continue to be used to blame
Hispanic students for low test scores and will be used to deny them equal
, opportunities.
II.
The US Department of Education should take a leadership role in
supporting research that will provide more than surveys of existing
practices. It should seek to find answers to questions that are barriers to
the accurate and appropriate assessment of Hispanic students. Such
research should include:
(a) research to determine whether Hispanic English Language
Learners can be validly and fairly assessed with tests normed on
monolingual students,
'
(b) comprehensive longitudinal research to investigate evidence of
bias in tests used on Hispanic students, and'
(c) the research agenda by the National Research Council found in its
report, "Improving Schooling for Language-Minority Children."
III. The US Office of Civil Rights should investigate the use of tests with
Hispanic students, especially English Language Learners.
OCR should determine whether the "disparate treatment" legal analysis
under Titles VI and IX applies to Hispanic students with tests and testing
and, further, it should investigate the testing practices of the states and the
National Assessment of Educational Progress as they affect Hispanic
students.
IV.
Schools, districts, and states should avoid the following:
(a) using translated versions of tests; 'there is little evidence #iat the
translated versions 'of tests have the same technical propertrcis of the
original,
�'~
10
.
..
.
,
')
(b) using interpreters in the administration of tests to Hispanic
students who are English LanguageliLearners; this practice
destroys standardization and may lead to invalid inferences and
conclusions;
I
I
(c) depending on excessive testing in attempting to determine the .
profile of students where current telting technology is inappropriate
and insufficient; and
,
(d) using diagnostic tests administered to Hispanic students to make
high stakes decisions, including hib school graduation, .promotion,
or retention.
I
V.
The NAEP should be modified to ,lake it relevant and useful for
Hispanic students, and issues related to chltural factors in achievement
II
testing should be investigated and applied to the NAEP and other large scale
testing systems.
I
."
VI. Test developers and publishers shduld be required to provide
empirical evidence to support claims of Jlquivalence between English and
Spanish versions of tests.
VII. Research should be funded to determine the impact and use of
diagnostic personality tests and occupatrbnal interest tests on Hispanic
students.
VIII. Test scores of Hispanic students should be normed at the school or
district level rather than the state or nati~nallevel in order to ensure relevant
interpretations and comparisons.
.'
,
�1
I
" "".. .
' Our 'Nation on
the Fault Line:'" "
, -, ';'","
mspANIC AMERICAN'EDUCATION·
.
" '
:.i' \
r.·i.:t~,;,i1-: ..t;:"JJ." "~",t~ ~"'~' ~'t .."
,
.
'<
~
••
"
'
'
..
" 'AREPORT T.O THE NATJO,N:
TESTING HISPANIC STUDEN,TS
.
.
IN THE 'UNITED S'TATES
,
,
'
"
"
The President's Advisory Commission on Educational'
Excelle~ce for Hispanic Americans
"
, Prepared by:,:
S~ptember,
1999
Richard A.'Figueroa ' ''', .
", Unlver~ity of'California, Davis
Sonia Hernandez,
California Department of Education
,
�,J
~"
.
2
j
"
'
The President's Advisory Commi~sion on' Educational Excellence for'
,
'Hispanic Americans ", ' , ,
"
.
. ',
.
,Ana "Cha" Margarita Guzman, Chair
Guillermo Linares,
Vh~e-Chair*
Erlinda Paiz Arcnuleta*'
Cecilia Preciado 13urciaga
George Castro*
,Darlene Chavira Chavez'
David Cortiella
Miriam Cruz '
Jose Gonzalez
" Sonia Hernandez*
,
.
'
, JulIet Villarreal Garcia',
. Cipriano Munoz*
Eduardo Padron
Janice Petrovich
Gloria Rodriguez
Waldemar Rojas*
Isaura Santiago Santiago,
,John Phillip Santos·
Samuel Vigil* '
Diana WasserIlian
Ruben Zacarias*
(*Mempers, Commission AssessIllent Cominittee) , "
,
W~ite
,
H9use Initiative on Educational Excellence for Hispanic. '
Americans
'Sarita Brown,' Executive Director
Deborah Santiago, Deputy Director
Richard Toscano .
",'
\
.
",
�,'. 3'
FORWARD
, There is no more promising reform in public education today than the
,standards -based movement. It is the, most widely accepted school change
process whick offers the greatest probability for leveling the playing field
,for all children by clearly stating expectations for instruction, assessing the
. progress of each child toward achieving the standards, and holding schools
, ,accountable for stUdent l~arning. Where these three core elements of a
standards-based system are in place, all students, begin to experience
,success as never before. This is especially true' for the growing Hispanic
student population in America which has been trad.itionally excluded from
'access to rigorous mainstream instruction~'
,"
But in the current rush to implement world class standards supported by
systems of accountability in he nation's public schools, sta~e education
leaders have compromised the future of Hispanic students by making high
stakes decisions based on inaccwate and inadequate testing information.
Hundreds of thousands of Hispanic students, many lacking functional
fluency in English, are assessed with a myriad of tests entirely in English
and, oftentimes, only in English. The resulting test data gleaned from the
administration 'of these tests is used for student promotion or retention, for
high school graduation, generally for high stakes decisions -:-but rarely for
the purposes of true accountability. When it comes to holding schools
accountable' for the academic achievement of our students, states allow
Hispanic' youngsters to become transparent inside the very system charged
with educating them.'
"
, State policies often requiTe that Hispanic students be assessed, in English
with tests, they may not even understand or with altemat~vebut less
rigorous tests in Spanish whether or not they are receiving instruction in
that language. Neither approach produces accurate information about
student learning. Nevertheless, the resulting ,data is often used to ,hold
students accountable for their own success, rather than the educators or the
systems of public schooling. Who should be responsible for what
Hispanic,students'learn in school? The answer is simple: ,students,
educators, and parents all must share the responsibility. But what kinds of
�'"
4
assessments should be, used to provide accurate informatioJ;l about
what students have have been taught? Regrettably, the answer to this
question is notas simple. !It will be explored in this document.
For now, 'students' bear the weight ofacademic success Or failure, with few
exceptions, on the basis ()f one or possibly two testscor.es. Where
exemptions from testing exist, 'Hispanics disappear from the accountability
reports which trigger both positive and negative consequences for the
responsible adults in the· system. Thus more than two million Hispanic
.students in the US are underrepresented or absent from the rolls or'students
. who are counted and who, therefor~, count.'
, As America 'enters the new millennium, deliberate action by pollcymakers at
. every level must be taken to include $e country's fastest growing and
soon-to-be largest minority within the bounds' of systems of accoUntability
using a~curate information for decisio:nrnaking. It is our belief that Hispanic
students, whether they are English dominant or English Language Learners,
should be tested with appropriate test instruments in order to be included at
all times in the states' accountability systems. If this does not occur,
Hispanic children will not benefit from the powerful and promising
standards movement.
.
,
The purpose of this report is twofold:, (1) to bring attention to the growing
crisis ofthe invisible Hispanic students in public education to the nation's
leaders and (2) to provide guidance to the nation and the states on taking the
necessary steps to rectifY the conditions which allow Hispanic students to
be wrongly measured and unaccounted for i? their own schools. It is our ,
intent to help education leaders in this country choose wisely for the sake of
the children.
The Commission Assessment Committee
The President's Advisory Commission on Educational Excellence For'
Hispanic Americans
Washington, D.C.
, September 15, 1999
�5
i
EXEctmvE Sl1M:MARy.
.The testing 'of Hispanic children has m~de some progress. in the 20th ..
century. The areas where there has been significant progress is in the·
empirical documentation of the 'impact of bilingualism on test scores and on
the development ofpolicies and precautions associated with the testing of
bilinguid students. However, there has not be'en much progress,inactual'test
development and technology in ~y area oftesting·with respect to these·
students. ·This is true to some extent because the demand by schools,
districts, or states for the development of such testing technology has not
materialized...
On the 'basis of current practice, policy, and available' re s·earch, six
options appear to exist for states, districts, and schools, concerning the
measurement ofl:Iispanic English Language Leamers: ..
.
•
,
"
.
I
"
,
1) tests can be admfuistered in English which have be.en nornied on·
student popula~ions uitlike the students who are 'given the tests,
2) testers can be given "cultural training" so that they can
. interpret the tests iIi ways that' appe~ to be mote valid, .
3) accommodations in the tests and the testing environments can be
provided without regard for possible negative impact on student
.scores, .
4) a moratorium on the use of individual scores,for any high-stake.s .
assessment can be put in· place until research sorts out the
complex issues 'associated with testing Hispanic sttiden~s,· '
5) tests' can be used for holding systems legally and ·politically
accountable for the educational decisions thatadversely impact
. Hispanic~tUdents as demonstrated in "differential, negative outcom~s, .
.
.
.
'
..
t
.,'"
,
.~
/
'
�:
6
6) local norms can be developed in order to compare students against
'. students with similar cultural, linguistic, and scholastic experiences,
. and/or . '
,.
.
7)' school systems can be supported to provide equitable
opporttinities-to-Iearn.for Hispanic chil4ren across the United 'States
thereby meeting the crucial assumption of tests that all students
receive similar educational expeiences.
, At presen't, only tb~ first three options are in use. None of
these, however, can demonstrate that they are free of significant,
degrees of bias, unfairness, «;>r denial of substantive due process. The.
, fourth option: has been suggested but has received virtually no support
or even discussion. .
.
" , ,
.
The fifth option has not really been tried in the last decade, but
it remains a plausible response to political attacks, such as California's
Propositions 227 and 209, 'that are already inflicting harm and damage to
Hispanic children. In Kern county in Califomi~ for example, the', school
board has decreed that Hispanic children must learn English in three months
. and then receive their. education in English. The impact ofthis decision will ..
be evident in the tests administered in English.
..
The sixth option may well be the most immediately relevant for
hoth test developers and Hispanic communities in the United States. But
there is a great deal of opposition from both political and professiorial
interests. Legitimate norms will provi~e comparisons among children with
generally similar educational experiences and ba:ckground~ iIi local
communities.. They may be seen as sources of reverse discrimination., In '
employment testing, the courts have refused to accept group specific
norming 'because of issues related to reverse discrintinati'on. Ironically, the
intellectual ,community has not been SQ_ reluctant The National Council on .
, Measurement recommended this as a solution to the bias that employment .
tests affect'job applicants with differential opportunities-to-Iearn. Education,
however, has ·always occupied a different ,status with the courts with.
regards to testing. The issue of group norms in: all aspects of schooling,
should be studied and debated.
'.'
.
"'
The seventh is the best option, althougbill some cases, it may
take several generations, to accomplish. ,It is the option' that best
�-,
.7
, explains 'why'tests'haye become such anobstac1e for HisPrurlc.
communities~ The primary problem with tests is not necessarily the tests'
alone. It is the educational context in which they are developed, used, and
studied. , Historical and contemporary d,ata have clearly documented that in
,the United States public education has not worked very well for Hispanic
children. Tests only perpetuate many of the barriers that Hispanic children
,face in schools.
,
:One important and, positive observation'that can be madefrom '
the review presented bLthis doc~ment is that the ,testing community
is beginning to realize the problems associated with testing Hispanic
students are far more complex than ever imagined. 'While much
,'research and develop~entjs needed to resolve'the issues related to the '
availability and use of valid
reliable testinstruments~ one significant'
solution to the problems engendered and embodied in current test programs
, resides in changing the educational experieI)ces of Hispanic children. As
greater emphasis is placed on opportunities-to-Iearn, more Hispanic families
will accept the c~lenge to he.1p their children excel academically.
and
, A compelling example of what this may entail was described by ,
, Garcia and Otheguy in 1987. They set out to answer four research
questions in a study of "seven private, but low-tuition, non-elite schools in
Dade CoUnty, Florida."" They were "run by and for Cubans." The parents
of the children were predominantly from working-class and. middle class
income'levels. They were, in effect, similar to families of Hispanic children
, ',in urba!?- school districts~ The four research questions were typically those
, that preoccupy educational researchers about bilingual children in US public'
'schools: Should Spanish be used? How is language dominance measured, , :
and used? When do you use English? In which language is reading taught?
, They were unable to answer these re,search questions. The following are the '
reasons for their failure.
'
"
"
"When majority educators look at the education of Hispanic
children in the United States, ,they focus on,their linguistic deficits.
,Discussions about the education ofthese children begin and end with
, 'the issue of the English language, or how they lack -it, and h,ow best
to give it to them ...However, when Hispanic parents and educators in
control of the education of their own children think about the
-educational process, they ask different questions. They ask questions'
:about the way to educate their children, about pedagogy~ instruction,al
�gl
'.
'
,
"
~,
,
strategies and teaching methods, about culnculumand materials. We
aSked them about 'language, they told us about education.. Spanish
naturally belongs in ethnic school~ that ate controlled, staffed and,run
'by the Hispanic comniunity, so there is no need to question its role in
,'
public education..,
,Those of us' in public education need to learn from these
educators that substantive high expectations do, matter; that ,
" bilingu3.!ism and biliteracy are obtainable if one holds both children
and teachers unequiv~'l1ly responsible for obtaining them; that initial
literacy in two languages is possible and doesn't have to be limited to
Spanish; that advanced literacy in two languages is possible and ,
doesn't have to be limited to English; that in US society all. children
acquire English,n~tu~lly and that therefore English acquisition should '
not' be the main focus of education; that parents and community do '
matter for'education; tha~ when they are in controL.the results are
,ultimately superior; that the context o(a chlld's home culture is
" essential..; and that continuity with the intellectual and social climate
of the hon:te. is of paramoWl~ importarlce if the school is to help'
'
children develop and foster,their intellectual and social growth."
"
"(pg. 99-100)
,
Until such time :is the US educational system achieves a modicum of
equity in how it distributes resources, ciI:ltural capital, and the' application of
high stant:iards across all school districts, tests and test scores will co~tinue,
to show massive 'technical problems. They will continue to impede the
progress 'of Hispapic commUnities. Tests w!ll work,when the public
education of Hispanic children becomes eqUItable, democratic, and
, effective.'
�9
RECOMl\1ENDATIONSFOR IlVI.MEDIATE AcrION .
. .
1
The start~ng point for the reform ofunfarr testing of Hispanic'
students is not the tests alone. It is the instructional context. Until there is
equity of standards; curricula and resources throughout schools, districts,
.... and states, tests will be used to continue to promote ineqUitable educational.
opportunities in this country. Tests will continue to be used to blame
. Hispanic students for low test scores and will be used to deny them equal
opportunities.
II~
The US Departrrient of Education should take a leadership role in.
supporting research that wi~l provide more than surveys of existing
practi~es. It should seek to find answers to questions that are barriers to
the accurate and appropriate assessment of Hispanic students. Such
research should include:
(a) research·to determine whether Hispanic English Language
Learners can be validly and fairly.assessed with '. tests normed on
monol~gual stu~ents,
'
(b) comprehensive longitudinal research to investigate evidence of
bias in tests used on Hispanic students, and
.
(c) the research agenda by the Natio;nal Research Council found in ,its
report, "Improving Schooling for Language-Minority Children."
. III. The US Office of Civil Rights should investigate the use of tests with .
, Hi~panic ~tudents, especially English Language Learners.
OCR should determine whether the "disparate treatmenf' legal analysis
under Titles VI and IX applies to Hispanic students with tests and testing'
and, further, it should investigate the testing practices of the states and the, '
National Assessment of Educational Progress as they affect Hispanic
students.
.
IV. 'Schools, districts, and states should avoid the following:.
'(a) using translated versions of ~ests; there is little evidence that the
translated ,versions of tests have the same technical properties of the
original, .
,
�lJ.S.New-s:.Minority groups seek to stop . .
achievement testing (9/27/99) wysiwyg://6/http://www.usnews.com/usnews/issue/990927/testing.htlll
,
,
.
top stories I opInion I citizen's toolbox Ithe forum Im90Jit)
r"'==:t@2] . U.S. News 9/27/99
Search the site
Achievement testing gets
its day in court
'
A key Texas case goes to trial as
minority groups seek to stop a
school reform trend
BY BEN WILDAVSKY
www.usnows.com
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16f3
J
If the White House has its way, every state will
eventually require high school students to pass
exit exams to graduate. Twenty-six states already
require or have approved these high-stakes tests,
and Education Secretary Richard Riley .Iast week
said the sooner they're all on board the better.
But if lawyers for the lViexican American' Legal.
Defense and Educational Fund have their way; at
least one· state-Texas-will have to end the .
practice. In a federal lawsuit that goes to trial this
week in San Antonio, MALDEF argues that the
Texas Assessment of Academic Skills is unfair to
thousands of Hispanics and blacks. Despite rising
. test scores in Texas-and a narrowing gap
between minorities and whites-minorities still fail
the graduation-level TAAS in disproportionate
numbers and can't get high school diplomas as a
result.
.
The MALDEF lawsuit is just the latest in a string of
recent controversies over race and testing. All
raise the same central question: As standardized
tests are increasingly used to gauge and improve
student performance-with real-world
consequences for those who don't measure
up-will historically lower-scoring blacks and
Hispanics get a raw deal?
Airing the arguments. In February, five civil rights
. groups sued the University of California-Berkeley,
charging that it discriminates against minority
applicants by relying on Advanced Placement
courses and SAT scores in the admissionS
process. A month later a federal judge in Phila
delphia ruled that the National Collegiate Athletic'
Association's test-score eligibility requirements for
9/22/1999 10:00 AM
�l,I.S. News: Minority groups seek to stop achievement testing (9/27/99) wysiwyg:116/http://www.usnews.com/usnews/issue/990927/testing.htm
.
.,
~
freshman athletes are racially discriminatory. More
recently, the architects of the SAT floated the
notion of giving extra credit to poor and minority
test takers.
National tensions between promoting high
standards and ensuring racial equity are on display
within the administration. Riley, a former South
Carolina governor, said last week he once
opposed high school exit exams "because minority
students really had less chance to succeed in the
days immediately following integration."
But today, he believes such tests "can help
stimulate new efforts to raise up minority
achievement if we give every student the individual
supports they need to pass the exam." Still, his
own department fueled the testing debate a few
months ago when its civil rights branch circulated a
draft guide on the use of standardized tests.
Critics said the document seemed to put
secondary schools and universities on notice that
using standardized tests ·for admissions,
placement, or graduation decisions mig~t run afoul
of federal civil ri!;Jhts laws because of the tests'
disparate racial Impact.
.
Adding to the debate: Just hours before Riley'~
speech advocating more testing, the President's
Advisory Commission on Educational Excellence
for Hispanic Americans issued a report critical of
such testing for Hispanics; The panel called for a .
federal civil rights investigation of the practice and
proposed that Hispanic students' scores be
measured against those of their local school or
district rather than compared with state or national'
norms..
"The administration seems to be moving doWn two
divergent tracks on their use of tests," says Jon
Fuller, a lobbyist with the National Association of
Independent Colleges and Universities. "On the
one hand, you have the Office for Civil Rights and
various advocacy groups saying we may be
overusing tests and they're having a.disparate
impact on minorities. On the other hand, this is an
administration that's been pushing standards, and
they spell standards T-E-S-T."
Arthur Coleman, deputy as'sistant secretary for
civil rights at the Education Department, insists the
civil rights branch is not-necessarily against the
use of standardized tests. He points out that the
Office for Civil Rights did not scrap the test after
the Texas NAACP filed a complaint with the'
department in 1995 alleging that the TAAS'
discriminated against minorities. Instead, it
reached an agreement with the Texas Education
Agency that preserved the test but provided for
remedial help, multiple chances to retake the
exam, and assurances that all kids would be
provided with the curriculum and teaching needed
to pass the test.
The department cut a similar deal following a
complaint about Ohio's graduation requirement
and has two investigations underway into
graduation tests in North Carolina' and Nevada.
20f3
9/2211999 10:00 AM
�U S. News: Minority groups seek to stop achievement testing (9/27/99) wysiwyg:116/http://www.usnews.cdm/usnews/issue/990927/testing.htm
•.
.,
"
"The devil is in the details," Coleman said. "How
do you implement a system of accountability and
ensure that you're doing so in a nondiscriminatory
way?"
'. In Texas, the MALDEF lawsuit argues that the "life
opportunities of thousands of students, the vast
majority of whom are Hispanic or
African-American, should not hinge on a single
test." It notes that Mexican-Americans and blacks
make up about 40 percent of Texas high school
seniors but more than 80 percent of those who
flunk the last-chance administration of T AAS in
12th grade. The group says minority students have
been failed by school systems that provide them
with inferior curricula and second-rate teachers.
"We have good kids with good grades and good
activities who can be kept out of getting a job and
kept out of getting into college just because of the
TAAS," says MALDEF attorney AI Kauffman. "We
don't think it accurately reflects what minorities
know."
Study period. Assistant Attorney General
Geoffrey Amsel, the lead lawyer representing the
state in the case, says the Texas Education
Agency has bent over backwards to make sure all
pupils have an opportunity to study the eighth- and
ninth-grade-Ievel reading, math, and writing on
which they're tested. Any student who doesn't
pass the exit exam when it's first given in 10th
grade gets plenty of remedial help, he says, noting
that pupils have eight chances to pass. Of 212,773
members of the class of 1999, 5,461 students-less
than 3 percent-had not passed the T AAS by the
end of the school year.
Amsel points to rising pass rates to buttress his
case. The initial Hispanic pass rate, for instance,
has jumped from 34 percent in 1994 to 64 percent
in 1999. "What the evidence is going to show is
that exactly the opposite of a disparate impact has
occurred," he says. "More of these students are
succeeding."
At Fox Technical High School in downtown San
Antonio, across from the city public library building
known as the "red enchilada," Principal Joanne
Cockrell says she sees standardized testing as the
friend, not the enemy, of the poor, minority kids
who make up most of her student body. Since she
took over the once failing school four years ago,
there's been a dramatic turnaround in test scores.
Students receive intense coaching in areas of
weakness pinpointed by the TAAS.
"If given the proper chance and the proper
instruction," she says, "they can accomplish
anything anyone else can."
30f3
9/2211999 10:00 AM
�•.....
BOLD FORRELEf\SE
Contact:
Wedn.esday,September15,1999 10'A.M.,
Sheppard Ranbom
Matthew Maurer
(202) 955-9450 '
, 'States and Districts Should Move,Carefully in Using High-Stakes Assessments
,For Latinos, Pre.$ident's Advisory Commission Warns
, WHITE HOUSE
INITIATIVE, '
ON
EDUCATIONAL
EXCELLENCE.
rL~~<\ii f// •••·• • •
!)(U~·iiilVJ:lij'lA:veJ,S;
State Testing Policies Subject to Bids, Unfairness, and Pot~ntial for Misuse;
Burden ofAccountabililf Placed ,on Students, Not Schoois, Reports Allege
,
,
Two Million Latino Students Underrepresented or Absent from State Testing Programs
,,That CouldLecuj Tolmprovements in. the Qua!ity 0/Educationfor Hispanic Youth
WASHINGTON, D.C.- September 1S, 1999 ~ At a time when nearly io states have
' established high-stakes tests tor students to advanc~ from grad~ to grade or graduate
. from high school, the President's Advisory Commission on Educational Excellence'for
Hispanic Americans warned states and school districts to avoid discriminatory practices
in testing that adversely impact students stilllea.in.illg English.
A report p~epared for the C~inmission's Assessment Committee says that states and
school districts arepilrsuing a series of questionable policy options, each of which is ,
subject to "signific'ant degrees of bias, unfairness, or denial of substantive due process."
The paper, prepared'by Sonia Hernandez, California's deputy state superintendent of
education,and Richard A. Figueroa of the University 6f.California at Davis, argues that
in theirmsh to set world-class standards, state leaders "have'co'mpromised the future of
Hispanic students by' making high stakes decision~ based on inaccurate' data." The test·
data, the rePort says, is use<! to determine st:-tdent promotion or retention for high school,
graduation, but rarely for genuine efforts to hold schools accountable. "When it comes
to holding schools accountable for the academic achievement of our stUdents; states '
ailowHispanic yo~gsters to become transparent iriside the ve,rysystem charged with '
educating tliem," the ~eport s a y s . '
'
. '
,
In 'a s~arate briefing document released today, the President's Advisory Commission,
estabIlshed by President Clinton in 1994 to, guideJederal'policy,aimed at bolstering
Latmo success in school and college, lauded the nation's movement to raise standards
'for studen~s. But the Commissio'n noted that despite its "fervent belief in the promise of
,rrieai1.ingful reforms,that can benefit all our children, weare greatly concerned-,
mcreasingly alarmed-with the way in which some of the reforms are implemented. In
particular, the rush to establish a statewide test as a single measure 0f.masteryof ,
courseworkis of great .concern in the many cases where stUdents to be held acco'lintable
have not had the klnd of instruction that they should have had to allow them to ,
succeed."'''',''
According to the briefing'docunient, Educational Standards. A~sessment, and,
,Accountability: A New Civil Rights Frontier, many of the new tests have not· been
sufficiently "stress tested" with the nation's most vulnerable population. While many
Americans are growing concerned about a potential "trB:in wreck" when too many.
students from middle-class backgrounds fail to meet high standards being established,
, 'efforts to introduce high-stakes testing without paying attention to minority and low
.income popuiations are likely to -adversely affect the Latino population still 'struggling
to master the English language.
.
�In the early grades, research indicates that the reading and writing skills of students still learning
, English are 50 percent behind students for whom English is their native language. When it comes to' , '
leannng to read, students learniIig English have to run the ISO-yard daSh, while native speakers of
English have oDly to run 100 yards, the White ~ouse Initiative says: M~y Hispanic students never
even complete the race. Today, Hispanic high school students drop out at double the rate of non
Hispanics.' Half of the Latino community's adult population is functionally illiterate.
According to estimat~s ftomthe U.S. Deparnnent ofEducation, there are som~ 3.4 million Latino
students still learning ,English. Most of these students are educated in five states - California, Texas,
New York, Florida and TIlinois ~ but English language learners are present in almost half of the:
nation's school districts. In'ten states, (Alabama, Alaska, Florida, Idaho, Nebraska,.Nevada, North
Carolina, Oregon, South' Carolina and Tennessee), the population of students still acquiring English
, more than doubled between school years 1992-93 and 1996-97. ,
, Worrisome Policies '
The briefing document summarizes much of the research on how Hispanic students learn language and
become literate., Based on practice, policy and available research; the paper prepared for the
'
Commission's Assessment Committee by Figuero and Hernandez identifies several possible options .
for states, districts, and schools concerning the measurement of Hispanic English language learners.
,
.
I) Tests can be administered 'in English which have been n~~ed on student popUlations unlike the '
,
students who are given the test;
2) Testers can be given "cultural training" S'o that they can interprefthe tests in ways that appear to be
more valid;
, ,
3) Accommo¢iations in the tests and the tesfugenvironments can be provided without regard for
possible neg~tive impact on student scores;"
,,'. '
.
'4) A moratorium on the use of individual scores.for any high-:stakes assessment can be put in place
until research sorts out the complex issues associated with testing ~ispanic students; \
5) Tests can be used for holding systems legally and politically accountable for educational decisions
that adversely impact Hispanic students as demonstrated in differential, negative outcomes;
6) Local norms can be developed in order to compare students against students with similar cultural, :'
linguistic,arid scholastic experiences; and
,
'
. 7) School systems can be supported to provide equitableopport1inities-to-Iearn for Hispanic children '
, across the United states thereby meeting the cruCial assumption of tests that ~I students receive siJnilar
educational experiences. ' '
'" .
"
.
'
Unfortunately, the paper says, only the first three options - the most limited of all - are m while
use,
the other four options have received no support-or discussion or, in the case of crating ,equitable
opportunities to learn, may take se,veral generationsto accomplish.
'
Atthe news event, Commissioners identified unacceptable' practices that harm Latino
students and students still learning English. These include requiring English only tests for
high stakes decisions; providing no support for students to achieve new standards and
, requirements; and using tests that are not aligned to what is taught and learned in school.
,.
.~
. Typicaily'poor polici~s for English languag~ learnerS solelyfdcus on making up for deficit in English
language proficiency at same time sacrificing progress in content areas. In some cases, schools attempt
to give students a full dosage of English as a Second Language and nothing else So that students do not .
•
�get the content they need in academic courses. Also, there have been instances·of school districts using
completion of English oral proficiency as a prerequisite for important courses. Schools must not use
lack of proficiency as a way to deny accessto courses that meet graduation requirements.
Promising Practices
The Commission also pointed out promising efforts in states in school districts that use thoughtful
assessment programs to propel achievement rather than punish students.
In Oregon, for example, state leaders have developed curriculum goals, content standards,
performance standards and indicators aligned with the new performance-based assessments. The
system offers assessments in English and Spanish to accommodate those limited English proficient
students among the state's 4,000 Hispanic students. The tests are given in grades 3, 5, 8, and 10 so that
school officials know early on what students can and can't do. Students who achieve the grade 10
performance standards in academic content areas will receive a Certificate of Initial Mastery. Students
who achieve grade 12 performance standards in academic content areas and achieve career-related
learning standards will receive a Certificate of Advanced Mastery.
To ensure the validity and reliability of the assessments, the state created a Spanish-language test with
questions that matched the psychometric properties of the English version rather than translating the
English test into Spanish. Questions that could not be matched have been dropped from both tests.
Teachers are allowed to decide on a case-by-case basis, which students will take the Spanish version of
the test and students who are not literate do not take the test. The test is designed to measure student
progress and diagnose areas where more help is needed.
The Texas Education Agency is using one of the most stable yet flexible assessment programs to
monitor the progress of three million students served in 1,042 districts served. The school
accountability system, established in 1992, addresses the state's concern over twin issues of equity and
excellence for all students while also ensuring that what gets tested is what gets taught. Student
performance is measured through the state's assessment system as well as information collected from
teachers. What is particularly unique about the Texas system is that, to be considered successful, a
school or district must not only succeed in reaching high standards for its students as a whole but for
distinct subgroups of students by race, ethnicity and socio-economic status..
In Minnesota, the absence ofa statewide curriculum left state officials in the dark when it came to
knowing what was going on in school districts. To remedy the problem, the state implemented a new
statewide assessment system, prompting district officials to reexamine the scope and sequence of their
curriculum. The state is currently developing performance level benchmarks. The new statewide
accountability system factors in programs for economically disadvantaged students and those with
limited English proficiency. A new English language skills test will be used to determine when LEP
students are ready to participate in the statewide assessments, which are administered in English.
Basic Questions for Educational Decisonmakers
The Commission has identified some simple questions to use to determine how well or poorly tests
work. Educational leaders should be able to answer the following questions:
• Are students being afforded or denied educational opportunities based on test scores?
�• Even if not used for such high stakes purposes, are all students included in assessment systems that
influence decisions about allocation of resourc,Cs, interventions designed to promote better
_'
learning, and guidance provided to parents about their children's progress.'"
-- ,{},
• Are there inequities in treatment of students, or disparity in perfonnance of particular groups of " ;: ",..,
students? What 'are the explanations, for those disparities?
,~
, ..
• Is the test used with other infonnation to make high-stakes decisions or is it the sole criterion? . ,
.
• Are there educationally-and psychometrically-sound foundations for the judgments made abo,lit:',:' " "':. ,
students'when those decisions are based upon test scores.
.,,: ,:"
.....
! •
New Areas of Work
In its role as an advisor to the Clinton Adm.in.istration, the"Commission will further expl'orethe.effects .. ,.
of standards on students learning English·and the impact offederal programs, such as Title 1. on the
achievemen~ of Latmo students. The Commission also will work closely with the U.S. Department of
Education's Office of Civil Rights to help ~nsure'tP.at ELL students are afforded educational
opportunities guaranteed under federal law and that the use of tests to make high-stakes decisions are
fair and accurate.
-,
.
'.,-.
tl~
",
Beyond these efforts, thr~e k~y'areasofwotk need to be·.adClrcssed:
• Further exami~ation, research and dissemination of promising practices concerning the
administration;mterpretation, and qS!!. of tests for English language learners. We particularly
need to know more about. what accommodations are most effective and what are the best
practices that can help ensure valid decisions about placement, promotion, and graduation. A
new tool kit for school districts seeking to better meet the needs ofEnglish Language Learners
is now being developed by the Council of Chief State School Offic<;r~ that can help make best""
practice everyday practice in schools. ,
~'
., . "'"
• Better public awareness about the complexities of standards-based reform initiatives and
issues surrounding the use of high-stakes tests for students with limited facility in,pnglish. A
new resource guide on high-stakes testing being developed by the U.S. Department of
Education's Office of Civil Rights will be a foundation for continuing dialogue and
understanding.
'
.
1.'
• Stronger e~gagement with state and local i~aders about· the importance of~sin~}~~ts in
ways that are valid and reliable and about the ne~ for more equitable opportunities for
Hispanic students to achieve desired results.
)';'
\
The Commission also challenges researchers, educators, and leaders of the Latino community to ..'
"compel state and local leaders and the public to face reality about the growing percentage of students
who are still learning the language and what can be done to ensure that they not only master English
but succeed in core academic courses necessary for careers and further education."
l
,
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Copies .ofboth documents are available. from the White House Initiative on Educational Excellence for ~,:"::... ,
Hispanic Americans, 400 Maryland Avenue, SW, Room 5E-I10, Washington, D,C, 20202, telephone:
(202) 401-1411.
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FOR IMMEDIATE RELEASE
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Contact: Sheppard Ranbom
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Matthew Maurer
(202) 955-9450
WHITE HOrSE ':
INITt\TIVE
, ' "
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HIspA.'fIC
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EDUCATIONAL
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.
"States 'and Di~tricts Should Move Carefully in Using High-Stakes ASsessme~ts for UWioS;'
., President's Advisory Commission Will Warn
",
.
.
Prominent Educators, Eresident's Commission Members To Make Policy RecommeiuJationS,
Release Briefing Paper on .Wednesday, September 15, 1999, at the National Press Club
.
,
"'.
•
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•
,
~,'
,
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,
VIASHINGTON :... At a tiIDe when' nwly' 20 state~ ha~e established'hi8h-stakes tests for'
students to aav~ce from grade to grade or graduate from high school, the President's Advisory ,
Commission on Educational Excellence forHispanic"Americans,will wain states and school
districts to avoid discrimina~orY practices irCtesting 'that adversely impact students stil1le~g
,.,gpglish.·, .
. .'
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According to estimates from the 'U.~. Department of Education, there are some 3.4 million
Latino students still learning English. Most of these students' are educaJed in five states
California, Texas, New){or}sF}?rida an,d mm<;>is - but English language learners are present in
almost half of the nation's school districtS. Iri ten states; (Alabama, "Alaska, Florida, Idaho, .
Nebraska, Nevada,.North C~o.1ina, Q!:'~gon, South Carolina 'Y1d Te;nnessee), the population of
students still acquiring Engli~h. '
more thari doubled between schqol years J992-93 and, 1996-97.,(
,
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.;
_
, •
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,
•
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,The Pre.sident's Advisory Cotimiission will recognize,the:importan~e an,d varue of standardsbased reform, but will express concern about the way inwhlch some of the reforms
hnpleniented. Comrilissioners will·identify, unacceptable practices tllat harm Latirio students
and.student~,stilliearning EnglIsh and will provide guidance for effective:policies~\ ':'('.~<:" .
are' , " "
•
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IIi addition, The White House Initiative on Educational Excellence for Hispani~ 'Nnericans, ,''''''
which was established by President Clinton in 1994, will release a briefing paper,:Educatip'1al:
""Standards, 4,ssessment,. andAccountability: A New Civil Rights Frontier. The paper will "
sunlmarize the perspectives"of fedml, state, 'and lod'll educators and policy regarding ¢e
challenges in impl,ementing stil.~d.ards-b~ed reform wipt a focus. on Latino students. : '
,
"....,' "
,
;
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~
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In the~i1I'ly glades, research·indicates that the reading and writing skills of studen~ sti1l1eammg
English are 50 percent 'behind students for whom English is their native l~guage. Whep it "'_ .
,comes to learning to read, students leaining English have -to run the 150-yard dash, while native
. spea~~s of English have only to run 100 yards, the White House.Initiative says. Many,Hispanic
.students never even complete the race.; Today, Hispanic high school students drop out at double
"", the rate of non-Hispanics. HalfoftheLatino communitY's adult population is fimctionally
illiterate. : ' ',' • . ': . ' , ' I "
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The media is invited to a news briefing in the Murrow Room oCtile National Press Club.
529 14111 Street, 13111 Floor, from 10 a.m.:': 11 a.m. Speakers at the event will include:
• Erlinda Archuleta, director, Regional Educanon·Services, Co19radoDepart;ment of .
Education' :.
.
" ."
' . ',,' : <,,>,
".,~,
,' •. So~ia Heqtandez, ~eputy sup~rintendent, California Department of Education, member,
President's Advisory Commission·on Educatiqnal Excellence for Hispanic Americans; .
• Ana M. "Cha" Guzman:; chair, President's Advisory Commission on Education,al
Excellence.for Hisp~icAmericans;"
" , ." , ; ',. ','
v
'. Sarita Brown, executive' director-;,White'HouseInitiative on Educational Excellence for
. Hispanic Americans;
,
,
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• Other members of the President's Advisory Commission.
." ,
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�Opening Doors to Scholastic Success
http://www.washingtonpost.com/wp-s ... te/1999-12/05/1841-120599-idx.html
.-,
The best way to .get '
what ytU REAllY want..
Opening Doors to Scholastic Success
Put money into kindergarten and elementary grades.
Sunday, December 5, 1999; Page B08
Par'mer Sites;
•N'ewsweek.com
-Britannica "HBrnel Guide
Friday morning in my son's second-grade class is a hectic time. His
teacher tries to manage a class of 23 -- some of whom won't sit still,
others who can't complete simple tasks, a few who show the benefits
of preschool preparation.
To help these children and all other Montgomery County students,
School Superintendent Jerry Weast recently issued a "call to action"
outlining a plan to raise the academic bar for all students and close the
minority achievement gap. Not a moment too soon.
Growing enrollment, increasing poverty, high mobility and a growing
number of English-language learners have changed the face of county
schools. In 1973 Montgomery schools were 90 percent white; now
they are 50 percent white. The number of kids on free and
reduced-price meals was 5 percent in 1973; now it's 23 percent. The
number of children enrolled in English for speakers of other
languages has gone up 60 percent in 10 years.
More important, the achievement gap between African American and
Hispanic children and students who are white or Asian has become a
chasm. About three-fourths of white and Asian students are meeting
third-grade reading standards, while fewer than half of African
American and Hispanic children are succeeding.
We must develop accountability at all levels; improve and support
teachers by providing additional time and resources for professional
development; and expand our parental and business involvement in'
the classrooms.
We also must focus our attention on early childhood. Collaborative
efforts between our school system, the Department of Health and
Human Services and the nonprofit community hold out the best
opportunity for success. But within the school system, we must
strengthen the kindergarten curriculum, expand all-day kindergarten
programs to the schools that face the most challenges and reduce class
size at our neediest schools to 17 students per teacher in first and
second grades and 15 to 1 in kindergarten.
The most important thing we can do to improve student achievement
is to put money in kindergarten and elementary schools. A landmark
study in Tennessee showed that gains made in these early years
continued into high school, especially for minority and low-income
students, with special-education enrollments, grade retentions and
...,
lof2
12/15/199911:43 AM
�Opening Doors to Scholastic Success
http://www.washingtonpost.com/wp-s ... te/I999-12/05/1841-120599-idx.html
disciplinary measures decreasing and graduation rates increasing.
Such results have encouraged California, Wisconsin, Nevada and
other jurisdictions to begin to reduce class sizes in the early grades.
Class-size reductions and all-day kindergarten may mean relocations
or asking principals and staff to use space creatively. But preliminary
estimates suggest that the cost would be less than one percent of the
annual county operating budget. It would be money well spent, not
because itts the latest-fad in education reform but because it works.
-- Steven Silverman
a Democrat, is an at-large member of the Montgomery County
CounciL
© Copyright 1999 The Washington Post Company
20f2
12/15/1999 11 :43 AM
�Survey Portrays Hispanic Poverty
Partner SJte5:
•Nt)wS'Wcpju:om
http://www.washingtonpost.com/wp-s ... te/1999-12/09/1121-120999-idx.htr
Survey Portrays Hispanic Poverty
In Alexandria, A Stark Picture Of Growing Group
·8ritilflflic8 Internet Guide
By Lee/Smith
Washington Post Staff Writer
Thursday, December 9, 1999; Page VOl
Print Edition
Virginia Weekly
Front Page Articles
On Our Site
Neifihborhoods
Tratc
community
Resources
Metro Section
Alexandria's Hispanic population is growing and includes more
immigrants from Central American countries than ever before. The
population struggles with English and is relatively poor, and the
majority of adults have limited education, according to the results of a
survey of the city's Hispanic residents released last week.
The survey, conducted from 1998 to 1999 by nonprofit group$led by
the Alexandria United Way and in conjunction with community
organizations, local government and private citizens, is intended to
give local agencies and policymakers current information about the
changing Hispanic community.
The goal of the effort, which took three years to conceptualize and
complete and included interviews with nearly 500 residents, was to·
update a survey done 10 years earlier, and by doing so, help service
providers and planners increase outreach opportunities and improve
programs and services, officials said.
"We wanted to see where immigrants were coming from and what the
population looked like to better understand the Alexandria
community," said Patrice Linehan, a volunteer with United Way and
research coordinator for the survey. "We didn't want to know just
about the needs, we also wanted to know more about the people."
Alexandria's population, according to census data, is 60 percent
white, 22 percent black, 12 percent Hispanic and 4 percent Asian. The
Hispanic population has grown dramatically since 1980, when census
figures showed that Hispanics made up only 4 percent of the city's
population.
The population of school-age Hispanic children has grown even more
rapidly--from 4 percent in 1980 to 23 percent today. The city's
Hispanic community is largely concentrated in the West End and
Arlandria.
While the majority of those who completed the survey--about 64
percent--said they had not completed high school, adults placed a
high priority on their children's education and said they expected their
children to finish high school, and 67 percent said they expected their
children to attend a four-year college.
Among Alexandria's new Hispanic residents are families'that come
from Central and South America--particularly EI Salvador--according
10f3
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�Survey Portrays Hispanic Poverty
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to the survey, which shows that the new immigrants are mostly young
adults with elementary school age children. Most corne to the United
States with no more than eight years of schooling, cannot understand
English and have few job skills.
'
Officials said the language barrier and lack ofjob training make it
hard for many immigrants to find employment. According to the
study, the per-capita income of Alexandria's Hispanic community is
$7,306, and nearly half of those residents go without health insurance
for themselves and their families.
"We have confirmed what we long felt, that Alexandria's Hispanic
·population is poorer than we really imagined, II said Howard
Spiegelman, chairman of the assessment study committee and director
of community resources for Alexandria schools. "The level of poverty
all around was surprising."
"
Language proficiency--both English and Spanish--surfaced as a major
problem for the city's Hispanic residents, the vast majority of whom
said they needed help speaking, reading or writing English. In
addition, 28 percent said someone in their household needed help
reading their native Spanish,and 25 percent said help was needed
with writing it.
"It's becoming very evident to us in the school system and the city
how many parents are illiterate in their own language, If Spiegelman
said, adding that the schools will sometimes send information, written
in Spanish, horne to parents who can't read it. In turn, the parents can't
help their children learn to read or write in Spanish or English. "Often
the children help the parents. II
The survey data, officials said, depict a community in need of special
services, and those services are not reaching enough people.
The survey found that English as a Second Language classes were
used by 43 percent of the households that need help reading, writing
or speaking English. Services to help find medical care were used by
22 percent.
However, 30 to 36 percent of households reported needing, but not,
. using, ESL classes, other education classes, job training or
employment services, information on public benefits and services to
help find health care.
Asked why they didn't take advantage of such services, 36 percent
said they didn't know where to find help; 30 percent said they had no
transportation; and 27 percent said they had no child care.
While the overall population of Alexandria had a median household
income of $61 ,408 in 1996, the survey found that the median
Hispanic household income was $30,000. At the time ofthe survey,
the unemployment rate for all city residents was 2.1 percent, while the
unemployment rate for Hispanics SUrveyed was 12 percent. Of those
who were employed, 66 percent held full-time jobs. .
Asked why members of their households were out of work, 36 percent
said they couldn't find child care. Others cited age or disability, lack
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1211511999 I J :42 AM
�Survey Portrays Hispanic Poverty
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ofjob skills, inability to speak English or no work permit or
transportation.
Of those who completed the survey, 60 percent of the households
reported receiving assistance from federal or state programs for
low-income residents. Forty-four percent of respondents said their
children received subsidized school lunches.
Ricardo Drumond, a Latin American affairs specialist for
Alexandria's Department of Human Services, worked on both the
1989 survey and this latest effort, which he said was done to educate
the community, citizens and policymakers alike.
"One of the goals when we worked on the survey was not to ..
editorialize, Drumond said. "We wanted to present something that
was unbiased, so people could draw their own conclusions."
© Copyright 1999 The Washington Post Company
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P.02
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White HOllse lllitiatilJe all Etlucatio1la/ Excellellce
for lIi~pallic Americans
MEDIA SIGN-IN
NAME
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.Ben Wilthwsky
AFFILIATION
u.s. News & World Report
(iui ICha.ddock
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Richard Whilmire.
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Andy MollisOIt
Cox News Service
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Mary Ann Zehr
New York Times
Regional News Service
Calholic News S~rvicc
Education Week
.,
Jon Fox
Education Daily
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OmarRcycs
~-,
Univision
Radio America
.
..
Hispanic Link .
Charlie GidsCll
Ma;ibel Ha$tings
.
-
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La Opinion
.Till Frank fori
.
Policy Studies Associates
Lori Crmlch
Education Writers
Association
�SEP-22-99 05:17AM
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The AssociOlcd Press
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The mC:tterials ill the AP file were compiled by The Associa.ted Press, These materials may n()t be
republished withollt the express wrillen cUllscnt of TIle As!)()ciatcd Press.
September 16,' 1999, Thursday, PM cycle
SECTION: Washingtoll n"ldinc
LENGTH: 613 words
ilEA DLI NIi:: Education pand says use 11" English-only le!)!s un fail' to students
BYLINE: By ANJETTA McQUEEN. AP RLlucation Wriler
DATEl.JNE: WASHINGTON
BODY:
As more Hi::;p.lnic children enter the nation's schoob, educators deb':ll.e whcthc]' they could be hard
hit by high-stakes English-only lel'L<;.
A presidential panel oillIispanie education says such tests, oftCIl used to move children ahead or
graduate them, may violate the righl.~ of millions of Hispanic children. Others stilllmy any
accommodations could cheat th~m out of ~1 fair a.~seSSlUelll nfthcir abiJities.
.
"Stat~~ education leaders hare compromised !he futurc ofllispanic students by making high stakes
decisions b(l~ed (~II in,1c<.:urate and illade4uate infonmltion," said the report by the President's
Advisory Commis~ioll on Eduealional Excellence f'Or Hispanic Americans, released on Wednesday.
It urged the Educntion Department to investigate,
The Education Department is currently in\'t::~;tisating two cases related to tt:!iling and languago
abililY. said Rodger Murphey, a spt)kesmun for the civil rights branch. Murphey said he could not
discuss the cases, in Nevada .md in Texas. or disclose the filing parties,
About 20 perccilt of the S,O(}{) cases filed each year specifically relate to Jaws that prohibit racial
discrimination against students, he said. A J974 Supreme Court mling in essence includes language
ahility ill that han by n'tiuiring school:; to provide help for students with limited English.
However, opponents of hilirlgual educ.ation argue that accommodating cbildn.. n on high-stakes tests
"
will hurt them in the long 11111.
"YOli want to make sure kids don't graduate with a degree that they can't even read," said Jorge
the vice president ror education of the Center for Equal Opportunity, n Washington group
that OPp()~CS bilingua.l education and affim1:ltivc action. "The purpose or education in the United
Slutes is to prepare students to survive ilnd sllcceed ill this society and that re4uires mastery in
English.
Am~clIc.
liTo say Ihat a studellt should he able 10 do math and science and read und write in English is simply a
matter of accountability, 1I0t a malter or discrimination," Amsdlc added.
Th~rc is no 0111.: national measure nfllllw well a schoolchild is karning. Nearly every stale has
developed its own achicv('mcnt t.ests to gnugc progress in core sllhjects such ,L<; math and reading
and I.he tests vary .
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The presidential p.mcl said currenl stntc <'pprOLlches to students who arc 110t native English speakers
are too vague for !r;;!':ils that arc Ont'll tied to ::l child's prolllOlioll or gnl(lUalion. Currently, J 9 :-;lalcs
require students to pass lests hefore they rccci"c high school diplomas; seven more plan to follow suit
by 2003.
The Hispanic education panel. wbich was created in 1990 by President Dush, isslled its first report in
1992. The group is chargcd wilh tllllstering Hispanics' P;:lflicipation in federal education programs
and targeting way~ to eliminatc cducaliOll:.l1 g('lPS.
Educating Ihe nation's .~.4 million Hisp:mk childrcn properly is more important tban ever, ~hc group
~s such studenls' enrollment grows hut their achievement dnes not.
"
says,
Tn 10 stales, the nllmber of chi Idrcn who <ire not native English speakers morc them doubled from the
1992-93 to 1996-97 school ye~rs. And 70 percent of those children are Hispanic.
But inlcarning, Hispanic children .tre slipping hehind. Young Hispanic children perf(mn halfas well
as their native-English-speaking peers. Hispanic high school students drop out at double the rate of
non-Hispanics.
Even wcll-to-uo families ,vill produce dmpuuls jf English is not leamed, the panel said.
The pnnel praised slale:> such as Oregon, which often; ils 4.000 JIispanic students lests in English and
Spanish; the tcsll; arc matched carefully and qlle!)lions that t:annot be matched in bOTh languages are
dropped.
LANGUAGE: ENGLISH
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Copyright 1999 Times Mirror Company
r,os Angeles Times
View Related Topics
St!ptember 1(), J(99) Thursday, Home Edition
SECTION: ParL A; Page J; Melro Desk
I.ENGTTT: 785 words
HEADLINE: CAUFORNTA AND TIlE WEST;
INQUIRY INTO ENGT.ISH·ONLY TESTS ORDERED;
EDUCATION: PRESIDLNTTALPANET. SAYS USE OF SUCH EXAMS FOR CHILDREN WITH
LIMITED PROFICIENCY IN THE LANGUAGE MAY VTOLATE TllfTR CTV1L RlGHTS. TT
CALLS FOR A PROBL::.
BYLINE: RICllAT{O T. COOPER. llMf.S STAFF WRTTER
DATI:I JNE: WASH INGlON
BODY:
In a repon likely to add to conlrovcl'sics already swirling around California schools, a presidential
advisory commission said Wednesday that making children with limited English skills t<lke tests
written only in English and using the resulls to decide slieh pivotal questions as promotion or
.
graduation may viQlme lheir civil righl~,
The commission called olllht:. U.S. Dep:Jrtmcnt ofF.ducation, which is charged with enforcing
federal civil rights I,\ws ,,~ they apply to scho,,)ls~ to investigate stich uses of so-called English-on]y
tests.
tlSt3t.e education leaders hilVt: compromised the fut.ure or Latino students by mIlking high-stakes
decisions ba~t::d 011 inaccurate and ina.dequate infom13tioll," said the report hy t1le President's
Advisory Commis~jon on Educational Excellence for Hispanic Americans.
The F.dncation Deparllllcnt reacLed cautiously to the latest news from what has become treacherous
territory ill both policy :md politicAl Lenns because it is pmt of lhe larger realm of bilingual
education.
"We appreciate t.bc attention to lhis area," department spokesman Rodger Murphey said. "We will
1001< at this report. as well as the body of infimmltion we collect, as we plan our, .. activities,"
Murphey said Ihe dCp~lrtmcnt's Office of Civil Rights Compliance h<15 previously investigated and
pursued eas~!-: involving the testing of st\ldenl~ with limited English skills and is developing cases in
Texas <lOU Nevada, He decliJl~d to prc)\'illc details on the pending investigations.
The issIJe! of Engli!>h-c)nly le~;[s lar studenls with hmiled proficiency in the language is pal1.jeularly
sensitive ill (',lIilami;:!. More Latino children with limit.ed English proficiency arc enrolled in schools
here (han in ;my other $talt:. And standardized tests, many oflht:m English-only. arc likely to play
important roles in I1~W educational policies that are being formul"led,
Under a new policy mandating an elld In social promotion, for e):ample, school districts are in thc
process or llcvcloping criteria 10 he applied lo studel1ts in (he second, third, fOllrtl1, fi nh and eighth
grades, Engl ish-on Iy tt:Sl:; ~II\~ Ii kely lo he Pilrt of such criteria.
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Testing also will playa role in the state's new ,lccountability system for rating the performance of
individual districts. though linal dcoc;!)inlls on exacl1y how such data will he used have not been made.
Slilte Supt. of Public (nstrLIction Delaine Enstin ~mid she agrees that using English-only tests is "a
school a short period of time." She favors giving such
tests to students with limited English proficiency only (lnCT they have aUended U.S. schools at least
two ye(lrs.
scriou~'problcm for children who have been ill
"Some rule or rcasOlwbkncss should apply:' she said, calling use off,l1glish-only tests yvith children
new to the language "ham ·h.mdetl."
But she said tI1l1t, as a result of the controversy over bilingual education, "right now California is
confuse.d. A lot of' people in SltCrnll1Cntn are like deer in the hC.1dlight.s. 1I
Assemblywoman Carole Migden (f)-San Fmncisco) is lhe ;luthor of a bill on Gov. Gray navis' desk
that would 1jill it I.hc U$C of .English-only I(;'sl~ in mcasuring school di~tricts' performance.
"Testing scholastic aptitude ill English when stuoenl.s haven't had (I chance to Ic.1m the hmguagc in
which the lest is wriUt!1l is unfi!ir," :;he said.
Critics ofbilinglwl education, nn the other hand, argue thal children with limited English skills will
suffer in the long term iflhcy nrc pennilh..:o III continue learning and being tested in lht.:ir nallve
languages:
In Washingloll, the Center for Equal Opportunity, hcaded by funnel' Ronald Reagan administration
official Linda Chavez, has been ~mlOng the leading crilil~s of using bilingual sfrategics for Spanish-
speaking studcnt~.
.
.
"You w11nt to make :iurc kids don'l graduate with a degree that they can't even reall," Jorge AmseUe,
the ccnter's vke president for education, told As~oeiated Press. "The purpose of education in the
United State~ i~ lo prcp:lre students to survive ,md succeed in I.his society, and that requires mastery
in Englj~h. n
Echoing that view, 1he p;mcJ said that c.:WI1 children with I1mited english who arc not troubled by
poverty wiIJ fail hI succeed in sdl(lol ifthey do not lcarn English.
Under a 1974 U.S. Supr~me Courl ruling, schools art! required to provide assistance to students with
limited English skill::;. But the exh:nt oftlwt assilltancc and its duration remain matters of dispute.
The Educat.ion ncpartmclli invesligates language issucs under Tit1c VI ofthc 1964 Civil Rights Act,
which forbids discrimimllion on the basis of racC', color or national origin.
'"
Times sian' writer Richard Lee Colvin
In
Los Angeles contributed
(0
Ihif> story.
LANGUAGE: English
1.0AD·DATF.: September 16, I'Y)')
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. J,.EXTSW;-NEXI S;li:
Page 1 of2
Copyright 1999 Chicago Tribune Company
Chi<'';lgo Tribum:
Vicw Related Topics
SeJ)'emher 16, I(1)<) Thursday, CHICAGO SPORTS FINAL EDITION
SECTION:
NEWS~
Pg. 24; ZONE: N
LENGT I::l: 442 words
HEADLINE: ENGLISH-ONLY SCI roo I. TESTS CHALLENGED;
HISPANIC RIGHTS MAY RE VIOI.ATEO BY CRITF.R1A FOR PROMOTION. PANEL SAYS
BYLINE: AssoriMcd Press.
DATELINE: WASlllNGTON
BODY:
English-only I<.!sts thnt determine whether a st\1dcnt moves ahead or graduates might violate
million:; of Hispanic children's rights. i.I pr~sidential panel said Wednesday. It urged the Education
Department to inveSligale .
. "State education Jeadl!r~ havl' cumpromiseu the n"tura or Hispanic stuuents hy making high-stakes
decisions based on illaccurate and inadequllte information." said the report by the President's
Advisory Comntissioll on Edllcatiomll E.''(ccllence for Hispanic Americans.
The Education Depal11llcnt does invesligille such cases. said R(ldger Murphey,' a spokesman for the .
civil rights brcU)ch. Aboul 20 percent orth~ S,OOO cases riled eaeh year specifically relate to Jaws that
prohihit racial discrimination against students, he said.
The dcpal1mcnt is currently investigaling lwo cases reblled to t.esting and Jangu;'lge ability. in Nevada
and in Texas. Murphey ~mitl hl: could not discuss the cases or disclose thc pm1ies.
.
A 1974 Supremc Conrl ruling requires
schoo~s to
provide help for students with limited English.
However, opponcnts ofbilil1gual rducathnl argue that accommodating children
011
high-!litakcs tests
hurts them in the long fUll.
"You want to make SlI1'e kid~ dUll'1 graclualc with a degree that they can't even read," said Jorge
. Amselle, th~ vicc president for education of lhe: Ccnter f(lf Equal 0PPOI1\111ity, a Washington group
that opposes bilingual education .lIIU arlirrnative action. "The purpose of education in the United
States il; 1.0 pn.:part: students 10 survivc :lnd succeed ill this society, and that requires mastery in
English.
"To say tlult a slutknt should be ahle to do math Clnd science and read and write in English is simply a
maltt!r o[ accountability. not m.llh:r of di~cril11jllaljon. ,.
,I
There is no olle national measure (lfhow well ,I child is kaming. Nearly cVl.:ry slate has its own
to g':ll1gc progress ill core subjccts such as math and reading. and the tests vary.
achievemtmt lest!>
The presidential panel said sl.lf.c approadles to students who m'e not native English speakers are 100
vague for h.:st:i that are often tied to a child's promotion or gradu'ltion.
"Nevertheless. tht: fcsuhiJlg dnln arc olkll used to hold stur:\t.;nts aCCOtllli<lhlc fiJI' their own success,
ra.thcr than the edllcalors," !-)~lid lht: re;:porl hy the Hispanic education pane.I, which was created in
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bolstering IIispanic;' panicipal i(m in Icdc!'al education programs and witll finding ways fO eliminate
e(lucalional gaps.
Hispanics arc cxp\,;clcc] to he the 1l.ltion's largest
lllinori~y
group by 2010.
FEDERAL GROUP,
RFPORT ISSliE MINORITY HISPANIC EDUCATION
LANGUAGE: ENGLISH
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Copyright J 9<)1) The SaJ1 Diego Union·Tribune
- TIle San Diego Union-Tribune
View Related Topics
September 16, 1999, Thursday
SECTION; NEWS Pg. A-7
LENGTH: 667 words
HEADLINF.: Panel snys tesl:; hurt Hispallicstudents; English-only fonnal raulted as narrow
SOURCt:: 'ASSOCIATED l'RhSS
BYI,..JNE: Alljdla MI.:Quc:cn
DATELINE: WASHINGTON
BODY:
WASHINGTON -- English-only tests Ihat c\clCn11inc whether a studenl moves ahead or even
graduates m,lY violate milliolls or Hispanic children's rights, a presidential panet said yesterday, It
urged the Education Dl:partmcnt t(l invcl'ligatl:.
"Slale education leaders ha\'c compromised the future ofllispanic student') by making high-stakes
decisions based 011 inaCClifat.:! and inadequate infonmttjon," said the report by the President'5
Advisory Commissiun \)J\ Education;!1 Excellt!nce fCII' Hispanic Americans,
The Education Dq);1rtmenl docs inv(;stigate such ca~es, s,lid Rodger Murphey, a spokesman for the
civil rights hranch. About 20 percent ofth!! 5,000 l:ascs riled e~ch year specifically relate to laws that
prohihit rachtl dis..:rimination :Jg':lin~l students, he said,
The department is curn.:ntly investigating Iwu C;lSC5 related to testing and language ahility, in Nevada
and Tcxas, Murphey said he could not discuss the cases or disdo$c the partics.
In California, educators are ne;lling J high school exit eX(I1}l, which should he rcady ill aboul three
years. Plans ~m: for the lest t<.I bc given in English only.
Rosalia Salinas, director of CIIITkullllll, instnlctioll and assessment for the San Diego Office of
Education, hclievcs fhal i r Ilu.;sc tests are to accumtc!y rcncc.t student knowledge, lhey shou1d not be
limited to English.
"H's import<lI11 for U~ to also h.\\'e a wily of mc~sllring the actual knowledgc a student might have in
areas such ill' l1IathcJ1lntics and s~jcnce aile th~Jt the languagc issue not be the sQle detenninant of
whdhcr or not Ihal ~tudcllt has koowledgt,," she said.
A 1974
Sllprem~
Court f\lling requires ~chools to provide help for sludents with limit~d English.
However, opponcnts of bilingual education argue that aCl:()mI1lCldating children on high-slakes tests
will hurt them in Lhe long fun.
"You want 10 make sure kids dolt'! gl'~du:lte with:1 degree that they can't even relld," saki Jorge
Amsclle, the vict,; pn.:sidcnt [or education orthc Center for .Equ:J1 Opportunity, a Washington group
that opposes bilingual education and aftirmalin,' action. liThe purpose of education in the United
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States is to prepare sTUd~nlS to survive alld slIcceed in this society, and that
rcquir~s
mastery in
Enghsh.
"'1'0 say thnl II slud(!nf. SIHlllld hI.! ahlc lo do lllalh and !:it.:iencc ~ll1d reud and write in English is simply a
matter of m;countnbility. Ilot " maHer of discrimination," Amsclh; mkkd.
,
.
There is 110 one n(lt.ionallTl~a~urc nnww well" schoolchild is Jeaming. Nearly cvery state has
develupcd its own achievement tc;,ts to gnugc progress in c.ore sul'tjce\s such as m<lth ,md reading -
and thc tcsts vary.
The J)fcsidcntkd p.mcl said ~lIrrenl stalt! approaches to students who arc not native English speakers
are too Vctgue for Ic))lsthat an: ofil.:11 tied to a child's promotion or graduation. Currcntly, 19 slates
require students to f)l1SS tests hefore they receive high school diploma..;; seven more plan to follow suil
by200J.
"Nevertheless. the resulting data OflCll arc uscd to hold students ;lcconntabJc for their own success,
rather than the cduc;lI,oJ"::;," i'Clid the report hy the Hi!.ipunic education panel, which was created in
1990 by President. Bush. The group, whidl issued its first report in 1992, is charged wilh bolstering
Hispanics'participi.ltion in federal (~d.uca(ion programs and targeting ways to climinate educational
gaps.
Educating the Iwtion's 3.4 11IiIlioil Ilispallic children properly is more important than ever before,lhe
group says, as stich students' entoflmenl grows but their achievement does not.
Hispanics \\IilJ become the n:lli(lll'S brgcsllllinority group by 2010. TI110 states, tbe number of
chiltlren who arc lIot Jlatiyc English speakers morc than doubled fromlhe 1992-93 (0 1996-97 school
years. And 7() pcr<:ent or thusc chi I< In':l1 urI..' Hispanic.
'
But in teaming. Hispanic children arc slipping hehind. Yllung Hispanic ,hildren perform half as well
as their mltive-F.nglish-~pel1kingpecr!\. Ili~panic high sch()ol students drop oul at dOLlbl~ the rate of
non-Hi~panic~.
LANGUAGI.!:: ENGI.TSH
LOAD-DATE: Septemher 17. 1999
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S~ATTL[
rOST-TNTELLlGENCER
Septemher 20, 1999, MOJ?ony , FINAL
SECTION: EDITORIAL. Pg. A9
LENGTH: 392 words
HEi\J)UN.E: rOR ALL STUDENTS. THE KEY TS ENGLISH
BODV: A presidential p<lllcl is woefully shortsighted to conclude that Hispanic st.udents' rights are
being violated whe.:n thl!y'rc required to t'lke tests in English to qualify for a high school diploma.
The Presidellt'5 Advisory Commission on Educational ~xeclkncc lill" Hispanic Americans has
rep0l1cd that. Hispanic students' futurc 11<\$ heen compromised by requiring them 10 demonstrate
enough English Ihlen(:y to lake tests in English.
Quite the contrary. There should he no confusion on this puint What surely compromises a Hispanic
student's futurc is failing tl) h.,:ach tlu.\! :l[uucntlo function in English.
As Jorge Amscllc. vice president Jor t'duca(ion ofLhe Washington-based Center for Equal
Opportunity, pul iI, "The purpose of cductttion in the Unitcu St~ltes is to prepare sluuents lo survive
and succeed ill this society and thal n;quircs mastery in ~l1gIish. To say that .1 student should be able
to do math and science (lilli read and write in .English is simply a mailer of accountability, not a
matter of discrimination.
It
,
Insisting on accountability by educators to te~lch Hispanic students English is the hest thing that could
happen 10 them. They havc every right to l:Xpcct to have been educated to function in English when
they graduate from high school. To excuse them from English-speaking requirements is nothing short
of fraud.
Nevertheless, the misguided panel members wanl the U.S. Department of Education to investigate
whether Hispnnic students' civil rights havc becn villlalcU by requiring them to take lests in English.
The panel would have becn \vise!' to illsist tIll': dcpi.U11l1t!nt investigate cases where students' civil
rights had been compn.lJllised because they were not required to !cam Engli:>h.
The department already is investigating two cases of alleged civil rights violations related to testing
and language abililY in Nevada and Texas. And more slIch complaints can he expected as the nation.
like this statc, moves tn require students III dcmonslraLe competence in core D.cademic suhjects before
thcy are certified as hnvint; m;lsterccl high school suhjccts.
Such complaints also arc to he expected in this slate, which has a rapidly growing Hispanic
population. NJlionally, Hisp;l11ics ,.. ·iIl become the l1(1lion's largest minority by 2010.
The sooner this mallLT is rcsolveu
Lo
require Ilisp.mic students to learn Eng1i$h, the.: heller.
NOTES:
Euitmials
LANGUAGE: FNGT .ISH
TYPE: EDITORIAL
LOA f).I>J\ TE: Septcmher 21,
11)1)<)
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.Page J or
Copyright 1099 The Seattle Times COlllpany
The Seattle Times
Se-ptember I G, 11)99, Thursday Film! Edition
SF-eTION: NEWS~ Pg. A8; ACROSS TIlE NA TION
LENCTH: 759 words
HEADLINE: NATIONAT.-SECURIlY PANEL SEES TERROR FOR DECADES TO COME
BODY:
WASI-JINGCON - Americans are feeling increasingly secure, hut they shouldn't, says an
independenl panel set lip by the Pc::nlagon.
Citing dangcrs ranging from "mass disflIption" by altacks on inrormation systems to "mass
destruction" from nuclear wcapons in the lmnds orterrorists, the U.S. Commisslon on National
SecurityI21l)( Century p«Iints a rrightelling picture of the next quarter-century. .
«Americans wi II become increasingly \'ulllcrahle to hostile attack on uur homeland. and our military
superiurity will not entirely protect us," said the commission, headed by former SellS. Warren
Rudman. R-N.! I., ..mtl Gary 11 !)-Colo.
art,
At a news conference releasing thc: first of (hree planned reports, Rudman cited "the spreading abilily
often'orists 1<.> strike Americans at horne and abroad."
Panel members suid America needs to restructure forces to meet 2ht-celltliry challenges, a: topic the
panel wi II continue to address. It will propose ;1 national strategy ncxt year and offer final
Tccommcndation~ ttl achieve national surdy 10 the next president ill 2001.
Presidentinl pilnel assails usc of English-llnly testing.·
WASHINGTON - A prcsidcnti.ll advisory ~ol11missjon said yesterday lhat making children with
limiled Fnglish skills take:: ll..::)t:) written only in English and using the results to decide such pivotal
questions as pron)()lion or graduation may viulate their dvillighls.
"State c.~ducation lC(lden; havc compromis~d I.ht! ruture or Latino students by mak ing high-stakes
decisions based on inaccnrate and in.u.k<'luatc information," said the rcport hythc President's
Advisory Commission 011 Educational Excellence for Hispanic Americalls.
The commission called on thc U.S. fkpartmeilt or EducatioJ1~ which is charged with enforcing
federal civil-rights Jaws ali thc;y apply to school!), to investigate such uses ofso-call~d. English-only
test".
FCC t::nh<lnecs 911 service. OKs (;PS lise fill' cell phones
WASllfNGTON - A new way IlrJillking satellites and cell phones in an emergency received a hig
boost yesterday fml1llhe Federal C(lmnHll1icatioll$ Commission.
Bya 5,0 vote, the cum mission alluwetl illtn)duction of cell phones thaI usc Global Positioning
System (GPS) s~l\ellitt::s to flnsli their localion to 911 operators .
...IuocumcntDisplay?_doc 11 lIfll :-12& ::mssct-Gd lauKO-Ms$DlJARURUUWRDU- WVBV-A- W9/21199
j
.
�SEP-22-99
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LbXI ~U$l- Nt! A I ~.~t,:
J"age.t.
About 70,000 callers :l day lise cell
phon~s
P. 13
01 J
to reach 911. bllt 111iln)' don't know their exact location.
Vice president goes 011 attack against rise of cybcrstalking
SAN DIEGO - Slutc and fodcml Juws should be stiffened to outlaw online !*llking. according to a
new U.S. Justice Departmenl rl.1Jort th,ll warns the practice is on the risco
"Cybersfillking is ~I very serious new prohlclll confronting us in the information age." sa.id Vice
President AI Gore. who requested the report in February and relca.-:od it today.
"Cybcrspa.ee should he a place for I~amjng (IIld exploration, not ~l place for fcar," he said at a meeting
with victims or online st.llking ,md their family memhers.
Two-thirds t.lfslull..:S have no laws thall'Over sialking on the Internel OJ' through other electronic
.
communications means, the report fOllnd.
Medicare expenses 10 ~oar It)r paticnts who lise HMOs
WASHINGTON - Millions ofMedil.::m: heneficiaries enroHcd in health-maintenance organizations
will he (Jreed to ptly much more lor thdr health care next year, particularly for prescription drugs and
visits to doctors' 0 rriccs.
The higher charges - in some ca!\C$ tripling the cost for retirt..'es to visit a doclor and seuing strict caps
on prcscription benefils - were disclosed yesterd~lY by the Health Care Financing Administration.
which runs Mctlicilrc. They seem sure to .set off a new round of debate about medical costs, the role
of HMOs ..lnd the way ~ocicty should poy for the he.lIth care or an aging population. The higher costs
possibly could im:reus(' political SlIppnrt Ibr President Clinton's proposal to offer drug benefits under
Medicarc.
.
Although HMOs have been waming {lint henefits were likely lo be t.rimmed in 2000; the size and
scope of the increasl;!s were unanticipated.
Drugs OK'd
fO
fighl cmlccr, help kidney Iransp lanlalion
WASHINGTON - The Fuod and Drug Administralion approved two new drugs, one for breast-cancer
patients whos~ f.Ulllors have ~prc,\d to the lymph nodes and one 10 hdp prevent kidncy-transplant
rojcetion.
Ellcnec,l{llOWIl chcmil';.lIly
stage brecl$! callc~r.
,1$
l:pirubicin. was approved today fbt' treatment ofnode-posilive, carly
Yesterd:lY, the FDA approved Raparnullc. e'llling it an imp~)1taI11 addition to the immunosupressants
availahle for kidtwy transplallts.
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Copyright 1999 The Commercial Appeal
The Commercial Appeal (Mcmphi:;, TN)
September I(I, I()O(), THURSDA V, FIRST EDITION
SECTION: NEWS. Pg. A4
LENGTH: 420 words
HEADLINE: H1SPANiC STUDUNTS HURl BY ~NGL1SH TESTS. PANEL SAYS'
BYLINE: The A~!;.I.lcialcd
Prc~s
DATEUNE: WASIllNGTON'
BODY:
English-only tcsts IIUlL delcnnine whethcr a student moves ahead or cven graduates might violate thc
rights of millions of Hispanic children, a pre::;idential paneJ ::;aid Wedne::;day ill uH!ing the Educatiun
Department to invcstigatt!.
"StaJc cduc:lCion Ic:adu:: have compromi~ed llle ruturc orHispanic students hy mnking high-stakes
decisions ha.scd on illaccurule ,mel inadequate informntion," said the rcpOrl by the President's
Advisory CommissiuJl Qn FducationaJ Excellence for Hispanic Americans.
The Education Dcpcu1menl dUl'S iJl\.cstig,atc such cases, said Rodger Murphey, a spokesman for the
civil rights branch. Ahout 20 perccnt ofthl! 5,000 ca!;cs filed cach year spccifically dcal with laws
that prohihit such discrimination. he s"id.
The department is il1vesligating two C;1SCS in Nevada and Texas related 10 tt!liling and language
abiJity. Murphey said he could not discus!; the <.:Clses or disclose the parties,
A 1974 Supreme Court ruling requires schools lo provith; help ror studcnts who speak limited
EngHsh. Opponcnts of bilingual education argue that accommodating children on high-Slakes tests
will hurt thcm in tilt:: IOllg nm.
"YOlt want to make sure kid~ dOll't graduate with a degree Ihallhey can't even read," said Jorgc
Arnscllc, vice presilkll( for education (If (he Center ror Equal Opportunity. a Washington group that
OPPOSI:S bilingual educatJoll and artirmative action, "The purpose of education in the United States
is to preparc student!' to survivc and succeed in this socidy, and that requires mastery in English."
But thc presidenlial panel said state approaches tu students who Jre not nativc Engli~h speakers are
. too vaguc lor tests tbaL ,m: 0111.:11 ti(:d to n child's promotion Qr graduation, Currently, 19 states require
students 10 pass tests bd'orc they ret'eive high school diplomas; scvcn more plan tn follow suil by ,
2003.
.
"Nevertheless the rcsldting Jal;'1 nrc onCIl uscd to hold sludenls m:countl.lblc flU Iheir own success,
rathcr thall 11ll: educators," said the n:port by tlle Hispanic education panel, created in 1990 by .
President Bush.
.
Hispanics wi II bCl:lIll1c the nalion's I;lrgest minOlily hy 20 I0. 1n 10 states, the number of children who
are nol native English spl:'lkL'rs more th:lJl douhlcd from the 1992-93 to 1996-97 school years; 70
percent Ihose arc lJispanic
or
But in cduC'atiun, Hispanic >.:hildn.:n arc slipping bchind. Young Hispanic children perfonn halfas
.
..,
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well as their llul;vc·Ellglish-spcaking peers. Hispanic high school students drop out at double the rate
of non-Hispanics.
.
Sir,no Sean~h:
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J.,.CA1.)llY-I'H;'.I\ 1,')1,\,
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Copyright 1<)99 Journal Sentinel Inc.
Mihl.:;llIkcc
Journal Sentinel
Seplembfr 1(I. 1999, Thursday Finnl
SECTION: News Pg. 7
LENGTH: I' 5 words
lIEADLlNE: Pallel chid.:,:, slates for Eng1i!>h-C\nly tests
SOURCE: '/ou111al Sentinel wire reports
DATEUNF-: Wa-::hingtllll
BODY:
, A presidential advisory commission said Wednesday that making children with limited English
skills lukc tests written only ill English amI using the resul!s to decide such pivotal questions as
promotion or gradtHltilll1 may violalclhcir civil righls.
The panel called on the U.s. Dcpnrtmcmt or Education lo investigate.
"Stale educafion Ic<lders have compromised the future of Latino student!; by making high-stakes
decisions bascd 0/1 imlccuratc and imllicqualc inrormation," said the report hy the President's
Advi~ory Commission on EdllC.1tiol1al Excellence for Hispanic Americans.
Milwaukee PlIhlic Schools
rcq\lire~
students to pass an english-only (cst before graduating.
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Copyright 1999 Bergen Record Corp.
Th~ Record (Bergen County, NJ)
View Related Topics
September 1(I, 1999, THURSDAY; ALL EDITIONS
SECTTON:
NEWS~
Pg. A lJ
LENGTH: 292 wonbi
HEADLINE: ENGLISH-ONLY TPSTS UNFAIR TO STUDENTS, PANJ::LFTNDS
COU";MN: AROUND THE NATION
SOURCE: Win: :;en'ices
BYLINE; FROM NEWS SERVTCF. REPORTS
DATELINE; WAS IIlNGTON
BODY:
. English-only tests thai determine whether a smdcnt moves ahead or
even graduates m;IY violate millions ofllispanic children's rights, a
presidential pand said Wednesday. Jt urg~d the Education Department t.o
investigate.
"State education leaders huve comprmnised the future orHispanic
students hy making high stakes decisions !lased on inaccurate and
inadequate in{brmatil'ln,"s~lid (he report hy the President's Advisory
Commission on Educfttional cxedlcllcc for JJj$panic American!>.
The Rdueatioll Dl.:partmenr is currently investigating two cases
related to testing nnd Il.lngllagc ahility, in Nevada <lOll in Tex:\s. Hodger
'MU11Jhcy, a spokc::;man for 'he civil rights hnlnch, said he c()ulc.l not
disctlss the cases or di~d():\C. the parlit:s.
A 1974 Supreme Coun ruling requires schools to provide help for
studcnts with limiled English.
Howcver, opponcnts of bilingual rducatioll tll'guc Ih'll accolllmodating
children on high-stakes tests will hurt them in I.he long 11m.
"Yuu wmlt to 'll<lkc sure k,idsdon'( gnu.luatcwilh a degree that they
can't even rcad,"said JI./rgc Amsdk:, the vice president for educatioll
of the Ccnter for Eql\(\} Opporlunity. a W,lshington group that opposes
biling\lal education."The purpose (1 r education ill the United Slalc~ IS
to prepare studenb to stlrvivc ~lIld succeed in this society and tllM
reqLlircs ma~lcry in English."
But the presidential I'.lrlel said current stat~ Llpproachc!) to students
who arc not nalive English :.pcakcrs arc (00 \';lglle for tests that arl.~
often tied to il chi ItI'::; promotion or graduution.
"Ncvcnhelcss the rCl-)ulting data an: olkn lIsed Itl holl! studenls
accountahle for rheir own Sllccess, rather than the cducalors,"said the
...IdocumcntDisplay?_d(lcnnm-l O&_;1\1SSel-'(JcHnuKO-M sSDUARUR UU\V'RDU- WVI3V-A- W9/21199
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report hy the Hispanic education p;1ncl.
LANGUAGE: English
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Copyright 19')9 Lakeland Ledger Publishing COT}loration
The Ledger (Lakeland, FL)
September 19. J999, Sunday
SRCTION: News; Pg. A14
LENGTH: 585 words
HEADLINE: STATES REACT TO TESTTNO BIAS'AGATNST HisPANIC STUDENTS·
BYLJNR: CATHERINE lIor .T.INGSWORTH Ledger Washington Bureau
BOJ.)Y;
WASHINGTON -- Faced with steady increases in Hispanic student enrollmenl uue to the Latino
population boom. 1ll~lI1y states are seeking an ;lcademic systCll1t!1ul better suits Spanish speakers, with
an cmphasi:; on bias-free tests.
Between 1992 and 1997. the 1l11l11hcr of L.ltino students still not fluent in English more than doubled
in Ahtbama. Florida, North Carolina. South Carolina, Tenm:sscc tlnd 3 few westem states, according
to government dat,l compiled by the White Housc.~ Initiative on Educational Ex{'cJlcnce for
Hispanic-Arnerkans.
By 2050, one ill lour school-age children will be Hispanic, Census 'BlIreau projections show. At that
rate, schools Hcross t.l1e country are hound to be faeed with the challenges of educating Latinos. many
ofwholTl are enrollt:J below grade lcv~l, have high drop-out rates and low li1eracy levels.
The La1ino POPUI;llioll boom ill general may he a wake-lip call for some school district').
"Ifit's nol rC:illy having somi! impact nQW, it will. So t.hey hest bc paying attention," said Sonia
Hernandcz, a rncmb,~r or the commi~!'ion and co-author of a recent report on lest hias against
Hispanics,
Testing can be a major challcng(: 101' schools hecause of languagc and cultural barriers, the White
House report said.
'
The repm1 relc;lsed Wcdl1t~sday fOllnd lh,lltoo often Hispanic students arc made to. take tests they do
not undCr.';tand. and altt:rnntivc lests arc no! always availahle.
.
Onl)' a few ~tatcs nre making progn;;ss
Southern states le<'ldillg the way.
il1lhi~
urca of eliminating test bias, with Texas and other
"There are states tlwl we belil.:ve rlrc making a good-failh cffort 10 relain Spanish-speaking students,"
. Hemandez said.
North Cmolina and Tcxas have closed the .Q,:ip between the state eXi.Ul1 scores of minorities and the
rest of the student population. AJuhama Clnd Texas give non-English speakers multiple opportunities
to pass high·stakes tests retJuircd for rromotion or gruduntion.
Oregon cn.::ntcd a Spanish vcr:;ion of ils shlle test, and Minnesota Jcvcloped a pre-tcst to determine
whether limiled English spcaKing ~ttldcnls an: ready for stUlldardi7.ed 1I.;$t5.
But overall, stHles could do u bcth~r job () r cdu(ating Hispanics, the commission said. It plans lo·
conduct a stlltc-b),-Shltc allnlysis o [st<1tcs' efforts in the coming months .
.. .Idocumcnmisplay?
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"'" Alahamn, we l'nee the eh"lIcngc of lindlng teachers who arc bilingual," said Dianne Courtney, a
specialist in kdcral ~~duca(joll progr;m1S at thl: Alabama Department or Education.
There are only ellough rc~ourccs 10 offer hilingulli instruction during slimmer school. she said. The
state also is h"rd pressed to find college cducalion programs that certify leach~l-S in hilinguaJ
education.
Shortage of funding for language
growing Hispanic cnn.lllmcnt
progr(llTl~
is yet another challenge facing school districts with
The North Carolina Legil'latul'c lor the first time last year provided funding ror English-language
programs. Thes!! pro~rams, which provide tutoring in English and help Sludents with study skills,
prcviou~ly had been fumkd solely Ihrough Ii.::dcral and IOCi!1 sources.
"We're finally having recognirion frol11 the l'tatc that these Siudent:-; should get a level playing field,"
said Itlhn Wilson, t:xccutivc director Cl!'l.hc: North Carolina Association ofEducat{lr~. "TIle state never
really had <Iddrcs~cd this issue'."
The dillcrcnce now is hlwmakers arc paying attention to the changing demographics, Wilson said.
"You can set: lliaf the numbers arc driving peoplc: to make better decisiOl'S ahout individuals," he
said.
I,ANGUAGF.: ENGLISH
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PfWOUClS &SffiWICE5
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"
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::','!-"
f(~lt ~
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•
!J,
PHuel COlldudes
By Mary Aim Zchr
Hispanic sHldc1lts ;'Ire not being tested properly. nor arc lht!lr scores
on sluIH1<.1nlizcd le!>l!:' being used ii.')!' the righ\ plIrp()ses, a
prcl)idcntial ,ld\:isory panel Cl'ncluucu l;Ist week
Members oCtile Pn;siucnl's Advisory
Commission on t:ducational'
Excellence ror Hi~pani<: Americans
" 'd I
I 'I I
I II
a31 t !:Jt W 11 C I ley \V 1(l Y support
the dnve for stalldmds-hascd school
reli.m", they are nol happy with how
the educational llecd~ 0 rHispanic
srudellls ,Ire beillf;:lddresscd within
the movement.
r
1':::.'
,~:(,~·:···';-'T.ion
"A Report to the Na.fion:~oncl~
and Issues on Testing HIspaniC
Students in the United States" is
available free from the White
House Initi<ltive on Educational
ExC'..e'!ence for Hispanic
~:,~ncans by calling (202) 401
.
"The \I$scssment dl;l1ogne that has been going on in thi~ country has
sllrpr.:il:lltly included Ihe Hispanic community," Ana M, "Cha"
CiUl.l1'Iilri, the vice presidenl or AW;lll1 Community ColJege in Texas
and the chairwoman of the commission. said at a press conference
hen! lasl week. "Tr ollr children are not being tested lpropcrly], llu;y
will hc left Ollt."
nOl
I
which was
appointed by President Clinton in 1994,
puhlished its conclusions in "A Report to the
Nation: Policies {Ina Issues on Testing .
Hil)p.mic Stlldent~ illihe United States." The
97-pagc report calls on the Department or
Edw;ation's ufficc for civil rights to look on a
state-hy-state has is into possihle
uiserilllinatory PHII':lir.:es in the testing of
J lispanics.
The 22-ll1cmhcr commlssion,
Ana M. "Cha"
Guzman
Commission melllbers speaking at the press con1Crcnce emphasized
what they s~c as ~I Il(:ed for' developing hdttlT lesls for assessing
Hispanic sludi;.'llIS. particularly lhose with limited proficiency in
English. tn ~ldditiol). they said, test scores should bl,; used 10 huld
schoob accoLilltuhk IIII' providing an adeqlli\1e education to llispanic
sluUCIlIs,
http://www,cdwcck,org/cw/cwstory.t: rll)~'Slllg-(nlm;p,h 19
9121199
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Tests, Panci ConclLldes -- September 22,
19~) ..
Page 2 of3
Unlilll!osc issues arc resolved, Hispanics' lest ~corcs should nOl be
used to kcq') thl'1ll from being promoted or from graduating.
corml11ssioners argued.
"Till:;' high sl;:,kcs h;,t\'c 10 be on the schools and school districts and
children:' Ms. litvman said.
nol on
Kcnji Hakllla, a profe!;sor of education at Stanford University,
agreed with tlll.~ cOlllmission's 11l<lin recommcndations.
"h's 1101 appropri;lIe to have thc high 51,lkes applied to students until
the pr(lblcltl~ cun he addressed," he said.
Mr., nakllta noted th:ll Ilcnrly hal r offht: nation's Hispanic student::;
arcctJllsidcrcd lIot pfl.lficient ill English, alld that abollt 75 percent or
students who Call under II,al t:a((:gory are in high-poverty schools.
Lawsuit in Texas
Bur (('Ili H<ly~(H.:k, the director (lr the Washington-based Education
Trust, which aims to improve the acadcl1lic achievement of minority
and dis<~dvaIlIJged students, disagreed with the panel's view thal
individllal studcnts shouldn'l ht: held accoun1able for their tcst
scores.
till's a lilllc overly simplistic to say !;chnols ean he held accountable
without high stilkcs fix the kids," she said. "At the high school level.
ifiht!rc ilrc 110 inCl:lltivc~ ror ~tudent:; to work hard and med
standards and do well ,Oil a test, they won't."
Ms. llaycock agreed with the commission, however, that stale and
nali(lilullcsting uuthoritic!i have no excuse ror not having developed
hett(:/' tcsts to as;;css students who are lcnrnjng English .
. "ThL~ !Iced flll' better exams has been c1car [or at least a dec.adc~" she
$aid. "There's clearly a need II) put some big money f(lsl inlo
developing dt::Cl.:ll1 ass;.:ssmc:n!~ /(lr Sp:\!li~h-spcaking kids,"
The rcport is b.:ing released at. the SJme time that the debate over
stcmdardi/.t.:d Ii:sling (If minority studelllS is heating up.
A I<lv/suit challL:ngil1g the Texas ASSC:;$nH::nt or Academic Skills
was t.:xpcctctl to gn to trial this week in the U.S. District COUlt in
San Antonio.
'
'
In the ~lIit. (;/ FOn/Ill. 'ct (II. v. Texas Educ:a/ion Agt~ncy. d a/., the
Mexican Alllcr;c;1I1 l.egal Defense and Educational Fllnd has taken
Ihe kad in claiming tll;:;t (he state's usc of the TAAS as a graduation
requiremcnt discriminates against TTispani!.: and Arrican-American
studellts. The mfioll.:tJc is th:lt minorities haven't received tIn
ed'IIL:~llioll in Te:ws cqLlnlto that or other studcnts.
"The main gO[l] Vloilid be to stop the usc oflhc exit test for g0tting a
http://www.edweek.org/ew/ew~lory.cfil1·~sl tlg::~OJhisp.h
I!)
9121/99
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high :;ci1001 diploma," said Alicia M:ildomldo. the senior director of
commlll1ications "lid puhli(,.' policy [or MALDEF, "If you're testing
kids 011 certain ki ntis of informa.tion, they necd to he getting that
inslnlclioll. We S:I)' they're not."
. !
Vol. 19. "limb,', .l, P"~" 5
http://www.cdwcck.org/cw/c\\·story.cfm·./sltlg-0311isp .h19
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Eouc4nd/NOXi'LY
I
I.
,
;
The educ:.uion community's indep4!(ld4... nt daily news service _ _ _ _ _ _ _ _ _ _ _ __
Riley Pushes AP Courses,
Smaller High Schools'
Education Secretary Richard Riley on Wedn~!';
day mapped out a plan to reform education for
adolescents. call1ng for increased access t.o dc>
manding dass~s. !';maller high schools and
grcall~r parcnt involvement.
"Every high school in America should be of
fering Advanced Placement (AP) or other ad
vanccd courses in thn core subjects within the
next two years: Ril(!y said yesterday in an ad
dress before the Nalional Press Club, his sixth
stnlight year of addressing journalists thcrt:.
MI remain deeply concerned that we continue to
shortchange many of our young people ... Riley
:o;aid. "particularly our minority young people,
by not even giving them the opportunity to
stretch their minds."
He lamented that 49 percent of the nation's
high schools offer AP courses (only 10 percent
of all students. take such courses). but noted
that. President CHnton has proposed to spend
an added $20 million on AP test fees in fiscal
2000.
Schools. Classes: 'Size Matters'
The Clinton administration. since the "prllZO
mass murder at Columbine I Ugh School. has
promoted smaller high schools and smaller
classes not only as a method of improving in
struction, but also of interacting more persoll
ally wlth adolescents and preventing vIolence.
Riley Yf'sterCiay asked high school educCltors to
"give studenlS a connection. That's hard to do
when we are building high schools the size of
shoppinC Olnlls. Size
mauers.~
The National Association of Secondary School
Principals (NASSP). Riley noted. published a
study rf!(ommcnding Lhat students learn hest
in high schools with no morc than 600 stu
dents. Acknowledging budget realities that
make sdmols of 2,500 students more economl
cal. Riley called for ·schools-within-schools .. ,
(more on p. 2)
In This Issue
Vol. 32. No. 175 • Thursday, September 16, 1999
House Oven.ight Panel
Blasts AmeriCClrp:o>, Again ..... :.............. "Page 3
Test Snafu RuIns Summer
For New York City Kids ......................... P<ige 4
N.H. Di!iuic.1 Sued OVl'r
Basketball Player's Injury ...................... Pagc
(j
High-Stakes Testing Hurts
Latino Students, Group Says
In the push to set higher standards. states and
schonl di:c:otrkts should avoid discriminatory
testing practices thal hun Hispanics and oLher
students learning English. says a White I louse
advisory panel 'for Hispanic-Americans.
.
Nearly 20 states have: adopted high-stakes
tests as a sale measure to determine whether
students advance to the next grade or graduate
high school, said lhe President's Advisory
Commission on Educational Excellence for
Hlspanlc-Americans, established by President
Clinton in 1994.
But in a report released yesterday. the panel
said it wants states and di:o;trict.. to focus re
forms on improving schoolS-instead of caking
measures against sludems who don't pass
high stakes tests by ending social promotion
and withholding diplomas.
In addition, the group called for the creation of
~linguistlcally and cu1turally appropriate" t'ests
It said would help Hispanic students meet
standards.
"The :o;tandards-based movement is the first
opportuntty we've had in yt'ars to bring our
ch1ldren up to par," said Erlinda Archuleta. a
(more on p. 4)
-
�SEP-22-99 03:32
P.2S
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Page 2
Education Daily. September 16, 1999
Riley Pushes AP Courses, Smaller 1:Iigh Schools
and mak[lng] sure that every high schoo)
dent has ..Ill adviser for all four years,"
~tlJ
He said he would support plans in Congress
that would promote the hIring of counselors in
schools; Pre.sident Clinton wants schools to
counsel all children who arc suspended or ex·
pelled (ED. June 2).
Language Excellence
(Cont.)
RUey had picked up on this theme, call1ng for
schools to experiment with a reform promoted
as part of the High Schoo) That Works pro·
granl, which is supported by the Southern Re
gional Education Board in 500 Southern high
schools. Freshmen in the program. with help
from their parents and an adviser, -write a six
. year plan that addresses high school academics
and life after graduation.
Breaking new ground, Riley also proposed to
reqllire every high sr.hool graduate to demon
Slrate l1uem:y in a foreign 1.:mguagE":
uThe young people." Riley said. "get the message
that they have new and high horizons. and that
going to high school has a higher purpose."
"We should begin teaching forelgn languages
Patricia McNeil. the Labor Department's assis
tant secretary for employment and training,
endorsed such six·year planning as an effective
reform for students who are not bound for col
lege, but headed intn the workforce instead.
And she stressed lhat AP c:our!)es. as recom
mended by Riley, can be critical even to chil
dren in vocational education tracks.
in our elementary schools. and thell in middle
schools and high schools," he said.
Without proposing to test students in fore1gn .
tongues, Riley did endorse exit exams for high
school graduates, proposing that high schools
run review courses-similar to legal courses
offered to people t#lking H state har (!x<lm-thal.
would help studenls prepare for high s£akes
tests.
To promote this focus on tougher academics
ami foreign languages. Riley proposed that
parents SLOp allowing theIr teenagers to work
20 huurs each week 1n part-time jobs. saying
research shows that such labor harms kids'
academic performance,
MEvery kid needs to be prepared [or c()lIeg(~,
whether they go or not." McNeil said. MThey
need to be prepared.,. Employers give that
message loud and clear.~ -William J. Cahir
Resources
• The New York Times Upfront. a
Life After High School
Gerald Tirozzi. now NI\SSP executive direr.tor
amI unLil recently the Education Department'S
K-12 policy chief, welcomed Riley'!; focus.
"We ju~t have to attack the status quo: Tirn7.7.i
said, ·We have to reform American high
schools. and it can't be piecemeal. ,.
In a statement, NASSP urged that distrir.t"i
stop "warehousing" students In overcrnwded.
alienating SdlOOls that lack mentoring services
and high standards.
Ul'W
national. bimonthly news magazine targeted at
teenagF.r~, f('atun:s <lrt.icles adapted fur a teen
audience on current events, lifestyles, sports.
technology, bUSiness and science, The annual
subscription rate is $19.95. Bulk subscriptions
arE'! availahh~ at a reduced rate.
For home subscriptions. call (800)544-2911: for
school subscriptions, call (BOO)SCHOLASTIC.
Contact Lisa Carparelli, The New York Times,
(212)5564425: e-mail.carpall@nytimr.s.com; or
Judy Corman, Schola~tir. Tnc., (212)343-6833:
e-mail.jr.ormcm@scholastic.com; or access the
Internet at www.!ic:/w1i.tslic.com
"'\lbJi~""d <"'V'."Y IHI~ln~~~ dllY by Capitol Publlshlnr; Croup. "tl!vi~lu" ur A'I""I l"ul,*hf!(.~. Inc.,
a Wl>lIcn KI.. w('..c:l'\mr~ny (lSSN: OUl:l·12tiJ), P.O. [\\lX 1453 "k.:.nci,'I;'I, V:'I. 22313 20S.1:
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~
AS'Qd"l~ 1\.I,.Ii,t.",: ),., r."II~d~~ • ExtKutlw l::dltor: l)avc II"rrJ~()n • O"."UI), EdiiOI. J,,,,,'. M"K.,i'
~
S<-nlor Rl'p'Hll'f' Willi .. ". J Cahl... Edlrnrlal Staff' ~smcr<tlda 13.3mc,". Michael Cardln,tII, Junallta••
t'ox. ll.. nna" f(. GI<.nJrdll"·, ;""" H~lm. Eli J. Ll!.k~.l'al1l M(,)Or~ • Annual ~llbsnllllJun I"~I{': l!i!tl$.
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resU'lcts n'prudurlilll' or '''<11''';:'11 j,llhi, new~le!.rl!r \\Ilthout written p,·rml"5Iun. For pcllltlnlWl1iJ
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a.spcnputJl.wfI\ FUl ... ullll'l•.•)tlAntlty article reprints. pica)(' lontiKI Liml,' Md("""i' ,~l (:l01)417 7591 or •. mslllmckennaPasprnpubl.com.
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'
�SEP-22-99
a~:~~
P_2G
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September 16. 1999. Education Dal1y
Page 3
House Oversight Panel Blasts AmeriCorps, Again
Despite plans to change its mallagclm:nt Clnd
accounting systems, accountability problems
persist for the agency charged with overseeing
the AmecfCorps program, which rccruit'i ) 7- to
24-year olds for national servIce.
In a hearing Tuesday before the House Educa·
tion and the Workforce Oversight and Invest!
gations Subcommtttee.lawmakers questioned
[he chairman of the Corporation for National
Service, Bob R()ger~. about a slew of internal
audits that lIavc unveiled numerous examples
of AmeriCorps volunteers receiving work rredit
for inappmpriate activities,
"The corporution i~ not only failing to root out
waste and fraud on its own: said Rep. Peter
Hoekstra. R-Mich .. the subcommittee's chair
man. All. is failing to purSlle collections on
fraud identified by the inspector generaL
A
AmcriCnrps. started in 1993 by President
Clinton. gives high ~choo} studenL<; vouch
ers·-worth up to $4.725-that can be used (0
pay for college. job training or student loans
in exchange for one year of volunt.eer work
thill. provide a tangible benefil for the com·
munity. AmeriCorps prohibits the credilS
from going toward any paId job or political
activfty.
. However. since its inceplion, the program
.currently funded at $428.5 mUUon--has had nu
merolls problems accounting for its funding 01'1
the state and local levels. drawing criticism
from ReplJblicans in Congress.
Decentralized Structure
At the hearing. Rogers said that past mlsman·
agemcnt can be explained by the peculiar
slructure of the program.
Two-thirds of AmcriCorps funding goes to scate
commissions. which in turn send the money to
local Anu:riCorps projects. As a re~ult, the
CorporMlon for National Service does not dl
reclly oversee Individual prOjects.
.
"The Terr~ Hautt:! maner is an excellent exam
ple of how the challenges of a devolved and de
central i7.~rl structure manifest themselves." he
said.
Rogers was referring to a recent report in the
Terre Haute Tribum: Star lhat found Indiana
students receiving AmerlCorps credits for any
thing from Singing in a church chOir to holding
jobs at a SUlnmer camp.
Although Rogers fnsisled that the Indiana pro-.
gram is an isolated example of '!lismanage
ment, testimony from Lulse Jordan, the in
.spector general for the Corporation for Na
tional Service. Indicate!'; that the kinds of
problems in Terre Haute persist at other sites
as well.
Jordan sharply disagreed wilh Rogers, and told
the congressional p.meJ that the lack of a di
rect contractual relationship does not relieve
the corporation from overSight responsibilities.
In a recent audit of 40 AmerlCorps sites. her
office found:
• Participants on the corporation's database
did not correspond to the membership ro,s
ters at $orne sites:
• Program officers were unaware of prohlb
ited activities in the ArneriCorps l~gislation
at seven sites: and
• Nol all sites had a process to revIew educa
lion award c(~rtifirat(~s.
One of the TC's audits even revealed that a
participant received work crc~rlit. for a job at
Mcl)onald·s .
To correct accountability problems; the! Corpo
ration for National Service plans to unveil a
Web-based accounting system that will eliml
nate the error-prone paper filjng method it
uses today to account for hours logged in the
program.
It has also recently implemented a new finan
cial r~rords syst.em to make recm-ds more "It;·
cessible to outsIde audItors.
While Jordan testified that she had no evi·
dence the over~ight problems would be cor
rected by recent management changes the cor·
poration is In the process of implementing.
Rogers was more_' oplimistic.
"I believe we Clre l11()king progress," Rogers
said. "There is slill a long way to go, but this is
a good year for it." -Eli J. Lakp.
�SEP-22-99
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Page 4
Education Dany • September 16. 1999
High-Stakes Testing Hurts Latino Students
member of the Pi:1flcl. PBut our students are
being te!'tcd in English, fOI' which many do not .
have the Ouency.·
Good And Bad Testing
While advocating wsting policies It deems
fairer. the panel called for ensuring that more
HispanJc and minority-language students arc
included in tests. Ofren. English language
learners <lre exempted from testing.
"If our children arc not tested. they will be lefl
out." said Ana Guzman. chairwoman ofthe
panel and vice president at Austin Community
CoUcgc in Cedar Park. Texas. "Resources go to
who is held accountable.-
ThB pand uutlined several pr(lctices it said
harm Hispanic students and sludenL<; learning
English. including: requiring English-only
tests for hIgh stakes decisions: provIding In
adequate support to achieve high standards:
and using tests not aligned (0 school curricula.
The group also recommended several courses
of action for states and districts. including
resting In SpanIsh. special accommodations on
[ests for students still learning English. and
efforts to ensure that schools which leach large
populations of lhose sludents have qualified
teachers and e;qulcable resources.
Delaying Accountability?
On the SlJrfac(\ the pancl's findings would
seem to be in (ouOict with the Clinton admini
stration's push to gct schools to adopt highpf
standanls and end social promotion.
But Mike Cohen. a senior adviser LO Education
Secretary Richard Riley, said the administra
tion has always supported "valid and reliable"
tcsLS. inclusIon of all students in lesting. and
testIng in a diagnostic fashion to help improve
schools. "To do this in a sound way. t,here
ought to he multiple measures D)esides testsl'
he said.
.
He also pointe;d to a recently releaseu Educa
tion Depa,1ment guidebook that advises
schools to cnd social promotion only after pro
viding tmorlng and other services to help stu
dents meet staudards. a phase-in t.hat co.uld
take lip to tiv(' ycurs (ED. July 1).
But Jorge Amsclle. vice president of the Center
(Cont. from p. 1)
fo~ Equal Opportunity. a grou'p
n:l~or1ty preferences. defendeu
that opposes
high-stakes dc
C1SlOns as a method of forcing schools and stu
dents lo impr?ve. "How are we going to cnd
social promotion without high-stakes decisions
on tests?" he askt·d. "You can't have it hoth
ways.
. He also rrowned on testing students on some
subj~s i~ ~aliv~ languages while they learn
EnglIsh. lests In English should be manda
tory because thut's the standard." hc snid. "All
[native-language testsJ will do is delay the ac
quisition of English."
(more)
Test Snafu Ruins Summer
For New York City Kids
Thousands of New York qly public school stu
dents were; impropcrJy required to attend
summer school as a result of scoring glitches
on a high-stakes test, the city schools chancel
lor admitted Tuesday.
As part or New York's get-tough policies to end
social promotion, 35,000 :students attended
summer school this year after gettlng low
scores on a spring achievement test. But a
mIstake made by test publisher CTBlMcGraw
Hill may have improperly compel1ed up to
3.000 students to attend summer school.
CTB/McGraw Hill said the mistake affected
scores in other districts. hut those distrirts
didn't llSC the test in a high-stakes capacity.
Testing critiCS argue that the snafu is another
reason why high-stakes testing is unfair. In
fact, test publishers recommend against high
stakes policies and say districts should weigh
other factors besides test scores in determIning
prorn()tion~. such as class work and teacher
judgments.
A Similar error occurred recently with Califor
nia's stat.e assessment, the Stanford 9 AchIeve
ment Tesl. Test j)ublisher Harcourt Educat.ion
Management Improperly c1Qssificd 300.000
English-proficient students as students stili
learning English. resulting in vastly inflated
scores for Englb,h Icamcrs (ED. July 1).
-,Jonathan Fox
�SEP-22-99 e3:34
AM
P.2B
, September 16, 1999. Education Daily
Page 5
High-Stakes Testing Hurts Latino Students, Group Says
The presidential group's flndlngs echo com
plaints embodied in a lawsuit filed in October
1997 by the Mexican I\merican Legal Defense
and Educational Fund (MALDEF). a LaLino
civil rights group. against the Texas Education
Agency.
In Tcxa!). students must pass the three· pan
Texas I\!)scssmcnt of Academic Skills (TAAS)
exit exam to. graduate ..with no excepti()ns.
Suing on twhalf of seven students who flunked
the l!.:Sl, MALDEF alleges it discriminates
against minorities because the state doesn't
provide all students an equal opportunity in
education, while many schools don't leach all
the mateflal on the test. The case goes to lrial
Sept. 20.
Texas otnclals deny that the exam is discrimi
natory, and say test items are vigorously
screened and field-tested for bias. (Members of
the presidential panel said they want lhe Edu
cation Department'S Office for Civil Rights,
(Cont.)
whlc:h enforces civil rights laws pertaining to
educatiun, to conduct similar inquil·ics.)
.Opinions Vary On Texas
But not all HispanIc advocales agree that
Texas is failing its minority students. Many
educators praise the state for irs requirement
that schools raise s.tandards fur students 1n
aggregate as well as groups of student.') divided
by race. elhnicily and income status.
~Of any !>tate that's doing a IOl of things right.
It's Texas: said Sonia Hernandez, California's
depulY slate education chief and member oC
the panel. who nonctheless disapproves of the
state's high-stakes graduation exam,
"EducaUumtJ Standards. Assessment and Ac
countabWcy: A New Civil Rights Frontier" is
aVCJilablc from the Whire Jlouse IIJitialivc 011
EducatloIU31 ExCcJJ(.'fI!,~ (or Hispanic-Ameri
cans. 400 Maryland Ave. 5 W. W<.Jshinglon. DC
20202; (202)401- 1'411: or on the ImCI'rlCl at
www.cd.goV/O([icl-~.. /OJJA/Hispi1nic.
-Jonathan Fox
Treasury, ED
~aunch
Student Loan Debt Ad Campaign
In conjunction with the Education Depart·
ment, the U.S. Treasury has unveiled a new
. advertising campaign aimed at gelling delin
quent student loan borrowers to payoff their
debts.
The ads will start on local radio stations this
month in J\ustin. Texas. encouraging df'tin
quent dE'btors to rail a toll-free num.ln:r'
J-800·TWTLLPAY-:-or access the Web site
wwud8001 willpay. com. Austin was chosen
because ot'lts large student population, among
other things.
In the Cld, <l voiceovcr relays the message:
·'W(~
believed in you and gave you a government
student loan to hdp make your dreams possl·
ble." Th!.: ad larer says ED and the Tre<Jsury
are "here to work with you no rnallcr how far
behind you might be."
Detlll BbmacL who heads the projpct for the
Treasury. says the advertisement was de
signed to send two messages: "One is to inform
the public of the, government's debl collecUon
policles, and [the other is] lO set a turte for cur
rent stud~nts."
The new initialiv(~ is an outgrowth of the 1997
Debt Collection Improvemcnl Acl, which gave
the Treasury the authority to deduct govern
ment debts from a debtor's tax refunds. That
bill also requires the government to enhance
efforts to collect on overdue loans.
Tn (he ad. a voiceovcr relay.') tlw l1U!s,<;agc:
'We believed jf) you and gave yOlJ'a
government student /03n to help make your
drecmJs possible,' The ad later say., ED
anclthe Treasury drc 'here to work with you
no nw((('I' how far behind you might be.'
To date, the student Joan progr<lm is rcsponsi
hIe for $24 billion in unpaid loans to the gov,
ernment. or a little less th(ln half of the Treas
ury's entirc debt portfoliu. ,tccording to the
Treasury's estimates, -Ell J. Lake
�"
SEP-22-99 a3:35
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Page 6
Education Daily. September 16, 1999
N.H. District Sued Over Basketball Player's Injury
A female sLudlmt ts suing a New Hampshire
school district bccau~e she suSl<.lincd penna
nemleg i~juries duriIlg a basketball game thal
erupted into a scurnc,
Shaker Regional School District and the Town
of Belmont had fought a lower court ruling
that allowed the suit filed by Nancy and
Charlc~ Hacking Jr. on behalf of their daugh
terChcbi:,\.
The New I Ic:uupshire Supremc Court cleared
the way for the suit last May. when it ruled
that t.he district is not immune from being sued
. because the coaches and referees present may
have bef'!n negligent in not SlOpping the game
whcn it appeared out of control.
Chelsea was a sixth"grade student at Canler·
bury Elementary Schoolln January 1995.
DurIng a basketball game against Belmont
Elementary Schuul, her family alleges thaL
"refcrees, coaches, instructors, and employees
of rthc school district] permitted the game to
escalate out of control:' according to court
records.
Belmont players reportedly twice knut:ked
Chelsea down and repeatedly str.pped on her
left: leg, causing her to need surgery and other
medical treatment. Shb will requJr(! ongoing
. medical care to treat her permanent injury_
The school di~trict had argued the family could
not sue the district. or the coaches or referees in
charge of the game. because it has ] I th Amend
ment immunity from lawsuits. The 11 t.h
Amendment protects the government from law
suits excepl in cases of gross negligence:
In H<.,c."king v. 1'own ofBelmon( (97 -682). the
New I Iampshire high court ruled that the
harm Chelsea sustained was nOl Man ordinary
risk inherent in the game of basketball that
Chelsea or her pcl1-ents would have known or
appreciated." The school distrIct did not ap
peal the high court's ruling.
-Esmeralda Barnes
Pa. College Not Liable ]For Baseball Player's Injuries
A P(~nnsylvania college is not responsible for
injuries a visiling student baseball player sus
tained during a gamc in which he tripped on a
warped section of t.he field.
the gn.\ssy field and twisted his right knee.
. sustaining a severe injury.
A tria:} court granted Geneva Collegc's pretrial
motion to dismiss the case, and the Superior
Courtor Pennsylvania agreed.
Zachardy sued Geneva College. claiming It had
a legal responsibility to maintain the playing
field_ But the college argued that the student
had
.case uecause he was aware of the risks
of playing baseball.
Jason l.achardy. a starting center fielder for
Point Park College. and his teammates were
scheduled [0 playa game in April 1994 at Ge
neva College In PIttSburgh. I\.s he pursued a
fly ball durIng the game. he tripped in a hole in
In ZtiChardy I'. GencviJ CollAge (98-1684). the
Superior Court agreed wilh the trial court's
holding that Zar.hnrrly "knowingly proceeded in
the face of an obvlou!') dangetr."
-Esmeralda Barnes
no
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�DR fJ
WHITE HOUSE INITIATIVE ON
EDUCATIONAL EXCELLENCE FOR HISPANIC AMERICANS
Summary ofa policy seminar series
The policy seminar series was held in cooperation with the Office for
Civil Rights, U.S. Department of Education.
.'
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• '~I
,
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Educational Standards, Assessment, and Accountability:
A New Civil Rights Frontier '
The education of Hispanic students is an increasing challenge for schools in the United
States. Because of the large percentage of Lalino women in their childbearing years, the
Hispanic population, which grew by 50 percdht during the 1980s, is expected to continue
to increase dramatically in the next decade. ~~ the year 2010 Hispanics will comprise the
largest minority in ,the United States and a majority in four states.
,
'th
.
.
II
Co
But as e H' ' . popuIanon contInues to expand laster th' 0 ther subgroups of the
ISparuC
an
nation's popUlation, the educational attainmeht of this commw:iity has persistently lagged
well behind the national average. In the earlyllgrades, research indicates that the reading
and writing skills of students still learning thd English language are 50 percent behind
students for whom English is their native lan~age. When it comes to learning to read,
students learning English have to run the 150~yard dash, while native speakers of English
have only to run 100 yards. Many Hispanic students never even complete the race.
, Today, Hispanic high school stUdents drop oJt at double the rate of non-Hispanics. Half
of the Latino community's adult popUlation i~ functionally illiterate.
.
lid
d
.
. stu
.
The gap machi evement b ' 'H'ISparuC ' ents an thelr peers .not Just a matter 0 f
etween
IS ' ..
poverty. The cultural and language backgroJhds of students still learning English have a
, profound impact on student learning. Even abong students from wealthy backgrounds,
Latinos who have limited facility in speakin~1 and writing English are twice as likely to
drop out of school as African-American or white students, according to the National
Center for Education Statistics.
'
What can the nation do to ensure that all Latino students graduate from high school,
graduate from college, and secure high-skill, ~gh-wage jobs in !he next century?
. For !he past several years, !he nation has
b~ in !he midst of movement to set standards
for what students should know and be able to'do that poses great opportunity for Latino
students.
.. .
...
~
.
.
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.
The standards movement is an attempt to refecus schools on their core academic mission,
to bolster student skills and knowledge, and ~stablish a powerful way of holding students
and adults accountable for student learning t~ high standards. By s~tting standards, states'
and school districts can identify what students are able to do at discrete points during
their education. Educators, policymakers, an~ the public can use standards to determine
whether students and schools are reaching d~sired expectations and theprogress schools
and individual teachers are making in helpin~ students achieve the desired standards.
Leaders of the Hispanic community are conJemed that standards-based tests,being
developed and implemented to determine wruch s,tudents will advance from grade to
grade or graduate are still a relatively new tdbl in the apparatus of school reform. They
have yet to be "stress tested" with this most ilrulnerable population. Many Latino
2
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educators and policymakers are particularly concerned about how tests will be
implemented and interpreted, particularly for students stillieaming the English language.
To understand more about the effects of standards, accountability and assessment on
Latino students, the White House Initiative on Educational Excellence for Hispanic
, Americans in 1999 launched a series of four policy briefings to identify the challenges
posed by testing to this important population, assess the risks, and guide states and school
districts on best practices. (See sidebar on Page 4.)
The White House Initiative recognizes the importance and value of standards-based
reform but is also deeply concerned about the potential abuse of testing by states and
school districts. The Initiative believes that accountability measures for schools, teachers
and students-linked to an expectation that all students cart achieve to high standards
hold significant promise for our nation,'s youth, particularly Hispanic youth."
But despite its fervent belief in the promise for meaningful reforms that can benefit all of
our children, we are increasingly concerned-indeed, at times, alarmed-with the way in
which some ofthe reforms are implemented. In particular, the rush to establish a
statewide test as a single measure of mastery of coursework is of great concern in the
many cases where s,tudents to be held accountable have not had the kind of instruction
and support that they should have had to allow them to succeed. This problem is
particularly notable (and unacceptable) in cases where other students held to the same
standard--often, not minority-have access to exemplary curricula, well-trained
, teachers, and, the kind of learning environment that fosters success.
This paper summarizes many of the observations and concerns raised in the seminars as a
means to better inform state and local discussions and influence policies that advance
accountability efforts that are f~ir and equitable and can lead to educational excellence '
for all students, particularly those with limited English proficiency.
The National Context: Avoiding Inevitable Backlash to Assessments
The issue ofwhether we can fairly assess the performance of students whose native
language is not English is particularly timely and important as the nation's governors
prepare to re-examine the effectiveness of the standards movement over the past few
years. Later this month, governors, education leaders, and business leaders will get ,
together in a national summit to discuss what can be done to make standards more
effective imdto address problems likely to arise as states hold more students accountable
for what they should know. Education leaders are worried about the backlash to
standards when large numbers of students, not-just minority sf:Udents, fail the state testing
programs.
In New York, for example, fewer than half of the state's 4th graders met competency
standards on the reading and writing test,96-1 part of an effort to raise standards across
the board. In New York City, which enrolls more than a third of the state's public school
students, two thirds of the 75,000 test takers did not meet minimum standards.
3
�· In Virginia, officials have raised the stakes for students with new accountability .
measures, Starting in 2004, students will need ~o pass an exam in order to graduate and
by 2007, low performing schools will lose acC[,lbditatiOn if70 percent of the students fail
to pass the exit exam, But in January 1999, the I tate department announced that 97
s
percent ofpublic schools failed the new state tdsts, In the first round ofhigh~stakes
II
student-achievement tests, given in spring 1998, only 39 of the state's 1,800 schools-or
2.2 percent-met the performance goals on exJns linked to the state's Standards of
Leanring.
.
i .
With rigorous assessments being introduced across the nation, many more students-not
just those from poor and disadvantaged backgr~unds-Will fail, and states and districts
will have to address what to do about these hi~-stakesresults.
'f"
, .,
II
.
0 untl
B ut 1 we expect a great tram wreck fior the passengers, wh · 'I now have been n'd'mg m
the Club Car, what is the likely effect of these t~sts on students who have had to struggle'
to stay on board?
Only a few states, such as Texas and North Carolina, stand out in making progress in
closing the gap in performance of minority andl~disadvantaged students on state-wide
exams. In Texas, for example, the passing rate for Hispanics on TAAS rose from 41
percent to 62 percent from 1994 to 1997, Texasllstudents also made the most dramatic
gains among the 39 states that participated in fur 4th grade math portion of the 1996
National Assessment of Educational Progress. The state's black and white students had
the highest average scores of any state, while it~ Hispanic students ranked sixth. The
state's II-point overall improvement was the IJ-gest of any states,
1
',. .
C:"
d
', k
Sorne 0 bservers note that progress m raIsmg aCl'lleVement lor mmonty stu ents IS a ey
part of the state's accountability system.
.
Efforts to introduce high-stakes testing without paying attention to minority ~d low
income populations could have the result offor&ing Latino and other students to ensure
that continued progress in closing the achievem~nt gap will be possible.
"
,,
I
Nadonal Policy Discussion
To explore some of these questions and understiP1d more about the potential effects of the
standards movement and high-stakes testing on ILatino students and the nation as a whole,
, the White House Initiative convened a series ofl~our seminars. The seminars were
initiated in conjunction with the Assessment Cohunittee of the President's Advisory
Commission on Educational Excellence for His~anic Americans to begin examining the
impact of standards-based reform on all student~, particularly on Hispanic students.
The Assessment Committee, co-chaired by CoLssioner Erlinda Archuleta from the
II
Colorado Department of Education and Sonia Hernandez, Deputy Superintendent ofthe
California Department of Education, met with tTh..e executive Board of the Commission in
4
�January to discuss'the impact of educational standards and assessments on Hispanic
students.
The series and collected testimony from state and local education leaders, legal scholars,
and education experts from around the countrY. Seminars included:
• Educational Standards, Assessment, and Accountability: A New Civil Rights
Frontier, held April 7, laid the groundwork for subsequent discussions on the
standards movement and its impact on the educational attainment of Hispanic
students.
• Assessment as a Learning Tool: From Hope to Reality. held May 5, addressed the
potential of assessments as a learning tool and included a discussion of testing
practices and accountability systems that promote educational excellence.
• Current Policies and Practices in Assessing English Language Learners, held June
10, further addressed the chronic controversy that continues to surround the issue of
language in America. Speakers discussed th,e impact of current national and state
policies as well as the effective practices of eaucators that promote educational
excellence for all students.
• A Look at Current State Practices, held July 20, focused on states and local
policymakers. The panelists addressed the challenges they face as states progress
toward full implementation of educational refonn. They also described the specific
work and strategies they are currently implementing to provide all students in their
system, and specifically Hispanic students, equal and equitable access to rigorous
academic standards and instruction. (A list of speakers at each seminar is included at
the end of this document, and their comments are included throughout.)
The Promise of Standards-Based Reform
In the langUage of the standards movement, content standards are locally developed
statements about what students must know and be able to do in various disciplines such
as English language arts, mathematics, ~cience, and social studies. Performance
standards, set by states and local school districts, measure how well students should be
expected to demonstrate their knowledge and skills in reaching those content standards.
For standards to be effective, states and local school districts must invest appropriate
resources to ensure that all stud~nts are provided with equitable opportunity to meet
rigorous and challenging standards in all content ru:eas...
One of the most promising features of the standards movement is that it holds schools
and students accountable for how well they can demonstrate increases in academic
achievement. States and school districts are in the midst of an evolution in how they
manage and motivate institutions and educators to get better results for a broader range of
students. Accountability measures are helping to examine progress being made in
5
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schools, by individual students, and by groups of students, including low-income and '
minority student populations. Accountability s~stems help identify what is working and
not working, informs teaching and learning, w~o should be rewarded, what targeted
interventions might be made when progress totard the standards is lagging, and the kinds
of steps that should be taken if schools continu~ to chronically fail.
p~ogress
States and school districts are inCreasinglymoJing to measure
toward achieving
high standards assessing students on the knowl~dge and skills they are expected to know.
Theyare developing and implementing a varie~ of approaches to measure performance,
including standardized tests, performance asseJ~ments, portfolios and other forms of
assessment activities that require students to ndf only te-choose the best answer, but also
to explain the reasoning behind the answer or sblve a problem. These performance
II
assessments allow for teachers, parents and stuiients to demonstrate or accurately
describe what students know. As the tool of a~bountability, assessment systems have a
number of invaluable uses - they help determirle how resources should be spent; they
also provide a diagnostic evaluation of where skdents need extra help and tutoring and
where teachers need to focus more attention 'or !heed more professional development.
They are a tool to inform both teaching md leabing. Increasingly, assessments are being
used by states and school districts to make hig~-stakes decisions about whether a student
, should move from grade to grade or graduate 10m high school.
"If you don't have high standards and aiigned assessments you don't have school
reform. Raising expectations for all·sWaents is essential." -Sonia Hernandez. Deputy
Superintendent, California Department ofEduJktion, and Member, President's Advisory
Commission.
,II
'
' '.
hallenges confr' th e st~dard's movement IS k·· poI'ItlCS out,
II
, .' eepmg
,
ontmg
One 0 fthe major c
. and relying on what works to guide decisionmiling, Assessment should used on an
ongoing basis to drive the process of education~l decision making and identify the
appropriate interventions, teaching strategies, s~pports, and other factors that inform the
process, improve the system, and increases student achievement.
~
,
"California's standards movement becapte an ideological battleground. Decision
on content standards was based on ideo,logy. The standards advisory group to the
Governor worked on two sets of standards-on~ for readingllanguage arts and
one for math. The first ended up promu1gating phonics rather than a mix of
phonics and whole-word, because of pr~ssure from conservatives. Math became
"drill-and-kiIls." In the domain of scieAce, the majority recommendations were
dropped in favor of a set advocated by &ne of the governor's appointees. The
advisory group was disbanded before i~leven considered such enormous issues as
LEP testing and the opportunity to le~ standards."-Raymund Paredes, Vice
Chancel/or, University ofCalifornia. Los AngJles.
,
'
The effort 10 set high standards for all students is topublicly recognize and affirm that all
students can achieve to high levels. Standards and accountability are powerful vehicles
that can help close the performance gap betweJn white and minority students and
between rich and poor school districts. Assesstbent and accountability tools help paint the
6
�".
picture of how far and how fast we need to go to improve student achievement so that no
student is left behind. They tell us what the most important deficiencies are'to be
remedied and help evaluate and understand the effects of various interventions that can
lead to ongoing, continuous improvement.
'
Standards can form the basis for extending a civil rights perspective to the instruction of
all children, including youth from low-income and language minority families. That is
because standards-based instruction makes it clear that all children need to be brought to
observably high levels of performance. The approach to school reform highlights
disparities among groups of students and the schools' ability to support them and provide
a legal - as well as educational - way to address fundamental fairness that focuses on
results and not inputs.
"Accountability is biggest hope for parents to push for their children, giving them
information to ask how their children are doing and why."-De/ia Pompa. Director.
ofthe National Association ofBilingual Education,
Under a standards approach, schools must respond to the needs of individual stUdents,
lest they become in danger of falling behind. Standards also allow parents to pose the
following four questions to those managing their children's schools:
• If you test my child against standards, can you assure me that the teachers
actually taught the material and the test measures it?
• . Can you assure me that teachers are able to teach the content captured by the
standards-that they have been properly trained and placed.
• If my child is in danger of not meeting the standards and there will be
consequences, will you be able to warn me early enough so that we can
intervene?
• What support and extra help does the district plan to provide when you tell me
that my child is in danger offalling behind.
The implementation of assessments, especially for Latino children, is cause for a great
deal of alarm in terms of how tests are being used and the quality of the tests that are
being implemented. Several factors must be considered:
• The quality of tests being used: When you look at quality, you need to examine
validity and reliability. Many states are not taking a close enough look at these
Issues.
• The purpose of the tests: Test publishers are not necessarily developing tests that are
not appropriate for the uses that states are selecting. For example, making promotion
decisions.
• The type of tests: The extent to which tests are language-laden, not based on
standards is a problem. There is little information that these tests provide that can
help guide instruction for a teacher.
7
�• The abuse or misuse of tests by states: Mby states are implementing policies that,
do not appropriately use these tests
Sonia Hernandez, Deputy Superintendent. California Department ofEducation. and Member. President's
II
Advisory Commission.
.
.
~
.
What Needs to Be in Place for Standards to fork for Latino Students? .
Ifhigh standards are to work, we need to ensurl that there are three basic supports
available to all young people. These include: II·
.
1) Adequate resources, teaching, and curriculum that enable students to
achieve high standards;
2) Fair and accurate performance measures to ascertain whether students are
II
achieving desired results; and
3) Effective interventions and educational strategies to ensure students who
'
are not meeting high standards can ~hcceed.
II'
.
I.'Necessary Inputs: Adequate Resources, TtChing, and Curriculum
The percentage of Hispanics living in poverty i~ three times greater than that of whites.
Hispanic students attend schools where there aib likely to be large classes, inadequate
learning materials, underprepared teachers, and! limited access to rigorous courses in core
'
academic SUbjects.
Ensuring that all students have access to qualifilFd teachers is particularly difficult. In the
words of one speaker, Ana Maria Schuhmann, IDean, College of Education, Kean
University, New Jersey: "Teachers are the mos~ important variable that influences student
II
.
achievement. ... [MJost teachers are not prepared or supported to ensure that students
achieve the new higher standards. This is com~ounded by the fact that the least qualified
teachers are in our poorest schools. Teachers ale also less qualified to work with students
who speak another language at home, despite die fact that such students represent one out
offive children."
"The least qualified teachers are in our poorest schools," Ana Maria Schuhmann.
Dean, College ofEducation, Kean Uni~ersity. New Jersey.
Over thenext several years, the nation will haJ to hire more than two million teachers to
replace those in the profession who are leavingl!through retirement or attrition and to meet
the needs of an expanding student population. That is the equivalent of hiring every
doctor in the United States two and a halftime~ over. At the same time, the nation faces
severe shortages in math and science fields, sp~cial education, and in geographic
II
locations. Poor urban and rural districts face a dramatic shortage of qualified people. In
addition to having qualified teachers in key adaemic subject areas, students also need
access to teachers who can use the students' n~iive language and introduce asl'ects of
their culture into the learning program.
8
�Meanwhile, the nation must also raise the skills and knowledge of the 3 million teachers
currently in the classroom. A recent survey of more than 4,000 teachers by the U.S.
Department of Education reveals that most teachers have limited preparation in the
content we want our young people to know. Only 20 percent of teachers surveyed said
they were confident in using new technologies or working with students from diverse
backgrounds, with limited proficiency in English or with disabilities. The study indicates
that only 38 percent have an undergraduate or graduate major in an academic field and
just 22 percent of elementary school teachers have a degree in an academic field. Efforts
to improve the quality ofteaching have focused on creating incentives to bring more
talenteo people into the profession; strengthen initial licensure into the field by raising
testing requirements; and proViding more opportunities for teachers to learn from experts
and each other at the school site.
Good teaching will have limited influence on students if they are not taking challenging
courses. In the past 20 years, buoyed by the National Commission on Excellence in
Education, there has been a dramatic increase in the number of students taking core
academic courses. From 1984 to 1994, the proportion of high school graduates enrolled
in core academic courses, and studied advanced mathematics and science courses
increased dramatically.
A new study by the Department of Education found that the completion of a solid
academic core in high school is correlated more strongly with college degree completion
-especially for African-American and Latino students-than high school test scores,
grade point averages, and class rank. According to the study, finishing a course beyond
the level of Algebra 2 (for example, trigonometry and precalculus) more than doubles the
odds that a student who enters postsecondary education will achieve a.bachelor's degree.
Unfortunately, minority and economically disadvantaged students are still far less likely
to have access to Advancement Placement courses and rigorous mathematics courses that
are considered gatekeepers to success in college. A recent law suit filed by the Southern
California chapter of the American Civil Liberties Union,· for example, charges that high
schools with predominantly minority student populations offer fewer opportunities than
schools with mostly white students to enroll in AP courses, making it more difficult for .
blacks and Hispanics to achieve success in college. The AP program allows high school
students to earn college credit by taking yearlong courses in certain subjects and passing
standardized tests in them. The College Board, the New York City organization that
sponsors the SAT, offers the program.
In California, the program is especially important, the ACLU argues, because the
. University of California system gives extra weight to grades in AP classes when making
admission decisions.
2. Fair and Accurate Performance Measures
The push for higher standards has brought considerable attention to the issue of testing
and its effect on the 3.4 million Latino students still learning the English language. The
issue does not just affect the five states-Califomia, Texas, New York, Florida and
9
�Illinois-that have the largest Latino populatioll; it has national repercussions. The
popUlation of English-language learners is expJcted to grow rapidly in the next few
decades and t() have an increasing affect on edJ~ation's data driven decision-making in a
growing number of States. English language leArners are present in almost half of our
nation's school districts. In ten states, (Alabam! Alaska, Florida, Idaho, Nebraska,
Nevada, North Carolina, Oregon, South CaroliAa and Tennessee), the population of
students still acquiring English more than dou~led between school years 1992-93 and
1996-97. . .
i.
I .
.
Standards-based tests being developed and imp,;lemented to determine which students will
advance from grade to grade or graduate are stm a relatively new tool in the apparatus of
school reform. They have yet to be "stress test~d" with young people still learning
English, 70 percent of whom are Hispanics. "The implementation of assessments,
especially for Latino children, is a cause for a beat deal of alarm," warns commissioner
Sonia Hernandez,' California's assistant supermtendent of public instruction. "We need to
.know more about how tests are being usedand~the quality ofthe,tests being·
implemented...We need to know that .tests are falid ~d reliable and are used for the
purposes for which they were designed. We must be sure the tests have been fully and are
appropriate for the new uses sates are considering."
.
.'
I
. .
Tests are tools that are bad or good depending Ion how they are used. The tools we use to
make potentially life-changing deci~ionsabout an individual's future must be legally
defensible and educationally sound.
I.
"All tests are not created equal: You cahoot begin to evaluate the soundness of
any test without OOt understanding ho.& the results will be used. For example, a
test of Limited English Proficient studJnts in English may be appropriate for
diagnostic purposes or informing instrJction, but not appropriate for making a
promotion decision based upon a deterilnination about their math skills."-Art
Coleman, Deputy Assistant Secretary,Office f~r Civil Rights.,
.
.
Over the past decades, accountability tools hat been misused to exclude students from
access to rich course content or to make decisibns about students' futures for which the
tests were not designed. The misuse of tests i~ a particularly sensitive topic for students
.still learning the English language.
.
.
,
How can we be sure that Latino young people ~d others are tested fairly and that the
results of those tests ~ intetpreted accuratel, and used appropriately?
States and school districts need to be sure that the tests are implemented and interpreted
fairly. That means that students have multiple~test taking opportunities an~ time to master.
standards before they are measured on what tliey know. There must be ahgnment
between what is taught and tested, and testing/strategies must take into account the
language that the student learned the materiall a highly relevant factor in determining the
language in which the student should be asse~sed. There also should be provisions, such
as adequate time, made to ensure that Englis~llanguage learners can demonstrate what
10
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•
they know on the tests. (See sidebar on Standards for Testing.) In addition, tests must be
validated for the pUrposes for which they are used and high-stakes dedsion should not
only be based on one test but on other factors, such as multiple test scores, grades and
evaluations. Commissioners note that one cannot begin to evaluate the soundness of any
test without first understanding how the results will be used. A test ofLEP students in
English may be appropriate for diagnostic pUrposes, informing instruction, or as
placement and exit criteria for instructional programs (such as gifted and tale:mt, Title I or
bilingual education), but not appropriate for making a promotion decision. '
3. Effective interventions
A growing body of research identifies the characteristics of schools that are effective with
, minority and disadvantaged students and English language learners. A 1999 report by the
Education Trust, Dispelling the Myth: High Poverty Schools Exceeding Expectations,
identifies the characteristics of top-performing high-poverty schools. Analyzing survey
data from 366 elementary and secondary schools in 21 states, the study,found six
important characteristics of these schools.
• Extensive use of statellocal standards to design curriculum and instruction, assess
student work and evaluate teachers.
• Increased instructional time for reading and mathematics;
./ Substantial investment in professional development for teachers that focused on
instructional practices to help students meet academic standards;
• Comprehensive systems to monitor individual student performance and provide help
to struggling students before they fall behind;
,
'
• Parental involvement in efforts to get students to meet standards; and,
• Accountability programs with real consequences for adults in the school.
Observers note that all of these factors taken together are far more important than any
single factor in raising performance. In the rush to set high standards, Latino students
like other students-need comprehensive help beyond language acquisition.
To that end, in addition to developing standards-based accountability efforts, a growing
number ofstates and school districts are funding summer school programs and special
tutoring in combination with efforts to raise standards and eliminate social promotion.
"We need to design instructional systems that neither stigmatize children who
cannot be promoted nor subject them to the same instructional experience twice.
Given the academic content standards are being held coristant, the way they are
met and the time it takes to meet them must be allowed to vary."-Robert Schwartz,
President, Achieve. Inc.
Lessons from Research and Experience
Many of the challenges to Hispanic young people face on standardized state assessments
have largely to do with 'how they learn language and become literate. There is growing
agreement about this process that should have a profound importance in setting testing
policies.
11
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How Do Students with Limited English Gain Literacy Skills? School-age children with
limited English learn to understand and speak English before learning to read it.
.
.
U
Therefore, the National Research Council (NR<C) suggests that initial reading instruction
is most effective in a student's first language dd teachers should speak and use books
and other materials in the student's first languake. The NRC concludes that children 'who
.
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. 'I
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can read 10 any language are readers and there IS no reason to repeat the entIre process of
reading instruction if a child simply needs to ldarn English. To facilitate and
under~tanding of English, teachers must assessllth~ stud:~t:s reading ~kill and abilities in
the pnmarylanguage and help transfer those readmg abllitles to Enghsh.
~at w~en
Researchers say
the curriculum is wJll-taught, content presented in the primary
language can be easily transferred to English the students language skills develop. But
the process takes time. Reading, writing and li~~ening skills don't really emerge in any
st1.ldent until after the fifth grade.
J
According to researchers, the ability oflimited English proficient students to listen in
English is about 80 percent ofriative-English s~eakers. Their reading and writing skills in
English are still less than 50 percent of their EJglish-speaking counterparts.
When Should EnglishLanguage Learners
B~ Tested? According to experts in the field,
most students cannot be validly tested until they have had at least three years of exposure
to English, and even in those cases research indicates that they will need additional time,
repeating of direCtions, oral reading of questioJs, and other accommodations until they
have been determined to have truly acquired laMiguage proficiency.
~
.
.'
In What Language Should Students Be Testeil? There is a"general consensus that states
. and districts should take into account the langJ.ge of instruction in determiriing the
language of testing. In addition, testing in Spdish or another language should not
exempt students from opportunities to participJte in tests administered in English. The
system must be accountable to provide student~ with assessments that provide valid and
reliable results that accurately describe what s4dents know and are able to do in the core
content areas.
Researchers note that'ifstates are to testall stuaents, they should develop benchmarks for
.
English language acquisition which take into a~count the education strategies used to
teach non~English speaking students as well as opportunities for students to learn the
materials on which they will be tested.
Can students be tested in some subjects more fairly in Spanish than other subjects?
Experts say there'is no systematic research tha~ indicates that some subjects are best
tested in Spanish than others, although it is ac~~ted as. truth that subjects suc~ as social
studies are more dependent on language than ojther subjects such as mathematics. But
even in mathematics, there are many ''word prdblems" that could pose trouble to students
who are not native to the language of the test. Ih'general there is no answer or "one-size
fits-all" approach that will work in every case,lbd the use of multiple indicators will
most likely yield the best description of a studJnts true abilities.'
.
12
�Can Standardized Reading Tests Be Used to Determine English Language
Proficiency? Researchers contend that measuring reading ability and English language
proficiency are two separate issues. Standardized reading tests in English are not
appropriate for measuring student progress in language development because they are
tests for native language speakers.
"It is very important to distinguish between tests which measure English Literacy
(often called English language proficiency tests) and those which measure English
language arts (ELA). It is true that in the early grades, much ofELA and especially
reading tests are devoted to decoding etc., which are basic aspects of English
literacy proficiency. However, beginning in about 4th grade and becoming·
increasingly so in the later grades, ELA is less about decoding or basic literacy
assessment and more about literature and other aspects of language arts and
advanced comprehension. For example, first, a 9th grade ELA test may very well
evaluate what a student knows about Shakespeare. This is not the same as
evaluating literacy for 9th graders.
.
ELA test do have some literacy evaluation components. However, especially for
older students, this evaluation is often of a more advanced type of literacy
assessment than the evaluation ofbasic literacy acquisition. For instance, most·
ELA tests for older students (grades 5 and up) assume a certain floor level of
literacy. The types of reading or other literacy components being measured in these
tests, then, identifies nuances in reading or literacy which are typically acquired by
older students who have been reading for some time and for whom English is their
first language. Evaluation of the acquisition of these nuances and skills is not the
same as measuring the acquisition ofbasic literacy skills. A student getting a 0 on
this type ofELA test mayor may not have mastered basic literacy." (Kopriva,
1999.)
Confusion between assessments of language arts and assessment of literacy can also lead
to unnecessary prohibition of accommodations. Ifbasic literacy is the focus, tests should
be expected to evaluate basic literacy, regardless of grade level. IfELA is the focus,
some accommodations might make sense, and it should be clear that lack of mastery of
advanced literacy does not mean students do not have basic literacy.
Is Gaining Reading Proficiency More Important than Keeping at Grade Level in
Other Subjects? For LEP students, it is important that they master English and stay on
grade level with course content. If these are both not explicitly encouraged then it is
often implicitly understood that one is more valuable than the other. This is the cycle that
often leads former LEP students into lower tracked academic classes in high school, and
eventual higher drop out rates. So, while English acquisition is very important, so is
staying on grade level in core academic SUbjects.
Currently most states are stressing this more than in the past but we have a long way to
go and in fact most educators talks only about the ELA content area. They should also
13
�stress the other content areas, or staying on tracK in the other content areas may not be
seen as an equally important priority.
.
I.
Any accountability system should underscore the importance of the Title I language
.
about inclusion of broad groups of students in ~e regular mainstream tests across content
areas. States or districts should constantly reem~hasize the importance of including
students in the same assessments and encourag4/the most accurate data collection for all
students, which also entails using accommodati0ns for students still learning English. It is
important to note that institutional accountabi1i~ for English language learners goes
beyond just providing accommodations. Educat&rs have the responsibility to address
inclusion in the broadest sense beginning with me development phase of the assessment
system through administration, scoring, and rep~rting.
"
.
Testing Standards for Bilingual Americans:
~
lAD Unknown Degree of Error"
This fall, testing experts will release the fourth edition ofStandards for Educational and
Psychological Testing that provide regulations kd policies on the development and use
of tests in the United States.
The 1985 edition, published by the American Education Research Association, American
Psychological Association, and the NationalCobcil of Measurement, includes a
u
profound acknowledgement "For a non-native IEnglish speaker or for a speaker of some
dialects or'English, every test given in English ~ecomes, in part, a language or literacy
test of English." Basically, this means that for ~ilinguals who have been exposed to
another language, every test, except a test ofEn~lish language proficiency, contains an
unknown, though systematic, degree of error. Such tests, in effect, are biased because
they may not be measuring accurately whateverllis being measured. Accordingly, the
Standards call for "special attention" to these .issues on the part of test development, test
II
use, and test interpretation. It is also recognized that bilingual individuals vary
extensively in their functional, academic and littrate use of each language separately or
simultaneously. Also, cognitive processing in ~e weaker language is more fragile and
can be slower. Language background, in effect, is an important consideration in all
aspects of testing and test validity.
.
With respect to using tests that are in the primaw language of bilingual individuals, the
Standards make several key pronouncements. II
• Translating a test does not guarantee that the test items will have the same degree of
difficulty in the other language. For exampl~, a straight translation pf a second grade
test of reading ability will not necessarily ~bld a second-grade reading test in the
other language. .
.
~
:.
• Tests for gauging English language proficiency are vitally important for making
educational placement decisions. However, I~ese tests must assess multiple
dimensions oflanguage ability.
• Testing agents must make a distinction betteen "naturalistic':' uses, of language and
more formal, cognitively demanding uses. Because of these "special difficulties"
14
�,
,
\
attendant on the use of tests with persons who have not had adequate exposure to the
language of the test, the Standards suggest that more testing and observations be done
with them.
The 1999 edition reaffirms the principles of the 1985 standards. Precautions regarding
processing speed factors are also raised. The new standards suggest that
accommodations should be undertaken with English language learners and notes that
cultural factors can also affect test scores and attention also should be paid to these
factors. But the new standards break new ground along several dimenSions,. The new
standards describe several types of types of modifications that may be necessary for
English language learners: using only sections of the test that match the linguistic
proficiency of the test-taker, changing the test and response fonnats, administering the
test in a different context, and allowing more time, for taking the test. Most of these
modifications are currently under study.
A new directive in these Standards calls for taking into account both a detennination of
language dominance and language proficiency. Consideration should be given to the
possibility that bilinguals may have domain-specific competencies in one or both
languages. It is recommended that an individual's degree and type of bilingualism be
understood in order to use test results properly.
Extensive attention is given to the process of administering tests and to the possible
impact of test-giver variables (culture, bilingualism, gender, time limits and use of
interpreters. A crucial principle is recommended for testing English-language learners:
give them enough time to finish the test and to show what they know and can do.
Ofthe 11 standards in the new chapter on ''Testing Individuals 'of Differing Linguistic
backgrounds, five are new:
• When there is empirically based doubt about a test, validity studies should be
conducted with the relevant linguistic groups;
,
• The test should be given in the most proficient language of the test-taker (when such
tests are available in both languages;
• Tests in another language should have evidence ofvalidity and reliability before
making inferences about scores;
• Equivalence across dual language versions of the same test should be supported by
psychometric evidence ofsuch equivalence (e.g., construct, reliability, validity);
• Interpreters should be competent in both languages, be competent in interpretation,
and be competent in testing and assessment procedures.
From: Testing Hispanic Students in the United Slales: Technical and Policy Issues, President's Advisory
Commission on Educational Excellence for Hispanic Americans, September 1999, by Richard A. Figueroa,
Sonia Hernandez.
15
�,
j •
Model Practices
Several states and school districts are senSitive to these concerns and have developed
useful policies and thoughtful ;:tSsessment progrbs that propel achievement rather than
punish students.
.
In 1991, Oregon enacted one of the most comp~ehensive standards-based reform laws in
the country, requiring, among other things, valid and reliable assessments of its 500,000
students. Known as the Oregon Educational Ac~lfor the 21st Century, the initiative led to
the development of curriculwn goals, content standards, performance standards and
indicators aligned with the new performance-bJed assessments. The system offers
assessments in English and Spanish to accomm~date those limited English proficient
students among the state's 4,000 Hispanic stude~ts.· The tests are given in grades 3, 5, 8,
tl
.
and 10 so that school officials know early on wliat students can and can't do. Students
who achieve the grade 10 performance stan dared in academic content areas will receive a
11
Certificate of Initial Mastery. Students who achieve grade 12 performance standards in
academic content areas and. achieve career-relat~d learning standards will receive a
Certificate of Advanced M3$tery.
To ensure the validity and reliability of the assessments, the state created a Spanish
language test with questions that matched the p~ychometric properties of the English
version rather than translating the English test iAto Spanish. Questions that could not be
matched have been dropped from both tests. Te~chers are allowed to decide on a case-by
case basis, which students will take the Spanishilversion of the test and students who are
not literate do not take the test The test is desi~ed to measure student progress and .
diagnose areas where more help is needed.
The Texas Education Agency is using one oftlie most stable yet flexible assessment
programs to monitor the progress of three milli~n students served in 1,042 districts
serveci. The school accountability system, estab!hshed in 1992, addresses the state's
concern over twin issues of equity and excel1en~e for all students while also ensuring that
. what gets tested is what gets taught. Student peromiance is measured through the state's
assessment system as well as information colle~ted from teachers.
.
.
~
"[Texas] is committed to equity and exd1ellence for all. In 1992, the state
established a school accountability syst~m. The system actually pulled together
components that had been established ehlier. Components include student
assessments as well as information coll~cted from teachers. The accountability
system was designed to (a) help impro~f student performance, (b) help districts
plan, and (c) permit flexibility in the ways districts-teach the state curriculwn.
The 1992 system has remained stable a&ross both Democratic and Republican
.
II
administrations.-Liilda Mora,_Assistant G11ommissioner for Accountability and Assessment,
I
Texas Department ofEducation
•
.•
. II
..
TestIng begIns In 3rd grad. e but students are gI~en mu·1' 1 opporturutles to pass a high:"
tIp e
stakes test," said Linda Mora. "Schools are req~ired to offer special assistance to students
16
�•
•
who initially do not pass. Thus, intervention will be early." The high school test, she
said, does have consequences-a student cannot enter college without passing.
The accountability system was designed to help improve student perfonnance, help
districts plan their school improvement strategies, while permitting districts greater
flexibility in teaching state-mandated curriculum. Individual school results on student
perfonnance are publicly reported along with attendance figures and the drop out rates.
What is particularly unique about the Texas system is that, to be considered successful, a
school or district must not only succeed in reaching high standards for its students as a
whole but for distinct subgroups ofstudents by race, ethnicity and socio-economic status.
Taking advantage of the state system's flexibility, Houston's school district has opted to
maintain its own accountability system:. Under the district system, low-performing
schools are,required to work with Targeted Assistance Teams dispatched from the district
to help the school develop a plan of action for improving student test scores. This direct
assistance is triggered automatically and is designed to provide schools with the kind of
technical assistance they need to align staff development with content and perfonnance
standards and while holding local officials responsible for their students' academic
success. .
The system enables district officials monitor each school's progress over time and
actively intervene to improve the schools when needed. The accountability system and
the targeted assist~ce teams have, together, enabled schools to detennine the kinds of
resources and staff development activities that would make the biggest difference in .
student learning.
In Minnesota, the absence of a statewide curriculum left state officials in the dark when
it came to knowing'what was going on in school districts. To remedy the problem. the
state implemented a new statewide assessment system. prompting district officials to
reexamine the scope and sequence of their curriculum. The state is currently developing
perfonnance level benchmarks.
'
, The new statewide accountability system factors in programs for economically
disadvantaged students and those with limited English proficiency. A new English
language skills test will be used to determine when LEP students are ready to participate
in the statewide assessments, which are administered in English.
Worrisome Policies
Observers note that while model practices are being developed. there also are some
policies and practices that are particularly worrisome. These include requiring English
only tests for high stakes decisions; providing no support for students to achieve new
standards and requirements; and using tests that are not aligned to what is taught and
learned in school.
17
�•
Typically poor policies for English language learners solely focus on making up for
deficit in English language proficiency at same be sacrificing progress in content areas.
In some cases, schools attempt to give students 1full dosage of English as a Second
Language and nothing else so that students do n~t get the content they need in academic
courses. Also, there have been instances of schobl districts using completion of English
oral proficiency as a prerequisite for important 4purses. Schools must not use lack of
proficiency as a way to deny access to courses iliat meet graduation requirements.
.
.
,~
I
I
!
.
Basic Questions for Educational Decisonmakers
'
~l'
.
.'. b
. .
Dunng the sennnars, o. servers noted '
some Sltnp' e questions to use to deternune how
well or poorly tests work. Educational leaders sBould be able to answer the following
questions:.
. . ' .
• Are students bemg afforded or derued educatIOnal opporturuties based oil test scores?
• Even if not used for such high stakes purpo~bs, are all students included in assessment
systems that influence decisions about alloc&tion ofresources, interventions designed
to pr,omote bett'er learning, and guidance prJvided to parents about their children's
,progress.
/I
.
• Are there inequities in treatment of students/lor disparity in performance of particular
groups of students? What are the explanations for those disparities?
• Is the test used with other information to m~e high-stakes decisions or is it the sole
criterion? " .
• Are there educationally-and psychornetrically-sound foundations for the
jUdgments made about students when those !~ecisions are based upon test scores.
II... .' ..
,II,
•
..
.
..'
Emerging Questions
There are several fundamental areas where polieymakers disagree among themselves and
where practice and researchers are,at odds.
Who Should Be Tested? While many observe~ argue that all students count and must be
counted, a new report by the Council of Chief State School Officers indicates that of the
49 states with student assessments, 29 states eXfmpt limited-English proficient students
from all assessments, and 11 states exempts th~m from some assessments. Only four
states do not allow exemptions for students with limited English abilities, according to
the Chiefs.
For example, Maryland allows a one- year onlYj exemption from its assessment program
and Kentucky exempts students with limited Ehglish proficiency is they have been in the
schools less than two years. Texas permits sc~bol districts to exempt Spanish speaking
.
students up to three times before requiring the hsessment..
. '
.
II
.
.
If we let states decide whether or not these students should be tested, state education
agencies shy away from including all students.11 Must, be combination, of states and local
agencies to create an assessment that makes peaagogical and academIC sense.
18
i.
!
•
"
•
�"
•
How High Should We Set the Bar? Some states, such as New York, have introduced
standards that are benchmarked to the most rigorous in the world, while others, such as
Texas, have developed a means to gradually raise the rigor of their assessments.
How Should Test Scores Be Used In High Stakes Decisions? Today, 20 states have
established high-stakes assessments for students. While state policymakers appear intent
on using test scores alone to determine who moves along in the educational system, many
observers argue that decisions about whether to pass a student from grade to grade should
not be made on a single set oftest scores as the sole criterion. Tests should be one
instrument among many. There are multiple indicators that can be used to assure if
student knows what he or she has to know, including teacher judgments and evaluations,
grades, other tests .
. The White House Initiative's Standards and Assessment Agend~
Over the next nine months, the White House Initiative on Educational Excellence for
Hispanic Americans will continue to build upon, inform, and contribute to the many
efforts designed to promote high standards for all students, including Latinos ..
In its role as an ap.visor to the Clinton Administration, the Initiative will further explore
the effects of standards on students learning English and the impact of federal programs,
such as Title I, on the achievement of Latino students. The Initiative also will work
closely with the U.S. Department of Education's Office of Civil Rights to help ensure
that ELL students are afforded educational opportunities guaranteed under federal law
and that the use of tests to make high-stakes decisions are fair and accurate.
Our work is guided by the National Research Council's Board on Testing and
Assessment, which has established a Forum on Educational Excellence and Testing
Equity, that brings together experts and stakeholders to identify the issues, problems and
promising practices that should be promoted to ensure that tests designed to measure
. student progress toward achieving high standards are used appropriately.
Beyond these efforts, the White House Initiative sees three key areas of work that need to
be addressed:
• Further examination, research and dissemination of promising practices
concerning the administration, interpretation, and use of tests for English
language learners. We particularly need to know more about what
accommodations are most effective and what are the best practices that can help
ensure valid decisions about placement~ promotion, and graduation. A new tool
kit for school districts seeking to better meet the needs ofEnglish Language
Learners is now being developed by the Council of Chief State School Officers
that can help make best practice everyday practice in schools.
19
�,j I
• Better public awareness about the complexities of standards-based refonn
initiatives and issues surrounding the us~ of high-stakes tests for studentS with
limited facility in English. A new reso~e guide on high-stakes testing being
developed by the U.S. Department of Eaucation's Office of Civil Rights will be a
.foundation for continuing dialogue and
rerstanding. .
I
• .Stronger engagement with state ·and I,lcalleaders about the importance of
using tests in ways that are valid and reliable and about the need for more
equitable opportunities for Hispanic stuhents to achieve desired results.
. I
I
Researchers, educators, and leaders of the LaJo community must compel state and local
leaders and the public to face reality about the ~wing percentage ofstudents who are
still learning the language and what can be dO:de to ensure that they not only master
English but succeed in core academic courses Jecessary for careers and further education.
20
�-.
Policy Series on Educational Standards, Assessment, and Accountability: A New
Civil Rigbts Frontier
.
1. Educational Standizrds, Assessment, and Accountability: A New Civil Rights
Frontier, Wednesday, April 7, 1999.
• Norma CantU, Assistant Secretary, Office for Civil Rights, U.S. Department of
Education;
• Robert Schwartz, President, Achieve, Inc.; and
• Raymund Paredes, Vice Chancellor, UCLA.
2. Assessment as a Learning Tool: From Hope to Reality, May 5,.1999.
• Sonia Hernandez, Deputy Superintendent, California Department of Education,
and member, President's Advisory Commission;
• Ana Maria Schuhmann, Dean, College of Education, Kean University, New
Jersey; and
• Arthur L. Coleman, Deputy Assistant Secretary, U.S. Department of Education's
Office for Civil Rights.
.
3. Current Policies and Practices in Assessing English Language Learners, June 10, .
1999.
• Delia Pompa, Director, Office of Bilingual Education and Minority Languages
Affairs; and
• Mary Ramirez, Director of Language EquitY Issues, School District of
Philadelphia, Pennsylvania.
.
4. A Look at Current State Practices, Tuesday, July 20, 19999.
• Norma CantU, Assistant Secretary, Office for Civil Rights, U.S. Department of
Education;
• Joyce Benjamin, Associate Superintendent, Oregon Department of Education;
.
• Jessie Montano, Assistant Commissioner, Office ofTeaching, Minnesota
Department of Children, Families, and Learning;
,
• Linda Mora, Assistant Commissioner for Accountability and Assessment, Texas
Department of Education; and
• Susan Scalifoni, Chief of Staff for Educational Services, Houston Independent
School District, Texas.
21
�White House Initiative on Educational Excellence for Hispanic Americans
Wednesday, September 22, 1999
.
2:00 p.m.
I.
Discussion ofInitiative Report, and current limited dissemination of same.
II.
Discussion of possible need to re-visit Executive Order 12900.
\
.
.
.
III.
DiscJs§ion of how best to utilize Commission.
IV.
Discussion of Barbara Chow's memorandum outlining proposals for action ..
/
�"..
They are
and less, ee/l
successful and ~'~'I,'.",
, powerful than' .,'"
and they,' "
Alneric~
�Hispanics:
Beyond the Myths
•
Ih DI(I, 1\.1 RS(II
AMERICA'S LARGEST
MINORITY, HOLDING THE
KEYS TO PROGRESS
AND POWER IN THE NEW
CENTURY.
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of the starting players were UiSPilllics, whose average salaries
exceed' $7 million a year. I'residential aspirants are IIsing
Spanish-language sOllnd bites in their SUIlIlP speeches,
Not only are famollS Hispanics gelling attention. but so,
too. the infamous, The nation's frout pages alld television
screens focused relentlessly this summer Oil the face of illegal
immigrant Rafael Rescndel,-Ralllirez. the object of a six-week
FBI manhunt. a lIlan thollght to be the "railroad killer"
responsible for ei){ln hrll
lal slayings since 1997.
Indeed. Hispanics are
becoming a larger and
more prominellt pan or
the American polyglot.
Their numbcrs' have
been bolstered by high
birth rales and, a remark
able shift in immigration
pauerns since \'Vodd War
II, with Latinos making
up more than II percent
of the U.S. population. a
proportion that is pro
jected to, grow to one in
four by 2950. (The terms
"Latino" and "Hispanic"
seem to have become vir
tually interchangeable,)
They will outnumber
non-Hispanic blacks hv
2005, laying claim to the,
tille of America's largest
minority gr.oup,
Hispanics, howcve;·.
are not the monolithic
minority sometimes por
trayed in the media. With
origins traceablc to more
than a score of Spanish
speaking homelallds, alld
complexions that range
in hue from white {o
brown to black. Hispan
ics are, as Mexican diplo
mat Carlos Fuentes so
aptly noted, "above all mixed. mestizo. ",
A more accurate portrai t of the :~ I 'Ill il'
lion Hispariics ill the Ullited States '''ould
be equally mixed aile!. indeed. more com
plex. Most H ispa II ies ,tiT lIei t her h i1-(ltly
'paid entertainers 1101' IIH:lllh{TS of all
impoverished Illlden:lass of ,illeg-al' aliens.
In reality, lhe Hispallif rOllllHllllitv is hoth lIIore ami iess
. slIccessful, and morc ami less importallt, th'lll. popular opill
iOIl or prejudice Illig-ht'sugficst, It isa \'ihrallt'cOJlIlIlullit\' to
be. slire. and. mam'-I'fol;ahh: .\lOst'--IIICllIhel's' an' CIlYillg'
Ihe'il' Il'iche in' the 1I,IliOll'S middle dass,jllst as other ethllic
illllllig-r,u1I5 did hefon: thclll, Others. hm\'t',n:r. ;,1",.. slrllg-
g-lilig t(l.get illto the \\'orkillg cias,". 1'00'el'l\' is a serio"s CO 11-',
eerll I()f one Latillo ill fOil 1',
'
Neither are Hisl);llIi(', a tcclllilig mass,·ol' illq.;<l1 alld illitel'
ate aliens, Toda\"s I'lispallic,; <In' predoillillalllh', 1I;,IIH',hoIH
(:,1;
. \-\'11<'11 til< '5(" \\'IH' iI;l\'('
lIatllGlli/,cd <>r
Puerto Rico natives are included. 70 percellt arc U.S. citizens_
A majority of the relllililldn reside here legally. Estimates
vary, but it appears that 110 more than 13 percellt to 14 per
cent of Hispanics ill the United States ilre here ulllawfullv.
'
Spa'ilish is spoken in nl,U\v I.atino households. bIll fh;ellc\'
in' English is widespread. especially among U.S-honl chii
dren exposed to television progriullmillg and the U.S, educa
tional system_ And bilin~ual education, although cOlltron:r
sial. is; ill ract, rare.
Two-thirds of Hispan'
children who speak onl
Span ish receive i l1'struc
tion ill U.s, schools where,
only English is tallght.
Though they are vot
ing in larger l1umbers, tl'le
might of the I.atino de(;
tor!ltc.....:...q uad rc 1111 ia Il.y
hyped as "a slumbering
giant"-has pro\'ed illuso
ry_ Although one ill nine
Americans is !-lisp'lllic.·
only about one in every 20
votes is GIst by a Hispanic.
Nearly a third of Hispan
ics canllot '\,ote beca
they <Ire not citizcllS: and
Illore than 40 percelll of
those'who are citizens are
below voting ilg-e. ,
Politicians. hO\\'('vcr.
GIll ill afford to ignorc
the Latil10 cOllllllunit\,.
which in recent vears has
he){lIn 10 lIIature as a
polilical force and 10'
place higher priori tv Oil
altailling citizenship. His
panic \'owrs arc partinl
larlv important bccause
they are conce!ltrated in
a h<ll!~dozcll key dectt>ral
states, In Calirornia.
whose :)'1 elcclOl'al niles
are hy far the largest
.plum ill' presidential contests, Hispanics
make 11,-) morc thall a third of the pOJlulalion
a'nd (<1st, upward oj: 12 percent of the VOles in
the' 19~16 CIcCllOl1. In Texas, where :~2 eke
toral \'otes arc lip for gr-ahs ill ~WOO. 1.;lIillos
, , accolllIH,d lor Ii percellt of Ihe 19~)(; \ot('.
Hispallic t;(;ollolllic power: is also lIIallll:ill.\.(.
The magazille His/!(/Ilir IillsilW.n. which anll'lIally lists lite :-,00'
largesl Latino-owned (olllpallics, this year hailed th .. lil'si
such !=ompany to post <I II lllial 1'C\'ellllCS ill excess "I S I hillion:
the Miami-based c,ollSlrlH:lioll firtu MasTec I lie.. head .. d I,,'
.Ior1-(e M'ISJl'., SOil or" deceased ClIloall-cxik leader.
13 Ill, like. otl\(:r illlllligr;lItl groups before IhclI1. I-I i'pall ;,.s
for the most pan arc lound 'iii the lowe I: nlllgs of the ,','c,·
IIOlllii" ladd'e.r. Ill' to'd;\\", 1o""fIIlllg ':COIIOIlI". His!':tll;'" 1111'11
arc, participaliilg ill Iht: Ld,," f"I~(T aI' ,I, higlH'r Lilt' tlUII,
eitl'tel; hl'lck or \\'hi(: 111('11. 11'11,1101 all \\'110 an: \\'od;illg ;,{,(.
fit(>
111(:<
�ic!> was $26.628 in 1997 ,Hid has been climbing slowly. h
remains well below that of whites ($38.972) and only slight
ly highcr than that of blacks ($25,050),
.
Large numbers of Latinos. both native- and foreign-born.
belong to the ranks of Alllel'ica's working poor. More than a
third of Hispanic children are bcing raised in povcrty
defined as $16.700 a year for a family of four-and dis
turbingly large Ilumbers of them arc falling by the educa
tiollal wayside, dropping out of school and-with increasing
frcquency-dropping into the criminaljllstice system.
This more IlIl<l!lced portrait of Hispanics in America has
given rise to a Ii\'ely deb,He as to whether Hispanics should be
treated as ;i discrililinated ;igaillst minority entitled to· civil~
rights remedies· similar to those afforded blafks. or viewed
simply as another iUlliligrant, group ell roUle to assimilating
into (he u.s, mainstream, res a debate thaI, comilllies today
in such states as ~~alifofl1ia and, Texas, where quotalike
approaches to ,If[lnnative actioti
have been rejected. bllt other
means are used t~ bolster Lalino ..
enrollment in state colleges and
universities; one such measure.is
Texas' program of admilling any
sLUdelll who graduates in the top
10 percent, of his or he~ high
school class.
'
Political scientist !'eter Skerry
rumed feathers with his 1993 book.
n,e
Mexiwn Amn1(fUlS:
Amilivaleni'
Millorily. \vhich criticized those who
promote the idea that Hispanics
are all oppressed minorit)" "It is
the racial millOl'ity perspective that
has fundamentallY'shaped Mexi
can-American politics.': he wrote,
. Such an approach, he argued. may
be "emotionally and' programmati
cally gratifying"
to iL~ elite practi
tiollers. but it offers little help to
newcomers struggling [0, make
seme of their lIew lives,"
But olher experts warn that if,
America wants 10 enjoy continued
prosperity and maintain a qualified
work force. remedial government,ll mea
sures arc needed to ensure that today-s
youthful Hispanic population recein~s the
etiucati;mal tools-including command of
the English Iailguagc-necessarv to compete
sllccessfully in a !echllol()gy-<Iri\'l~n CCOIWIIlY,
Susan F, ;"brtin, cxen;ti\'e director of' tlw
cOllgressioll;dh' lIlalldated immigratioll r(,form commission
that c(lIllpletcd, its work ill 1997. sa\:, that the, kderal go\'ent,
Im:1Il should InOl'e aggressively address the prohlems of ne\\,
('OIlIt:!'S lIsing IIC\\" ·-illlmigralll. illl(~gralioll" policies that gi\'e ,
"particular altentioll -"to health GII,(, ;\11(1 Ellglish skills. 'Fhe '
gO\'('rlllIlcnl. "II<' add", should also pro\'i<l(' aid' to cOllll1l1l11i
li<-" l1Iost alk('(nllw illlllll)!;i';lIioll. (.\('t'Siill'bfll, Ii, 2357.)
"i,)\\' al (;corgClO\\'I1 Uni\'(~rsil\': "Llnin argues thal if a
larger proportion 0/; I-I;"P;III i(.' i\l\l\li~lalils and Iheir children'
arc 10 prosper as ;\IIII'ric:m cilllCIlS ill III!' '.!bl (,Clllll!'\'. thev
nced slH'Fial sCI'I'in:s 110\\'" illl,ludill)!; ;" Lislct: ,.)roc;~ss 1'0;'
obtaining ('ilifellship 11I;1l' \\'ould ;Ibo helin' educate Ihem
a'hout ;\I1IC1 i{';\llcil'icculill!'!'.
The elimination of naturalization backlogs is a high pri
ority of Lalino advocacy groups and congressional critics of
the Immigration and Naturalization Service. Most immi
grants IlIUSt reside ill Ihe 'United States lor five years before
they Gill apply for citizenship. but it l<Ikes 'another 15 to 24
months to process their applications. according to Rep,
Lalllar S, Smith. R-Texas. chairman of the House Judicial)'
Immigration <Ind Claims Subcoll1millee. which oversees the
INS, Smith notes that the INS has a backlog of 1.8 millioll
natllralil.;lIioll petitions ami 800.000 ,Ipplicatiotls for penna
lIellt residn'lcc. And the pressure will very likel)· 1101 case
any time 50011. ;\!Jout"4:i0.Oejo Hispanics enter the United
. States each \'ear.i;u::li,ding Icgai' ,wd' illegal' immigrants,
A
COMPLEX HISTORY
-lihc "SIOI'\' "of l!J:S. j-lisp'a;licsc--:soillc can: thern Ameri:-:
calios-dates back to' the Sj)alJisll '(.'I'OWII 'ssponsorship of.
niristopher COlli in bus' 1492 yoy
age of discOl'Cry. H is feat led to
the establishment of a Spanish
empire in the Western hemi
sphere in lhe early 16th century,
I'ts foot soldiers were the conquis- .
tildors and missionaries who left
their language, their religion. and
sometimes their progeny from
Florida to California,
'
Few of today's Latinos trace their
roots directly to Spain. Some claim
bloodlines here long predating this
nalion's fOllnding, bllt mOSl are of
more re£elll \·j;llage ancl more
closely related to the ;lative peoples
of this hemisphere who came
under the Spaniards control.,
Ncar'" two-thirds.of --Ameri
callos" arc of Mexican ancestry;. II
pei-cell! are Puerto Rican: 4' per
cent Cuban; alld the rest are most
ly from Celllral and SOllth Ameri
C,I and olher counlries of the
Caribbean. Mexicans first headed
north ill large numhers in the
19205. in a mO\,(~llIent that was ClIt
shnn by the Depression and World War II.
Idlich \'inualh' halted immigration to Amer
ica. From 194:!-64: 4 l1Iillion to f> million
supposedl\' temporary fa,rln \\'ork{~rs were
s\tuilled ill from "'texico ullder the
"hr:lct'I'o." or "strong arms," program, MallY
sla\{'d illegally all(ljoillcd the low-wage
1lll(leq,(roulHI "COllOIll\', In Ihe I'H)Os. ;111<1 again ill lhe
1970, ;\lld I~I'I(I" rcl'u,I!;ecs ft"OIll the 'Ca,iro re\'olution in
,Cuba \\';}shcd' ;}shorc'ill 1;lrg.: lIumhers ill sOlllhern f-Iorida.
The doors opcned more \\'idel\' for Hi"p;\lI·ics (;}lId
Asians, ill I(lIi 7., 1\\tCII Congress rd'okcd r('slriC!i\'(~ ami dis
criminal"I'\ "c;ollnlrv "I' origill'" quotas "IHI anchored U,S,
illlmigr;ttion polin' 011 thc principle of ("S1l'rill,\!; Ill<' I'clIlI,ifi
calioll .. I' hinili,'s, \Iigral,ioll 1'1'0111 sOlllh ,,\' the horder
iIHTCIs('d rllnher ahel" thc l:llaCIIIlCIlI .. I' I ~I,"\/i legislation
,\!;1';ultUl~ ;tlllllt',;t\, tOllcu;h: :1 millioll, 1IllLI\\flll il\lIni~r;lIl1s.
\\;110 1<lll'r IH'C;mH' eligihle to sC\ld: home It.1' Illl'ir wIn:s ;111<1
childre\l, (:il'll \\'"dare in, (:('1111';11 :\1I1eri';1 durillg tht' l'IXOs
crt'aled "'{'II Ill"!'!" I'Cfll),{<,:CS,
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Rodriguez's research on Southern California shows that.
poorest of UIC poor. The Puerto Ricans. who have the advall
as Latinos move into the middle class. they achieve increastage of U.S. citizenship and greater E.nglish proficiency. tend
ing fluency in English while retaining' ~some linguistic and
to' have higher earnings. she reports. while the Dominicans
cultural continuity" in the home. Significantly. the majority
"tend to make up for ulis disadvantage by increasing the num
of upwardly mobile Latinos choose to reside in racially in teber of people per' household who are in the labor market."
grated middle-income communities where they often qmstiYet even wilen, both parents in a Hispanic family arc
tute a minority. the report states. Nearly a third. he found.
working. their income often falls short of their needs. ·One
marry non-Hispanics.
of the really troubling things.· says Sonia Perez. a deputy
A third-generation Mexican-American. Rodriguez'
vice presidelll of the National Council of La Raza. a Hispan
acknowledges that.Hispanics have differed from othe~
ic advocacy group, is that Latino families headed by intact
ililinigram groups ill: their reluctance. even after living' hert;
married couples are more likely to li~e in poverty than simi
lal' African-American or white families.' '
for decades,. to form,llly sever ties with their homelands by
. l:iCcoming U.S. (itil.~l1s. 'There was a nostalgia. for; home. all''::;,' :. "There is' sonictl'ling wrolig ·liere.~' Per~; argued'. iii. ,I'"
idea that one day they would relllrn to Mexico to \·etlre." he.., recell!" interview. "YOll have a Inother and a· father and.
said. But tha~·telldcncy- has changed markedly sirice former'
someone who is \\'orking full time. This is what everybodl' is,
California Gov. Pete Wilson. backed a ballot initiative: in' ,supposed' t(l be doing. These are t.he values we arc trying to.
.1994, to deny public education and' other beli~fits to illegal' .. promote. they arc exemplified by this. commllllity. but it's .
immigrants. 'and COl;gress.. two· years later. voted to' strip,: : 'no(, \\'arking fO!' them. n
'
.
'.
• ',~ ' .
regal immigrants of their eligibility for key benefits. The
,Ce'nsus statistics support Perez. Hispanic households are
. nostalgia for home has diminished. and Hispanics are seek-.
almost as likely as white households to be headed by married
ing to naturalize in record ·numbers. .
couples-55 percent. compared with 56 percent for the lat
ter. Only 32 percent of non-Hispanic black households are
STRUGGLING FOR A FOOTHOLO
headed by married couples. Yet more than a fourth of Lati- .
Yet while many Hispanics are achieving middle-class sta:
no families (27.1 percent) are pOOf. and slightly more than a /
tllS. a sizable portion is not. [n her recently published book.
third of America's total Hispanic population lives in poverty.
No Shame in My Game: The Working Poor in the Urban City. soci
,EOUCATION Is KE'1
.
"
ologist Katherine S. Newman of Harvard Universiry's John
F. Kennedy School of Government noll'S that uthe largest· . . I'erez and other experts view education as critical to over
··coming btino poveny. particularly for large numbers of chil
group of poor people in die United States are not those on'
welfare. They are the working poor. whose earnings are so ' dren who are growing up in Spanish-speaking' homes and
meager that despite their, best efforts. they 'cannot afford
whose fluency in E.nglisH is limited or nonexistent. The Urban
decent housing. dieL<i. health care, or child care."
Institute. a Washington think tallk. notes that· the Ilumber or:
Hispanics are more likely than ailY other group to be mem
school-age children whose parents are immigrantS has more
bers of the working poor. Newman's study focuses on New
than tripled since 1970 and no\\' totals nearly 12 million. Of
York City. where Puerto Ricans and Dominicans are among the .. that mimber. close to 7 million arc Hispanics ..
The highly p.olarized debate over bilin
gual education has not helped. [t has
masked the fact that such programs arc
.offered to fewer than a third of immi
gram children. and that many language
limited youngsters receive no special help
at all. Researchers estimate that more
than 3 million. public school students.
three-fourths of whom are Hisp,inics.
have limited ability to speak and ul'ldn
stand English.
.
The debate o\'er bilingual education
has also hidden the need for cominuinv;
help with English, for Hispanics in Ihl'
upper grades ol'elcmentary school and in
middle and. higli schools.
In all illH:",iew. Michael Fix. ". senioo" '
anal\'S1 aI, the UI:han Instj'tute'; said, "sonW
kind of lallgu,ige instr.nctiol1," is a\'ailabl'c,
to three of i'ou~'-elemelltary sn;denls wl"lO
need it. bUI !(:wer thall, half of. studcIlI:; in.
higher grades, whos(;" English is lilllilt:d '
receive such assislilnce. Hispanic SIII
dems. he added. are'far more likeh' Ihan
whites or hlacks 10 allelld schools \,hen' a
third or 1ll0J"(: of Ihe {;nrOlllllelll COllsists
of Erq.;iish·defit-'ient sluclenls. Such
sch(-)ol~. I.le. declared,. "are !lot jllsi ('rllIli·
call,', htll lill!-:l!~Sli(C;dh:. se!-:rq~alcd;."
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Studies show that "limited Eng
lish proliciency" students have
better attendance rates than other
studenL<;, but nonetheless pelfonn
worse on tests, including those
administered in Spanish, and arc
less likely to graduate from high
school. One of every five studellls
with limited English proncienc"
drops out of school--doublc the
r.ue for English speakers.
Like other school dropouts,
Latino youngsters frequently
become involved with gangs and
run afoul of tlie law. Alth'ough
. Hispanics make up only about
11.5 percellt of the U.S. popula
tion, they account for a larger
and steadily rising-share. of the
nation's st;ue and federal prison
populations. Justice Department
estimates indicate lhat 13.3 per
cent of all prisoners in 1990
were Hispanic, a figure lhat rose
to 15.8 percent by 1996. A
recent National Academy of Sci
ences report that focused on
immigrants found that "noncitizens arc
more likcl~' to be in prison for drug offens
es, especially possession of drugs," than for
violent offenses'or proper!)' crimes.
., From the perspective of La Raza's Perez,
America can ill allord. to ignore the problems associated with·
low educational achievement' by large Ilumbers of Hispanics.
As of 1997. only 54.7 percent of US Latinos had graduated
from high school and only 7.4 percell't frolll college.
"These are ·the workers for the new millennium, and we
Mexico 61%
----,-.-,.-, DUlI!f Hispanic 8.1
need \0 make sure that we pre
pare them for the kinds of jobs
that will have high demand:: she
said. "\-Ve don't live ill lhe kind of
society allY more in which people
without a diploma can get a fac
tory job and raise a family."
THE CRITICAL FEW
America's Hispanics are lI1any
things-hOi h rising middle class
and working poor. But ()ne thing
they are not is a monolithic vote.
Florida's Cubans have rOllnd a,
comfohahle home in th~ Repub
lican I)art~·; Puerto 'Ricans in the
big cities of the Northeast ;lIld. ,
Midw(:st; h;\\'e fOllnd· solace in'.
the social safety net programs of'
'the Democrati€ Party. While the
growing electoral strength of
Mexican-Americans in California
has re€ e ntly enhanced the
prospects of Democrats in the'
Golden State. Mexican-Ameri
cans in Texas have elevated the
.
presidenti'al prospects of their
Spanish-speaking Republican Governor.
George W. Bush.
Inde'ed. tile fact ihat Hispanics have voted'
in mixed patterns makes them highly sought
after by both panics. and explains why l~lti
nos areso much in play for the 2000 elections:,
Republicans next ye,lI' would i()\'e to equal or better the
high-water mark set in 1984 whell President Reagan
received 40' I;ercent of the natiollwide Hispanic \'ote in' hi,
re-election sweep. Democrats, on the other hand. crave a
repeat of 1996-when
GOP cOlllender Bob Dole
won onl\' 21 percent of the
Latino nlte.
But in seeking Hispani(
votes .. the approaches of
the two panies could not be
HlOre difTerent. Bush h<ls
chosen Lind;l Chavez as his
leading ath'iser on immigl<t- ,
tioll iSSlIt:s. She is a contro
versial and outspoken
opponcnt of affirmative
action who was Reagan's
appoinlce to chair the U.s.
COlllmission 011 Civil
Righls. ,'\ kc\' achiser to Vice
l'I'(:,i(ienl' AI Core will he"
M';u:ia Echan:slc. c{IITell'th',
a dqHII\ While House chid
Panama
of ,t;,IL \\'110 made it nallle
Other Central America
for IH... sclf al lIie I.abor
IkpanlllclIl cracking dowil
.I'll ,wc;us\top ailuses IJ\' the
garillclll iil(hlsIIY.
'
{:I1;\\'('z "I';ICeS' her 1,;11 i·
SOURCE: 1990 Cens~'s;
II;\. .111(,,'';1,1\,' ,hrou;,''' h(',:
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�father's side of the family back to Spain atid the 1600s. Her
mother \vas English·lrish. r:chav<;ste, by COlllrast, is the
daughter of Mexican farillworkers who migrated first to
Texas, then to California, and 1I0W, ill retireillent, have
returned to tlieir nalive Mexico.
In separate illlct'vicws, lhe l\vo advisers argued that the
traditional approaches of their respective political parties
will have resonance Wilh Hispalli<: \'Ot~rs.
Chavez poilllec! om tltat lhe Hispanics who ~are most
likely to vote" are hard·working clltrepreneurs "who are
moving into that I(Mer-middle·c1ass niche" despite short·
comings ill formal education .. For the most part, she said.
·theyoperate small bus\nesses, such as restaurants, gardelJ'
ing selvices, or llI(im'and-pop' groceries.
Republicans should he ahle to appeal to slIch voters by .
addressing their cOllCerns ahollt crime and safety and by
condemning gOl'ernment regulation. "These arc people
who have problems· with red tape, problems with govern·
ment mandates for everything from health care to mandato
ry parental leave," Chavez said.
"
Echaveste. bv COnlrast, S<lid Democrats will appeal to His
, panics as consumers of governmcnt services that will be in
jeopardy if the COP gains colltrol of the White House. "One
of the reasons that Hispanics are caught ill low.wage jobs is
that they need heller COlli mallei or the language so they can
move up," she said. "But the Republican Party has not been
a friend of the Departmellt of Education or of programs
'designed to get resources illto poor neighborhoods."
If Gore is the Democratic candidate, Echaveste predicted,
Hispanic voters will reward him for the Clinton Admillistra
tion's reccllt efforts to restore welfare benefits for legal
immigrants alld f(ir efforts to block the deportation ()[Cen'
tral, Americalls seeking politic;l asdum here. .
.
Chavez alld Echan:ste arc probably hoth correct. The polit·
ical faultlint;;s that divide Hispanic voters arc largely economic
and precisely the same as those that divide the res! of the dee
toralC, If that's the GISe, rising prosperity ,lIilOllg l.alinos
could, over time, boost thc'GOP's share of their vote.
Political scienlist HalT\' 1'. Parholl, whc) heads the C;llifor·
nia·based Tomas Rivera Policy III~titllle, sal's "Ihe roots of
panis<lll, attachment arc not deep" amollg Hispanics, who
have moslly voted Democratic but ;IIT comparatively nel\' 10
the electoral process, Whell his institute polled Latinos ill
three states last veal', :.;\ perce!\l said Ihal "neither part\'''
does a better job Ihan thc other.
Roybal-Allard, who ('hairs Ihe all-Dcmocr,uic Congressional
Hispanic C<lIlCUS (three Latino RcpubliG,nls in tlte '-Iollse
decline.'to join). nOles. tltat Los Ang~les Man)!' Richard RioI"
dan. a RCI)ublican.· ..do('s I'en' I,'ell wilh Hispanic voters
because he reached out to the COllllllltllity alld supported
~~~:::::;:~::',~:':;:::::',,:.:':,::'~"::.',"::,:,~','::::::c:~';:.:::::: / '
,
Allard explained, addillg thai, Iklllocr;ILS l.-ill have lO over
'
come' "Ihe unfOrLllllalC peln:ptioll lhat Ihn arc anti-business"
if they expeci to compete Ii)r middle·dass Hispanic votes.
'.
, That competilion could he crucial. Although Hispallic
voter registration and IIlrtlout rates still lag behind lhose of
other groups, lhey ha\'!: increased drall\alicall~' ill reccnt '
elections. In the 1996. presidcnti<ll electioll, 11.2 millioll
Hispanics were eligible 10 I'Ote, but 01111' 6,6 million WetT
registered and 01111' -l.:~ million actualh' voted, according to
the National Association or Lalino Elected Officials. Next
year, according 10 projections by Pachon, Ihe naliollwide
Hispanic I'ote may reach ;\.:. million.
"It doesn't lake 1II a III' to be called 'the critical few,' ..
Republicall polilical colls~lltalll V. LanceTan~lIIce.lr. recclltly
,observed. He nOled that Ivitlt support [or both parties evellly
balanced nationwide, it is possible "for the Hispanic vote to
become the balance of power for the next decade."
•
�•
·,
C
DeLAWARE'S HISPANIC PEACE CO'RPS
EORGETOWN. DEL.- This working or slceping, many loitered on they help pcrform a variety of tasks
:' .' slee'py courthouse community street corners drin king beer and that help integrate the Central Ameri
. dates back to the presidency of whiskey, Those who bought cars were cans into their new Delaware home,
George Washiflgton. and has bcen, frequen t1y pullcd over for traffic viola
Initially, churches and social service
known for a century as a gatcway to tions.
agencies were the only ones trying to
southern Dela",are's ocean beachcs.
"Thcrc was like a civil war here. bridgc the gaps between George
But change with a heavy Spanish bccause the town was accusing, the to\\<n's Guatemalans arid the rcs! of
acq~ht has, 'come to this unassuming
poultry, industry of bringing all thcse the town, but their efforts were piece
problems and there was nob()dy who me'at. Martinez,. an official of the
towi' of 6,600 souls,
. 'S~.~rtin:g· aliout' 1989, Hispanic could communicate viith the Hispanic Inter-Ameri'can Devclopment Bank ill
migrants bcgan showing up to seck ,community because it had no Icaders," Washington 'for 23 y,ears, entered the
work at tlic half-dozcn poultry and recalls' Gonzalo Martinez, a'Chilean-, scene in thc'earlr 19905 and emerged
food processh'lg' plants that lie within born lawyer who lives in nearby Lewes.
as'an ambitious problem-sol~er.
a 20:mile radius of town. What started
So Martinez easedinto the VdCUUnl.
A lawyer by tradc,' Martinez did not
as 'a tric'k,!c' soon
Slowly at first, and intend to, perform gOO(l' works lor the
became a' steady
" then jumpirig in with Hispanic poor whcn he retircd to thc
i both feet, he became '.I:h:raw~re Shore, An art collectqr
str.e~m: M6;~.(fame. '
fqJrrr' an i~p()ver~
~ a full-time volunteer "whose~aternal grandmother camc
, ish<:d. rural r,egi6ri of '
~. coordinator-be~een (rom a wealthy Guatemalan fa,nily, he
the growing. Hispanic, moved in 1989 to fashionable Lewes
GU,ateiuala long, torn
community and the 25 miles north of Georgetown-to
fiy,civil war. .' , , : ,
F?r the expanding
town.
remodel a large house and hobnob
chi~~en Indl!stry, 'the
Martinez 'is not wit~ Sussex County's affluent artsy set.
developmeht is a
uniqu6. He is reprc
He lived in the area several years
'gods~nd, The ncwly
, scntative of aphe
before becoming aware of the isolated
arrivcd Latinos un
nomenon being seen and problem-plagued Hispanic popu
coin"p[ainingly per
across the counuj in' lation of Georgetown and surrounding
form onerous-Oand
cities and townsstrug
Sussex County, home to' an immigrant
. :~o~,etimes: hazard
gling to ,integrate Hispanic population estimated to ex
ou's7'-jobs ill 'mostly
poorly educatcd uti- , ceed 15,000, After assisting with small
nonunion processing
no immigrants from er 'projects sponsored by a local ans
plaillS that ar,e un:
pcasant backgrot,Iqds counCil and the county's AIDS COI1\
able: to recruit suffi'·
into the U.S, middle mittee, Martinez decided to plunge in
dent numbers of'
class. Spanish~speak- as a full-time voluntcer ill chief.
American-born workers.
: Since then, hc has worked closely
ing professionals-most immigrants
William Satterfield, executivc direc
themselves-are stepping forward to with a remarkable assortmcnt of His
tor of Delmarva Poultry Industry. a
bridgc the gulf between new arrivals panic allies. Early' helpers included
Georgetown-bascd trade association,
and longtime residcnts. They form a Antonio Asion, a Cuban-born
says "a lot of positives" came with thc
volunteer army that helps ameliorate D,elaware state trooper, and Elba
addition of thc, workcrs from Central
Third World kinds of problems in the Quiles, a former high school principal
' from Sanjuan. Puerto Rico, who nllls
America. But, he adds, "Thc compa
United States,
nies arc not rccruiting in Mexico or
a program of frceEnglish-language
, Guatemala. h's a word,,)f·mouth net
CAST OF CHARACTERS
instruction at thc .community college.
work that is sending workers up herc, ~
Indeed, in tiny Georgetown, a
Quiles, who left Pnerto Rico in
For the OIicc preponderantly white remarkable cast of hclpers from al\
199 I to be close to her SOil, a" physi
community, however, thc an;V'dl'of tIIC'" over the, Spanish-spcaking world, 'cian practicing in Lewes, has recently
Hispanics--who now comprise 30 per
expandcd her program to include
Delaware, and all walks 01' lite has sur
cent to 40 percent of Georgetown's faccd to pitch in. SOlnc are U.S. citl 'Spanish classes for local, Angl'os.
population-was a rude .shock., The' , zens raised near the Mcxican: border "Because of the necds of profcssiollals
newcomers wcre, at first, mostly'young or ill Puerto, Rico, Olners arc foreign here, ['m now gi'villg u\ro: eveiJing
mcn who settled in crowded housing nationals from [)oli'i'ia, Chilc, Cuba, classes for pcople who work wilh His
in an oldcr neighborhood thm became thc'Dominican Republic, aud Spalll, panics, My stHdenl~ include a, radiolfr
littered with trdsh. They spoke 110 Eng
Thcy, incllldi~ do~~t()rs, IIlcrchaiHs, 'gist, several nurses, and a couple of
lish and had liule I()rmal ~choolillg in teachcrs, polict,' ofliccl'S, and c1crgy. social. workers .." she lIotes,
Spanish, Their cash wages becamc an Some wcre brought III because of thcir
Pilar Gomez is allother l1lellllx:r of
inviting target for 'lIluggcr:s"and flucncy in Spanish; ()t(IUS were already 'M.;i:tincz·s" nct\~(lrk ;)1" allies, A
unscrupulous landlo'rds, ,WI1~~1,lIlOI r~siding in the, ari''', Taker.! ti)g~elll"er,.' ' ,SFianiard. COlm? 'lIw\'cd' !'iere after
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�lit fact, one of the major missions
Georgetown Hi yea.I'1'ago as migrant
farm' laborers.' Both d~cided tO,'stay ,Of La Esperanza, one of two COIl1- ,
and take year-round jobs in chicken . mtlrity centers set up in Georgetown
processing plants. Mter five years of by Gonzalo Martinez, is LO hel p'
poultry work; however, Mendoza Georgetown's Guatemalans fight
quit to study English and pursue an deport4tion proceedings and seek
associate degree in human' legal residency~ Two full-time
resources at Delaware Technical experts at La Esperanza help with
and Comnl\lllity College.
immigration problems.
The Mexican-born' Mendoza, ~2,
now works as a Vista Volunteer 'G'IVING'AND GETnNG
directing English literacy efforts, to ," _Not~illy have the li~es of tl~e
the'local Hispanic community ,ahd,:im,migrantGuatemalans been tl'anS7
, more recently, conducting welfare.', foimed, through this community
to-work seminars: fof non-English-, o'uii-each;so too have the' lives or'
speakillg recipien,ts of government ,the ;ou~e~chers.'· ""
'"
aid, After living for years in a trailer .',' M~rtineZl~okedio Del~ware fo'r~
on rented land, she and her hus- "a'rt,andleisllre'and found, instead,'a
band, who still works [or ,the poultry~aieerascommunitY leader. The list
,indusiry~ have purchaSed their first ,'qf hi~<a<.:co;nplislJments;mdcontd-'
home in a Georgetownsubdivisi~n;:bi.!,]ons;·,brpuglit about through his
"Yes, we're getting a house,~ Men~ ,;~rg~ni~;HionaLor fund-raising tal
, doia says with barely ,conc'eale,d "en,r:s" is impressive: tWo community
glee. "We're so excited."
servicecenH::rs, and the role of
Julio Herrera, 27, who came here "u.(lp~ddi~ei:t~fpfth~.first; two state-'
from Guatelllala tive years ago; is also ',qf-ili,e-artpresClloot' f;.lcilities; and the
trying to help the newer ardvals. A ' EI e:::en~o' Ctiltunil~ an arts organiza
quality COllti'ol supervisor at a poultry, ';Lion that s6)ges:: CHristmas pageanL"
plant, Herrera helped found and' imd'an'anhilal'Georgetown Hispanic
now heads a Guatemalan self-help Fes.tivaE
, association that, among other things,
~artinez's proudest accomplishconducts
trash
collection merits; however,. are the early child
driVes 'as a g'esture of good will hocld .dev,eI6pment cenlers
toward the larger 'Priineros, Pasos;opened in, 1997 for
G~orgetown com-.children:, tip .t,otne age of five. and
Inunity,
Prit;n~r~s'l'~i~t()s. opened in 1998
Herrera
has for'-' infants ,aridtoQdlers, Although
something to 'ccle- thecehters,cati"serVe only a fraction
brate, too. He was of.Georgeto,w,n's Hispanic baby
Another
recently granted boom, they ,are models for, the pub
per:manent ,legal lie sthool system.,
Jose M. , " a
l'erdue' foreman,: '
U.S. residency after'
hi this prot~ssof stumbling onto
· a~d his ~ix,ic~n '
a multiyear struggle a second career; Martinez has intil
wife, ROclO, i?lores, ,I,
to petition for polit- trated Dela:w~i,e's power structure.
· publisn a IOcai"~i1}n-:;' '
ical asylum, He had Heh~ been apgbinted to gubema
help in ,his legal torialcominissi6ns', speaks frequent
gual monthly,:'ne~s:.
paper, Hoy ,
battle from Pilar Iy with the states lieutenant gover
Delaware.
'
Gomez and Jim nor, and· socializes 011 a nrsL-t)ame
Lewis"an Episcopal 'basis with heads of area poultry
SUCCESS STORIES
minister who has a companies.
Out of this syngrant from a du . This art~ aficionad~) tllr~ed social
Pont family founda- worker says he is happy with his new
ergy b~tween an
,
"
,
life. As a retiree, he has plenty of
earlier gelleration of Spanish~spea~ tion LO work with area immigranK
ing professionals and the later work
Th is is nOL un usual among . time to give, and he refuses any pay
ing-class immigrants froIT! Central Georgetown Hispanics, many of ment for his endeavors:A~ lie s(~es it,
America is emerging a middle class whom fled the Gualemalan civil war "I'm giving back the mOlley'my
of Hispanics who are, iiI lUi'll, hcl,:i earlier this decade becalls~' lhey wealthy Guatemalan grandm6ther
'ing their' more recently arrived wl were persecuted for either opposiug' t(';ok to Chile."
•
leagues. One,of Elba Quiles' pri7:e, the governmelll or declining to take
students, for example, is Maria Men sides, Many: althollgh not all, come Research for lhis Jlory !I!(lS S1L/1JQlted iii P;[,1 Jry
'. Ihe Urbrilltllslilule,
doza, She and her husband came!O here illegally and lry for as)'itllll.
her h~band,took a job in me area.
Sllehas'since divorced and
" launched ~c{~(eer as the organizer'
for the United Food and Cominer
ciaI Worker;; [ntemational Union ..
, 'Goineji~i.tially'wo~ked for an
arealandlordihelping f:lispanic ten, ants whQ were unfamiliar with stich
· basics as the 'uSe of modem hOllsehold
' " «Th~t,drew me to '
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, PROGRESS, YES, BUT
lATINO, INCOME STILL
LAGS BEHIND TttAT
OFWHITESAND
QLACKS, AN D'
EDUCATION,MAKES
THE DIFFERENCE.
The Economics of Being Hispanic
• By
JOHN MAGGS
reHispanics the new underclass of a
prosperous America? Broad and detailed
statistics on the economic status of
Hispanics are in short"supply, but what
numbers there are indicate, that His
panics are increasingly stuck on the lowest rung of the
economic ladder. And although this status is partly due
to a SI(:ari" stream of recellt immigrams
\d", lack Ihe hasic loob to slIcceed ill
all IlIli,rm;!!i,," Age America, the rela
tin: posilion or Lalillos economical!"
secms to he dropping en:1I as lIati\'(:·
horn Ilispallics arc making lip ;1 brger
share or 111(' Hispanic poplIl;l1ioll,
The C;IIIS\:S
this riisp;uilv are
IILIlt", hut chid' <llllollg Ihem arc I.,\\'cr
high sch ..ol alld collC)~(' gradllalloll
ran's for !'lispallic,AmericlIlS, ;\11(.\
challgillg' e('oIlOIll\' that' 1ll;lrgill;dil,c,'
!,>\\'skilkd, lo",-education ",orkers, ..
Dcspilt: Ihis had n('ws li'r LatillOs, Ill'W
liollS of Hispanics
o\Trcomc ,"1;111\'
par
ems and grandpan:llts, Alld, despi\('
popular suspiciollS that Hispallic immi
grants are laking awa\' johs, depn:ssing
wages, alld draining tax doll;lrs. th(' <,\'i
delice suggests otherwise,
(';111
of the disadvantages 1;I(cd h\' Iheir
or
,I
1"(';o\(';\I"(:h sho\\'s
Ihal ~ilcc(·ssi\·(' g(,IIt:I'~'"
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••
THE NUMBERS
O\'er Ihe pas! !\\'O <in'ades, " llel'jod of
IInpren:dellll:cI Hisp"n\(' immigralion,
the relat.ive economic sIal liS "I' Hispanics
ill AmeriGI h,IS heen dropping steaciih',
!\(:cordinK \0 til<: U,S, Ilq),lrtllli:1l1 or
I,abor.. median \\'cckh, earnillgs ill I!111l<
Ill[' a full-time workcr IIi years of age or
older were S;;i~, or ahout $30,000 a
year. The median Ii)!' a Hispanic worker,
in contrast. \\',IS S39H, or about $21.0()O
per year,jusI69,:. percellt of the median
for all workers, This percentage has
been falling steadil\' sin,ce 1980, That
veal'. when workers ,\\'ere laking home
weekly earnings 0[' S~9~, Hispanics were
earning S~3(), or 711.,7 percenl of the
median, In 1916. ",hcli median weekly
earnings \\'(;I'e up to S~HK f(,r all workers,
Hispanic earnings were only $292. or
, 77,~ per«:111 Ill' tlte median, The relative
eamillgs or Hisp'lllic workCl's have beclI
declinillg CH:r sincc. to last year's ()9,;j
percelll Ind. (\1'1' I'lIm1. f!. 2360,j
That', all II pern,nt drop in the
c<ll'llillg pm\'cr or Hispanics, relative to
all ;\mericalls' 111 1H \'(''11'5, The depth
of thaI dedi II\' ":('11IS ('n:1I more dra
matic \\'11('11 uiIllJl:tn:d "'itlt Ihe rclali\'C
carlliliK piJ\\Tr or allolher minority
grollp-hl;lCks, ()n'!' tlte same 'i'\-\Tar
period. \\'h(,11 Ihl' relali\'(' earning
pOWCi of Hisp;lllit's \\';ts "tllillg slcadilv,
Ihe rdall\'(' (';\lIl'illg" oj hlack workers
\\'cn: \'irllla'I\, 1IIIch:lIlg-ed, alld harcll:'
IllICllla\l'd ill ;111\ \'''<It.
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EOUCATION LAGS
2360 '.. N \, F r. ()
POl R
T
'
ing Hispanic immigration ill lhe 1990s
has been a much larger increase in the
overall population of native-born His
panics. At current birthrates and levels
of legal and illegal immigration. more
than three times as many Hispanics are
born in the United Stales each year as
are added from immigration. Simply
blaming the lagging earnings of His
panics on the disadvantages of recent
immigralHs is not enough bf an expla
nation ...
A l1l~ior factor' seems to he edtica
!ion. or the lack or it. According to a
stud'y ill the Decemhcr 1998 PO/mia/iull
and Development Review, a New York
based academic journal. the propor
tion of adtilt immigrants withollt a high
school education has been rising since
In 1980: black workers had median
weekly earnings or $232. amounting to
'i9.'1 percent of the $292 earned by all
workers. Fast-folward to 1998. and the
, relative amOll1ll of black earnings h~s
harely changed. rising slightly to i9. i
percent of thaI for all workers.
Throughout that period. the ralio or
hlack earnings 10 lhe national average
never changed hy more than a few
lenths of a percentage point.
Bllt consider how HispaiJics did com
pared with blacks. In 1980. hlack alld
Hispanic workers had almost exactly
the same median weekh' earnings
$232 ror blacks and $230 feu' Hispanics,
By 1985. a small gap had appeared
blacks earned $300 and Hispanics
earned $292. or 9i.3 percent of black
earnings. The gap widened.,
In 1990. Hispanic earnings
were 94 percent of blacks';
in 1998. they were 87 per
cenl. That change. 12 per
cent over 18 years. is almost
exactly the same amount bv
which Hispanic earnings
declined compared with
the national average during
the same pel:iod.
So during a generation
of great economic lllrilloil
and growth for the United
States. although Hispanics
emerged as the ascendant
ethnic minority. thev also
steadily lost ground ·eco
nomicallY. compared with
other Americ<llls <lnd with
those pre\'iollslv slUck ill
that low rank. Americalls
have prospered iII those
nearly 20 years, hill SOI11(,
more than others: Earu iIIgs
hy all Americans and h\'
blacks lIearly (\ouhled in
that generation. Hispanic
earnings rose too, hill ~O
percent less·th.tli th,lI of
whites and hlacks.
There arc 110 cas\'
.lIlswers for Ihis pI'H'noIlH:
lHHI. II is templillg to Coll
dude thaI rece1lt \\',\\'es of
immigration, hoth legal
alld illegal. arc rcsponsililt:.
hecattse recenl Hisp,llIit'
immigrallts are llIostl\, poor
ami tilkc the IOWCSI-P,I\'Ilig
johs when tlH:y ;\n:i\'c, lIur
against, this h,t('kdmp ,,) !'IS
E,
.',99.1%. ,
80
1980; by 1994. they numbered aboul a
third of all illlllligrants in lhe United
States. or 5.1 million workers. That's a
sllIall proportion of the total U.S, work
force of well over 100 million people.
hlll illlmigranL~ represent ::10 percel1l of
all U.S. workers without a high school
diploma.
Another fact.or hUrling Hispanic
earnings is the changing economy.
which demands that workers have
more educalioll if they arc tq gel
ahead, AIUwlIgli, some immigrants are
foreign-horn doctors or computer pro-,
gralllillers hringillg lheir skills to U.S.
shores. most new arrivals :are part of
the low-skilled work. force-indeed.
they ha\'e come lO dominate it.
Between 1980 alld 1994, the number of
native-born low-skilled
workers dropped from 20
million lO 13 million.
And as improved living
standards become more
dependellt on education
alld skills in ~11 informa
tion-based economy. immi
grants (half of them 1-1 is
panic) are falling further
and funher behind. hl
1980:. tlie poven)' rate for
immigrants was, 15.6 per
cem. not much more than
the 12.2 percent poveny
rme for nalive-born Ameri
cans. By 1994. the poverty
rates for immigrants had
grown to 22.i percent COI11
pared LO 13.9 percent for
natives. Here's why: For
immigrants withollt a high
school diploma. the poverty
rate rocketed frolll 20 per
cem in 1980 to 36 percelH
in 1994. Ch;lnges in the
U,S, economy have made,
educalion and English-lan
guage skills more vital than
ever. The lack of English
proliciency tends to work
ag:lills't low-skilled workers
ill Ihe Informalion Age
more titan il did ill previ
OilS, generations. when
1Il:lllllfactllrillg johs didn'!
IH:ccssarilr requi're ll111ch in
Ill(: way of language ~kills.
Those iltllllig",,"ts without
edUGllion ;;,;<1 English arc
III 0 I'!, likely 10 he trapped
ill poverty.
SOURCE: U.S. Dep~rtmen't of labor
It is itlllHIssihlc 10 say
('xanh' hd\,' HHlci, (If "'1(,
,h,·.
.
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�There are wilr'ners and losers froll!
low-skillcd work force is made up of twice .15 likely to graduate from college,
recent Hispanic immigrallls, hUI new anq third-gcneration Asians three immigrant lahor, however. Th'e willners
times as likely. This huge d.ilTe'rencc illclude business owners and higher
research by Jeffrey S. Passel of the
scems to point to a cpminllcd lag and
skilled \\'orkers whose pay is hoosied.
Urban Institute in Wilshington indi
since low-wage illlllligriulls allo\\' capital
cates that Hispanics are nlllch more ,pcrhaps cvcn a widcning of thc earn
illgs gar) for Hispanics unless morc of, to be ltsed niore proallc·tivelv. More,
likely to lack b,lsic eduC<llion titan lhe
them can graduate from high school generallv. bcndi is arc extended ,[0 all
next-largest imrnigralll ethnic grollp-
and college, \'asscl's rcsearch w'i11 bc cOllsill1lerS \\'110 hlly goods and sen'ices
Asians.
Passel said that sharp differences detailed in a study to bc published this that an: dH.:'lpef b,ecallsc of immigrant
bll by the Urb'an Instilllle.
lahor.' The losers ,Ire less-skilled work
bctween Asian and H ispall ie i 111111 i
crs who cOlllpele' \\'ith illlllligrall,ts for
grants' earnings are due allllostelllireiy
, THE BIGGER PICTURE
jobs alld' \\'''ge'. '
to disparities ill edl~catiollal athllfl
I-\owc\(:r, clllpiri,calresearcli indio
A fJuestiollscparatefrom how \~ell
Illelll. HispaniC immigrants earn al)oIII
I (Ispartlcs are doing is what impact His-, catcs lhat [lie damage io thc losers is,
two-thirds of wh;1l is earned b~' ~third
generation ", white workers" wholll Pas- . pallie immigrants have'on, IneUS", ,\'ery slighL alld is on:ndlelmed, brthc: "
sci dennes as those whose p<ln:JIIswci'e
economy. 'Some Americ3ils' view imllli~' i}Cl'lefits 10 others. Tire NRC S{lIdl:esti"
born ill the Unitcd Stales. 13m Asian'
grallts as'a pool of cheap and conscien, ~naleS'lhat illlllligr;ints deprcssc~l !lie
tiolts workers
a light labor markct
wages ofOliler lo",el;-skiUed workers hv,
immigrants earn Iriueh 1;lore-95 yer
cent of what whites earn. The source of
olle in which arduous or 'distasteful olll\' I' perccnt to 2 'percellt ill the
1.9HOs, while boosting
this disparity is clear: Only,
41 percent of Hispanic
n
" wages for higher,skilled'
I
,. workers and bellefiting
immigrant workers are
'0
" COI!Sllmc:rs bv a IlInch ,larg
,.
high school graduatcs, \'S,
er an'IOUIlL
84 percent of Asian immi·
Evell' ill those areas
grallts, Among third-gener·
~~
,Ilion whites, 92 percellt
where Ltrge lIumbers 01
complete high school.
'immigrants compete with
The gulf is even !\lore
ot her lower-skilled work·
dramatic among the col
ers-ill Los Allgelcs, for
lege-<:dllcatcd, Asian illlm i
'example-research shows,
grants have an evcli, I~igl\er '
liule impaCl Oil lIati~'c-h()1'II
college graduation ralc.,
, \\'orkcrs, Althollgh SOIlIC
42 percent-than Ihird
nhsel'\'ers h'lI:e argued that,
generation,whites' :~o per
hlacks suner dispI'opoi'tiol1'
cell L Ollly ::; perce lit or
ateh' from fompelilioll wilh
Hispanic immigrants gl:,ld.
immigrants. Ihis is 1101 t !'lie ,
uate from college, alHHlt
according 10 the cOllneil's
shulling out milliolls of
slUd\,. In bn, the main \'it· c
other Hispanics from'the credenti;il
tims are earlin ",a\'es of inllnigranb,
and skills thaI arc illcreasillgly tht:
Oesriite suspicions that inlllligr,lIlis
mealls for escaping pm'eny in America,
,Ire a fiscal burden 011 govenlllH'nl.
Passel said there is s()[nt: good news
the\' are actuall\' a lIet re\,enue gt'IH'f'"
for 1-1 ispanics ill his r(,search, however.
LOr, thl'{;lIgh lhl' .taxes,they pay 011 theil
The disadvaillages that plague Hispan ,jobs are especiallv hard to fill. Others income a~ld' spendillg', The rc:\'(:III1(;
ic imllligrants recede sharrill' for their ,see immigFams taking away jobs from
produced h~' illllTligrallts ill two immi
children and grandchildren. For U,S.
Alllerican-l)()rn,\~orkers; depressing, grant-rich states-New Jers'c~' and Cali·
horn children'of 1'lil>p;;lIic illlllligr,uils, wages, alHI'becominga bllrd~n for fed· " I()i'llia-recillc'ed federal taxt's h\' $2 to
or 1<,,· childrell who \V('I'{' less than I(i 'eral and 10(;11 go\'cnillients,'
.
$4 a year for eai:h' AlIlerican hOllsehold
n:ars old when Ihe\' alTiv(,d, the bell":
An inlhwiltiai. work Ull this, debate is 1I<1lioll\\'idt·, the stud\' roulld, ('\TIl
filS or an AI1I(:I'iLIII ed;Il<tlioll rlose Ihe
Tit/? NP1(1 ..Iil/l71({///,\, a 1997 study br the, ,llIo"'ilig ror 11i(' (OSloI' edllcatioll. alld
wage gap to 90 pun:1I1 of Ihe ealllings govel'llllH'I'II'" Nalional Research C()lIl1, \\'(:II.lIC 1',1\'1111'11 IS.
of third-gelleratioll ",hiles, Unfonll' ciL The' "lid\, argues lhat immigration
'(;,il\', Hlll'ticss, .111 ('collomist ;w I itt'
II a I ely: I It i!'d·ge 1\ (' 1';11 in 1\ Iii s p:\ II if s
f)rm'idcs deal' 1)clldil~ to \he. U.S. ecoll- , ,Brookillgs IlIslilutioll. a, ihillk laliK ill
dOll't make rllrrhn I'rngr(y" ('aming .0 III V. Fir,l,h\' hoosling·the slIpply of Washington, "I\S he 1(,11l\:; 10 IhillK lital
Ih(' same !l(J peru' III dchi('\('d h\"lhcir 1 llo,,: 'IInllllgralioll ;idds to U.S. oinplll.' IIie dis;o(h'alll"ges Hisp,lllics Ltn'-('\'cll
..
p;in'llls, ht: s a i d , .
pr!.\,idillg Illore wcalth for all Allleri
;,frCI S('\"'Ld gCllcraliollsill, tlte l'lIil"d
, This is again Illainh d'H',ltl II!(, bg ill'
'callS'to sil:ir('. :\Iso,a larger lahor' pool 'Slal",':"-\\ill dillliuish ml'l lillie, rIlC
Ihe college'gradna"'111 ralc ror Hi"pall'
~ allm,'s\\'or\..ns Itl 'I"'('ialil:(, alld he tlsed
t;llilt:d St;lIe', allll!'" ,""II(' ,1111"11),;
IC'i. \\I'li<:11 is ollh 1!11'e.,ectll !,(lr S('(;ollfi " Ilion: prod\!( liveh': liIe swd\' savs. Over
d('\'('lo()('d lIalioll', nlllh-rs' 011(' ,,<hall
gelleralion Hlsp;lJlic" alld 1:\ p(Tn'lli
all. tlt(: a ('I lui ),';;1111 from illlllligr;lIll
1;,);(' 1!,;11 It'llll, 10 Icdtl(T I Itt' dis,Hh';IlI'
fo, IIi,rd-),;('lIer:lllolJ 11"1';;lIi«, TIit·
Llhor ill ;11' 31' Irtllioll CC()I\OIll\ is" lages "an·d 1)\' illlllligr;11I1 gnJllp,-rllll .'
w"gc gap relic<h Ih" ,'rlllcaliol.- gap-":'
"lIiIlIlSCII1e-l'wl\\l'(;1I 51 billio;. ami SIO
(:ili/(,lI(hip for .IlIl','IIH' "ont' h(,le, "II IS
IllIrd'),';(-JH'ratioll \\IIlICS ;,,", ',ilion: Ihan
hilIiOIl;\ ;";,r-I,,II ;ldc;1I pillS,
"1'''\\('1'11:1101('(· ... s;lid lI11nl,'",'''
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�Boomers, Say Hola
•
By
JULIE KOSTI::RI.lTZ
t the same time that America is getting
HISPANIC WORKERS
browner, it is also getting grayer. This may
INTHE NEXT CENTURY
not be a happy convergence.
WILL BE CRUCIAL TO
PAYING THE
Here's why: The retirementofthe baby
RETIREMENT COSTS
boomers will leave fewer workers to
OF BABY BOOMERS.
support the, burgeoning ,costs of public programs for
the elderly, such as Social SeCl,lrity and Medicare. At the
same time, a growing share of those workers will be
minorities-especially Hispan ics-who
tend to earn low wageS, That's bound to
raise questions of faimess and of public
priorities,
Some flllnrisL~ predict that ecollomic
alld liscal str~ins will take on cultural
and political overtolles. resulting in a
war between the generatiolls suffused
with racial tellsiolls,
That provocative vision was first artic
'ulated by ,I Ilew breed of Hispanic
activist ill the mid-1980s, In California,
"what we will sec from the year ~() I ()
ollward is essentially an age-ethllic strati
fication, Am'one age 65 and older I"ill
likely be Allglo, while youllger people
will likely be 1I01l-Anglos," David Hal'l's
Bautista told lhe /.OS Allgeles Tillle,1 ill
19H7, Hayes-Bautisla, the director of the
Celller for the Study of Latillo Health,
al the UniversilY of Calil'ornia (Los
Allgeles>. told 'fhl' Sail /)iego Ullioll,'f'7
, 1111 lie that "either lIIillorilies arc 'goillg 10
have to haw' a gre<itcr income' lel'(:1 "I'
Ihl' elc\t:rll' arc I;"illg 1.1.1 have 10 lake
smaller pieces (llite economic pic,"
Fiscal C< IIlser\'atil'(:s, 'libertarians, ;lIld
I'''"ng proi'<:ssiollals «lIickly sei/,ed ""
lhe I,'arlling 10 argile 1(11' all ol'l:rh:lld "I'
enlillements Ii,r llle' ciderh', "By the scc
'"Id decode "I' lhe lIeXI cell I111'1', ;"1
IlIlpn:cedellled proportion of Ihe c1dnil'
IH'I"IL"ioll I"ill Lick ;1I1~' blood rci;oli"'I
2362
:-;:\ T I (1:-; . \ I. .III I; It:-; ,\ L
,.J"
',••
ship to YOllnger Americans, and what's I'Tote, In ~W:,(), the report lIoted, the
nlOI'C. Ihe generations will, be i,icreasing govern mellt estimales thaI H ispall ics
II' estranged as well by differences of race
I"ill comprise almosl ~:, pl'l'n:1I1 of' lhe
andethnicity," wrote a then-:~ I-year-{)Id
l8-to-66-year-old I)()p"lalio", but ,jllst 17
percent of those age ti7 <llld m'e...
IHllitical analyst. Phillip Longman, in a
dire 1987 book, Brml to Pay: 7/ze New Poli
Privatizatioll oughl 10 hold a special
tin I1Agillg in Al1leliw,
appeal ror I-lispallics, he ;Irgued, 1I0t
Longman argued that Social Securit~,
ollly because it could pro"ide them
more money ill retireml'lIt, but also
ought to go only to the needy-an ap
proach that has since fallen out of f,l\'or
because it could olTer thl'llI a I'ital
among Social Security's critics, But ,crit opportullity to acquire alld pass 011
ics LOdav seize on, the same demogrdph 1,'Calth-alld thus joill Ihe maillstream
ic facts to argue ror "pril'atizing" Social
of American ecollolllic life,
Securitv-that is. dil'erting some or all
Statistics do tend 10 sho,,' lhat Hispan
of palToll taxes into pril',lle retirement
ics retire with 1;11' Il:I"CI' ;lsselS, Hispallic
a(,counts that G\lI be invested in the
households headed Ill' adullS ow:!' age
stock market. which promises greater
70, for example, hal'eolll~' olle-eighth
rl:lllrns o\'er the long hau\.
the flllancial asselS of I,'hiles (uOl illclud
III a report isslled lasi l'Car, William
illg the value of' a h()III(') , sal's ,James \"
\\', Beach, director of the Cellter' for
Smith, a sellior eCOIIOillisl al RAND, ,a
thillk lallk in Sallta :VIOllicl, (:;lIil'. SlIIith
Dala ,-\lIalysis at the conset"atin: Her
ilage FoulldatiOl\, cOlltellClcd that Social
argues thaI Social Secmill' 111;1\' ill bn
Si:('urill' is an especialkbad (\eallfll' His
1,Iay a role in discollr;lgillg sal'illg
;lInollg those with loll' wag('s,
1"llIics IlCcalisetl;e pa\'ollts an~' gelling
(.'\'(:r 1Il0re meager rebti\'(: to taxes paid,
Thus far, IHIIITI'('r, lil(' l,ril';lli/,;llioll
push has f;liled to c;II<:I, lir(,' I"ilh ('ilhl'l'
alld "Iwcllise keeping the Sl'S!l'nl sol\'enl
1"lIl1ld reqllii'e either major bl'ndit ellIS 'or<.\illarv Hispallics ()r Ih(' ,11;'1"1' ;llII'oCI-'
"I' a ,10 IJerCell'l lax incn:as(: be t\\,l:t: II
CI' groups, ;\s rcialil'\: II\:I'C' ,,"crs, \-lis
lillI,' alld ~():,(), "The dcclil'ling rates of p,lIIics lelld 10 be 111"1'(' I>lT""<:III,ied
1'('1111'11 ;\lld mountillg lax bllrdells, I"ilhissues Ihal addr('s< lh('ir immediale
IlIlpli('d Ill' the CI liTe II I SI'S!l'1Il dispro
IIeeds alld cOllc\:rll,<-I,'"IL,,',' n'I'"nll,
,dIirlllalil'l', aCli()II, ('(11I(';Oli"II, illlliligra
p"niollaleh' afkcI till: ('olllparatil'<:Iy
I "Ill II 1',,1 I'lispa"i(' pop"Lol'ioll," lIe
liOll, alld cil'il:riglll<,
Sfl li~':'
".'
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from Social Security. Ft~f'
nalldo Torres-Gil, associ
ate dean of the School of
Public Policy alld Soci.d
Research at UCl.A, call.';
Heritage's COIllP;II'isOIlS
between Social Secllritl'
and privalizati<lll "gross
oversimplificatioll, "
Rodriguel. fears thaI !cI
ting Individuals illl'es( a
share of I hei I' 0\\,11 I\'ages
will mainly bendit I hose
with, high salaries and
investmellt savvy. Hispan
ics, most of whom kno\\'
little of Wall Street and
whose ranks include manl'
immigrants decply mis
trustful .01' ballks and
. fi nancia I ins(i lUli OilS.
would, he argiles, he left
behind. Lackillg olher
assets, he said. they silllpl.~'
can't afford to risk their
old-age sccurity ill the
stock market. "The fan
IlIc\ced. it was a,30-something white get more fmm Social Security-relative
that [Social Security1 is guaramccd and
guy. Richard Thall. executive director of to what they paid in-than either whites' that it is pl'Ogressive is vcrI' illlponalli.
Third Millennium-the seH~styled lobby or blacks. That's because the progra'lIl IS because their earnings and incollles an:
for Gener<nion X-who convened the
comparatively more generous to 10\\1 very low."
Still. Hispanic leaders praise COllSCI'\'
first 1Il;~ior conference ofHispan ic advo wage \\'orkers and to t.hose with longer
caev groups Oll Social Security reform,
life expectancics. Hispanics, according alives for reaching out to them whell
just a littie more than two years ago.
to gOl'cl'Ilmcllt statistics, lil'e longer th,m
others did not. "Though I do 1101 agree
Although Third Millennium slIppom othcr ethnic groups, and thus collect with them, Third Millennium ,mel Her
sweeping reforms. including panial pri
tOore hellclits. Some Hispanic scholars
itage have put this issue on the agenda.
\'atization, Thau says his goal is not to dispute that. however; saying the gov and I appreciate that," said Torrcs-Gil.
proselytize but to be inclusive. #[,d been ernlllent's data on Hispanics' life These leaders say they are edllcalillg
their members on the issnes and will
attending any Ilumber of symposia, and
eXJlectancy must be flawed, Hispanics'
pO\'ertl', hazardous occupations, and
insist on having more savill the Social
came to tile cOllclusion that those
Secmit)' reform debate.
ilI\'olved ill the discussion on aging were
poor accl'SS 10 health care all suggest a
shorter-tl!,lIhll'crage life expectancy,
almost exclusi\'ely' Anglo men over the
But Hispanic leaders arc also rccaSt
age of :"'>0." he said, adding that Third
The pri\'alizers' promise of greater
ing the generational argllllll'lIls 10
Millenllium held similar conferences' riches in retirement docs hal'c SOIllC advance lheir own priorities. illdlldin~
with African-American and women's appeal to Hispanic groups. Despite Social
beller health care, educatioll. and job
groups. alllollg others.
SculI'it)', nearly OIiC ill fOllr oleler Latinos
tr<lining. In a sense, tilel·'re making
li\'(:s ill P0l'crtl'-Illore than t~\·() and a
Hut as Hispanic ad\'ocacy groups
Haves-Balllista's original al'glllncilt all
hegin i'ocusing 011 the issue, most of hall times Ihe I)()n:ny rate for clderh' ol'cr agaill.
them-with the exception of husiness whiles, ;llIcljl1st helow the rate ror t:lderll'
""11' the retired Anglo Co til III 1111 i tI' I\'ill
hl;l(:ks. The claim. b~' consel'\',lliles that .nol support edltcation fhr Hisp;lI.ic chil
oriented groups-say they oppose prii'a
lizatioll ami want rdorms that presen'e
lite Sodal Security program is not a good
dren, wh;; should those l-lisp;llIi('s ;IS
Social Sec"ritl", basic stfllctllre.
. deal "is.nol l'Olilpleteiv IIlltrllc." said Eric
workers support genenms" C( .SH .1~11,·illg
That's Iwc<lllsC Hispanics as a group
increases for retirees. asks 1·1;11'1'\' I'.
Rodrigu('!., a sellior pol.n· <lll,ahst'\\'ilh
Pacholl. president· of the TOI1l;is Ril'('I';t
the :>:alional Coum:il of LI Kaza.
rely fa, more IH'a"il:- on Social Secllrity
for 'Tlin:lIlelll ill(OIlIC Ihan does thc
BIll. Ih(; Hnitage> all<th'sis 11;., fOIllt'
P"lin' Inslilllle, a Hispanic·fi.nlSed think
I)ollltlatioll ;.s a whole: .I list· 9 percellt of IIII lin ;r Ilarrage of critici$lll r";1ll lihn<ll
tallk with oflices ill Cllif(u'ni;t and Texas:
;tli COli pies age li:-, alld "I<ln rdy'oll the ;1I.ah'l, and Social SeclIril'·',; O\\'Il aClIl'
IlIdccd, savs !'achon. I-lispall;!""""..,
prograll'. ror ;tli "I' tileir illcollle, hut
aries l .. r. allloll),: otlier tliillgs. (I"''I',t:lt' jolt prospects arc "a recip.. 1'(11 ill IeI"
i.fg tlte possible n:tlll'llS 1'1'<111" IlIdi,·id",,1
Ill'MiI a <j1l;U'HT "I' Ilisp;;nic (,OlipieS do.
('thnic tCllsions jnsl withill lit .. "'(lrk
Alld, as;; grollp. l-lisp;llIics IClullo :1('('01111" ;IIHI 1I11!i('rSI<ltillJ.,: the retllrns
lorn: itself'."
•
�The Education Challenge
• By
SIOBHAN GORMAN
he half-paved road that leads up to
Kelly-Elementary School' is lined with
ONE TEXAS SCHOOL IS
MAKING PROGRESS
DESPITE LONG ODDS"
single-bedroom,' wood-frame houses
BUT HISPANIC CHILDREN
that sleep families of six to eight
CONTINUE TO LAG IN
people and lack running water.
SCHOOL ACHIEVEMENT.
Located in the Las Milpas colonia-an impoverished
border community-in the city of Pharr.
Texas. the neighborhood struggles with
g,mgs, domestic violence, and an unem
plovment rale exceeding 45 percent. At
Kelly. 99 percent of the sllldelll~ are His
panic; few studel1ls enter pre-kinder
garten speaking English; and 84 percent
come from families with low-enough
incomes to qualify for the free or
reduced-price lunches offered under a
federal program. But despite all their
problems, inside Ihe'school walls, chil
dren are learning.
"II was an oasis com pared to en:ry
thing around it," said Rosalie O'Don
oghue, a former educator \"ho was pan
of a team of evaluators who awarded
Kelly a 1997-98 national "distillguished
school" award. one of five aW;lrded
to schools in Texas l~y the C .S.
Department of Education.
Schools such as Kelly. made lip
mainly of immigrants' childrell.
usuallv start miles hehi'lid the stan· .
iug block. Each veal'. Ihe\' face
lIupn:dictahle enrolhnelll numhers
;ll1d !locks of students who do not
speak a word of English al hOIl1I'. III
adclition. immigrillit conllllllllilies'
\(:lId to have low ill(OIIH:S ;IIHI arc
nol a popular destinalioll lor tcach·
ers. cspeciallv good OIlCS.
'
lIut Kdl\"s stucknls af(' doing
well. More than 90 pcrtTli1 of them
:,1'1' passillg the Texas :\';S<:';SII 11'11 I of
A('adt:llllc Skills test. Tht: kn "'TillS
to he Kelly's ellcrg~'lic \'('t It.-xihk
'\ ,\ T t \l " ;\ I.
'.I
it.! U " '\ 1 ' / I .tI!I!1
emphasis on basic reading' skills, fre
quent diagnostic tests, increased
parental involvement, a strong principal.
and a school district thai has kept teach
ers' salaries competitive,
BUI the school's progress is recent.
Four years ago only 68 percent of Kelly's
slIIclents passed the Texas assessment
test. a result thal prevented the schoell
frOIH achieving the second highest of
four acade'mic ratings frotH the state.
The explanation: MallY of the kids just
couldn't read. With little stlpervision a.l
home and no after-school options, most
Kelly students went home to a tcle\lsion
seL They would return to school the
next day minus homework and books,
but able to summarize the plol of thaI'
after noon' s novel(l,~-Span ish soa p
operas.
Kelly faced other handicaps no differ
ent from those of lIIallY other schools
tha't serve immigrant families. A;lllual
budgets are based 011 the n umber of stu
. dents enrolled the previous year, so a
school with an unpredictable and grow
iilg enrollment is perpetually underbud
'geted, said Roclolfo O. de la Garza. '"
Univcrsitv of Texas (Austin) govcrnme!lt
professor who 'speCializes ill Latino
issues. At Kelly, which the 5t;!te regards
as a "rdpid growth" campus. the student
population swelled to 800 last year, fmal
ly promptillg the school district to l1Iove
half of the childrell to another. ne\"I\'
created elelllclltary school.
I II commullities such as LL~ Mil
pas. where Spanish is the only lall,
guage spoken at home. schools
need to adapt their curricula and
budgets accordingly. The~' need
sel~ of books .tIIt! teachillg materi·
als in IWo lallguages, as well as
. teachers trailled ill teaching chil
drell Ellglish while they'r~ also
tcachillg them malh. science. alld
hislOlv, ;\lId de la Cal"!.a has fOllnd
thai C\TII whclI scJH)ols rccrllil,
propt·rh. Irailled hilingual t(:achel's.
sOlllelilllt:s those teachers o\'('n:olll'
PCllsatl' I()r the studellls' problctlls
bv cxpcClillg It'ss from IhclII,
Wilh Sltlt,lcnlS gn.>willg lip ill "
Span ish-spt·;tkillg c(Jnllilllll i I\'. il
also h(:C()IIIt:S IIH)ll' dillicllit 1<> COli'
�I
I
,
I
I
'[
•
vince thell! that learning
English is important. ihey
speak English here in
school, bUl the" go
home and it's Spanish
all the lime: said Trine
Barron. the principal of
Kelly Elementary. "We
have to do a lot or mOli
vating just to get them
interested in English."
Allraning good teachers
and retaining thell! arc also
'problems. "The holding,
power of a low-income
school district makes it very
difftcult to compete." said
Oscar M. Cardenas. a
senior director in the Texas
Education Agency's Offtce
for the Education of Spe
cial Populations.
Barron said her school
has been blessed "'itll a
district superintt:ndellt
who has made teachers'
salaries a priorit)' and has
kept thelll competitive
with those of surrounding
areas. The sLarti nl{ salary
in the Hidalgo Indepen
dent School District is
$28,240; teachers <llso get
bonuses even' live years.
After climbing for nearly a decade.
Kelly studenL~' reading scores plateaued
four veal'S "go. and curricululII tinker·
ing. such as adding a computer-based
reading program, had not helped III1ICh.
Barron decided il was time for drastic
aClion. Because reading was the school's
weak point. she dedicated two hOllrs or
classrooni tillle each day to reading. and
,started lIsin~ Reading Recm·ery. ;1 cur·
riculnlll thai h;ls heen slIccessful with
many killds or sllldellL~ across the COIIIl'
try, The progl:UIl, \dlich requires spcClal
•ized trail1illg 1111' teachers, cOlis;sts 01
daily ;IHensi\'(: 4:i·lIlill!1lC. OIH:-on'OlIC
sessions willi SI!ldems. AI Kdlv Ihev're
IlSllall~' comlurtcd ill Spanish.
Sillce !lie ad"ptioll or Re;ldill)!, RC(,(l\'
cry. the sch""l's passing rate 111'1 Ih"
Texas a55('';SIIII:III lest 1'01' n:adillg h;1S
shot IIp 1'1'0111 'iH percent I() 91 pcrc!:lI!.
Now SOlIl(' "I' Ihe kids \\·!to lagged far
'behilld ill r,:adillg arc allloll)!, lite
sch"ol's lOp IcadITs. lIalToll said.
:\lId '1\\0 \t';U', ago. the Hidalgo
School ilislrict "q:;all n:(llliril~g seh, ,,',\.
•
to administer diagnostic tests in reading,
math. 1.>Titing, social studies, and science
every six weeks. Teachers report back to
the district on each sllIdellt's progress
and the areas in which children need
help. StlldenL~ who show deficiencies Oil
the tests allend daily after·school tuLOt'·
ing thaI largets lhe concepts that are
troubling lhem.
The other major change at Kelly was
an increased emphasis on pare II L\. Kclh'
parellt Norma Dominguez started a
parcmal involvement pmgr'\I11 f()\Ir yt'ars
;1),(0•• \IId it now holds monthil' meetillgs
at the school and at p;lreIlL,', homes. ill
addilioll to offering- licld trips alld Ellg·
lish·l;lIl).(uage rrogl~lms.
III lht' first year, the number or parelll
\'oIUllleers in Dominglle7.'s progralll at
Kelk gre\\' I'rom two to 1:1. It has len:lcd
oil' al :!:>. which is still small liw a school
tkll had HOn studellts. gut Dominguez
sa"s tht' program's olltreach ell()rts haH'
mad" m;IIl\' more parcllts ('(lmfon;lhl<'
"'illl the sch,,"\' SII<: ('"imales lhat ;-(()
jlcn:etll "I' lhem are illl'),(al illlllli),(ralllS
"Ito r"ared, tlte sch"ol \\'()llId (011\;1('1
immigrinion officials. A few
years ago, parents would set
foot 011 campus only when
their children got in trou
ble, bUI' now, Barron said,
"they've become a lot more
comfortable coming ill.
They see liS as partners."
Perhaps one of the keys
to'Kelly's success is tile will
ingness or administrators
and teachers to try new'
things. This school year.
which, began 011 Aug. 10,
'Barron has a new experi·
. mellt in the works. She has
restructured the day to
allow swdents reading at
the hIghest levels to go
home an hour early. B'ar
ron hopes that the smaller
number of students for that
last hOIlI' \\,,11 enable teach·
ers to offcr more special.
ized attention to slower
readers,
\\'11ile Kelly Elementary's
e);perience shows that a
focused effort call bring
low-performing Hispanic
§ childrcn lip 10 speed. it is
<:
the e);ceplion and not lhe,
rule. Th rOIl~holll the
I 990s. HispanicslUdents ill grades <t. 8,
and 12 have scored abolll I() percell t
lower than non-Hispanic \dlite students
in reading on the National Assessmellt
of Educational Progress test.
\nd tlie demographic challenges ,Ire
considerable. THe Hispanic school-age
population is growing faster Ihan that of
;1111' other ethnic group. Censlls ligures
prediCl the Hispanic school·age popula·
tion \\'ill rise 54 percent hetween 1995
and 2010. and Ihe while school·age pop
III;tlioll \\'ill dedinc ahoul (j percent.
11111 Hispallic leafiers 110[(' lhiwimmi·
grams COllie here II(H ouh' It)r jobs hltt
also for the AlIlCriGIII prolllise of univer·
sal eelu'Gltion. and the (oulltry wonld do
well 10 meellhal need,
--EduGHioll has 1)(;('11 tit" fllndamcn'.
lal consistent polie\' cOllc;:rn or :'vIexi·
CIIl':\JIICI'ICtIlS SlIleT Ihe I ~Ilh century."
dc 1<1,( ;;'trza said, --Theil ahilnv 10 realize
,
'
Iilal "hleCtin: has IHTtl limited, alld
their sllen:SS;1I n:alizillg- 111011 ohJectin'
II;" hccn limiled. hilt the\: It;I\'(: ah,',I\'s
Iricd lu purslle il d',:spitc tlleir OWII 1;lck
(II' ('( IIH;!t iOIl:'
_
2365
�• •=-:-• •
HISPANICS COULD
Not EnoughGIJoses
FILL THE MILITARY'S
RECRUITMENT GAP, IF
THEY COULD FINISH
HIGH SCHOOL IN
GREATER NUMBERS,
ook
tlte names on the \,tVa 1 at the
1
,ti
Ptf\\'t'l-jIJ!t'!I,i\"t, 'l"!'\'lC('
ViCII\,lIH
1\~1I\l(:,~S
Veterans MelllOrial. Or the
olthe Iltree soldiers C<I pltl red by
the Serbs during the Kosm:o Gill1paign:
,',"
SIOllt',
(;ollla\es, and R'lIllin'l.
"IHII'!
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•
I i i
'the worst-educated grol~p in the United
States-and LOday's military is the IJest-,
~dllca{ed in American history. Ally seri:
OtIS solution mllst address th'll ,fllnd;l
ment.11' mismatch.
I}ut how? There is no consensus.
even iilside the Pentagon. The poillt
111<111 on the issue is Calder;!, a Wes{
Point graduate ;!nd former ArtllY ollict:r
who callie to, the Defense Departlllel1l'
after a career ill Californ ia' politics, Tile
cOllu:oversial ceilterpiecc of his (m,
gram: recruiting more (Iigh scho~)I.
dropollls,who possess GED certific;ites.
JOHNNY
GeT YOUR GED
:1
third of {raditionill high school grad II
aICs can't pass. Bllt cri'tics charge that
the test still t,lkes a "Iowest-common
dCliominator" approach,
What really \\'orries thc milital,\" how
cn:r. IS not intelligcllce. but persis
tCIICC. :\Lrnv dropolilS arc hright. 'but
all arc pI'O\:CII qui u'ers,: tile 'logic goes.
If thel' dropped mit of high school,
thcv'lI prohal;lv dl'op 0111- of thc [Ilili
'l;try ~is well. waslillg rccruiters' time
amlti1c armed forces ,trainingdollars.
Statistics supp~,rt {itiS COIlIIII()n-Sense
cOlldusioll. Combining data from all
the armcd sen-ices from 19HH-94, the
.Ill ri I iOIl ratc rot': ell Iistees \Iii t h high
si·!tool diplomas":""'those who f1ur~~'
basic trilinillg, get discharged. or otlier~
The military does not take high
school dropollts withOlit credentials.
But what it does take, ,
'
cautiously and ill lin;ited
is
\lumbers-no more thall
S
10 pc rce n t 0 free r u i ts
:1
IIl1'der Pentagon poli
cy-are I~olders of the
General' Edlr'cationaJ
"l5~\'dopment certificate.,' '
Devised' for the' milit~ry
by the i\rilerican Council,
0\1 EducatiOil ill 1942,
the GED has become'
widd\' accepted Ii) the
,ivili;l!l world as a rough
'cquivalcnt of a high
s(:hool diploma. Som~'
HO().O()O people take 'the
, t('st cvery year. , ,'- '
The Army has already increased its wi se qu i t tj-eforc
intake of CEO recruits to the maxi
their three-year tcrm
mUIIl, Hut Caldcra does ~ot want silllply
is up-i's :!9 perl=enL
to takc more CED-holders: He wallls to
For enlistces with
make more. For high school dropoills (a:lh, it's 49,pcr.
\\'Ith 110 criminal record, :110 drug prol} Lcnt.
!elliS. and ~ood scores on' (lIilitalY entry
[hit RCJ~' RodriguCl said that "a
cxams. a pilo{ Arllly progr~m \~ill pay damll slIrl'e\'- does !lot tell the \\'hol'e
'1'01' enrolllllent in CED programs~in
.;to!". ;illdiit;n 1I11dollhtedh' some GED-,
retllrn for {heir enlistillg oncctllC\
holders hal'l~ the dedication to sllcceed
pass .. The goal. (aldcl-a said, is' " ( 0 ' ill lite !lIllilary. Rotirigll('l should kllow_ '
expand the market that \lie are recrllit
:\ lIi!!th-grade dropO\!l himself. he
in).!; {rolll hv looking at "lIdi,-iduals. \\'ho
,\"'11 I 01'1' 'to colk~c. 1101 {o 11I<:11{;01l
{oda" \\'e can'{ recruit. and 1II1:iling (:ollgrcss: "You'\'(· gOI {() he able to
thelll Into indl,'iduals {hal Ive call."
'I"ok ;11 {ice il!di\~Idll;;I." Ice illsisted.
I\lIt' 0\:('1' {he \'('ars. the military, has ,"W,,'!(; ,,'ot asklllg (o low(T stalldards.
,!I :1(1 \\'ell,-I"'"11 ded reasolls ,to Ii III i I
hIli ,,'C :ere :eskill); tlW1l1 to I(luk ;I{ mlll
lq,lt' ,II{('II;I."
I'I'<'I'!IIIIII('III "ICEIl>.
Firsl..,·xP"'rls disagree ahi)1I1 {it ..
I'kll' I, Calder,l's ,lr;lteg\, '1'1,;' Sene(;I':I)'s ahi,llIy to measlI!'e acadelll":
1;!I~' beli,,'\'!:s {it,. .\1111' CIII' pick alld
;l(itinc!lI"III, Tit" :\mcriC{1I COII!!cil
eI .. " ",. f!om ;1111. >llg, eEl )·11< ,Idcrs, "'1'011
Oil Fdu·calHIII. S;I\S liS {es{ is :1' go"d
elll SCglllt'lit {II;II ~r(lllp." h" s:lld. ':alld
I>,lr,"'I<'tl-I .. I' skills: It hoasts i{ rai,sed
take Ihc cream ill'. tile cr, 'I' "I' the 11011
s(;IlId.1I(1, 1\\'0, :'t'ars ago so high thaI a
Iligic.sth,,;" gladuates," E'I,,'cialh II!
,
•
,
the Hispanic comiUllllitv. mall\',
dropouts-far from beill~ slaeb·r'....:..
left school to take a full-{imc job to
help support their s{ruggllllg bmilics.
The militarv can son ,OlIt the 1I10S{
motivated by lookill~ ,Il le~al records.
work histOlv, psycholoj,(ictl exams. aud
aptitude tests. Alld. tlllder the: nc\,· pm
gram. candidat<:s «IIIIIO{ .iUSI Clalll for
the GED~exalll .. bCC;tllseti1c An 11\' ",in'
require Ihelll ,[(.-lake remedial cou;'scs,
Althollghcxamiltillg o{lier' triteri;\
shows "SOtll'c. promise." said Janice II.'
Laqrence, an analyst 'll tit!' 1·lumall Re
sources RescarchOrganil.;ltioll in ,'\lex
andria, Va .• "tile educational crede II
,tial has been the sitlglC hest prediclOr"
of whether a recruit will quit' or stick
with it. Stalisticalh
speaking, she said, en:r\'
thing else is "ilf\':"
.
But answering "",ha{
'ifs" is wh~' experimellts
are condllClcd ill tire
first place. alld Congress
is so, fal" Icl!i!l~ Caldera
pr6ceed. "Then: are still
some prellv rigurous
recl'llititlg st;lIldards.~'
said Sen. Wanlt: ..\ Ilard,
R·Cc;lo .. chailman ullhc
Armcd Sen'Iccs I'ersoll
nel Sllb<':oll'lmillt't', "I
appro\'t: or I his pro·
gram.
[{houghl
we'lI ha\'(: {o \\'atch
it HTY ciosch-. For
the {illlt· heillg. 1't11
satisfied, ..
Hispanic mem
hers or (:ollgress are
more than satisfied with Caldera's pro
gram. or the Tcxas deleg~\lion 's lin'
Hispanic Democrats. (:;lldcra's pro·
,gram WOII plaudits 'fl'Ofll all IiHlr inter·
viewed: Rodrigucz. Rcp, S.;IOIllOIl 1',
Ortiz. Rep. Sil,,{'sIIT Reln-:III mem
hers of' thc House .\nll('<1 S{'ITin:s
,Collllllinee-all(l Rep: {:h.llks (;(111/:1
,leI.. 'Hispanic actil'ists ,ciso Illai's('
Caldcr,I,:' plan. Said ,In, (~uiIHero,
lIatiollal' secretaI" of 11)(' Hisp:lIlic ,'CI
cralls group, .'\mcriclil (;1, Fortllll:
"(j{lwr leaders ha\'e Ltlknl :lh"lIt ii, hill
!le pili a plan illto anioll,"
l\uI is Caldera 10\',(,l'!lIg "l:lIld:lrd,:
"Colllpal'ed to 1,'!I;\1:" r"''1""ld .. d
LI\''I'<:II(:(' l
Korb. :, ""1'1111'1' :lsSiS!:1111
secrel:\I'I' of Ddi,:!!se wit .. IS ""',' \\'ith
the Cou!!cil 011 For!'igll RI'I:ui,,",.
,'/11/""
"
.'.
,';',
"<"':.
\,\'1'111'\ . \ 1',
JUI~I(\ ..\L
. "':' .. "" ,-"
�Ihillk tank in New York. "Compared to
was necess"lI)' to g~~1 more people'iuter rille Corps dates al least lO ViClIl.lIIl
"Hispanics ~Ill to be macho mcn. and I
the lasl couple of years, sure; bu't COIll eSled."
,
.
pared to the force lhat won the Cold
That has chan){ed. This vear., lhe Air dOll't blame 'ern: said Rep. Onil.-llH'
War and the Persian Gulf War, 110. ~, Force might miss its ,1I1I1I1al quota for
four-year tenure 'of Gen. Krulak, which
The weake;' economy and shrinking· the first tillie ill 20 years. Change is in
endedJlille 30, saw a sharp increase.
"The secret," said Krulak in an IIlter
mililary of the early '19905 made
the air. 'The Air Force has litH tradi
recruiting easy, allowing the military lO
ti()llallv lIsl'C1 paid ;lcl\'enisi'lg, "said view, is "le,lIing the Hispanic POPIII;Hioll
ra.ise i t.s standards to historic highs,' OeMes\lIe. "We han:' hegun
[inel lid . kllow thal we a're not, I say ag;iin 1I0t,
Korl) argues that during the 19805, the, ing I hilillgu,\1 killds of messages, . , , going in to take lheir kids frolll the edu
INc ha\'cu'l uscd postel'S where vou sec cational syslcrn." Krlllak asserts lhat I~;I"
milil<li'\' accepted morc recruits who
had no; linished'high school an'd more ~ Hispanics !lving ;.Iirpl;illcs a lot; wc're ems wi\l. not encourage theil: childrclI
people wilh lower entrance exam 'going 10 do llIore oF'th,H,"
(0' enlist if they sec the scrvices as dearl
H,;t ''simpl)' advenising illol;e aggn:s-, ' cndjo\)s' for9ropolllsi'!Jl!t if lhey vie\,' a
scorcs. "Irvou wcnl back to the .. , '80s
sivdv", is lIOI going' to be pro(lucing: tour of (;IlIty as a bright ~id's, path
, qllalil)' [s~andard~l.':'· said' Korb, ';you
. c(~,dd. solve this vel)" very quickly,"
the illlpri)\,{,lilem' ;lIid the 1III'IIarolilld toward G:ollege and a g()odjoh. the par
lhcy should ht: strivillg I't! I' , " frettcd
ellls will be on the recwiler,' sid('.
GROUNDED,
Norlllan Hcilzlllall. a DcfclIst' Depart
Although Krulak hesilates lO criticize
NOl ;\. chance, said Ruby B,
thc Army, he is "worried" by. the plan to
lIlent analvst OIL loan to the Hi~pallic
larget GEO-holders: ''The signal tllc\,'re
DeMesmc, the Air Force assislant secre advocacy grolip Naliollal (oullcil of La
tary li)r lII<lnpO\"er', "We are nOl consid- ' Raza (itscif a sign, of.how seriously the sending is,' 'OK. don't won)' about g(~t
ering lowering our qllaliry standards,n
ling Ollt of school, because lhc Ai'll1\'
Pelllagoll ,takes the issue). T<i changc
And lhose standards have plelllY of who conies in, said Heilzljlan. the'mili . will come along and give you the op
'room 10 drop. Although the Pentagon ,'lal), !TIUSl commit to change itsdf.
portllnilY,
lels each selvice take as many as 10 per
Bill Hispanic members of Congress
cenl of ils recrllils from the ranks of OPPORTUNITY OR EXPLOITATION?
say lhal pursuing Krul;ik's logic 10 its
CED-holders-as the Army docs-the I
The Marille Corps' suc'ccss, said eXlreme would mean not evcn h·a\'illl.(
Air For(e lakes less than I percenl, a
Heilzmall, begillsal Ihe lOp, with a a GEO for'dropollls, [n the Hispallit:
IllIl11her thal llpsels Hispanic lawmak- : strong COllllnitlllCIlt to illll()\·;tliOIl from
community, those, dropouts ;Ire alreaclv
. el'\ Complained Rodrigucz: "The hard senio;' sen'ice leaders: "~1ICIl I \'e gOlle
lhere; opcning lip opportunities to the
est lIullo crack is lhal Air Force,:'
lO meelillj!;s wilh lhc Marillc Corps that
IH!ngradliales should hardly cnd,"r
or all Llu: scrvices, the Air Force has have li!Cuscc!' 011 this," he said, "Ylil;\'e age more ~'Ollths tei quil schooL Rodri
'I he oesH:dllcaled personnel 'and lhe
I{ad [Cell. Charles C:. Krulak,l lhc COIII gucz said, Indeed, bOlh :Oni;:-<I
~\'orst lInderrepresentalion of Hispan
Illandallt of the; Marines, siiling rij!;11l 'drop.ou~ himself-and Reycs IIs'ed the
ics: According to lite Air Force's lalesl there, ..
,:\rmy as lheir ladder up,
figures. :i,:1 percent
cnlisled person
While Hispanics' aninit\ for the Ma
Some crilies have said thaI militan'
lIel <lnfljllst'\!,2 percelit of
recrniting among Hispallics
oHiccrs are H ispan ic.
amounls to an exploiti\'(~
tkc<lllse it depends on lem
"ccon!{mic drafl" of the
peralllenlal, clllling-edge
\I nderpri vi Icged,
"The
ICChllologv. the service
answer LO thosc that \\'(>ldd
always insisled 011 high
worry about exploitaliolli"
schoolg'raduales. and il gOl
Reyes replied, is. "\Olt j!;<:1
,them, drawlI b\' lhc'glam'
llIuch. more oul of it t\Jall
our of thai samc' lechnolo
, . ke up about 12: percent oC the military~<:: .
you lose." Reyes and three
g'\', For 20 \'ears, thc Air
'··l'il!c:~oO,ooul~lticon· bUl a far smaller share of the military·,
of his fivc brothei's joilled
Force ne\\' pasl, en'r),
ror the Marirle.<-:6i:p~,
the Army, If he hadll't, itt'
reemil ing targe!.
said, ~I probably still \\'()"Id
PERCENTAGE OF HisPANIcS AMONG: ik . _
BUI that in itself'\~as a
be on thal farm."
, . 1 190)0
Civilians 18-44 yearS old .
problelll The Air. Force
And the militar\ lIel'ds
11,6
Marine enlisted personne: .
IIn'('(' dtTdopefl' <I stralC).(\'
Hispanics as milch as thn.
.85 .
Navy
personnel ..
If) r('nuil l1Iore Hispallics..
lIeed il.. "Sometime carl\' 'II
Army enlisted person.nel .
bcc\ltse it IIcve;' 'lIccded a
70
Ihe' next cenlury, a qU<lncr
All services 'enlisted' personnel
.. ,7.0
slralej!;\' I" rccrllit all,'Olle,
of'thc lI;ilioll -s populalioll
Air Force enhsted personnel.
4.8
The s('ITin' did 1101' l'\TII
is goin){ to be l-li51)alll(','''
adn'rtis(' "II 1<:1(:\',slol\, The
. , said 'Caldera, "r\ quann "I'
, 4.5
Civ.lianS 18-24 yeals Old
:\il 1'''l'n' ('ssCllli,dh let Hol
the soldicrs. ,ailors. ai .. ·
Mari'ne recrUits.
12.3
"""",,<1 ;lIld \\'ord-of-lIlOmh
1I1l~1I.
Marines.
(': .. ;.-1
-d (I i IS \,'" I' k 1'" I' i I ,; II d
,Navy recruits
.10.2
GllardsllIcn [\\'illl 1l<1\(' to
I("IIH'<I the pO[lllbllioll lit;ll
Army recruits. ,
• 9.6
COllie frolll the H i'Ii':t'IlIt .
,,',db'd III tli .. d"o,., S,tid
Air Force recru,ls
6.8
populalioll. So II" ill'l"''''
1)(' \ Ie '" I<' . "\\,(, \\'cn'aClllal
(aut thaI we sta1·t IlglIl'illj..!,
SOURCES, DeparuncII' of l)Cfcme, Natiollal Council of I.a RaLa, '
I~' ha\"illg' to tun I .'W~t:: peo
0111 hI',\\, (11.1)('11<:11'<11<, liI:l1
from 1 9 9 7 . c l a ! ; , '
,
ple, '" \,',' <I ,till 'I Ihillk it
110;\ .. kl't loda \.. "
•
10:
or
c
2368
'.":
c
�WHITE HOUSE INITIATIVE
ON EDUCATIONAL EXCELLENCE FOR HISPANIC AMERICANS
PRESIDENT'S ADVISORIy COMMISSION UPDATE I
I
!
I
,
Looking Towards a New Century
By Ana M. "Cha" Guzman-Chair,
President sAdvisory Commission
today will help to determine the
quality of life for all Americans in
the next century.
As the term of the Commission
s the Commission and its
comes to an end, we believe it is
partners prepare to move
time to plan a National Meeting on
the cause of Hispanic
Latino Educational Excellence for
learning and achievement into a
Spring 2000. Its purpose is three
new century, we must recognize how
fold:
far and how fast we have come in
making quality education for
to consider the impact of past
and current White House Initiatives
Hispanics a national priority. From
on Educational Excellence for
the 1996 release of our report, Our
Hispanic Americans;
Nation on the Faultline: Hispanic
American
to take
stock of the
Education to
strategies and
the over $500
A CALL TO CONVENE
A National Meeting on
organizations
million com
Latino Educational Excellence
that improve
mitment of
SPRING 2000
educational
FY99 appropri
Watch for details at:
opportunities
ations, we have
for Latinos;
www.ed.gov/offices/OlIA/Hispanic
seen real
progress. This
to focus
on what we
past year has
still need to do, not as a Commission
been a milestone in our efforts to
or Initiative but as a community and
leverage government support to our
a nation, to improve educational
cause. We have worked to foster gov
opportunities for Latinos through
ernment commitment to Hispanic
out the country.
education and employment not just
Yes, our scope is ambitious but we
at the federal level but at state and
will focus on the outcomes and their
local levels as well. We have focused
impact on our community. We envi
on the role of Latino parents in
sion our National Meeting as an
encouraging academic success. And
opportunity to embrace our partners
we have studied the effects of educa
in corporations, foundations and fed
tion reform and the practices of
eral agencies as well as in community
assessment on Latino students.
based organizations and the educa
Our goals are unchanging. We
tion community.
labor to level the playing field and
We hope you will join in this
bring educatiopal opportunity for
effort.
hundreds of thousands of bright and
capable Latino students in cities,
towns, barrios and migrant camps
around the country. We know that in
less than 15 years, a quarter of
America's youth population-ages 5
to IS-will be Hispanic. Our agenda
A
*
*
*
*
*
Fall 1999
First Lady's
.Convening
illary Rodham Clinton
opened the first-ever White
House Convening on
Hispanic Children and Youth on
August 2, 1999 with a call for action.
"There are many who promise to
fight for children and the schools
they attend," she said. "But, I am
reminded of something my mother
taught me growing up: 'Watch what
they do, not what they say. '"
With action in mind, the conven
ing brought together not only schol
ars and politicians, but community
activists from around the country.
Their purpose was to examine the
many challenges and opportunities
facing Hispanic young people, par
ticularly in the areas of early child
hood development, educational
att.'linment, and adolescence.
H
"nlll U ....'I,
" l j i ! ! l l , " ...
1:1'1'.'11"'"11;''1111'''
"'. 'I'~'" '1'
.\'jf
"I' A~'
This convening also highlighted
promising efforts across the country
continued on page 7
�•
Clinton Presidential Records (
Digital Records Marker
•
This is not a presidential record. This is used as an administrative
marker by the William 1. Clinton Presidential Library Staff.
)
This marker identifies the place of a publication .
•
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
�.~_
7
_
-
• • ;10
Hispanic Education Action Plan (HEAP) Strategies and Implementation
DRAFT 12-28-99
Title I
Objective: Strengthen the effectiveness of Title I services to help Hispanic students
achieve to high academic standards.
Performance Indicator:
• Between 1994 and 2002, performance ofthe.lowest achieving students and students
in the highest-poverty public schools, including Hispanics--disaggregated by race and
ethnicity--will increase substantially in reading and math (1.1).
• By 2002, 32 states with 2 years of assessment data and aligned standards and
assessments will report an increase in the percentage of students--including
Hispanics--in schools with at least 50% poverty who meet proficient and advanced
performance levels in reading and math on their state assessment systems. (Data will
be disaggregated by race/ethnicity, LEP status, and migrant status.) (1.2)
Results to Date: Title I serves 3.3 million Hispanic students, approximately 30% of all
students participating in Title 1. Hispanic participation has increased by 72% (up from
1.9 million) in 1993-94. This increase appears to be attributable to the increase in
schoolwide programs, funding increases, and more clear requirements that LEP students
must be served under Title 1.
�Strategy 1:
Ensure that schools are held accountable for improving the academic performance of
Hispanic students, by enforcing the Title I requirements for state implementation of state
standards, assessments and accountability systems by school year 2000 - 2001 and
ensuring the inclusion of LEP students in those systems.
Action Steps:
No.
1
2
Expected
Completion
Date
November 1999
November 1999
Complete
"
"
Action
•
•
•
•
"
•
4
OctoberDecember 1999
January 2000
5
Ongoing
•
6
Ongoing
•
7
March 2000
•
3
•
:
8
October 2000
•
Issue final guidance on Title I standards,
assessments, and accountability requirements.
Provide technical assistance on the above throu~h
2000.
Issue final guidance on the inclusion of LEP students
("in the native language to the extent practicable") in
assessment and accountability systems.
Provide technical assistance on the above through
2000.
Conduct three workshops on Title I assessment
requirements and best practice.
Release "Toolkit for Assessment ofLEP Students"-
technical reports and handbook on large scale
testing--in partnership wi CCSSO.
Identify states wI greatest difficulty in complying wI
requirements for the inclusion of LEP students in
state assessment and accountability systems an
provide appropriate technical assistance and
encouragement.
Monitor for and provide technical assistance on state
compliance to Title I requirements by ensuring
review of assessment poli,?ies and services to LEP
students are central to state integrated reviews.
Develop follow-up and technical assistance plan for
states needing assistance in improving services to
and assessment of LEP students.
Ensure appropriate consequences for states failing to
comply wI Title I assessment requirements.
Responsible
Office
OESE
OESE
OESE
OESE
OESE
OESE
OESE
OESE
2
�Strategy 2:'
Provide ritle 1 schools and districts, particularly those with ~igh and growing
concentrations ofHispanic and LEP students, with high quality resources, including best
practices.
Action Steps:
1
Expected
Completion
Date
Ongoing
2
February 2000
No.
.
Complete
Action
•
•
3
OctoberDecember 1999
•
4
March 2000
•
5
RFP-November
, 1999
•
6
January,2000
•
7
Ongoing
•
8
First year reportMarch 2000
•
9
, February 2000
•
Incorporate NAS reading research into all ESEA
program technical assistance and implementation
strategies.
Synthesize and promote use of high quality research
in the teaching of reading to students with.1imited
English proficiency.
Co-sponsor (with CAL) regional workshops on best
practices in teaching reading to LEP students (lAS
conferences).
Produce practical research summaries and related
materials (including workshop videos) on teaching
reading to LEP students.
Support research on teaching reading to young
children whose first language is Spanish (ED and
NICHD).
Develop an "Idea book" ~n the education of
Hispanic students. (An initial report was developed
by NCBEand released in January 1999.)
Produce and disseminate a variety of Spanishlanguage materials to support parent involvement in
education and early reading. (Spanish language
. catalogue of materials, Even Start guide on helping
the child's brain develop, etc. complete.)
Evaluate the effectiveness of Title I in serving LEP
,students through the National Longitudinal Study of
Schools (NLSS). First year Title I data collection
complete.
Develop plan for ongoing technical assistance and
outreach to sc~ool districts with large or fast growing
Hispanic student populations ..
Responsible
Office
OESE and
OBEMLA
OESE (REA)
,:
I
OS (America
Reads) and
OBEMLA
OS and
OBEMLA
OERI
PES
OIIA and
OERI
PES
OESE and
OBEMLA
(
3
�Bilingual and Immigrant Education
I
FY 1999 Increase
$25 million
; IFY 2000 Rcql;l:cst
$380 million (for bilingual
and immigrant education
programs; $25 million for
bilingual education
professional development
and $10 million for
instructional services)
FY 2000 Appropriations
$248 million
($24 million increase)
Objective: Improve effectiveness of Title VII grantees in helping linguistically diverse
children learn English and achieve the same challenging academic standards required of
all children enrolled in America's schools.
.
.
Performance Indicator:
• Each year, the number of grantees meeting criteria for model programs--progress in
learning English and meeting high academic standards--will increase by 20%. (2.1)
• For LEP students--including Hispanics-~who participated in Title VII for at least 3
years, grantees will report achievement, and compare it with that ofnon-LEP
students. The two groups will perform comparably. (1.3)
Results to Date:
• In 1999, approximately 1.4 milli9n Hispanic students were served by Title VII
programs. Federal bilingual education projects continue to demonstrate effectiveness
in teaching English.
• Recent evaluation reports showed that for 91 % of projects, at least two-thirds of LEP
students made gains in oral English proficiency.
4
�Action Steps:
Action
1
Expected
. Completion
Date
Ongoing
2
March 2000
•
3
Ongoing
•
No.
Complete
•
I
•
4
5
October 1999
March 2000
Ongoing
->J
evaluation
criteria,
TA to be
provided
.J
1999 data
6
March 2000
•
'.
•
Support the development and dissemination of high'
quality research, instructional materials, and
resources to help ensure the effective education of
LEP students.
Develop a database of current Title VII grantees to
improve program monitoring and the provision of
, technical assistance.
Identify and highlight promising practices (in
coordination with NCBE and NABE) and work with
OESE to improve implementation of all federal
programs.
Support intensive evaluation ofprograms and
individual criteria by developing and providing
technical assistance and guidance on and criteria for
high quality evaluation.
Identify communities with large and fast-growing
LEP populations (and native languages) across the
country and by state (through NCBE).
Increase outreach to parents and teachers ofLEP
students
- Produce and disseminate a guide to parents on
standards-based reform and the inclusion of LEP
students in high quality instruction, assessment, and'
accountability systems.
Responsible
Office
OBEMLA
and OERl
OBEMLA
OBEMLA
I
OBEMLA
OBEMLA
OBEMLA
5
~
�College Assistance Migrant Program
\ FY 1999 Increase
:
\FY 2000 Req';l:est
$4 million
FY 2000 Appropriations
$ 7 ,nillion
($3 million increase)
$7 million.
Objective:
Assist migrant and seasonal farmworker students, a majority of whom are Hispanic, to
successfully complete their first academic year of college, and to continue in post
secondary education. .
.
Performance Indicator:
• The number of migratory students--including Hispanics--served by CAMP will
continue to increase.
• The percentage of CAMP participants--induding Hispanics--who complete the
program and continue' in postsecondary education will increase.
Results to Date:
The CAMP program serves approximately 660 students, an increase of over 50% since
1994. Approximately 86% of program participants are Hispanic. Four of the 12 CAMP
projects are located at Hispanic Serving Institutions, an increase of3 since 1994.
Strategy 1:
Develop a technical aSsistance plan to ensure that programs provide effective services to
Hispanic students.
Action Steps:
No.
1
2
3
4
5
Expected
Completion
Date
January 2000
Complete
Action
•
Annual mtgJanuary 2000;
National
Conference-may
2000
May-June 2000
•
May through
December 2000
Ongoing
•
•
•
Responsible
Office
Develop and issue notice of new competition for
CAMP program, including outreach to HSl's.
Provide improved technical assistance to CAMP
grantees.
OESE
Award new CAMP grants and host meeting for new,
grantees.
Develop a follow-up monitoring plan for CAMP
projects needing assistance.
Improve partnerships with and technical assistance
to support implementation of all federal education
programs in a manner that meets the unique needs
of migratory students.
OESE
OESE
OESE
OESE,
OBEMLA,
and OSERS
6
�High School Equivalency Program (HEP)
I FY 1999 Increase
:
IFY 2000 Req«est
FY 2000 Appropriations
$15 million
$9 million
$15 million
($6 million increase)
Objective: Assist migrant and seasonal farmworker students, a majority of whom are
Hispanic, to obtain a GED and be prepared to enter institutions of higher education,
training programs, or career positions.
Performance Indicator:
• The percentage of HEP participants--including Hispanics-,-who complete the program
and receive a GED will remain high or increase. (1.1)
• The percentage of H.r;:P participants--including Hispanics--with a GED who enroll in
postsecondary programs will either equal or exceed the percentage achieved the
previous year. (2.1)
Results to Date:
The HEP program currently serves approximately 3,800 students, an increase of
approximately 1,300 students since 1994. Hispanic participation in these programs is
approximately 85%, an increase of 10% since 1994. Seven of the 23 HEP programs are
located at Hispanic Serving Institutions.
Strategy 1:
Develop a technical assistance plan for the current HEP programs and for new programs
to help' them achieve these objectives.
Action Steps:
No.
I
2
Expected
Completion
Date
January 2000
3
January -May
2000
May-June 2000
5
.;-December
2000
Ongoing
I
Complete
Action
Responsible
Office
Issue and broadly disseminate notice of new competition
for HEP programs.
Provide improved technical assistance to HEP grantees.
OESE
A ward new HEP grants and host meeting for new
grantees.
Develop a follow-up monitoring plan for HEP projects
needing assistance.
Improve partnerships with and technical assistance to
support coordinated implementation of all federal
education programs in a manner that meets the unique
needs of migratory students.
OESE
OESE
OESE
OESE,
OBEMLA,
and OSERS
7
�st
.
21 Century Learning Centers
n
($253.7 million increase)
Objective:
Increase participation ofLEP students in 21 st Century Learning Center program to 25
30% in the FY 2000 competition.
Performance Indicators:
• The proportion of students with limited English proficiency-:-including Hispanics-
served by 21 st Century Community Learning Centers will increase with each
competition.
• Beginning in 2000, Centers will report continuous improvement in achievement
among students--including Hispanics--participating in reading and mathematics
activities (disaggregated by LEP status and race/ethnicity). (1.1) .
• Beginning' in 2000, Centers will report that more than 75% of students participating in
the program for at least 2 years show improvements on measures such as grades,
attendance, taking of advanced or challenging courses (e.g., algebra, honors courses, ,
AP courses) and fewer disciplinary actions (disaggregated by LEP status and
race/ethnicity). (1.2)
I
Results to Date:
• The 21 SI Century Community Learning Center program funds at least one project in
14 of the 20 districts with the highest LEP enrollment.
• Between 18-20% of all students served, more than 48,000, have limited English
proficiency.I ,
' .
1 183 new grants to 600 schools were announced in November, 1999. Preliminary analysis ofthese
grantees suggests increases in both Hispanic and LEP student participation in funded projects.
8
�Action Steps:
No.
I
Expected
Completion
Date
December 1999
Action
Complete
,f
•
,
\
•
2
Ongoing
,
•
0
3
April 2000
•
Revise FY2000 RFP and application to provide an
invitational priority.to applicants who will serve
communities with significant risk of educational
failure, particularly those with high drop out rates
and high concentrations of LEP students.
Add clarifying language in the application to
encourage attention to the specific educational
needs of LEP students ..
Expand outreach and dissemination efforts to
ensure representation of Hispanic communities in
the applicant pool.
Promote, through the Mott Foundation, a network
of partnerships with national and' local Hispanic
advocacy and service organizations to provide
technical assistance to improve the quality and
competitiveness of grant applications from districts
and CBO's serving high numbers of Hispanic and
LEP students. (NABE will help coordinate and
design more than 50 outreach and technical
assistance workshops targeted to communities with
large Hispanic populations.)
Recruit reviewers with particular understanding of
the needs of Hispanic youth by soliciting
recommendations of peer reviewers for the grant
review from a variety of organizations. (Clnet
National & Community Latino Organizations have
provided an initial list.)
Responsible
Office
OESE
OESE
OESE
9
�GEAR UP
Objective:
Maximize participation of Hispanic' youth in 'awarded projects.
Results to Date:
• Of the 164 partnership grants awarded in August 1999, 31 partnerships involving
HSI's were funded. These partnerships received 27% of the funds ($20 million out of
$75 million).
• The Department of Education is collecting data on the demographic profile of the
students served by all GEAR UP partnerships in order to monitor the participation of
Hispanic students as well as institutions.
Action Steps:
Expected
Completion
Date
No.
1
,
Action
Complete
•
2
3,
i
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•
Track and evaluate participation of Hispanic and
LEP students in funded projects.
Expand outreach to Hispanic communities and \
HSI's through mailings,' application workshops and
technical assistance in communities with large
Hispanic populations.
Develop ongoing partnerships with Hispanic
advocacy groups and community-based
organizations to identify and solicit grant proposal
reviewers knowledgeable about Hispanic
community.
Responsible
Office
OPE and PES
OPE
OPE
10
�Adult Education
million
($123 Million Increase)
, $tate
Grants
($85 million increase,
$25 million of which is
dedicated to ESL/Civics
edu~~"'~"
National
.Activities
(including $7 million for
ESL/Civics
demonstration grants)
(including $70 million
for ESL/Civics
demonstration grants)
Objective:
Help limited English proficient adults, including Hispanics, become literate in English
and develop the knowledge and skills necessary to effectively participate in a global
economy and exercise the rights and responsibilities of citizenship.
Performance Indicator:
Results to Date:
• In 1997-98 program year reports of adult participation in State-administered adult
education programs, total Hispanic enrollment was approximately 1.6 million, an
increase ofmore than 50% since 1988.
• . Hispanics now represent more than 40% of the total adult education enrollment.
Strategy 1:
Increase access to high quality, innovative adult education programs.
Action Steps:
No.
1
2
Expected
Completion
Date
Ongoing
Complete
RFP-
..J
November 1999
Action
Improve .customer service to ensure the provision of
, high quality technical assistance (based on best
I practice )--workshops; dissemination of best
practices and examples of effective programs and
I
I partnership efforts--particularly in supporting
I
improved servic.es for Hispanic adults.
I
e· Develop quality application and plan for outreach
I
and competitive review of proposals to provide
I
I financial support innovative adult education
.. programs that focus on developing English
i. language literacy and providing civics education.
e
Responsible I
•
Office
OVAE
OVAE
II
�.,
TRIO
(a $30 million increas
"
Objective: Improve access to and quality of TRIO programs for Hispanic and LEP
students.
Performance Indicator:
• The proportion of underserved students--including Hispanics--participating in TRIO
programs will increase.
• TRIO participants who are English language learners (ELL) will enroll in
postsecondary education programs at rates higher than the national average and
comparable high school students who did not participate in TRIO. (1.1)
• TRIO participants who are ELL will ~nroll in postsecondary education programs will
complete them at rates higher than comparable students who do not participate in
TRIO.
Results to Date: An estimated 16% of TRIO program participants are Hispanic. Recent
evaluations indicate that while the number of Latino students served is limited, students
participating in l.!pward Bound are positively affected.
Action Steps:
No.
1
Expected
Completion
Date
Ongoing
Complete
Action
2
February 2000
•
3
March 2000
•
•
"
Improve data collection and program evaluation to
better track the participation and achievement of
Hispanics in TRIO programs.
Develop a plan to improve dissemination of
promising practices and innovative strategies in
reaching out and serving underserved populations,
including Hispanics; those who are recent
immigrants, have limited English proficiency, or
have a disability.
Target additional support and technical assistance to
existing Upward Bound grantees to expand
outreach to and recruitment of
underservedleducationally at-risk students,
including Hispanics, those who are recent
immigrants, have limited English proficiency, or
have a disability.
Responsible
Office
OPE/PES
OPE
OPE
12
�
Dublin Core
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Andrew Rotherham - Events Series
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Domestic Policy Council
Andrew Rotherham
Date
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1999-2000
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<a href="http://clinton.presidentiallibraries.us/items/show/36330" target="_blank">Collection Finding Aid</a>
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Within the Domestic Policy Council, Andrew “Andy” Rotherham was Special Assistant to the President for Education Policy from 1999-2000. Before working for the Domestic Policy Council, Rotherham was Director of the 21st Century Schools Project for the Progressive Policy Institute (PPI). This series of Events includes records relating to education events and the corresponding background materials. The records include reports, memoranda, email, congressional correspondence, press releases, and speech drafts.
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Clinton Presidential Records: White House Staff and Office Files
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William J. Clinton Presidential Library & Museum
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20 folders in 3 boxes
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White House Initiative on Hispanics [2]
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Domestic Policy Council
Andrew Rotherham
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2011-0103-S
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Box 14
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2011-0103-S-events.pdf">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/612954">National Archives Catalog Description</a>
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Clinton Presidential Records: White House Staff and Office Files
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0441da3783d22ed106bf1945b1b0d2ab
PDF Text
Text
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:
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Withdrawal/Redaction Sheet
Clinton Library
DOCUME~T
NO.
DATE
SUBJECTrrlTLE
RESTRICTION
A~DTYPE
001. note
re: meeting (2 pages)
10/1111999
P5
COLLECTION:
Clinton Presidential Records
Domestic Policy Council
Andrew Rotherham (Events)
ONBox Number: 17351
FOLDER TITLE:
White House Initiative on Hispanic [1]
2011-0103-8
rc646
RESTRICTION CODES
Presidential Records Act - (44 U.s.C. 2204(a»)
Freedom of Information Act - (5 U.S.c. 552(b»)
PI
P2
P3
P4
b(l) National security classified information (b)(I) of the FOIA[
b(2) Release would disClose internal personnel rules and practices of
an agency [(b)(2) of the FOIA)
b(3) Release would violate a Federal statute I(b)(3) of the FOIA)
b(4) Release would disclose trade secrets or confidential or financial
information f(b)(4) of the FOIA)
b(6) Release would constitute a clearly unwarranted invasion of
personal privacy (b)(6) of the FOIA)
b(7) ~elease would disclose information compiled for law enforcement
purpOses [(b)(7) of the FOIA)
b(8) Release would disclose information concerning the regulation of
financial institutions (b)(8) the FOIA)
b(9) Release would disclose geological or geophysical information
concerning wells [(b)(9) of the FOIA)
National Security Classified Information l(a)(l) of the PRA)
Relating to the appointment to Federal office (a)(2) of the PRA)
Release would violate a Federal statute (a)(3) of the PRA)
Release would disclose trade secrets or confidential commercial or
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P5 Release would disclose confidential advice between the President
and his advisors, or between such advisors la)(5) of the PRA)
P6 Release would constitute 0 clearly unwarranted invasion of
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C. Closed in accordance with restrictions contained in donor's deed
of gift.
PRM. Personal record misfile defined in accordance with 44 U.S.c.
2201(3).
RR. Document will be reviewed upon request.
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WmTE HOUSE INITIATIVE ON
EDUCATIONAL EXCELLENCE FOR HISPANIC AMERICAl~S
FOR IMMEDIATE RELEASE
Thursday, March 9, 2000
Contact: Shep Ranbom
Matt Maurer
(202) 955-9450
Despite Rapid Growth in Population, Enrollment·
Hispanic Americans Remain Underrepresented in Higher Education
Leaders ofPresident's Advisory Commission to Outline Recommendations
To Address Chronic Disparities in Advance ofRiley Anl101tnCemellt
WASHINGTON - March 9, 2000 - Hispanic Americans, the fastest-growing segment of the
U.S. population, have more than quadrupled their enrollment in higher education over the last
two decades, but nonetheless remain greatly underrepresented in higher education, according to
the President's Advisory Commission on Educational Excellence for Hispanic Americans.
While overall Hispanic population totals have exploded, so have their enrollment figures in .
higher education, which have jumped 202 percent between 1976 and 1996, far outpac'ing the
gains made by white students (13 percent) and African-American students (44 percent) during.
the same period. Yet Hispanics made up just 10 percent of the total student higher education
enrollment in 1996, despite making up almost 15 percent of the traditional college-age
population - a number which will increase to 22 percent by 2025.
At the same time, the enrollment boom has not translated into greater undergraduate or graduate
degree attainment for Hispanic students. Despite doubling the number of undergraduate degrees
earned since 1976, Hispanics comprised only 7 percent of all associate degree recipients and 5
percent of all bachelor's degree recipients in 1996, the most recent year for which data is
available. Meanwhile, Hispanics are significantly less well represented in graduate education,
earning just 4 percent of all master's degrees and 2 percent of doctoral degrees in 1996.
Sixty percent of Hispanic students enrolled in higher education attend college in California,
Florida, and Texas. These are the very states conducting the strongest rollbacks in affirmative
action policies. According to members of the Commission, these changes, coupled with
perilously high Hispanic high school'dropout rates, limited access to rigorous Advanced
Placement courses in high school, and lack of college awareness in a population marked by a
high percentage of immigrant and first-generation college students, threaten to erode the progress
Hispanics are making in higher education.
"The challenges confronting Hispanics in higher education are not simply focused on issues
about access and affirmative action. Hispanic high school students are not getting the rigorous
courses they need to succeed in college. Once inside the higher education pipeline, too many
Hispanic students fail to realize their potential," according to Juliet Garcia, president of the
University of Texas at Brownsville and a Commission member, who briefed Secretary of
Education Richard W. Riley a week before his expected announcement on the state of Hispanic
education.
400 Maryland Ave" SW. FOB-6, Room 5EIIO, Washington. DC 20202-3601
�"Unless steps are taken to help more Hispanic students find real success at colleges and
universities, the nation will continue to suffer from the loss of Hispanic talent, which will soon
accQuntfor a quarter of the nation's college-age students and entering workforce," said New
York City council member Guillermo Linares, chair of the Commission.
Early Warning Systems
While most experts already attribute lack.ofsuccessin higher education to problems at earlier
academic levels, the Commission's analysis presents a more detailed backdrop for the dismal
high school completion rate for Hispanics. Only 63 percent of Hispanic students finish high
school, compared to 81 and 90 percent of black and white students, respectively.
More Hispanic st~dents - 50 percent - are enrolled in general programs of study than their white
·or black counterparts. And only 35 percent of Hispanic students are enrolled in college
preparatory courses or APcourses - troubling signs conside.ring that a rigorous high school
..curriculum is widely considered the best predictor of college success.
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At the same time, 34 percent of 15~17 year old Hispanic students are enrolled below grade level,
putting Hispanics behind their counterparts in the best predictor of high school dropout rates.
The Commission believes that a range of interventions from ensuring that Hispanic students
receive more rigorous academic preparation in high school to increasing awareness and support
for financial aid will be required to engage productive reform. Conimission members also
recommend fostering a ''K-16" strategy in education, and improving articulation between two
year institutions (where 53 percent of Hispanic students in higher education are enrolled) and
four-year institutions to improve opportunities for Hispanics pursuing degrees and significantly
increasing capacity in the institutions serving predominantly Hispanic Americans.
Later this month, the·President's Advisory Commission will release an issue brief, Latinos in
Higher Education, which will outline these and other recommendations for action. The briefwill
provide an updated perspective on the condition of Hispanic students in higher education,
highlighting the unique challenges they face.
"The Commission has focused on parental engagement and supporting parents' efforts to help
their children successfully pursue higher education, " said Sarita Brown, executive director of the
White House Initiative on EducationalExcellence for Hispanic Americans, the Federal
government office that staffs the President's Advisory Commission. "We're piloting new
strategies that we hope will develop into national solutions, and we hope to build on the recently
completed five city tour on family involvement."
The President's Advisory Commission on Educational Excellence for Hispanic Americans was
established in 1993 to advise the President and the Secretary of Education on the progress of
Hispanic American education. In September 1996, the Commission presented its report Our
Nation on the Fault Line: Hispanic American Education, to the President, marking the beginning
of a $500 million-plus'Federal plan for Hispanic education.
'
###
400 Maryland Ave., SW, FOB-6, Room· SEIIO, Washington. DC 20202·3601
�President's Advisory Commission on
Educational Excellence for Hispanic Americans
ABSTRACT for
Latinos in Higher Education
While Latinos have made great gains in higher education participation, they continue to lag
behind their white peers in educational attainment. Coupled with the rapid changes in the racial
and ethnic composition of the U.S. population, immediate action is required to address the
condition of education for Latinos to ensure and strengthen the nation's human capitaL
The members of the President's Advisory Commission have learned not to assume anything
about the knowledge base of decisionmakers when it comes to the' condition of Latinos in
education. Thus, the proposed strategy for the commissioned publication is simple: to briefly
examine the condition of Latinos in higher education, focussing on discrete areas-parent
involvement, academic preparation, access, and educational attainment-and to provide some
recommendations to more adequately address the strengths and needs of this growing population
in the United States. It is our hope that this will lead to a more sophisticated discussion about the
condition of Latinos in higher education, both the strengths and needs, and activities to imp'rove '
their education--and those of all students.
The following are some of the issue areas we expect will be discussed in more detail in our
upcoming issue brief.
Why address higher education - No one would dispute the need to reduce the high dropout rate
of Latino students. However, the Latino community is also making great strides in education. It
is important to look at the condition of Latinos in education not just in a deficit model approach,
but look towards what elements are making the difference in the access and attainment of higher
education for Latinos.
Information gap, not a value gap - While we have heard the myth that Latino parents do not
value education, we reject the assertion. What we often find, is that Hispanics value their family
and are making decisions based on the very limited infonnation and experience they have with
education system. Higher education is an entirely new to thousands, perhaps millions, of parents
in this country and most particularly, Latino parents. The challenge is familiarizing parents and
their firs generation college students with the system. Thus, what we encounter at a familial
level is an infonnation gap, not a value gap.
Academic preparation - Due to the low expectations by school personnel (teachers, counselors,
principals), Hispanic students are more often than not, tracked into general courses that satisfy
only the basic requirements and do not provide access to four-year colleges or to rigorous
technical schools. In fact, many Latino students are in schools that do not offer the courses
required for a rigorous curriculum, or the opportunity to take Advanced Placement (AP) courses.
However, in some academic areas, Latino students are doing well. Hispanic students have
earned more credits in computer science, foreign languages, and English than other groups.
�President's Advisory Commission on
Educational Excellence for Hispanic Americans
Affirmative Action - In recent years there has been a rollback of affirmative action admission
policies at public colleges and universities in several states, including those with largest Latino
student populations--Califomia, Texas and, just recently, Florida. In total, these states have
about 60 percent of the Latino student population in higher education.
Student characteristics - Many Latino students are first generation college students, are low
income, have less academic preparation than their white peers, and are concentrated
geographically in a small number of states and institutions of higher education throughout the
nation.
Financial Aid - Latino students tend to borrow less to pay for their higher education. As first
. year students, close to 50 percentofHispanics received grants while less than 30 percent
received loans to pay for their education. We would want to more closely examine the reasons
for this participation in financial aid programs.
HSIs - In 1997-98, the 195 Hispanic Serving Institutions (HSIs) served about 40% of Hispanic
undergraduate students in higher education. Of these institutions, about half are two-year ',•.
institutions. This concentration of Hispanics in a small number of higher education institutions
is important to note, and improving the quality of higher education for Latinos at these
institutions should be addressed.
Diversity - Many Latinos are participating in a more diverse higher education environment than
most other students in higher education. HSIs have an aggregate student body that is about 70
percent minority. About 50 percent of students are Hispanic, 10 percent are African American, 7
percent are AsianlPacific Islander, and close to 1 percent are Native American.
Structural change - Given the youth and large growth of the Hispanic population, the
educational system must find ways to absorb and integrate the assets these students provide.
Does the higher education system have the capacity to accommodate this growth? States must
be willing to deal with issue head-on, especially those expected to absorb the largest population
and enrollment increases.
Workforce - As we look at the condition of Latinos in higher education, we must look beyond
the immediate educational gains, and also consider the workforce benefits to the community. If
Hispanics had the same distribution of college education as the non-Hispanic white community,
this infusion of human capital would fill more of those college jobs that may otherwise go
begging, or go to foreign workers; increase national wealth by adding another $118 billion to the
nation's annual economic output; and result in more than $41 billion in new public revenues
(assuming an average tax rate of35%); and, while benefiting the community as a whole, also
benefit Hispanic families~ This new earnings power from enhancements in human capital would
reduce the proportion of Hispanic families with "inadequate" incomes from 41 % to 21 %.
�President.s Advisory Commission on
Educational Excellence for Hispanic Americans
Educational Attainment - In total, Hispanics doubled their degree attainment from 1975-76 to
1995-96. In 1996, Hispanic students earned 7 percent of all associate's degrees, 5 percent of all
bachelor's degrees, about 4 percent of all master's degrees, and 2 percent of all doctoral degrees
awarded. Despite these increases, more needs to be done to ensure Latinos attain a higher
education.
Graduate Education - Graduate education fuels the pipeline for higher education faculty. In
1992, Latinos represented less than 3 percent of full-time instructional faculty and staff in higher
education. While there are indications that the percentage has increased slightly since then, the
fact remains that too few Latinos are attaining doctoral degrees and entering their fields as
college and university faculty. Since it is this country's higher education institutions that train k
12 teachers as well as the professionals from all other fields, the absence of Latino professors
will continue to distort college students' perceptions of our economy, nation and world.
Recommendations for action
1. Close the information gap by widely disseminating precise information on college
preparation and financing higher education and more effectively target outreach to Latirto
communities.
2. Increase awareness about the strengths and needs of Latinos in higher education and
throughout the educational pipeline.
3. Aggressively confront low expectations of Latino students by school personnel and work to
raise academic levels and provide student support services to ensure their success.
4. Disseminate and promote wider use of proven strategies for helping Latino students achieve
. at high levels and develop better strategies.
5. Foster K-16 strategies to education.
6. Provide an appropriate level of financial aid, both federal and nonfederal, to help Latino
students access, retain, and attain a higher education.
7. Focus energy on improving articulation between 2- and 4-year institutions of higher
education.
The President's Advisory Commission expects that this commissioned issue brief will be
completed by late March and will be available for subsequent wide dissemination. For further
information, and a copy of the completed issue brief, please contact the office of the White
House Initiative on Educational Excellence for Hispanic Americans.
For more information, please contact:
White House Initiative on Educational
Excellence for Hispanic Americans
400 Maryland Avenue, S.W.
FB-6 Room 5E11O
Washington, D.C. 20202-3601
Phone: (202) 401-1411
Fax: (202) 401-8377
E-mail: white_house_ init_hispanic_ ed@ed.gov
webpage: www.ed.gov/offices/OIIAlHispanic
�PRESIDENT CLINTON AND VICE PRESIDENT GORE
Working on Behalfofthe Hispanic Community
ECONOMY
Closing the Book on A Generation of Deficits. In 1992, the deficit was $290 billion, a record dollar
high. This ye~, the Administration expects the budget surplus to be $99 billion, the largest budget
surplus i n h i s t o r y : '
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Saving Social Security. Earlier this year, the President outlined his plan to save Social Security and
extend the life of the Social Security Trust Fund. The President would lock away the Social Security
surpluses to prevent them from being used to fund other progTams. In addition, his plan would transfer
the interest savings from reducing the national d.ebtto the Social Security Trust Fund and increase the
return on Social Security funds through private Investment. The President has put forth a balanced
budget that maintains our sound economic strategy arid invest the budget surplus in our long-term
goals: saving Social Security and securing Medicare for the 11st Century.
'
Nearly 19 Million New Jobs. More than 90 percent of the new jobs have been created in the private
" sector, the highest percentage in 50 years. ,
Record-Low Unemployment for Latinos. Under President Clinton and Vice President Gore, the
Latino unemployment rate has dropped from 11.6 percent-in 1992 to 7.2 percenfin 1998 -- its lowest
annual level ever. As of June 1999, the monthly Hispanic unemployment was even lower at 6.8
percent.
Income of Median Hispanic Households Up $2,553 in Past Two Years. 'In 1997, the'income of the
'median Hispanic household, adjusted for inflation, increased from $25,477 in 1996 to $26,628 in 1997
"'-- an increase of$1,151 or 4.5 percent. Over the past two years, the income of the typical Hispanic
household has risen $2,553 :.- or nearly 11 percent, -- the largest two-year increase in Hispanic income ,
,on record.
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Real Wages Are Rising for Hispanics. ' The real wages of Hispacics have risen rapidly in the past two
yea:r:-s, up 4.2 percent fpr Hispanic men and 2.7 percent for Hispanic women since 1996.,
Inflation - Lowest Since 1950s. Inflation remains non-existent at 1.6 percent for the beginning of
1999. In 1998, the GD~ price index rose 1.0 percent at an annual rate .- its lowest level since the
1950s.
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Strong Private Sector Growth. In the first quarter, private-sector GDP growthwas up 4.4 percent.
Since President Clinton tookoffice; the private sector of the economy has grown an average of 4.0
percent per year -- compared to 3.0 percent under President Reagan and 1.3 percent under President
Bush.
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Tax Cuts For Low-Income Working Fami!ies. President Clinton's 1993'Economic Plan prpvided
tax cuts to 15 million hard-pressed working ~amilies by expanding the Earned Income Tax Credit
(EITe).. The average family with two kids who received the EITC received a tax cut of $1 ,026. In
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1997, the EITC lifted more than 1.2 million J;:iispanics out of poverty.
Largest Hispanic Poverty Drop In Two Dlades. In 1997, the Hispanic poverty rate w-;,pped from
.29.4 percent to 27.1 percent:'" the largest onJtyear drop in Hispanic poverty since '197'8.:: Sinc~
.
President Clinton took office, Hispanic pove~ has dropped from 30.6 percent to 27.1 percent While
this marks significant progress, President CliAton will continue to fight for policies that help t6 raise
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Minimum Wage Inc.reas~d. The President raised the minimum wage to $5.15 an hour -· ~enefiti~g 1.6 million Hisp~c workers."
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. . Fighting for Paycheck Equity. The Preside~t has' called ~n Congress' to pass legislation to str~ngthen
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~ laws prohibiting wage discrimination. In 199r,the median earnings of Hisparuc wo~en repre$ented
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Two and a Half Times More Small Business L~ans to Hisp~nic Entrepreneurs. Between i 993 and
1997 theSBA approved nearly 15,000 loans t'b Hispanic entrepreneurs under the 7(a) and 504 loan
pr9grams~ In 1997 alone, the Small Business\IAdministrationwanted more than 3,300 loans, worth
$615 million, to Hispanic sm~ll. business own~rs,-two and a half times the nUmber of loans granted in
1992..
. Supporting Minor.ity Business Communiti~ls '~nd Increasing Access to Capital. Building or the
· efforts of the SBA, Vice President Gore unveiled aggressive plans to increase lending, and busines:i.
services to the Hispanic and African Americ~ business communities nationwide. SBA has entered
partnership agreements with. national leadership organizations, and engaged its national network of
field offices andresouices in the ~ffort. SBA lhlso licensed the first Hispanic-managed venture ~apital '
fund: In addition, the Vice Presidentarinoundbd an unprecedented agreement between SBA and the
"Big Three" U.S. automakers to iricrease,sub~ontracting a~~:ard~ to minority businesses by nearly $3
billion.over the,·next three years .;- a50 percen't'increase over cu.rrentlevels.
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Ensuring Minority Business Owners Have a Fair Op'portunity to Compete. The President ~igned
the Transportation Equity Act for the 21 st CeJtury into law on June 9, 1998. The Act protects the .
. Disadvantaged Business Enterprise (DB E) PrJgram,a program that ensures that minority and ~omen
owned businesses have an opportunity to com~ete for transportation. projects. The Administration .
helped defeat an amendment to the House ver~ion of this bill that would have eliminated the DIm
.' Program. In a different measure, the President~also approved the creation of a new program. to t¥get
. assistimce to minority-:owned businesses in industries that continue to reflect the effects of
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qiscrimination. As a result, ibousands of mino~ty-owned busines~es ~ill.be able to compete mqre
effectively for government contracts. .
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Expanding Investment in Urban and Rural Areas. The Clinton Administration has announced 105
EZs and ECs across the country . This effort was proposed by President Clinton and Vice President Al
Gore, and passed by Congress in 1993. The EZIEC effort has generated more than $2 billion of new
private sector investmerit in community development activities. The' President has also signed into law
a second round of EZs..,.. 15 new urban and 5 new rural zones - which will include tax incentives,
small business expensing, and private activity bonds. In FY 99, President Clinton and Congress
provided first-year funding of $55 million for the new EZs, and $5 million in first-year funding for 20
new rural Enterprise Copununities announced in January. The FY 2000 Budget proposes mandatory
funding for ten years: $150 million a year for urban EZs and Strategic PI~ing Communities; $10
million a year for rural EZs; and $5 million a year for rural ECs.
Expanding Access to Capital with Community Development Financial Institutions (CDFI).
Proposed and signed into law by the President in 1994, the CDFI Fund, through grants, loans and
equity investments, is helping to create a network of community development financial institutions in
distressed areas across the United States. In FY99, funding was increased 19 percent to $95 million
from $80 million. The FY 2000 budget proposes to expand funding'for the CDFI Fund to $125
million-a $30 million increase from 1999.
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Working on Behalf of Minority Farmers. The U.S. Department of Agriculture (USDA) is working
to strengthen programs and increase outreach targeted to underserved:communities, including
increasing its lendingt~ minority and women producers. Between 1993 and 1998, direct lending to
these groups has nearly,doubled'-- from $46.5 million in FY93 to $91 million in FY98.
Moving from Welfare to Work. With the President's leadership, the Balanced Budget included $3
billion to move long-tenn welfare recipients and unemployed non-custodial fathers into jobs and
provided tax. credits for:employers to hire and retain long-tenn welfare recipients. The FY 1999
Welfare-to-Work competitive grants will support innovative strategies to address specific challenges to
employment including iimited English proficiency. The President's budget seeks $1 billion to extend
the Welfare-to-Work program to help more long-tenn,recipients and low income fathers in high
poverty areas go to work and support their families.
Helping People Get to: Work. The Transportation Equity Act for the 21st Century authorizes $750
million over five years"and the FY99 budget included $75 million, for the President's Access to Jobs
initiative and reverse c~mmute grants to help communities design innovative transportation solutions
so that families who need to work can get to work. The President's Budget proposes to double funding
for FY 2000, bringing the program to the authorized level of$150 million.
Assisting Families with Housing Vouchers. In 1999, the President proposed and Congress approved
$283 million for 50,000 new housing vouchers for welfare recipients who need housing assistance to
get or keep a job. Families will use these welfare-to-work housing vouchers to move closer to a new
job, to reduce a long commute, or to secure more stable hoUsing that will eliminate emergencies which
keep them from getting to work every day on time. The President'sFY 2000 Budget provides $430
million for 75,000 welfare-to-work housing vouchers, including $144,million in new funds for 25,000
additional vouchers.
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" Providing Incentives to Save. The President signed into law a five-year, $P5 million demoQstration
program for Individual Development Account" providing incentives for low income families to save
for a first home, higher education or to start a new business, effectively completing his 1992 i
community empowerment agenda. The FY99 budget includes $10 million to launch this initiative, and
the President has proposed to double the commitment to $20 milIion in FY 2000.
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Increasing
Homeowners~ip, The CI;';ton ALstration launched a program
to
increase thd
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homeownership rate of Hispanics in the U.S. bough advertising, education and counseling programs
, and working With lending institutions to bette1t serve the Hispanic community. Progress has b~en ,
made, four million Hispanics now own their'~omes, one ~llion more Hispanic homeowners sInce the
first quarter of 1994.
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Helping More Families Become Homeown~rs with the "Play-by-the-Rules" Homeownership
Initiative. The FY99 budget included $25 million for the Neighborhood Reinvestment Corporation to
this new initiative that will make h011)eobership more accessible to families who have a 'good
rental history but have difficulty purchasing J!home; 10,000 lower-income and minority families who
are currently renting will benefit from this inihative. The FY 2000 budget proposes a second round of '
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$15 million for this i n i t i a t i v e . '
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Expanding Low-Income Housing Tax Credit, by 40 Percent.' In 1993, President Clinton ful~lled his
- promise to permanently extend the Low-Incofue Housing Tax Credit, spurring the private development
of low-income housing and helping to build 7,5,000-90,000 housing units each year. President ;Clinton
has proposed to expand the credit by 40 percdht.Over the next five years, this expansion woulp, mean
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an additional 150.000 to 180,000 quality affO~ldable rental units.
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FIGHTING FiR EQUAL OPPORTUNITY
Building One America. The President has lld the nation in an effort to become One America :in the
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21 st Century: .a place where we I'espec~ othe9idiffe~ences ~d, at the SaJl1e time, embrace the ~ommon _
values that unite us; AFL-CIa, Executive Vice PreSident Lmda Chavez-Thompson served on the
Advisory Board to the President's Initiative o~ Race, which the President charged with overseeing this
effort. The President, the Administration and the Advisory Board were actively involved in public '
outreach efforts -- including holding numero~ public meetings'and town halls - to engage Aniericans
across the nation in this historic effort. One of.the critical elements of the President's Initiative on Race
was identifying, highlighting and sharing wit~ the nation promising practices - local and natiohal
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effo~s to promote racial reconciliation. ' The tdvisory BOard prese~ted their final re~ort to the ;
PreSident on September 18, 1998, and recommended that conversatIOns on race contmue. Pres,dent
Clinton also appointed 'Robert B. (Ben) Johns~n as Assistant to'the Presidentand Director oftlie White
House Office on the President's Initiative for;bne America, a new office the President created to
. follow up on the work o.fhis Initiative o n , .
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An Administration That Looks like One Aierica.The President appointed the most diverse
Cabinet and Administration. in history. SecretarY of Energy Bill Richardson and Small Business
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Administrator Aida Alvarez are members of the President's Cabinet. Federico Pena and Henry
Cisneros previously served in the President's Itabinet.
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Judicial Appointments. Six percent of all President Clinton's judicial appointments are Hispanics
including the' Honorable Jose Cabranes, Judge, Second Circuit U.S. Circuit Court, The Honorable
Carlos Moreno, Judge, Central District of California, U.S. DistriCt Court and the Honorable Hilda
Tagle, Judge?'Southern District of Texas, U.S. District Court.
Senior Level Administration Appointments. President Clinton has appointed more Hispanics to
,senior level positions than any President in American history. Eight percent .of Presidential '
appointmerits, including boards and commissions, are held by Hispartics. These Presidential appointees
include Overseas Private Investment Corporation tOPIC) President George Muiioz; Nonna Cantu,
,Assistant Secretary for Civil Rights at the Department of Education; Saul Ramirez, Jr., Department of
Housing and Urban DevelopmentDeputy Secretary; Albert Jacquez, Administrator of the S1. Lawrence
Seaway, Department ofTransportation; ,Eluid Levi Martinez, Commissioner of Bureau of Reclamation
at the Department ofInterior; Ida L. Castro, Chair, Equal Employment Opportunity Commission;
Patricia T. Montoya, Commissioner for Cqildren, Youth & Families at the Department 'of Health and
Human Services; and John·U., Sepulveda, Deputy Director at the Office of Personnel Management.
White House appointees'include: Assistant to the President and Deputy Chief of Staff Maria
Echaveste; Assistant to the Preside~t and Director of Intergovernmental Affairs Mickey Ibarra; and
Deputy Assistant to the ;President and Deputy Director for Legislative Affairs Janet Murguia.
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Opposed California Prop. 209 and Similar Measures. The Clinton Administration strongly opposes
state and local initiatives to eliminate affirmative action programs that expand opportunities for
Hispanics and others. The Administration opposed Proposition 209 in California and filed amicus
briefs opposing Prop. 209, which currently prohibits state affirmative action programs. The Clinton
Administration opposed a similar initiative in Houston, which was defeated and opposed an initiative
in Washington that is similar to Prop. 209. In all these cases, representatives of the administration have
spoken out strongly against these initiatives as unfair and a barrier to equality.
Ordered an Assessment of Affirmative Action Programs. The President ordered a comprehensive
review ofthe government's.affirmative action' programs which concluded that affirmative action is still •
an effective and important tool to expand educational and economic opportunity to all Americans.
This review of federal affirmative action programs has helped to ensure that these programs are fair
and effective and that they can survive legal challenges. As a result. programs that benefit Hispanics,
including students, working men and women, and business owners, remaIn in effect and are more
likely to be upheld by the courts..
Reducing Back10g and Expanding Alternative Dispute Resolution at Equal Employment,
Opportunity Commission (EEOC). ThankslO President Clinton,the FY99 budget included $279
million •• a $37 million increase over the prev.iqus year -- to significantly expand EEOC's alternative
dispute resolution program and reduce the backlog of private sector discrimination complaints. The
final budget fully funds the President's request -- providing the first real increase for EEOC in several
years. The President's FY2000 budget request provides $312 million for the EEOC, a 12 percent
increase over 1999.
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, Working to Ensure Fairness and Remove Barriers to High Quality Education. The Offic¢ for
Civil Rights in the Department of Education i~ ~orking to eliminate discriminatory educatiomil
practices within schools that contribute to deficiencies in minority student achievement. These
priorities included the inappropriate placemeri~ of l1linority students in special education, limit~d access
of minority students to challenging curricula dod programs such as gifted and honors classes arid the
lack of comparable resources.
Ensuring Election Fairness. The Clinton AdmiIristration defended mcially fairredistrlcting ~1an:S '
against claims that they were unconstitutional'land prevented election day discrimination againSt
minority voters and voter intimidation and hakssment by monitoring polling place activities in a
record number of states and,counties. ContinJed enforcement efforts to ensure that citizens who rely on
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Spanish have the same opportunities to participate i~ voting-related activities . English-~peatdng
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Oppose English-Only Legislation.·. StronglYr opposed legislation to make English the official i
language of the United States which would have jeopardized services and programs for non-English
speakers and jeopardized assistance to the teJ of thousands of new immigrants and others see~ng to
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learn Englishas adults.
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Increasing Voter Registration. Since 1995, Ithe National Voter RegistnitionAct or "Motor Vpter"
law has registered nearly 28 million new voters and made voting easier for millions more. [FEC, 6/99;
FEC,6/97)
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Opposed California Prop.IS7. Opposed California's Proposition 187, which would have made
illegal immigrants ineligible for 'public schooll education at alll~vels and ineligible for public health
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Working for Fair Housing. The President ~roposed and won a major expansion of HUD' s Fair
, I:Iousing programs. The final budget expandsIHUD'~ Fair Housing programs from $30 million lin FY98
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to $40 million.in FY99. That 33-percent incr~ase includes $7.5' million for a new audit-based:
enforcement initiative proposed by the Admidistration. The President's FY 2000 budget proposes to
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increase HUD' s fair housing activities by ano~er 17 percent. •
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Defended Fairness. The Clinton AdministrJion has filed more cases between 1993 and 1997;10
enforce fair housing laws than any other AdrJinistration (more than 500 cases). For instance, this
Administration, desegregated a Vidor, Texas, ~ublic housing complex and ordered a Mississipp'i bank
to implement remedial lending plans for min~rity customers who were 'unfairly denied loans by the
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Eliminated Discriminatory "Redlining" Practices. The Clinton Administration negotiated :' ,
agreements with health care agencies to elim1pate discriminatory "red lining" practices denying home
health care services based on residential location.
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Working to Ensure a I"air, Accurate and Complete Census. The Clinton Administration is working
to ensure that Census 2000 is the most accurate census possible using the best, most up-to-date
scientific methods as recommended by the National Academy of Sciences. According to the Census
Bureau, the 1990 Census missed 8.4 million people and double-counted 4.4 million others. Nationally"
S'percent of Hispanics were not counted in the 1.990 census. While missing or miscounting so many
people is a problem, the fact that certain groups -- such as children, the poor, people of color, city
dwellers and people .who live in rural 'rental homes.;.. were missed more often than others made the
undercount even more inaccurate. A fair and accurate Census is a fundamental part of a representative
democracy and is the basis for providing equality under the law. ,The President is determined to have a
fair and full count in 2000.
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IMMIGRATION
Fairness for Immigrants. The President worked with Congress to correct the most egregious impacts
of the Illegal Immigration Reform and Immigrant Responsibility Act of 1996. As a result, almost a
, ' million people .will be able to proceed with iegalizing their immigration status under the former
standards of immigrati~n law and not the new, stricter and more burdensome standards enacted in
1996.
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Strengthening ,the Naturalization Process., The President has made naturalization a top priority of
the Immigration and Naturalization Service in order to continue fostering legal immigration while
combating illegal immigration. For instance, over one million individuals were naturalized in 1996.
lbe Administration continues to work to streamline and improve the naturalization process so that
eligible individuals wh() hl;we played by the rules Can become full partners in AIn~rica. In FY99, the
Administration won an infusion of new resources to reduce the backlog of naturalization applications
and improve customer service.
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Defended Immigrant Rights. The Administration defeated legislative efforts which would have
significantly eroded health care for immigrants. The bipartisan agreem~nt strengthened the
sponsorship requirement while preserving the basic ability of families to reunify.
Reversing Unfair Cuts; Protects Legal Immigrants Who Become Disabled and Those Currently
Receiving Benefits. The Balanced Budget Act of 1997 restored $11.5 billion in SSI and Medicaid
benefits for legal immigrants, whose benefits were also terminated in welfare reform~ This law protects
those immigrants now receiving assistance, ensuring that they will not be turned out of their apartments
or nursing homes or otherwise left destitute. And for immigrants already here but not receiving
benefits, the BBA does not change the rules retroactively. Immigrants in the co~try as of August 22,
1996, but not receiving benefits at that time who subsequently become disabled will also be fully
eligible for SSI and Medicaid benefits. When the President signed the 1996 Welfare Reform Law, he '
pledged to go back and change provisions that have nothing to do with welfare reform, ~uch as the '
cutting offbenefits to legal immigrants. Critics,.said the changes would never be ~ade. However, in
1997 and again'in 1998, the President followed through on, his pledge -- and won many of the changes
he sought in the 1996 law. The President's FY 2000 Budget would restore eligibility for SSI and
Medicaid to legal' immigrants who enter the country after that date if they ,have qeen i~ the United
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Siat~s.
.Jentering
:tates for five years and
disabled
theUmted
This proposal would cost
. approximately $930 million and assist an estihtated 54,000 legal immigrants by 2004, about h~f of
whom would be elderly.
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Assurin:g Families Access to Health. Care a~d Other Benefits. In May 1999, the Vice Pres~dent
'announced new actions to assure families tha~ enrolling in Medicaid or the new Children's HeiUth
Insurance Program (CHIP) and receiving oth~r critical benefits, such as school lunch and child care
services; will not affect their immigfution sta~us. Th~ new Department of Justice regulation clJrifies a
widespread misconception that ,has deterred ~Fgible populations from enrolling in these programs and
undermined the nation's public health. In addition, the Vice President directed Federal agenciJs to send
guida.ice to their field offices,program grant~es and to work with community organizations td educate'
Americans about this new policy.
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EDUCATION'
Made the Largest In~estment in Education.iJ:l30 Years. Maintaining his longtime commitment to
education, the President enacted'the largestiAvestmeritin education in IO.years ..:.. and the largest
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. investment in higher education since the,OJ.lBill.
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Modem~ing
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Our Scbools. The President
proP9sed fed":'l tax credits to help rebui Id. mimernize•
. ' and build 6,000 public schools nation~de. Muchof this funding is targeted to. the cities with the
highest numbers of low.;.income children.
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Reducing Class Size. Last year, the President ~ona down payment on his initiative to reduc~ class
size to a national average of 18 students ind!ades 1-3 to help local schools' hire an additional 100,000
well-prepared teachers .. Research shows tha~lstudents do better academically in smaller classe~,
especially minority and low-income studentJ. The President's proposal targets substantial fun~ing to
the communities that need it most, and he h~ threatened to veto legislation that would replac~ that
class size initiative wIth a block grant that ddesn't guarantee the continuation of apationwide Class size
initiative and denies 'adequate funding to the bommunities that need it most.,
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Supporting Reading Excellence. More than 1000 colleges have committed work-study stu~ents to
.' tutor children in reading, and'thousands of AlhieriCorps members and senior v()lunteers are organizing
volunteer reading campaigns. In addition, t11b President won $260 million for a new child litekcy
initiative,consistent with the President's ArJerica Reads proposal in the FY99 budget.. The F)'2000
budget includes funding to continue the Clin~on-Oore Administration Reading Excellence Pro:gram -
, helping, train reading tutors and coordinatin~lafter-school. weekend, and sunlmer reading pro~rams
linked to in-school instruction; helping train teachers to teach reading; and'helping parents help
children prepare to learn to read.
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Greater Access to Education Technology. The President has made an unprecedented commitment to
bringing technology into schools. In ,tlteFY;?9 budget, President Clinton won $75 million to fund
technology training for teachers and $10 million for new grants to public-private partnerships:in low
income communities to provide residents ac~ess to computer ~acilities' for educational and employment
purposes. Education technology has always been atop priority for the President. and Vice Pr~sident;
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�since 1993, they have created the Technology Literacy Challenge Fund' and increased overall
investments in educational technology by thirty-fold, from $23 million to $698 million this year. The
Administration has also secured low-cost connections (the E-rate) to the Internet for schools and
libraries.
Getting Good Teachers to Underserved Areas. The FY99 budget contained $75 million for new
teacher quality initiatives --programs that will help recruit and prepare thousands of teachers to teach
in high~poverty urban and rural communities and will strengthen teacher preparation programs across
the country.
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Strengthening Educational.Accountability and Excellence. 11 million low-income students now
benefit from extra support to meet high expectations and challenging standards because of increased
funding for the Tjtle I program and reforms proposed and signed into law by President Clinton in the
Elementary andSecondary Education Act (ESEA). This year, President Clinton has proposed building
on this progress with further strengthening accoUntability in these federal programs, improving teacher
quality, increasing school safety, expanding public school choice, and providing extra support through
summer-school, after-school and other programs to help stUdents master the basics and reach
challenging academic standards. The reauthorization will also support teacher education programs that
'develop the ability of regular classroom teachers to teach limited. English proficient (LEP) students,
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Enacted
a Hispanic Education Action Plan.
The Hispanic dropout rate is unacceptably high, and is
subst~ntial1y higher for Hispanics than African-Americans and White non-Hispanics. The
Administration is reaching out to Hispanic youth, encouraging them to stay in school, do well
academically and grad~ate from high school, and go on to college so that they can compete
successfully for good jobs and take advantage of promising career opportunities. As part of these
efforts, the Clinton Administration put forth and won funding increases for a Hispanic Education
Action Plan in the FY99 budget.. As part ofthis, plan, the President and Vice President proposed
significant increases ina number of programs that enhance educational opportunity' for Hispanic
Americans. The final b~dget included increases of $494 million for these programS, including an
increase of$70 million. for TRIO college preparation programs over FY98,'which will now provi<;le
support services to over 700,000 students, and an additional $50 million for Bilingual Education
Professional Development - double the FY98 level -- to begin to provide 20,000 teachers over five
. years with the training theY,need to teach Limited English Proficient students effectively. Moreover,
funding for Hispanic-Serving Institutions (HSls), colleges and universities with at least 25 percent
Hispanic enrollments was more than doubled from $12 million to $28 million in FY 99. In FY 2000,
the President has proPQsed over a $650 million increase in. funds for Depa.rtinent qfEducation
programs that are part of the Administration's Hispanic Eclu~ation Agenda.
Expanding College Opportunity with Tuition Tax Credits, Education lRAs, and Largest
, Increase in Pell Grants in 20 Years. The President is making the first two years of college
universally available. with $1500 HOPE Scholarship tax credits and a 20 percent lifetime learning tax
credit helps offset tuition costs for college or lifetime learning. Th~ expanded edu~ation IRA allows
penalty- and. tax-free withdrawals for education. And in 1999, nearly four million students will receive
a Pell Grant ofup to $3,125, the largest maximum award ever. In the 1995-96 school' year, 54 percent
of all Hispanic students enrolled full-time in college received a Pell Grant.
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�, Establisbed a Hispanic Advisory Commission. In 1994, the President issued' an Executive Order on, tl
Educational Excellence for Hispanics which Jstablished an adv~sory co~ssion to oversee th¢ ,
improvement in education for Hispanics 'and ~ould work to ensure that Hispanic-Serving Insti~tions
will have more input regarding educational g4~ils and issues of concern to Hispanics. The
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Commission'sreport identified contributing f~ctors impacting attainment of educational excellence,
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corrective policy actions, and plans for pro~ development ~d funding.
Implemented the Student Diversity partJie+hiP PrOgni;".
;artnered with Hispmrlc Associ~tion of
Colleges and Universities, National Associati~n for Equal Opportunity in Higher Education, aD Indian
Science and Engineering Society and the Cen~er for the Advancement of Hispanics in Science ~d
Engineering Education to implement the Stud~nt Diversity Partnership Program. This program will
ensure an adequate supply of diverse and qualified sCientists and engineers for the 21 st cent\iry!. In
addition, the White House recently awarded ~tesidential Awards for Excellence in Science; :
" Mathematics and Engineering Mentoring GraAts to both individual mentors and institutions that foster
mentoring,helping to ensure that America's 4ture scientists and engineers come from all of the
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AmeriCorps College Support. Since 1993, ,more than 100,000 people have had the opportuni1ty to
serve through AmeriCorps, with HispanicsI
cofuprising 13 percent of all participants (1996 data~ In
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1999, nearly 50,000 young people will take advantage of the opportunity to serve and will earn:an
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award'of up to $4,725 to pay for college or repay student loans. : ' '.
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p~esident
~reate ne~
Establisbing tbe
'In FY9;, the
won $120 million to
a
initiative
,which would promote partne~ships between sJhools and institutions of higher educationio provide,
about 100;000 low-income middle and high sAool students with academic and support services to help
them prepare for and ,enter college. The President is proposing to double this initiative this yem-.
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Re~ublicans atte~Pted
Expand'ing Investments In 'Youtb Educatio! And Training. While House
to
eliminate the sUlZc~ssfiil Summer Jobs pro~ in FY99, President Clinton prevailed with his request
for $871 million in funding, Which will financt up to 530,000 summer jobs for disadvanuiged ybuth.
The Youth Opportunity Area Initiative prografu provides high school dropouts between the ages of 16
and 24 with academic and job-skills training, 1; well as apprenticeships building and rehabilitating
, affordable housing. The President proposed aJd won $250 million for this new innovative progtam in
the FY99 budget.
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Teaching Job Skills.,and Building Homes Tlirougb "Youthbuild." Through the Youthbuild:
program, nearly 2,300 high school dropouts h~v.e developed valUable job skills while building ~r
, renovating homes for hundreds of 10w-incom~lfamilies. This pr~gram offers young adults, rang~g in
age from 16 to 24, the opportunity to gain leadership skills, earn' a high school diploma or GED, learn a
,valuable trade, and provide much-needed houJing to families nationwide. More than $170 million in
, grants have'been made under Youthbuild sincd[its inception in 1993, enaBling over 7,800 young people
to take part in building or rehabilitating more than 3,650 houses and apartments unitS in their ;
, conununities. Of the 7~800 served by YouthbJi(d, an estimated 1,170 are Hispanic youth..
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�Strengthening Bilingual and Immigrant Education. The President is committed to ensuring that
students with limited English skills get the extra help they need in order to learn English and meet the
same high standards expected for all students. The Clinton administration fought for and won a 35%'
increase in bilingual and immigrant education in the 1997 budget deal. For FY99,. the Administration.
fought for and won a doubling of the investments in bilingual teacher training .as part of its Hispanic
Education Action Plan. Bilingual education funding. helps school districts teach English to more than a
million limited English proficient (LEP) children and helps LEP studehts to achieve to the same high
standards as all other students. It also provides teachers with the training they need. to teach limited
English proficient students. The Immigrant Education program helps more than a thousand school
districts provide supplemental instructional services to more than 800,000 recent immigrant students.
In his 'proposal to reauthorize the Elementary and Secondary Education Act, the President has proposed
additional help to ensure that all teachers are w~ll-trained to meet the needs of students with Limited
English Proficiency. His proposal would also make schools and districts more accountable for helping
children with Limited ~nglish Proficiency master their academic subjects and learn English.
Extra Help for Limited-English Proficient Children. In 1994, President Clinton reformed Title I -
the major elementary and secondary program for disadvantaged children - clearing away barriers that
had prevented limited-English proficient children from getting help.· Now Hispanics are 32% of the
children served in Title I, the largest share of all communities. The FY99 budget provides a $301
million boost to the Title I program.
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More Assistance for Migrant Children and Faniilies.· Migrant families face particularly difficult
obstacles to gaining the educati9n and training they would needto improve their st8ndaid of living.
President Clinton improved the Migrant Education Program in the 1994 reauthorization, and won a 16
percent increase in FY99. As part of his Hispanic Education Action Plan, he also won increases for the
High School Equivalency Program, the, College Assistance Migrant Program, as well as funding for a
Migrant Youth Job Training Demonstration.
Expanding Access to English Language/Civics Education. The President's FY 2000 budget
supports a $190 million increase for adult education and family literacy, including a $70 million
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investment for the·English Language arid Civics Education Initiative: Common Ground Partnerships.
This initiative will help states and communities provide limited English proficient adults with
expanded access to high quality English as a Second Language programs linked to civics and life skills
instruction on understanding and navigating our government system, the publ!ceducation system,
workplace, and other key institutions in American life ..
. Reducing the Drop-Out Rate Through Right Track Partnerships.. The President's FY 2000 budget·
provides $100 million for "Right Track Partnerships" to promote' partnerships between schools,
employers, and community-based organizations that devise innovative cOlllIl1unity-wide approaches to
increase the rate at which economically disadvantaged and limited-English proficient youth complete
and excel in high school and subsequently increase the rate at which these.youth go on to post
secondary education, training, and higher paying careers. This new proposal builds on last year's
Hispanic Education Action Plan, which·received nearly $500 million for FY1999.
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anno~ced J
EliminatingRadal and Ethnic Health D1sJLities. In 1998,President Clinton
initiative to end racial and ethnic health disp~ities. The'effort sets a national goal of eliminatirig the
. longstanding disparities by the year 2010 in .sik key health areas: infant mortality, diabetes, cahcer
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screening and management, heart disease,AI~S and immuniza~ions. There are major health i
disparities among Hispanics. Latinos are nemhy twice as. likely to develop diabetes than non-Latinos
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and Latinos have two to three times the rate of stomach cancer as white Americans. The President
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announced a: five-step plan --led by Surgeon ([jeneral and Assistant Secr~tary for Health Dr. David
Satcher - to mobilize the resources and expeJise of the federal government, the private sector,:and
local communities. In. the FY99 budget, Con~ress took a critical first step in investing in the :.
President's multi-year proposal. The Presideri'Cs FY 2000 budget has proposed $145 million tq
continue this program's activities.. "
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Addressing HIVI AIDS in Communities of Golor. ' Racial and ethnic communities make up the fastest
growing portion ofHIV/AIDS cases· (more
50 percent of~l new HIV cases). As part oft{ie FY99
budget, the Clinton Administration fought for;1 and won a comprehensive new initiative that invests an
unprecedented $156 million to improve prevenhon efforts in high-risk communities and expand access to
cutting-edge HIV therapies and other treatmerl't needed for HIV/AIDS. '
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Focused Health Efforts. Established the Office of the Minority Health Research and AlternatIve
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Medicine at the National Institutes of Health. :fielped communities develop culturally-competept
systems of care for children with,serious emotional disturbances' through the Comprehensive M~ntal
Health Services for Children'and Families pro~am. Negotiated agreements with hospitals and nursing
home. to eliminate barriers to eqilal access
minorities based on language:
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Working to Enact a Strong, Enforceable Patients' Bill of Rights for All Americans. President
Clinton has called on the Congress to pass a sJong, enforceable patients' bill of rights that assures
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, Americans the quality health care they need. ]be bill should include iinportant patient protections such
as: assuring direct access to specialists; real eriiergency room protections; continuity of care provisions ,.
· that protect patients from abrupt changes in trd~tment; a fair, timely, and independent appeals process
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for patient grievances; and enforcement provisions to make these rights real. . Leading by example, the
President directed all federal agencies to ensur~that their employees and beneficiaries have the benefits
· and rights g~teed under the President's prgposed Patients' Bill of Rights.
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Protecting and Strengthening Medicare. The 1997 Balanced Budget Act extended the life of the
· Medicare Trust Fund for,at least a decade; expbded choices in health plans; and provided beneficiaries
new preventive benefits. Today, Meoicare pr9rides health insurance to more than two million ~lderly
and disabled Hispanics and six percent of aU,hpneficiaries currently enrolled in Medicare are Hi~panic.
President Clinton is working to modemize andlstrengthen Medicare to prepare it forthe challenges the
program faces in 'the 21st Century. This historilc)nitiati~e would make Medicare more competitive and
efficient; modernize .and reform Medicare's behefits, including along-overdue prescription drug ,
benefit and cost-sharing protections for.preven~ive benefits; and make an unprecedented long-term
financing commitment to the program that woAld extend the life of the Medicare trust fund to 2027.
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Extended Health Care to Millions of Children w'ith the Children's Health'Insurance Program
(CHIP). Because of the President's leadership, the 1997 Balanced Budget Act included $24 billion to
provide real health care coverage to up to five million more children, the largest children's health care
budget increase since Medicaid was created in 1965. Minority children make up a disproportionate
number of the over 10 million uninsured children. Hispanic children make up nearly 30 percent of all
uninsured children. The Administration is actively reaching out to communities to target and enroll
eligible, uninsured children in CHIP.,
Providing Health Care to Children and Pregnant Women. Under current law, states have the
option to provide health coverage to immigrant children and pregnant women who entered the country
before August 22,1996: The President's FY 2000 Budget gives states the option to extend Medicaid
or CHIP coverage to low· income legal immigrant children and Medicaid to pregnant women who
entered the country after August 22, 1996. The'proposal would· cost $325 million.and provide critical
health insurance to approximately 55,000 children and 23,000 women by FY 2004. This proposal
would reduce the number of high·risk pregnancie~, ensure healthier children. and lower the cost of.
emergency, Medicaid deliveries.
Protecting Families. Family and Medical Leave allows workers to take up to 12 weeks of unpaid
leave to care for seriously ill family members, .new born or adoptive children, or their own senous
health problems without fear of losing their jobs. About 91 million workers are covered by the Family
and Medical Leave Act,and million,S of workers have already benefited from FMLA since its
enactment.
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Increased WIC - $1 Billion Higher. Under President Clinton, participation in the Special
Supplemental Nutrition Program for Women, Infants, and Children (WI C) has expanded by 1.7 million
-- from 5.7 million in 19.93 to 7.4 million women, infants, and children in 1998, with funding rising
from $2.9 billion to $3.9 billion (FY99). Research shows that every $1 increase in the prenatal care
portion of the WIC program cuts between $1.77 and $3.90 in medical expenses in the first 60 days
following childbirth. In 1996,30 percent of the infants who benefited from WIC were Hispanic.
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Restoring Food Stamp Benefits for Legal Immigrants. The Agricultural Research Act of 1998
provided Food Stamps for 225,000 legal immigrant children, senior citizens, and people with
disabilities who enter the United States by Aug\lst 22, 1996. The President's FY 2000 Budget would
extend this provision by allowing legal immigrants in the United States on August 22, 1996 who
subsequently reach age 65 to be eligible for Food Stamps at cost of $60 million, restoring ben~fits to
about 20,000 elderly legal immigrants by 2004.
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Expanded Head Start By More than 60' Percent. Since 1993, President Clinton has expanded Head
Start by 57. percent, from $2.8 billion in FY93 to $4.4 billion in FY98. During the Clinton
Administration, Hispanic enrollment has increased by 70,000 and at a rate nearly twice as fast as non
Hispanic enrollment. Despite these increases, fIispanic children remainunder':represented in the
program, and the Administration is stepping up efforts to ensure access and culturally appropriate
services. Also, the President's FY 2000 budget includes $607 million in new funds to improve and .
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expand Head Stan, including a $23 million request for Migrant Head Stan that would improvC:( quality
andreach as many as 2,000 new children,
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Raised Immunization Rates to AU Time High. Since 1993, childhood immunization rates have
reached all-time highs; with 90 percent or mdte of America's toddlers receiving the most critical doses
of vaccines for children by age 2. For the mo~t critical childhood vaccines, vaccination levels are
nearlythe same for preschool children of all kcial and ethnic groups, nairowing.a gap that waS
estimated to be as wide as 26 percentage poi
a generation ago. But despite this program, as of 1997,
79 percent of white children had received the :recommended series of.vaccinations by age 2 co~pared
to 72 percent of Hispanic children whom had Ibeen vaccinated against childhood disease. To h:elp
increase participation, on April 20, 1999"Secretary Shalala announced a new Spanish-languag~
childhood immunization public awareness cafupaign, "Vacunelo A Tiempo Todo el Tiempo"
(Vaccinate Your Children On time,'Every TiJte), to create and distribute culturally relevant and
language appropriate educational materials to' help raise Hispanic immunization rates to the national
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average.
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Proposed the Largest Single Investment in rhild Care in th~ Nation's History. In 1998, ~e
President proposed an historic initiative to. improve child care for America's working families py
helping families pay for child care; building the supply of good after-school programs, improving child
care quality and promoting early learning. ~e President won· $182 million to improve the qua:lity of
child care for America's working families in the FY99 budget.· - ' .
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Providing Safe After-School opportunitiJ
Nearly 400,000 Children Each Year.
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Approximately 400,000 school-age children ip rural and urban communities have safe and edubational
after-school opportunities this year because of the expanded 21 st Century Community Learning
Centers program. Under the leadership of PrJsiaent Clinton and Vice President Al Gore, fundi'ng for
this initiative has increased from $1 million t~ $200 million in two years, and the Administration has
proposed tripling the program this year. In'hik FY 2000 budget, the President proposed to increase
funding to serve approximately 1.1 million sttdents.
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FIGHTING CRIME
Held the White House-Conference on Hate Crimes. President Clinton hosted the first Whit~ House
Conference on Hat~ Crimes, which examined1laws and remedies that can make a difference in:
preventing hate crimes, highlightedsolutionslfhat are working in communities across the country, and
continued the frank and open dialogue needed to build One America. The President announced
significant law enforcement and.prevention iJitiatives to get tough on hate crimes; including: s~pport
Jor legislation to expand the federal hate cri~b,s law to cover crimes based on sexual orientatio~,
gender, or disability; the creation of a networ~ of local hate crim<; working groups; 'the additiori of .
approximately 50 FBI agents and federal proJbcutors to enforc~ hate crimes laws; improved collection
'of data on hate' crimes; and the production of~aterials to educate the public - especially youthabout hate crime~. The President and Vice P~eside:Pt continue to work to enact the Hate Crime~
Prevention Act.
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Enhanced Penalties for Hate Crimes. As part of the historic 1 994 Crime Act, the President signed
the Hate Crimes Sentencing Enhancement Act which provides for longer sentences where the offense
is determined to be a hate crime.
Falling Crime Rates. Overall crime rates are down to the lowest levels in a generation --and all
incomes and races are benefitting. According to the Bureau of Justice Statistics' National
Victimization Survey, property and violent "crime victimization rates are at their lowest levels since
t"973. Between 1993·1997, decreasing victimization trends were experienced about equally for all
race, sex and income groups. In addition, the murder rate is down more than 25 percent since 1993, its
lowest point in 30 years. Between 1997 and 1998, the Hispanic violent victimization rate fell from 43
" to 33 victimization's per 1,000"'Hispanics.
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Putting 100,000 New Police on the Streets and Providing COPS Grants to Underserved Areas.
This year, ahead of schedule and under budget, the Administration has met its commitment of funding
100,000 police officers for our communities. As a part of the COPS Program, the President announced
new grants to increase police presence and community policing in underserved neighborhoods. Under
this initiative, 18 cities ,will" share $106 million to hire 620 new community policing officers. The pilot
cities were selected folloWing an analysis of crime, demographic and economic data.
SAFE AND CLEAN ENVIRONMf,:NT
Environmental Justice and Redevelopment .:. issued an Executive .order on Environmental Justice
to ensure that low-income citizens and minorities do not suffer a disproportionate burden of industrial
pollution. The Administration identified pilot projects to be undertaken across the country to
redevelop contaminated sites in low-income communities, tum them into useable space, create jobs
and enhance community development.
Accelerating Toxic Cleanups and Brownfields Redevelopment .:.. cleaned up nearly three times as
" many Superfund sites in six years as the previous administrations did in twelve. Leveraged nearly $1
billion in p,rivate sector. investment for Brownfields redevelopment.
Keeping Our Drinkin'g Water Safe - proposed and signed legislation to strengthen the Safe' Drinking
Water Act to ensure that our families have healthy, clean tap water. Required America's 55,000 water
utilities to provide regular reports to their customers on the quality of their drinking water.
Reducing the Threat of Global Warming -- negotiated an international treaty to reduce greenhouse
gas emissions in an environmentally strong and economically sourid way. Secured $1 billion in FY99
for research incentives to reduce greenhouse gas emissions through energy efficiency and clean energy
technologies.
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Preserving Our Lands -- protected or enhanced nearly 150 million acres of public and private lands,
from the red rock canyons ofUtah to the Florida Everglades: Reached agreements to protect
Yellowstone from mining and save the ancienf"redwoods of California's Headwaters Forest.
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�AMERICAN LEADERSHIP
Democracy for Cuba. The Clinton
AdminiLatio~
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increased efforts to promote a peaceful,
democratic transition in Cuba by keeping pre~sure on the Castro government for change whil~ reaching
out to the Cuban people. The President hass~engthened the international consensus on the need to
promote human rights and democracy. The <Elinton Administration. has authorized humanitarian
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measures to alleviate the Cuban people's suffering, encouraged the emergence of civil society; and
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Support Our Closest Neighbors. The Awrulstration
decisive action in assembling a financial
. support package for Mexico and later BraziL II In each case, the .President's leadership prevented a
prolonged financial crisis and its spread to other Latin American countries. In addition, the President
'traveled to Latin America and launched hemikpheric negotiations for Free Trade Area of the Ameri,cas:
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Our Nation on
the Fault Line:
HISPANIC
AMERICAN
EDUCATION
A REPORT TO THE NATION:
POLICIES AND ISSUES ON
TESTING HISPANIC STUDENTS
IN THE UNITED STATES
,
President's Advisory
Commission on Educational
Excellence for Hispanic Americans
September, 1999
Prepared by:
Richard A. Figueroa,
University of California at Davis
Sonia Hernandez
California Department of Education
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The President's Advisory Commission on Educational
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Excellence for Hispanic Americans
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Ana "Cha" Margarita Guzman, Chair
Guillermo Linares, Vice-Chair*
Erlinda Paiz Archuleta*
, Cecilia Preciado Burciaga, .
George Castro*,
Darlene Chavira Chavez
David Cortiella
Miriam Cruz .
"Jose Gonzalez
Maria Hernandez
Sonia Hernandez~
Juliet Villarreal Garcia
Cipriano Munoz*
Eduardo Padron
Janice Petrovich
Gloria Rodriguez
Waldemar Rojas*
Isaura Santiago Santiago
John Phillip Santos
Samuel Vigil*
Diana Wasserman
, Ruben Zacarias*
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White House Initiative on Educational Excellence for Hispanic
'Americans
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Sarita' Brown, Executive Director
. Deborah Santiago, Deputy Director
Richard Toscano
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ACKNOWLEDGEMENTS
A very special thanks is extended to Ms. Dianna Gutierrez. We
are indebted for the tremendous amount of research that she directed
in the preparation of this report. Commendations are extended to her
assistant, Ms. Marisol Flores.
We must also acknowledge the help of many colleagues
throughout the. United States. They were all generous, prompt and
supportive in their efforts.
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The Professional Staff of WestEd:
. Dr. Stanley Rabinowitz
Dr. Rose Marie Fontana
.Dr. Sri Ananda
Dr. Robert Linquanti
Professor Guadalupe Valdes, Stanford University
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Profe~sor
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Janette Klinger, University of Miami
Professor Jose.Cintron, California State. University Sacramento
Professor Lila Jacobs; California State University Sacramento •
. Mrs. Linda Murai, Sacramento County· Office of Education
.Dr. Pedro Pedraza, Hunters College
•Dr. Diane August, August & Associates.
ProfessQr Jon Sandoval, University of California at Davis
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Professor Eugene Garcia, University of California at Berkeley
Professor Alfredo Artiles, University of California at Los Angeles
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FORWARD
There is no more promising reform in public education today than the .
standards -based movement. It is the most widely accepted school change
process which offers the greatest probability for leveling the playing field for
all children by clearly stating expectations for instruction, assessing the
progress of each child toward achieving the standards, and holding schools
accountable for student learning. Where these three core elements of a
standards-based system are in place; all students begin to experience success
as never before. This is especially true for the growing Hispanic student
. population in America which has been traditionally excluded from access to
rigorous mainstream instruction. But in the current rush to implement world
class standards supported by systems of accountability in he nation's public
schools, state education leaders have compromised the future of Hispanic' .
students by making high stakes decisions based on inaccurate and inadequate
testing information. Hundreds of thousands of Hispanic students, many
lacking functional fluency in English, are assessed with a myriad of tests
entirely in English and, oftentimes, only in English. The resulting test data
. gleaned from the administration of these' tests is used for student promotion
or retention, for high school graduation, generally fot high stakes decisions -
but rarely for the purposes of true accountability. When it comes to holding
schools accountable for the academic achievement of our students, states
allow Hispanic youngsters to become transparent inside the very system
charged with educating them.
State policies often require that Hispanic students be assessed in English
with tests they may not even understand or with alternative but less rigorous
tests in Spanish whether or not they are receiving instruction in that.
language. Neither approach produces accurate information about student
learning. Nevertheless, the resulting data is often used to hold students
accountable fQr their own success, rather than the educators or the systems of
public schooling. Who should be responsible for what Hispanic students
learn in school? The answer is simple: students, educators, and parents all
must share the responsibility. But what kinds of assessments should be
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used to provide accurate informatipn about what students have been '
taught? Regrettably, the answer to this question is not as simple. ,', '
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. success '
F or now, onIy the students
emseIves ear th e weIgh"t 0 f' demIC '
aca
or failure, with few exceptions~ Hispatics disappear from the accountability ,
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, reports which trig'ger both positive and negative consequences for the
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responsi~le adults in the system., Thus~more than two million Hispanic ' '
,students In the US are underrepresenteCi or absent from the rolls of students
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who are counted and who,therefore, count.,
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AsAmerica enters the new millennium\deliberate action by policymakers at
every level must be taken to include the\\country's fastest growing and soon
to-be largest minority within the bounds\~f systems of accountability using
accurate information for decisionmaking
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gro~ing
The. purpose. of
report
attention to the
cnSIS of the InVISIble HIspanIC students mpubhc educatIon to the natIOn's
leaders' ~nd (2} to pro~de guid~c~ .to the~n~tion and th~~tat~s on taking the
necessary steps to rectify the condItions WlhICh allow HIspanIC students to be
wrongly meas~red an~ ~accounted for in~their o~ scho?ls.•. It is our intent
to help the natIOn get It nght for the sake of the chIldren. "
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The Commission Assessment Committee
The President's Advisory Commission on Educational Excellence For
Hispanic Americans •
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September 15, 1999
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A REPORT TO THE NATION:
POLICIES AND ISSUES ON TESTING HISPANIC
. STUDENTS IN THE UNITED STATES
CHAPTER 1: INTRODUCTION
All forms of human mental measurement are fragile and
problematic (Gould, 1983). At their best, for example, psychometric
tests account for a modest.25-35% of the variance of what they
predict (Neiser, Bodoo, Bouchard, Boykin, Brody, Ceci, Halpern,
Loehlin, Perloff, Sternberg, & Urbina, 1996; Cleary, Humphreys,
Kendrick, & Wesman, 1975). This is a technical ceiling that test
makers have not succeeded in breaking for nearly a century. A
, fundamental assumption of all testing is that the normative framework
(psychometric, criterion, or rubrics-based) on which the test scores
are based assumes a high degree of experiential homogeneity,
cultural/linguistic similarity and equity in learning opportunities among
test takers (Colvin, 1921; Woodrow, 1921; Heller, Holtzman, &
Messick, 1982). Under these conditions, a test score becomes a
measure that belongs pre-eminently to the individual and his or her
talents, achievements, traits and predispositions. In a real sense,
tests work best in a perfect democracy of monolingual and
monocultural citizens.
Hispanic Americans present a massive challenge to the
assumptions of tests. The vast majority has varying levels of
exposure to and proficiency in Spanish, though many also come from
other linguistic backgrounds (e.g., Portuguese, Catalan, Basque,
etc.). Their cultural ancestries include Mexico, Central and South
America, Puerto Rico, Cuba, the Caribbean, Spain .and Portugal.
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Their cultural~xperiences in the Uni1fed States are multigenerational
. and reflect a broad range of accultu~ation levels, socioeconomic
differences, and political power. So 'last is their. heterogeneity, that
the assumptions of tests about hom&geneity may well be untenable ..
Yet, Hispanic students and Hispanidl citizens are tested every day and
· are compared to middle class Ameri;pa in a unique reification of
democracy and assimilation that tests impose. But the history of
testing Hispanics in the United StatJls has never been typified by
equanimity.
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There are. few issues.in Ameriean Psychology or Education that
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are as complex or' as misunderstood as the testing of Hispanic
.students. Two fundamental questio~ls have challenged and continue
to perplex test-makers, test-givers apd test-users: Does Spanish in
the home or as the primary language affect test scores? and, Do any
aspects of Hispanic .culture in th~U~ited States attenuate or change
test outcomes?
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In the 1930's, the great Mexican American psychologist •.
George Sanchez. addressed both tues.
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"T.he relative reSP?nSibil/ty of the school and. of the child in
the achievement of deSirable ~oals must be.exammed. Is the .....
fact that a child makes an infef!ior score on an intelligence test
Prima facie evidence that he isII dull? Or is it the function of the
test to reflect the inferior or different training and development
with which the child was fumi~hed by his home, his language,
.' the culture of his people, and ~y his school? When the child
fails in promotion is it his failu~b or has the school failed to use
the proper whetstone in bringirl g out the true temper and quality
of his steel?'
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The school has the responsibility of supplying those
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. experiences to the child WhiCh:1 will make· the experiences •
sampled by standard measures as common to him as they
. were to those on whom the n~rms of the measures were based .
.When the school has met ttie language, cultural. disciplinary,
and informational lacks of the;bhild and the child has reached a
.. saturation point of his capaci~ in the assimilation of . . •.
:' fundamental experiencesandllac!ivities - then f~il~re on his part
to respol')d to tests of suchexl¥enences and activities may be .
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considered his failure. As long as the tests do not at least
sample in equal degree a state of saturation that is equal for the
"norm children" and the particular bilingual child it cannot be
assumed that the test is a valid one for the child."
(Sanchez, 1934, pgs. 770-771)
Presently, the impact of cultural differences on test scores
remains understudied. Most of what is known about cultural effects
comes from the use of U.S.-made tests on foreign populations.
Anthropologists were early consumers who believed that the scientific
nature of tests made them appropriate for universal use. Very little is
known about cross-cultural differences in testing, in fact, precisely
because monocultural tests when translated into the local language
yielded predominantly lower scores and Anglocentric interpretations.
There are, however, some notable exceptions in this regard.
Holtzman, Diaz-Guerrero, & Schwarts (1975) conducted a
longitudinal study comparing approximately 400 middle-class
Mexican children with 400 middle class White children from northern
Texas. One of the unique aspects of this investigation was that a
comprehensive attempt was made to make all the sociological,
psychological and educational tests and scoring protocols appropriate
for Mexican students and their families. The result was a compelling
description of cultural differences as well as the production of
knowledge about how psychometric tests need to undergo a radical
overhaul for cross-cultural use and how cultural bias can subtly affect
scores. Regrettably, this type of investigation has never been
replicated with Hispanic children and their families living in the United
States.
By and large, the study of cultural differences in testing has
always operated from a "black box" desfgn. Culture has resided in the
"Puerto Rican", "Mexican," or "Cuban American" samples used
(Valdes & Figueroa, 1994). The only cultural affect on U.S.normed,
English-language tests has been lower scores. Interestingly, these
types of "black box" studies have seldom found evidence 'of lower test
reliabilities or validity because of cultural differences (Cleary,'
Humphreys, Kendrick, & Wesman, 1975; Geisinger, 1992; Sandoval,
Frisby, Geisinger, Scheuneman, & Grenier, 1998)..
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The same has not been true for the one cultural variable that
. . has left its mark on virtually every in~~stigation using tests with
. Hispanic populations. Linguistic exp0sure to Spanish has affected
. every type of psychometric test and t~st score given in the United
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States (Vald~s & Figueroa, 1994). It is the one variable for which
there is evidence of psychometric biJs (Figueroa & Garcia, 1995). It is
the one variable that finally has drawr the attention of the scientific
community as a complex disrupterof,!established testing policies and
practices (Pellegrino, Jones, & Mitchell, 1999).
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CHAPTER 2: THE HISTORICAL CONTEXT
In 1922, Charles Brigham published "The Study of American
Intelligence," an analysis of government data from testing conducted
on World War I recruits. A subset of the large sample included 11,300
"foreign born" recruits who were tested with the Army Alpha (a verbal
test of intelligence) and the Army Beta (a nonverbal test of
intelligence). Approximately 32% of them had been in the United
States between 0-5 years, 38% between 6-10 years, 17% between
11-15 years, 7% between 16-20 years, and 60/0 over 20 years .
. Because of its high verbal content, the ,Army Alpha was a good
measure of English .language proficiency. In spite of Brigham's
tortured defense of the integrity of this sample of "foreign born"
recruits, there is a strong indication that after 10 years the sample
reflected a different type of immigrant, the ones who did not return to
their native countries and who in all likelihood had adapted culturally
and linguistically. Taking this into account, the increase in Army Alpha
scores for the first two, 5-year groups was a meager .11 of a point.
This is one of the first, major empirical findings that on psychometric
tests proficiency in a language besides English systematically.
produces lower verbal scores possibly fora very, very long time.
The 1920's and 1930's produced a great amount of research on
ethnic minorities in the United States. Much of it came under the title
of "Race Psychology" and reflected a naive use of test scores to
support genetic arguments about lowef'intellectual potential in non
Nordic groups. A considerable amount of this published work
included Hispan'ictest subjects whose linguistic backgrounds can
generally be described as "bilingual." That is, they came from homes
where Spanish was spoken and with varying and unknown degrees
. of proficiency in Spanish. Most of these studies were conducted on
Mexican American children.'
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Several conclusions can be extracted from this early research
on bilingual test-takers. First, the test results of bilingual individuals
compared to those of monolinguals, for all age groups, conSistently
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produced a profile of lower (English)[test scores regardless of the test
being used. This was most pronoun€ed in tests ofverbal intelligence,
although a similar profile appeared i~ tests of academic achievement .
· (Brown, 1922; Cebollero, 1936; KOC~ & Simmons, 1926; Johnson,
1938; Manuel, 1935; Pratt, 1929). Tn ere, English-dependent skills
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'analogies, essay composition, etc'~rre markedly low in bilingual
· test-takers in comparison to their arithmetic and memory skills. In
effect, differences in exposure to En~lish appeared to be unerasable
(Saer, 1923), or as the Brigham stud¥ showed, virtually unerasable.
This phenomenon became widely knpwn as the "Iangu'age handicap"
of all immigrant test-takers. In many ~esearch publications, this
provided a rationale for denigrating dr eradicating bilingualism and
instruction in the primary language ..
Second, the psychometric proPI~rties of tests showed a curious
profile. Bilingualism had no effect on lhe internal consistency and
· stability of tests, particularly indices ~f reliability (Figueroa, 1990). But
on the critical external indices of validity, particularly predictive
· validity,. bilingualism appeared to atterlUate the power of tests (Altus,
1945; Davenport, 1932; Feingold, 1924; Garth, 1928; Paschal &
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Sullivan, 1925; Pintner & Keller, 19221; Wheeler, 1932; Wood, 1929; ,
Yoder, .1928).·
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Third, some anomalous data aRpeared. BilinguaLindividuals
from middle or upper-middle class hoh,es occasionally either
.
outperformed monolingual, English sReakers or did,as well in test
scores (Darcy, 1946; Feingold, 1924; !Manuel, 1935; Pintner &
.
Arsenian 1937): The "bilingual handic1kp" in effect was cured by
advantaged or enriched environment~ and backgrounds. Clearly, ..
however, in the early part of the 20th ~entury, foreign born individuals ..
with such cultural capital were relativ~IY rare. Also,individuals with .
two under-developed languages did ~orse on tests than individuals
with a single, educationally-developedJoreign language (Altus, 1949;'
Arsenian, 1945; Smith, 1949, 1957). tnother ,finding that to this day
remains present and unexplained is tHe ability of bilingual·individuals
to do better than English speakers on rrecalling digits backward (a
staple of.IQ tests since their inception) (Manuel, 1935; Luh & Wy, .
1931; Darsie, 1926; Hung-Hsia, 1929;I\Jensen & Inouye, 1980).
Finally,. on schoc;>1 gr~des the "bilingual handicap" did not materialize
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to the same degree or persistence ason tests (Bell, 1935; Smith,
1942).
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Fourth, the psychometric, scientific community began the
unfortunate procedural tradition ofdealing with cultural groups as
monolithic entities (e.g., Garth, 1920). The "Mexican" sample
operationalized "Mexican culture". Socioeconomic and other·
intervening variables were often ignored. English language
proficiency in test SUbjects remained as an uncontrolled source of
error. Background factors such as educational backgrounds or the .
segregated nature of public schooling for bilingual students were
overlooked. The methodological flaws in the design of studies with
bilingual persons, in effect, were substantial and virtually precluded
reasonable inferences or attributions. Many of these design flaws
continue (e.g., Sandoval, 1979; MacMillan, Gresham; & Bocian,
1998).
For test users, however, the "language handicap" produced
several innovations or, in the current lexicon, a series of
accommodations. The testing community came to believe that
nonverbal tests of mental ability were free of linguistic factors and
were culturally neutral (Brigham, 1922). To this day, they are seen as
culture fair measures of intelligence, mental aptitudes or personality.
Tests were often simply translated without conducting norming
studies (Lester, 1929; Mitchell, 1937; Paschal & Sullivan, 1925).
These translations were used for research purposes and for
conducting actual assessments. Ethnic norms were occaSionally
produced for some bilingual groups (Luh & Wy, 1931; Ammons &
Aguero, 1950). Many caveats and precautions on the use of tests
with bilingual subjects were voiced. For example, Charles Brigham,
the father of the modern SAT (Scholastic Aptitude Test) and the
principal investigator in "The Study of American Intelligence," also
concluded that:
"For purposes of comparing individuals or groups, it is
apparent that tests in the vernacular [English] must be
used only with individuals having equal opportunity
to acquire the vernacular of the test. This requirement
precludes the use of such tests in making comparative
�13
.studies of individuals brought up in homes in which the
vernacular of the test is not US:bd, or in which two ver
naculars are used. The last co~ndition is frequently violated
here in studies of children borr in this country whose',
parents speak another tongueJ It is important as the
effects of bilingualism are not ~ntirely known."
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pg. 165) .
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'~heeffects
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Some 70 years later,
of JilingUaliSm [still] are not entirely
known." What has changed is that th1bre are more cave'ats about
testing bilinguals.
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CHAPTER 3: TESTING STANDARDS AND FEDERAL NON·
DISCRIMINATION PRINCIPLES
The most important and potentially powerful set of regulations
and policies on the development and use of tests in the United States
is the Standards for Educational and Psychological Testing
(American Educational Research Association, American
Psychological Association, National Council on Measurement in
Education, 1999). They are the "standard of the industry" and
constitute somewhat of an ultimate arbiter on all matters related to
test development and usage. The importance of these standards for
addressing the problems·associated with testing Hispanic students
cannot be overstated.
What is singularly unique is that the current standards have
outdistanced current test technology and testing practices with
"Individuals of Differing· Linguistic Backgrounds." The gulf between
what the standards promulgate and what test developers and test
users actually do is very large. Given the directives proposed by the
Office for Civil Rights in their "Nondiscrimination in High-Stakes
Testing: A Resource Guide" (U.S. Department of Education, In
press), this gulf may well constitute denial of substantive due process
with Hispanic students and citizens. The following is a historical look
at how the current standards evolved with respect to testing bilingual
individuals. A review of the OCR Guidelines then follows.
THE STANDARDS FOR EDUCATIONAL AND PSYCHOLOGICAL
TESTING
The first set of these standards appeared in 1966, even though
both the American Educational Research Association and the
American Psychological Association had addressed the issues·
�15
attendant to achievement and psychelogicalldiagnostic testing in two
prior, separate documents respectiv~ly in the mid 1950.'s. '
EducJ~ional
,
The 1966 Standards for
and Psychological Tests
and Manuals (American Psychologid~1 Association, American
Educational Research Association, NJational Council on Measurement
in Education, '1966) had :one overridi~9 goal: "the' essential principle
,
underlying this document is that a te~t manual should ,carry'
information sufficient to enable any ~Lalified user to make sound
judgments regarding the usefulness ~nd interpretation ofthe test"
(pg. 2). Behind this "essential principl1e" was the recognition "that tests
are used in arriving at ,decisions whidh may have, great influence on
the ultimate welfare Of the persons t~lsted, on educational points of
view and practices, and on developm1ent and utilization of human
resources" (pg.1). Interestingly, in th~ entire thirty-six pages of text,
,
p
there are,only occasional references Ifo general demographic
variables that should be addressed b¥ test manuals. There are only
two instances when these reference~1 vaguely touch on linguistic and
cultural diversity. In both instances they are not prescribed as
ESSENTIAL:·
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"CS.S. If the validity of the test is likely to be different for
subsamples that can be ident;ified when the test is given,
the manual,should report the Iresults for each subsample
separately or should report tHat no differences were found.
VERY DESIRABLE"
(pg.20)
"0.2.21. [concerning the psychometric index of reliability]
Demographic information, su~h as distributions of the
subjects with respect to age, fex, socioeconomic level,
intellectual level, employment. status or history, and
minority group membership s!hould be given in the test
manual. DESIRABLE" ,
, (pg. 28),
, In 1974, the new edition of the Standards for Educational and
Psychological Tests ,(American PsycHological ASSOCiation, American
Educational Research Association, N~tional Council on Measurement
in Education, 1974) paid more attentiqn to the i~sues of cultural and
, linguistic diversity. There was recognition that the validity of a test
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could be attenuated for certain groups and under certain conditions.
This acknowledgement was due, in great part, to the impact of federal
court cases alleging diagnostic bias in tests. In many school districts,
tests produced inflated incidence rates of mental disabilities among
Latino and African American student populations. Typically, the
. following appeared with greater frequency than in the past.
"81.3. The manual should tall attention to marked
influences on test scores known to be associated with
. region, socioeconomic status, race, creed, color, national
origin, or sex. Essential
[Comment: Social or cultural factors known to affect
performance on the test differentially, administrator errors
that are frequently repeated, examiner-e?<arrlinee
differences, and other factors that may result in spurious
or unfair test scores should, for example, be clearly
and prominently identified in the manual.]"
(pg..14)
Of even greater importance, two warnings appeared' about the
possible impact of tests and testing practices on English-language
learners. Standard G2 direCted test users to know the research
literature on tests and testing particularly with respect to the problems
associated with testing individuals with "limited or restricted cultural
exposure." Standard G2 suggested that the overrepresentation of
African American and Spanish-speaking children "with limited cultural
exposure" was caused by test users' lack of knowledge about the
limitations of tests' when cultural differences existed.
Standards JS, J.S.3, and J.S.3.1'. went even further. They'
recommended that when there were great cultural differences
between the test taker and the test's normingsample, the tester
should not test ("Essential"). They also set forth an accommodation
that has become exceedingly popular: when there are no appropriate
tests for a given person or population, the tester should use "a broad
based approach to assessment using as many methods
are'
available to him. Very Desirable" (pg. 71 ).In other words, do more
assessments with more tests. The Comment for this Standard
elaborated on this.
as
�17
.[Comment: The standardII is to do the best one can. This
.
perhaps includes the use of a·test, even though no
appropriate normative d~ta are available, simply as a
means of finding out hO~ the individual approaches the
task of the test. It might i~clude references, extensive
interviews, or perhaps sdme ad hoc situational tasks. .
Efforts to help solve edu&ational or psychological
problems should not be ~bandoned simply because of the
absence of an appropriatbstandardized instrument.]
.
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(pg.' 71)
When a test or tests are not appropriate, giving more tests
simply to see how an individual handles the testing situation is
questionable. Data exist showing that in some high-stakes testing
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situations, giving more tests helps neither the tester (Mehan,
II
Hertweck, & Meihls, 1986) nor the child (Taylor, 1991). When a test is
not appropriate, it should not begive~ if it may hurt an individual or
lead to serious negative consequenc~s for the individual. The use of
an inappropriate test can only be just(fied if it has little or no
consequences for the individual and ifit helps assess system effects
on similar individuals. For ~ispanic stfudents, the use of inappropriate
tests is a national problem with a long history of abuse. As the
"Comment" cited above underscores,\there are alternative ways to
help solve psychological and educational problems. With Hispanic
children, these m'ust be linguistically Jnd culturally appropriate ..
.
In 1985, the Third Edition of the IStandards was published .
.(American EdUcational Research ASs0ciation, American .. '.
Psychological Association, National C;6uncil on Measurement in
. Education; 1985). The challenges posbd by the multiple aspects of
diversity (culture, language, disability, \!gender, socioeconomic status,
etc.) appear throughout the entire document. But the most significant •
evolution of the Standards is Chapter \~3, "Testing Linguistic
. ..
Minorities." In many ways, Chapter 13 was revolutionary.
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The'text that introduced the seven Standards for this chapter
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began, with the most profound acknowledgment. "For·a non-native,
English speaker or for a speaker of sohle dialects of English, every
test given in English becomes, in part,.\la language or literacy te'st"
(pg. 73) of English. Basically, this means that for bilinguals' who have
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been exposed to another language, every test, except a test of
English language proficiency, contains an unknown, systematic
degree of error. Such tests, in effect, are biased because they may
not be measuring accurately whatever is being measured.
Accordingly, the Standards called for "special attention" to these
issues on the part of test development, test use, and test
interpretation. It was also recognized that bilingual individuals vary
extensively in their functional, academic and literate use of each
language separately or simultaneously. Also, cognitive processing in
the weaker language is more fragile and can be slower. Language
background, in effect, is an importan~ consideration in all aspects of
testing and test validity.
With respect to using tests' that are in the primary language of
bilingual individuals, the Standards made several, key
pronouncements. Translating a test does not guarantee that the test
items will have the same degree of difficulty in the other language.
,The latter must be empirically established. For example, a straight
translation of a second grade test of reading ability will not
necessarily yield a second-grade reading test in the other language.
Tests for determining English language proficiency are vitally
important for making educational placement decisions. However,
these tests must assess multiple dimensions of linguistic ability.
Chapter 13 also made a distinction between naturalistic uses of
language and more formal, cognitively-demanding uses. Because of
these special difficulties attendant on the use of tests with persons
, who have not had adequate exposure to the language of the test, it
was suggested that more testing and observations be done with
them. As previously noted, more testing was and is a questionable
policy,
Chapter 13 also acknowledged the possible influence of
culturally mediated ways of responding to test questions. Elaborated
speech may not be congruent with cultural-specific ways of speaking
to adults. When these factors are ignored the validity of
"
interpretations and recommendations may be q'uestionable and
harmful.
Chapter 13 of the 1985. standards was. vitally imponant for the
educational and psychological testing ofEnglish..language learners in .
�19
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the United States. There were, ,hoWlever, several problems" First, it '
was not known how well the testing lindustry and professions would
abide by them. Throughout the 1980's and 1990's, the manuals of
most tests showed that Chapter 13 ~f Standards was routinely,
'
ignored. Also, these Standards igno~red several, historical practices
and problems. They did not addres~ one of the most widely used
"techniques for testing English-langJ~ge learners, the use of
'
interpreters who translate the test i~~O the primary language either on
the spot or who help administer a t~st that has already been
'
translated. They were silent on the ~pparent inability of tests and test
users to differentiate among cultural:1 factors, language proficiency ,
levels, and mental/emotional disabilities. They endorsed a historical
solution on what to do when therea~e no tests (test more) in spite of
, the fact that there was no evidence that this worked. In fact, there
was evidence to the contrary.
In August of 1999, a new editien of the Standards was
approved. Chapter 9 is on Testing I~dividuals of Differing Linguistic
Backgrounds. Just as in the 1985 standards, the narrative introducing
this chapter cautions that with individuals from diverse linguistic ,
'
, backgrounds,tests that are in Englis~ become tests of English ability
to a degree that is generally more p~pnounced than with monolingual
English speakers. With individuals of! varying levels of bilingualism,
tests may fail to measure' what they iptend to measure. Accordirigly,
norms developed with monolingual English-speaking populations
should either not be used or should ~e interpreted ,with the '
" understanding that English languag~: proficiency is a contaminating
factor. Precautions regarding proces~ingspeed factors are 'also
raised. The chapter suggests that adfommodations should be
, undertaken With English-language le~rners. It is also noted that .
, cultural factors can affect test scores\\and that attention 'should be
paid to these factors. The problem with this part of the narrative in
, Chapter 9 is that in spite of aCknowl~~ging the complexities . '
,
associated with testing bilingual studbnts, the precautions are'
tenuous and weak.
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Chapter 9 repeats many historical caveats about translating
tests without conducting norming stu~ies. Back translations are
specifically mentioned as being inad~quate by themselves~' A similar
, point was made in the 1985 Standards. Yet, publications'describing
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and endorsing this process continue to appear (Geisinger, 1994a,b).
A translated test is an inappropriate test. The practice should be
abandoned nationally.'
The 1999 standards break new ground along several
dimensions. They note that several issues raised in Chapter 9 apply
to ,persons with disabilities that affect communication such as
deafness and visual impairments. This connection appears.to be part
of a general trend in addressing the issues related to linguistic
diversity.'lt also appears in a new, important text commissioned by
the American Psychological Association (Sandoval, Frisby, Geisinger,
Scheuneman, & Grenier, 1998). But, historically, bilingualism all too
often has been equated with a handicap. Linking the test
accommodations appropriate for bilingual learners with those
appropriate for students with disabilities is exceeding problematic for
bilingual children. Accommodations may seem similar, but their use
and outcomes may be different for bilingual children (Thurlow, Liu,
Erickson, Spicuzza, & EI Sawaf, 1996). This is a matter for serious
consideration.
The new 1999 standards discuss several types of test
accommodations that may have to be used with English-language
learners: using only sections of the test that match the linguistic
proficiency of the test-taker, changing the test and response formats,
administering the test in a different context, and allowing more time
for taking the test. Most of these modifications are currently under
study. It is difficult to see, however, how these will overcome the well
documented, historical impact of bilingualism on tests. It is difficult to
see how testing a student in the wrong language, or testing for
content that has not been taught, or testing for cultural material that is
not in a Hispanic child's repertoire will be made fair by the changes
suggested in these accommodations.
'
The issue of equivalence receives a great deal of attention in
the new standards. This refers to several aspects of test- '
development, use and interpretation, for example: the degree of
confidence that a test-user can exercise in determining whether a test
score means the same for someone,who is unlike the norming
,population, the equivalence across translated and renormed versions
�21
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of the same test, and -equivalence i psychometric characteristics. As
versions of the same test at>pear in\ both English-and Spanish, this - "
will become a major topic for resea~ch and examination. However, '
some have asserted that the"conce~tual basis for testing bilingual '
children in the United States using ~onolingual norms in both,
Spanish and English may be flawed (Grosjean, 1989; Valdes &
Figueroa, 1994). It i,s argued that a bilingual child cannot validly be
compared against, nor~_s from childflen whose .Ii,ngu~stic ~xperience
and development IS with only one language. BIlingual children need
norms derived from bilingual normiri g samples, contrOlling for
differential levels of linguistic .profici~ncies. This is an issue that '
urgently needs empirical studies an~ that calls for an immediate
analYSis.
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A new directive in these Standards calls for taking into account
both a determination of language d9minance and language '
proficiency. Consideration should b~ given to the possibility that
bilinguals may have domain-specifi9 competencies in one or both
-languages. It is recommended that ~n individual'-s'degree and type of
"
bilingualism be understood in order to use test results properly. This
directive has particular relevance fofi state-wide testing programs.'
Clearly, if achievement measures are interpreted without the degree
of linguistic information suggested b~ the new Standards, test results
-, may not be correctly analyzed- orunmerstood. , '
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process. of administering·
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tests and to the pOSSible Impact of t~st-glver vanables (culture,
bilingualism, gender, time, limits~ and the use of interpreters). A crucial
principle is recommended for testing English-language learners: give
them enough time to finish the test and to show what they know and
what they can do. This principle sho&ld also be applied in state-wide
II
testing programs across the United States.
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One ofthe most surprisirig paL of these new Staridards is the
attention given to the use of interpretbrs. Not only are there multiple
precautions, there is also a veritable Ilmap for how to train and use
interpreters. Ttie unfortunate part of this section of the Standards is
,that there is no empirical evidence ttibt even remotely validates any of '
the procedures for using interpreters II In fact, the opposite type of "
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conclusions are being reached in several, new doctoral dissertations
(e.g., Sanchez-Boyce, 1999).
There are actually eleven standards in this new chapter on
"Testing Individuals of Differing Linguistic Backgrounds." Most are
similar to the ones promulgated in the 1985 edition. Because of their
vital importance for the testing of Hispanic children, each is reviewed
and critiqued here. In Appendix A, they are reproduced in their·
entirety..
There are several issues in these new standards that are very
important. Test users are charged with the responsibility of
determining when a test may be inappropriate with linguistic
m,inorities because they do not know "the language of the test"
(Comment for Standard 9.1). Similarly, test developers are held
. responsible, plausibly under "legal or regulatory requirements," for
collecting evidence of test validity when there is research indicating
differential meaning for test scores for a linguistic group. In a break
with historical practices, the use of representative norming samples
for these validity studies is proscribed. Separate norming studies
specific to a linguistic group are called for (Comment for Standard
9.2).
, Test users are also required to use professional judgement in
order to determine language proficiencies prior to testing. Then they
are to test in either the most proficient language or using both '
languages in order to assure construct validity (Comment for
Standard 9.3). This is a highly ambitious directive that rests on some
exceedingly tenuous assumptions: as it applies to Hispanic students,
it is assumed that there are equivalent language proficiency tests in
Spanish and English, that such equivalent tests can measure the
complexity of linguistic proficiency in both languages, that such tests
would have universal application among Hispanic Americans in the·
United States, that variation in linguistic proficiencies can be used to
interpret an individual's test score (how does one interpret a score in .
a language that is 70% proficient and another score in a language
that is 550/0 proficient?), and that bilingualism is the sum of two
languages (in which case language proficiency testing makes some
sense) rather than a linguistic unit (in which case linguistic proficiency .
testing may be of limited use).
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. . Standard 9.4 seems to tacitly accept the validity of linguistic
modification~ of tests that are in Endlish. These may involve changing
the test to the test taker's primary la~guage or, altering the test given
in English. There,are no justificationb for this standard (9.4) and the
historical, empirical literature review~d in thisdocum'ent argues
against modifications·such as transl~tions. The standards (Comment
.'
on 9.4) place the responsibility for jul~tifying these modifications on
test developers. The current researdh on test modifications for
English learners is not sufficient to Jarrant'the existence of this,
Standard.
:
. Standard 9.5 addresses the issue of 'flagging a test score when
linguistic modifications were provide~ during the testing. The
'
Standard basically suggests that sudh flagging may be unfair, and not
useful if the score from the modified Ibdministration is comparable to '
the score on the nonmodified admini~tration and if there is "no
..
reasonable 'basis" for thinking that sJch modification affects score
comparability. This is a very probleni~tic Standard because of its lack
of specificity. Are tests tO,be adminis~ered to linguistic minority'
individuals with and without modifications to see if there is
comparability? What is a reasonablellbasis for determining
comparability among scores? More than anything, the problem with
this Standard comes from the unkno~ns related to linguistic
,
, modifications, OJ what in the literatur~ is known as test
accommodations for English language learners. .
.
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The current, available
lit~ratur~ on such accommodations (e.g.,
Adebi, 1999a,b,c; Thurlow, Uu, Erick~on, Spicuzza, & Sawaf, 1996)
makes several points. The use of ac&ommodations varies greatly,
across and within states that providellsuch test adaptations. The,· ,
question of who gets accommodations also varies greatly within and
across these states. The most popul~r accommodations in statewide
, ,testing programs are: allowing for exi'ra time, using of a bilingual
dictionary, being tested in a separate! room, receiving oral translations
of directions, offering multiple testing\sessions, answering questions, .
providing written and oral translations, having words defined, and .
allowing for students to mark the test\lbooklets (Thurlow, Liu,
Erickson; Spicuzza, & Sawaf, 1996). ~s noted by these researchers
in 1996: Few accommodations are u~liversally allowed, and further
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research on the appropriateness and technical adequacy of different
types of accommodations would be beneficial (pg. 13).
Actual, empirical studies of accommodations (Adebi, 1999a,b,c)
have produced modest results in improved test scores of bilingual
children. This applies to achievement tests that are among the
easiest to accommodate, math tests. In fact, one could argue that the
study of accommodations has made it greatest contribution to
children who do not need accommodations. Researchers have found
that tests often include test language that is needlessly obtuse and
immaterial to the construct being measured. Cleaning up such
language improves the performance of all test takers .
.Research on test accommodations is currently insufficient to
support Standard 9.5. Testing bilingual, Hispanic children on ,an
English test with accommodations may not be adequate to remove
the high level of distortion or the construct-irrelevant error (Kopriva,
1999) implicated in the assessment of bilingual learners since the
1920is. Accommodations, in effect, may prove to be a subterfuge
procedure for testing in the wrong language. Data already exist·
.
showing that some of the most popular accommodations, translating
and interpreting, simply do not work.
Standard 9.6 requires test developers and users to explicitly
address the questions related to test use and interpretation with non
native speakers. This Standard seems to exclude simultaneous
bilinguals from such consideration. It is, regrettably, an example of
the 1999 standards lack of precision about the complexity of
bilingualism...
. Standard 9.7 establishes a rule for using translated tests. The
methods of translating have to be described and so does the
evidence for establishing validity and reliability across language
groups. This basically asserts, once and for all, the need to go
beyond translations before interpreting or using test scores. But this
Standard is problematic. Properly translating a test and then
establishing its reliability and validity within different Hispanic cultural·
groups is really only a first step. There is also a need to establish the
validity and reliability of the test within different levels of linguistic
proficiencies within different Hispanic cultural groups.
�25
.
This is another example of hoW the standards are· .
fundamentally naive about the linguistic nature of Hispan'ic
.
populations· in the United States. A Well-translated, well-normed test
will be confronted not by Spanish s~eakers of one level of pro'ficiency,
but by the typical bilingual Spanish-Ilspeaking population of this
country: culturally diverse and bilingually diverse.
n~ed
for concurrence between what
.
Standard 9.8 speaks to the
a test measures and what a credential or an occupation demand in
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terms of actual performance on the job. Particular attention is given in
this Standard to the equivalence tha~should exist in the linguistic
. demandsofthe test and those ontt job......... ,
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. . Standard 9.9 requires that tests that are available in two
languages must provide evidence tti!at each linguistic version is
comparable to the other in terms of ~eliability, validity (particularly
.construct validity) and other data. O~ce again, however, this Standard
does not address the existential realjity ()f bilinguals in the United
States. Tests that a~e available in hrvIb languages have to demonstrate
equivalence across a wide spectrum! of linguistic abilities.
Standard 9.10 is critical to this chapter as well as to all testing of
Hispanic individuals. The measurem1rnt of linguistic proficiency
should be done across "a range of language features" (pg. 154) and
in more than one testing format (e.g.ll multiple choice). Language·
proficiency isa crucial covariant or cbntrol measure in much of what
Chapter 9 of the new Standards pro~oses as solutions to testing
bilingual individuals. Here, the requi~~ment is that language '
proficiency mustbe measured in multiple ways. This is an important
. directive, a critically necessary albeit!1 insufficient step in testing ,
. bilingual populations. What remains ~naddressed is how such .
multiple measures of linguistic profici~ncy are to be used for the·
interpretation of test scores in both t~e primary and the secondary
. language and across the language p'toficiency profiles that exist in
, Hispanic and other bilingual populati~ns.
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. . Standard 9.11 is on interpretel. It touches on what is probably
the most common historical accommbdation in the testing of
Hispanics. Unfortunately, it is the mo~t problematic standard in this
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chapter. As mentioned, there are no data to substantiate the
assumption that it is possible to use an interpreter without severely
and negatively affecting the standardization requisites, psychometric
properties and the interpretation of test scores. It seems to sanction
the translation of tests by the interpreter. It requires that the tester
assume responsibility for the competence of the interpreter when
there·is no empirically validated model for training interpreters. Also,
in most real-life situations, it is the school district or the clinic that is
responsible for selecting·, training, and assigning interpreters to
testing situations. This is a Standard that urgently needs more
deliberation and research.
One interesting omission in the new standards is the historical
accommodation that whEm there are no appropriate tests available
there should be more testing. This is a welcomed change. However,
this change should be broadly publicized in order to stop the practice
of "more testing."
FEDERAL NON·DISCRIMINATION PRINCIPLES AND
GUIDELINES
The issue of nondiscriminatory testing took on a unique
significance in the federal courts in the early 1970's because of the
overrepresentation of minority students in classes for pupils with
disabilities. The most current and extensive analysis of
nondiscriminatory assessment has been done by the U.S. Office of
Civil Rights (U.S. Department of Education, In press). Their Resource
Guide, however, does not just address nondiscriminatory assessment
from the perspective of special education diagnosis. It extends the
application of nondiscriminatory assessment beyond special
. education to a" high stakes testing and all assessment methods
(norm-referenced, criterion referenced, and alternative testing
methods)~ An important point highlighted by this Resource Guide is
that nondiscriminatory assessment must be seen as part of the high
standards movement in American education. It must include, a priori,
equity in the provision of opportunities to learn for all students.·
In educational contexts, tests function as measures of system
accountability and as measures of current status- or prediction for the.
�27
student: Unlike empleyment testing, hewever, the guide underlines, a
critical distinctien made by the ceurts: "
.
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If t'
II
,
,est s pre d,'ct'th at a persen"IS gelng t0. b'e a poer ,
I
, e,mpleyee, the empleyer can Id:gitimately deny the pe'rsen the
jeb, but if tests,suggest that a ieung child is prebably geing to.
be a peer student, a scheel cawnet en that basis alene deny
that child the eppertunity to. im@rove and develep the academic
skills necessary to. success in ~ur seciety.
'
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(Larry , P. v. Riles, 1984; 'Glted In U.S. Department ef
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Educatien, In press, pg.ii)
"
'
... The OCR Resource Guide is fundaJentailY an exposition of the
, "testing and <:Jssessment principles t~at lie at the cere ef Title VI ef the,
Civil Rights Act ef 1964 (Title VI) and! Title IX ef the Educatien
Amendments ef 1972 (Title IX)" (U.sij Department ef Educatien, In
"
press, pg; i). Two. legal theeries ef te~t discriminatienare presented: "
disparate impact and disparate treatrhent.
'
The analysis of disparate impair concentrates on whether test
practices and pelicies, regardless ef ~eutrality ef applicatien, preduce
adverse censequences (pg. iv) with ~pecific raCial, gender, er natienal"
erigin gro.ups. The negative censequ~nces described include granting
er denial ef benefits er eppertunities (lPg. iv). Educatienal necessity is
, ',' the enly exceptien in this regard. This means that tests must be '
, " reliable and va\.id fer their intended e~ucatienal purpese. Further,
tests may, net be used underthis analysis if they are net the least
discriminatery practical alternative th~t can serve the ,educatienal
institutiens educatienal purpese (pg. ~r)' There are three criteria that
define "disparate impact." First, a testl yields disparate results based
en race, natienal erigin, er gender. SJeend, the test has no.
educatienal utility. Third, there are no. ether practical, valid, e(reliable
alternatives to. assess the students.
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Fer Hispanic students, ample evidence exists shewing that tests
de cause disparate eutcemes in high~:stakes decisiens: high special '
educatien representatien rates fer LEP students in certain categeries
, ef disabilities (United States Departm~nt ef Educatien~ 1993). low '
representatien rates in pregrams fer the Gifted and Talented
~
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.' (Callahan, Hunsaker, Adams, Moore, & Blend, 1995), low
representation rates ,in higher education (President's Advisory
Commission on Educational Excellence for Hispanic Americans,
1996).
For all students, the question of a test's educational usefulness.
, can often be answered in the negative with respect to curricular,
remedial, or pedagogical decisions about an individual. For example,.
the most test-driven educational document, the special education
Individualized Education Program (IEP), has not produced
educatJonal benefits to children with disabilities (Skrtic, 1991). A clear
distinction needs to be made here that educational usefulness is both
an individual as well as a system consideration. It may work for the
latter but not the former, particularly when a test score for a bilingual
Hispanic child contains systematic error (American Educational
Research Association, et aI., 1985, Chapter 13; 1999, Chapter 9).
The educational usefulness of tests with Hispanic students is an issue
that needs serious, empirical consideration. The possible attenuation
of tests' predictive validity with Hispanic, bilingual populations augurs
badly for any form of instructional validity or educational utility.
. Invalid inferences are highly probable when tests are used on
Hispanic children with varying degrees of exposure to a language
other than English. The tests measure something other than what
they intend to measure. Predictive validity studies that control for
language background strongly indicate that psychometric bias is a
real possibility in the testing of students from diverse linguistic
backgrounds (Figueroa, 1990; Figueroa & Garcia, 1995). There is a
. great need for large, longitudinal studies on the predictive validity of
. tests used in educational contexts holding linguistic background and
proficiencies as controls. If this type of predictive bias is further
substantiated, the legal theory of disparate impact with Hispanic·
students would be significantly strengthened.
As to the question of practical alternatives, these ·exist: grades,
portfolios, student work products keyed to rubrics, etc. The
requirement that they be reliable, in a psychometric sense, however,
is somewhat problematic. For example, criterion referenced tests,
when they work, should be unreliable. Also, the history of testing
Hispanic students clearly shows that reliability indices are in'sensitive
�29
.
to linguistic or cultural differences. Also, the validity requirements for
educationally useful alternatives to t~sts should focus on face~ ., , '
instructional and consequential indicbs of validity since criterion" '
indices of validity with Hispanic stud~nts are currently suspect
'
(Figueroa, 1990; Figueroa & Garcia, 1995).
On the matter of cut-off scores, the OCR Resource Guide relies
, on the princi~le that the m.ethod and Irationale for setting the ~ut
score, Including the technical analyses, should be presented In a
mahual or in a report (American Eduhational Research Association,
et aI., 1985, Standard 6.9). The mos,l prevalent USE3 of such scores
, occurs in colleges and universities with respect to admissions. Yet,
institutions of higher learning typicall~ do not provide any technical
analyses that would j~stify a particulc!Jr cut-off score on educational '
grounds., More often than not, univer~itjes set up cut-off scores' ',,'
without any empirical consideration ~IS to what score differentiates'
between those who can learn in univ~rsity settings'and those who '
cannot. Cut scores ignore the systerrtatic under-education of Hispanic
students. Whereas institutions of hi9~11 er learning m'ay see them as' " ,
, "indices of merit, for most Hispanic st~dents.they are also measures of, '
unequal opportunities to learn at the K-1'2 level. Cut scores are' "
largely responsible for their underrep}esentatioh in institutions of
higher ,learning. Further, as the Natiohal Council of La Raza reports,
California's Proposition 209 banning ~ffirmative action programs in ' ,
colleges 'and universities may re-esta1blished the prominence of using
cut scores in the SAT and GRE excirrts for admission purposes. The
impact of ~his would only exacerbate ~n already inequitable situation.
BetWeen 1987 and 1997, Hispanic st~dents' SAT scores decreased'
in relation 'to White students' (Nation~1 Council of La Raza, 1998).
disparatetreat~ent
...
The analysis of
focuses on whethertesting ..
policies or practices are done differe~tlY for individuals or groups with
, distinct racial, national origin, or gendjbr' characteristics. Examples of
differential treatments would include ~eing tested under different
conditions (pg. iv) or whether student~ with the same test scores
, are ..treated differently by an educatio'hal institution (pg. iv). The OCR
Resource Guide fails to consider the ~ossibility that for a Hispanic
.1
student from a linguistically or culturally different background, tests
administered in English are tests giv~h under different conditions (pg.
iv) than those, for a monolingual, monbcultural student. Clearly, given,
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the evidence reviewed here and acknowledged by the Standards for
. Educational and Psychological Testing (American Educational
Research Association, et aI., 1985; 1999) this is an iss'ue that should
be addressed by, the U.S. Office for Civil Rights.
,
The, Resource Guide's section on Equal Opportunity for
Limited-English Proficient Students (pg. 9) is quite inadequate in this
respect. Some of its suggested accommodations lack any empirical
justification (e.g., bi,lingual dictionaries) and may actually attenuate
psychometric properties. Similarly, the suggested "remedies" are
. problematic for Hispanic children and youth:test more, revise the' .
test,_ substitute the test.
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, Presently, a strong argument can be made that tests produce
disparate impacts and that they do'constitutea disparate treatment
with Hispanic students from diverse linguistic backgrounds. The
, viability of such arguments should be debated. It should be done on
two level~: the legal/policy level and the psychometric/professional '
level (with respect to consequential validity).
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CHAPTER 4: BIAS
In the early part of the 20 th century, the discussion of bias in
tests and testing focused on two areas: the impact of the "language
handicap" experienced by bilingual individuals and the possible
misinterpretation of test data to assert genetic differences among
groups, particularly with regards to intelligence. Butit was not until the
1960's that the problem of test bias' became prominent. Tests were
linked with tracking and segregation policies in school districts in
several court cases. Most notably in Hobsen v. Hansen (1967), the
pivotal use of academic aptitude tests for tracking African American
children in vocational, high school programs was outlawed by the
court. The court found that the tests were biased because they could
not really measure student learning potential and because they
produced the sort of segregation proscribed by Brown y. Board of
Education.
In Hobsen v. Hansen (1967) and subsequent litigation that
involved testing pra~tices (Diana v. California Board of Education,
1970; Larry v. Riles, 1979), test bias became linked ,with the civil
rights meaning of bias, discrimination, and prejudice. One of the
consequences of this linkage was a vigorous response from the
testing community in the form of extensive research on the empirical
documentation of bias. Studies conducted on racial/ethnic groups
across the full spectrum of available tests were fairly unanimous: test
bias could not be found (Cleary, Humphreys, Kendrick, & Wesman,
1975) in the multiple indices of reliability (items, factors, alternate
forms, retest) and all the various forms of validity (content, criterion,
concurrent, construct).
However, a careful examination and interpretation of the
research data on Hispanics since the 1920's suggests that there is .
evidence of bias. Table 1 presents the sources of test bias and the
degree empirical evidence available.
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TASIJ!E 1
SOURCES OF TEST SilAS WITH HISPANIC'
TEST..TAKERS
1)SIGNIFICANT EXPOSURE TO A LANGUAGE
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'., .
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OTHER..THAN ENGLlS~
. Extensive documentation
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2) PROCESSING SPEED IN THE WEAKER
LANGUAGE
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Extensive documentation'
· 4) USING TRANSLATI~;NS OF TESTS .
· .'. Extensive documentation ... "
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6). DIMINISHED OPPORfUNITY TO LEARN
Extensive documentation
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5) . DECISION·MAKING BASED ON TESTS ... '
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Emerging docum~ntatlon
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3) USING INTERPRETE~S DURING -rESTING'
Emerging documentatibn
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The following is an extended explanation. of each source of bias
presented in Table 1.'
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1) Since the 1920's, Hispanic 'children and adults have
consistently demonstrated a classic test-profile on tests of mental
ability and academic achievement: low [English] verbal scores and
high non-verbal/math test scores. The depressed verbal scores are
direCtly related to the degree of exposure to Spanish in the home and
the community. Tests in English, since they are generally normed on
monolingual English speaking populations, inherently tap a
-developmental sequence of English proficiency and English literacy.
When exposure to English varies in degree across chronological
ages (as with simultaneous bilinguals),. or in the time of onset (as with
sequential bilinguals), or both, tests register this as a subtrahend.
Item analysis studies (Sandoval, 1979; Figueroa, 1983) clearly show
this as a generalized impact throughout the test items rather than as
a discrete phenomenon affecting some items and not others. This
explains why studies of test bias in test item structures have not
found such bias (Cotter & Burke, 1981). It also explains why internal
indices of test reliability and stability have also not found bias with
Hispanic children and adults (Valdes & Figueroa, 1994). Item difficulty
levels are not changed. The total scores are lower, but the test items
perform the same way regardless of English proficiency.
The most powerful of impact from exposure to Spanish is
manifested in one of the most critical functions of tests: prediction.
Though empirical data have suggested this from the beginnings of
psychometrics, more recent studies have clearly documented that the
_ reater the degree of exposure to Spanish the lower the predictive
g
validity of [English] tests (Gandara, Keogh, Yashioka:..Maxwell, 1980;
Pilkington, Piersel, & Ponterotto, 1988; Emerling, 1990; Kaufman &
Wang, 1992; Stone, 1992; Valdez & Valdez, 1983; Valencia, 1982;
. Valenci.a & Rankin, 1988; Figueroa, 1990; Figueroa & Garcia, 1995;
Pennock-Roman, 1990).
The clearest example of this comes from the validity study of
the System of Multicultural Pluralistic Assessment (Mercer, 1979).
Mercer developed a battery of tests that purported to operationalze
the federal requirement of nondiscriminatory testing in special
education diagnoses. She normed the tests in 1972 on what is in all
likelihood the most random and representative sample of Hispanic
children (N=700) in California. A critical aspect of this study was that
the children were all judged to be English proficient by the school staff
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and by those who individually admi?istered the tests. ' However, the'
~ children , came from three types of lihguistic environments: homes
n
where only Spanish was spoken, where Spanish and English were
spoken, and where only English w~k spoken. In 1982, a predictive
validity study of the tests was undefaken (Figuer~a & Sassenrath,
1989) on approximately half of the 0riginal norming sample. It was
found that on the WISC-R 10's th~ ~redictive validity coefficients for
the Hispanic children varied in dire9~ proportion to their exposure to
Spanish. Figure 1 presents these data.
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See Figure 1
Figure 1 shows how the more Spanish there was in the home in
1'972, the less that 10 predicted Reading and Math achievement in
, 1982. Ironically, the nonverbal 10, t~e historically used'solution for
measuring mental abilities and aptit~desin bilinguals, proved to be
the, most hypersensitive to Spanish ih the home. Other studies show'
similar results (Figueroa & Garcia, 11~95). However, a definitive '
" predictive validity study using multiple measures the Hispanic
subjects' English proficiency a's a cohtrol urgently needs to be done.
Systematic differences in predictive ~alidity are one of the key
signatures of bias in tests.
of
2) Differences in cognitive proeessing speed between
,monolinguals and bilinguals is dram~tically demon'strated in the work
of Dornic (1979, 1978a; 1978b;1977~ in Europe. Basically, he found
that processing information in the weaker language produced ,
, consistently slower functioning; Furt~er, the entire process of
mentation became progressively mote and more vulnerable (to the
"
point of shutting down) when the material was too complex, when the'
testing situation was too noisy, or wH~n stress levels increased. The
importance of these findings for testi~g that is done under timed,
noisy or stressful conditions with His~anic children'merits further
" research. It should be noted, howev~r, that accommodations'
, providing ,more,tim, e for English learr~lkrs are already routinely
, recommended.
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, These are critical findings whose relevance may extend beyond
, issues of test.fairness or bias. Proce~sing speed and automaticity are
"crucial requisites for certain academib skills. Currently, for example, '
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�0.7~------------------------------------------------------------------~
0.6
0.5
- . - VERBAL 10 _ ....~.
. .PERFORMANCE IQ
-A-FULLIO
0.3
0.2
0.1
o,
1
English
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3
English/Spanish
Spanish
READING
4
5
English
6
English/Spanish
7
Spanish
MATH
Figure 1: Evidence of psychometric bias in the predictive validity of 1972 IQ's relative to 1982 standardized measures of reading and
math achievement for Hispanic children's home language background.
.
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the great emphasis being given to f1wency in readihg as a major
indicator of reading proficiency may rell be biased or invalid when
applied to Hispanic English-Ianguag~ learners.
"
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. Research has also continued ~o document how Hispanic and
Japanese bilingual children are bett~r at naming digits backward than
monolingual children (Jen.sen & InoJ~ye,.1980; Figueroa, 1987).
'
Though the typical explanation attributes this to bilingualism, a more "
precise explanation may be slower J.rocessing in English in children
from Spanish-speaking homes. Slo~er processing may actually' be
favorable for naming digits backward. Just as likely, slower
processing may come from translati~g material int9 Spanish and then .
" back into English. In conditions whe~b "slow" is not an impediment,
" there may be better remembering an1d possibly better learning
'(Malakoff & Hakuta, 1991).
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3) The 1985 "and 1999 standar(tls place all manner of caveats
on translating tests without any re-ndrming on the target populations
for which the translation was develo~ed. The rationale for this is quite
clear. When a test is normed, the iter difficulty levels and the actual
norms flow from the responses of th~ norming sample. Translating a
test, no matter how well done,no m~tter if the translation is then
back-translated to "English, does not hecessarily produce either an
p
,
,equivalent or a useful instrument. BUi~ are the caveats in the 1985 and
1999 standards about translating tes~s devoid of any empirical proof?
Gan psychometricians really proc~eq with elaborate directives. on "
how to translate tests (Geisinger, 1994b) without having to actually
re-norm the new, translated test?
" In 1982, the Mexican governmrnt undertook a renorming of the
WISC-R intelligence test in Mexico Oity (Gomez-Palacio, Escamilla, &
Roll, 1983). They began with a straight translation of the verbal test
II
items as well as all the instructions. ~hey also added extra items to
most of the verbal subtests in order t6 make these more aligned to
Mexican children's opportunities-to-IJarn in both their public schools
and their communities. When the no1ming was 'finished,
"
approximately 80% of the items that ~ere translated from the English
survived. The critical questions in thi~ discussion are: What happened
"
ft
to the test items? Did they remain in the same location as when they
were in the translation and in-the En~l!sh version? Figure 2 answers
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these questions. The item sequence in the Vocabulary subtest of
WISC-R and the Mexican WISC-R are presented.
See Figure 2 .
Not only do the item sequences, or the degree of difficulty that
the children experienced with each word, change; they did so in a
most unusual manner. In the first half of the Vocabulary subtest, the
items were generally easier for Mexican children. In the second half,
there were more items that were harder. Overall, Figure 1 clearly
shows that equivalence of tests merely through translation does not
work. This refutes the practices associated with just translating a test.
The new translated test, in all likelihood, will not be equivalent to the
first. The Mexico City data 'indicate that translating a test, no matter
how well done, is a biased procedure. It produces an instrument with
unknown psychometric characteristics. It precludes any useful
decisions based on the scores.
4) Tests are based on a set of critical assumptions. It is
assumed that the individual being tested has had similar experiences
as the individuals who generate the test norms. It is concomitantly
assumed that there is general equivalence in the opportunities that
individuals have had to learn the content in the test, the linguistic
genre of the test, and the demands of tests. Intelligence and
achievement tests are particularly dependent on meeting these
assumptions since without them the attributions to intellectual or
academic abilities cannot be reasonably made.
In the case of achievement testing, however, it is possible to
determine from multiple research sources when the opportunity to
learn for a population is not even or not fair (Orfield & Yun, 1999;
Moreno, 1999); In this case, the test scores may reflect or even
assess opportunity-to-Iearn. They become measures of system
accountability. Such scores, however, may not reflect the learning
ability of the individual nor his/her potential for learning. In effect, any
high-stakes decisions based on scores that do not meet the
assumptions of some equivalence in opportunity-to-Iearn can be
unfair and invalid. Such may be the case in statewide testing
. programs when the tests are administered in English to English
language learners. The scores themselves become in unknown
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Figure 2: Changes. in the item difficulty levels of WISC-R Vocabulary
items and the translated Vocabulary Itdbs in the MexicanWISC-R as a '
, ,function of the Mexico City norming study. '
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�37
degrees measures of opportunity-to-Iearn (and English language
proficiency) not of individual achievement and certainly not of future
. academic achievement.
In 1982, the National Academy of Sciences broke tradition with
American psychology (Heller, Holzman, & Messick, 1982). It
suggested'that individual differences in academic achievement may
not be the primary source of score differences. It recommended that,
before a child is tested for special education diagnosis, his or her
present instructional setting be evaluated for its validity, effectiveness,
and delivery. Sfmilar considerations should be taken into account
when testing Hispanic children from diverse cultural, linguistic and
, schooling communities.in the United States.
5) The 1985 Standards for Educational and Psychological
Testing were criticized (Valdes & Figueroa, 1994) for not addressing
one of the most commonly used practices in the testing of bilingual
individuals, Le., the use of interpreters. The 1999 standards finally
discuss this practice. But they also endorse it and set about
describing the who, how and what for using an interpreter during
testing. The unfortunate aspect of this is that there is no empirical
evidence in the testing literature that can attest to the procedural
equivalence of this process to doing testing in one language or to any
scientific documentation that the process actually works reasonably
well.
In fact, the few doctoral studies that have recently been done.
investigating the use of interpreters conclude the opposite (DuFon,',
1991; Sanchez-Boyce, 1999). Sanchez-Boyce's dissertation (1999)
describes the actual process of using an interpreter during
individualized testing sessions for special education placement of
Hispanic students as chaotic,' erratic, ·and fairly devoid of any
standardization procedures .. She documents how the conclusions
reached from such testing sessions are really socially constructed
and have no bearing to what the child can or cannot actually do.
Research is urgently needed in this widespread practice to either
refute or validate these investigations. If the latter turns out to be the
case, the 1999 standards should be revised relative to their
endorsement of the use of interpreters and it should be done before
the next comprehensive draft appears around 2010.
�38
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. 6) The actual process of maki"rg decisions on the basis. of test
scores administered in either Engli~h or Spanish has never received
. much atte~tion. Recently, howev~r,\~andoval (19~~) has h~uristically
taken findings from the research IIte~ature on decIsion-making theory
and attempted to apply them tb the testing situation where the subject
is from a different cultural and lingui~tic background. Table 2 presents
'. the multiple set of considerations th~t a test-user must engage or
consider when testing a Hispanic su~ject.
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"TABLE 2
FACTORS TO CONSIDER IN MAKING
DIAGNOSTIC DECISIONS WHERE ISSUES
OF LINGUISTIC AND CULTURAL DIVERSITY APPLY
I. REPRESENTATIVE BIAS
- IGNORING THE PREVALENCE OF A
BEHAVIOR IN A GIVEN POPULATION
- REACHING DECISIONS ON THE BASIS OF A
LIMITED SAMPLE OF ·OBSERVATIONS
- FAILING TO TAKE INTO ACCOUNT'
THE FACT THAT SOME SCORES WILL BE OFF
BY CHANCE
- MAKING PREMATURE CAUSAL INFERENCES
ON THE BASIS OF CORRELATIONS THAT ARE
NOT GENERALIZEABLE, COHERENT,
CONSISTENT, ROBUST, OR REVERSIBLE
II. CONFIRMATORY BIAS FROM WHAT IS EXPECTED
OR WHAT IS STEREOTYPIC
"III. AVAILABILITY BIAS OR BIAS THAT COMES FROM
VIVID, RECENT DATA
IV.BIAS DUE TO INTELLECTUAL LIMITATIONS OR
COGNITIVE OVERLOAD DUE TO HIGH DEGREES OF
COMPLEXITY (E.G., INTERACTIONS AMONG
CULTURAL, LINGUISTIC, AND OPPORTUNITY-TO
LEARN VARIABLES)
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Assuming that even half of these considerations are robust in
doing testing and diagnostic work W.ith Hispanic populations, two
implications arise: Can anyone with \cultural and linguistic
backgrounds that are different from ~he student being tested actually
do the task? And, Is it possible to train individuals to effectively use
these parameters in making test/di~bnostic decisions? As noted .
earlier, decision-making has never ~een adequately studied with
multilingual and multicultural popula1tions. The distinct possibility
. exists that this has been and contin~es to be an inadequately studied
.
. source of test bias with Hispanic po~ulations.·
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. The content of this chapter prJvides empirical evidence that·
tests used with Hispanic students s~ow evidence of bias. . .
Comprehensive, longitudinal investi~ations on this question should be
commissioned. The' impact of Hispa~ic culture and Spanish language
proficiency levels on the predictive, ~onsequential, and/or
instructional. validity indices of tests ~hould be determined.
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CHAPTER 5. EDUCATIONAL ACCOUNTABILITY
. For all, Hispanic Americans, achievement tests are one of the
most important sources of information affecting their lives and
communities. The emphasis on higher academic standards for·
American schools has brought with it an unparalleled degree concern
about system and student accountability. Achievement tests
supposedly fulfill this goal better than any other indicator. The
precarious aspect of this is that achievement tests are among the
most difficult measurement instruments to develop and interpret
particularly when they are given in group situations in order to .
compare academic gains across states, school districts and schools
(Cronbach, Linn, Brennan, & Haertel, 1998). These are fragile
instruments that suffer from low reliabilities and that all too often
assess not just what has been learned but also degrees of English
language proficiency, cultural differences, socioeconomic status in
the home and community, quality of past and present pedagogy, and
the economic advantage or disadvantage of school districts.
Historically, achievement tests have nearly always described a
chronic pattern of underachievement for Hispanic students of all
ages. Reynolds (1933) called attention to the one to·two-standard
deviation differences in achievement test scores between Anglo and
Hispanic American populations in the Southwest. In the Coleman
Report (Coleman et ai, 1966), the academic levels of Mexican
American and Puerto Rican children continued to show a one to two
standard deviation deficit compared to White children. In the 1970's.
the U.S. Commission on Civil Rights (1971 a, 1971 b, 1972, 1973,
1974) documented a similar level of underachievement for Mexican
American children. These reports also found that the education of
Mexican American children differed significantly from that of White
children: fewer questions from their teachers, less reinforcement for
their classroom responses, poorer schools, no reflection of their
ethnic/cultural background in the curricula, and no Mexican American
models in the teaching, administrative, or counseling staffs. Other
data in the 1980's and 1990's also continued to show evidence of
, comprehensive, national levels of underachievement among Hispanic
�I
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children and youth (National Commission on Secondary Education for
Hispanics, 1984a,b; Arias, 1986; V~lencia, 1991; President's
.. "
Advisory Commission on Education1bl Excellence for Hispanic
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Americans, 1996; National Council ~f La Raza, 1998; Laosa, 1998;
,
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Moreno, 1999).
Recently, the National Council'of La Raza (1998)" updated the
data on the status of Latino students' education. Although there are
some" modest gains between the N~EP achievement scores of
Hispanic students across the count~ between 1988 and 1994,
. particul~rly in math and science, th~l\overall pictur~ is one of decline.
The achievement gap between White and HispaniC students
continues to increase. Key indicator~ (lower e"nrollment in preschool
programs than White students, high~r Hispanic enrollment below
modal grade, underrepresentation in\\gifted and talented programs,
increased enrollment in segregated ~chools, a 103% increase in
suspension rates, a growing digital divide, an increase in the drop-out
rates between White and Hispanic stLdents, etc.) show that Hispanic
students continue to have" different e&ucational experiences than their
.White counterparts in the public sChtlS of the United.States.
.
" "Yet achievement tests have always operated under the belief
that the" public schools provide Simila~\ educational experiences and
opportunities for all students. In 1975l this belief w~s explicitly noted
in a report from the American psychdlogical "Association (Cleary,
q
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Humphreys, Kendrick, & Wesman, 19?5): ""
.
" .
It is recognized that three assurhptions are basic to "thi~ report.
The first assumption is accepta~ce of a single society,
"
heterogene.ous though it may be, rather than a divided one. The "
second assumptionisthat few r~dical changes are expected in"
curriculum content or methodoldgy of instruction in our"
.
educational establishment.. ....T~e third assumption accepts the
'"
" importance of evaluation in educlation."
The assumption of homogeneity of "o!portunily to learn" in the public
. schools oft~~ United States is never ~~aIlY mentioned, but it is
implied. With all achievement testing, this is a necessary condition
that must be met prior to any interpret~tion about a student's or a
group's level of academic aChievemeri~. Recently, Orfield & Yun "
(1999) have documented a national tr~nd towards ~ore segregation
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of Hispanic students in the public schools of the United States. As
has always been the case, segregated schools typically have fewer
financial resources, the most inexperienced teachers, and the lowest
academic achievement levels. In effect, the Hispanic student does not
receive the same curricula or pedagogy or resources as do those'
students in affluent or middle-income school districts. The issue of
differential "opportunities to learn" for Hispanic children in the public
schools of the United States during the last 100 years is
incontrovertible.
According to the legal analysis on "Nondiscrimination in High
Stakes Testing" authored by the U.S. Office for Civil Rights, this
condition establishes a claim of substantive due process violation
related to achievement testing because "the students were not taught
the material on which the tests were based" (U.S. Department of
Education, 1999, pg. 2). This is a national claim and one that needs
to be addressed, particularly in the current climate of setting
progressively higher and higher academic standards withoufa
concomitant resolve to equalize opportunities to learn.
NEW INITIATIVES
The '1990's produced an unprecedented degree of attention
about the measurement of academic achievement in Hispanic
students. For example, considerable legislative work was focused on
including English language learners in all large scale achievement
testing programs (Goals 2000, Educate America Act, P.L. 103-227;
the Perkins Act, P.L. 98-524: Improving America's Schools Act, P.L.
103-328). Three initiatives, however, are particulariy noteworthy
because of their potential impact on national' policy and discussion on
this matter: the new Standards for Educational and Psychological
Testing (American Educational Research Association, American
Psychological Association, National Council on Measurement in
Educati9n, 1999), the report of the National Research Council on
Improving Schooling for Language-Minority Children (August &
Hakuta, 1997), and Grading the Nation's Report Card, by the National
Research Council. Each of these addresses the challenges involved
in testing the academic achievement of English language learners.
�44
In the .new Standards for Edwl:ational and Psychological Testing
(American Educational Research Association, et aI., 1999), there is a
particularly powerful cav.eat noted ""lith respect to achievement tests:
. it is not known how much they becotne measures of English language
,
proficiency when they are used With/I individuals whose primary
language is not just E,nglish. ["..amolng non-native speakers of the
language of the test, one may not k?OW whether ~ test designed to
measure primarily academic achiev~ment becomes in whole or in
part a m~asure of prqficiency in thejlanguage of the test" (pg. 9-4)].
Across the United States, however, ,the test scores of English
language learners 'are;never descri~ed in these terms nor isthe ' '
possible degree of te~t bias or error recognized.
,
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Statewide testing programs of academic achievement should
include statewide standardized measure of English language
proficiency capable of measuring ma"tiple dimensi'ons of this
competence. As the 1999 testing st~ndards suggest, a determination
should be made first about which la~guage is dominant. Then, the ,
degree of proficiency in the dominant language should be measured
along dimensions such as reading'friting, comprehension, grammar,
pronunciation, and communicative 9pmpetence. There should be a
clear understanding, however, that even with this type of '
comprehensive language proficienct assessment, knowledge in
certain domains may be missed by achievement tests. The new
Standards therefore recommend dofng academic testing in both,
languages even when proficiency in English is established.
In 1997, the National Researc~ Council through its Committee
on Developing a Research Agenda ~n'the Education of Limited- "
English-Proficient' and Bilingual Students ostensibly summarized the
,
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current knowledge base on testing Einglish-Ianguage learners in its
'
report on Improving Schooling for L~nguage-Minority Children
(August & Hakuta, 1997). Four conttmporary concerns are,
addressed: 'the measurement and use of students' L 1 and L2
"
linguistic, proficienciesin school dist~icts across the United States, the
use of tests with bilingual students fer entrance and exit criteria from
educational programs (including Titl~ I andspecial education), the
impact of L 1 on the validity and reliability of tests, and the
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measurement of academic achievement particularly in standards
driven educational contexts.
The report sets forth the following research agenda for the
assessment of second language learners (August & Hakuta, 1997,
pgs.113-134):
1) Given that current tests tend to measure only discrete
linguistic features,the assessment of linguistic proficiencies in
L 1 and L2 needs to be aligned with current research on how
language acquisition occurs in children in bilingual
communities.
2) Because different dimensions of English are required
by different academic subjects and in different grades, it is
necessary to determine how to use multifaceted measurements
of English proficiency to validly predict success in English-only·
classrooms.
3) Research is needed on how to measure knowledge in
academic subjects. Specifically: Does testing in English
underestimate academic knowledge if English proficiency
is limited? Does lack of familiarity with "test language"
affect academic test scores even when the tests are given
in the primary language? Is it better to testin English or
in the primary language when subject matter has been
given only in English? What is the impact on test scores
from varying levels of native language profiCiency, years
of schooling in English, and difficulty of academic content?
4) Studies need to be done on how English learners take
tests. Specifically, how test demands, test format and test
language (e.g., instructions) affect scores. Also, when can
an English learner validly and reliably take a test in English and
when does an English learner need test modifications or
accommodations? Further, what is the impact of such
modifications on test reliability and validity?
5) How can rater or scorer error be reduced in "open
ended or performance-based" (pg. 130) assessments
�. :
46
when the test-taker's English proficiency can influence
scoring decisions?
6) The standards and a(l;countability reform movements
in education call for content, ~erformance and . .
opportunity-to-Iearn benchma!~ks (McLaughlin & Shepard,
1995) throughout schools, SC~OOI districts and federal .
programs. Research is neede1b on how to operationalize
these for English-language le~rners. Specif,cally: Can'
indicators of subject matter c9mpetence, an'd English.
proficiency development be p~oduced for E~glish
language learners? How can the progress of
.'
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English-language learners (E~Ls) be gauged within school
. . . district standards and on indi9Fs of academic achievement?
If nonstandard assessments are used with ELLs, how can
these be included within statelland district accountability'
measures? What is the operational meaning of "yearly
progress" for ELLs given the ~ossibility that ELLs "may' .
take more time to meet ... stan~ards" (pg. 127)?Finally,
.' given the fact that there are f1r data on effective
_
pedagogical, curricular, or contextual conditions for the
schooling of ELLs, how can o~portunity-to-Iearn .
II
standards be operationalized for them?
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. There is one area missing in is research agenda. In spite of
the fact that there is text (pgs. 124-125) in the report on meeting the
assessment needs of English-Iangu~ge learners referred for special
education testing, the report fails to heed its own voice. Because
there are no assessment instruments that can differentiate between
linguistic/cultural differences and di~abilities, research is needed on
. how to operationalize the "nondiscrih,inatory assessment" provisions .
of federal specialeducatio~ laws, a~ these apply to Hispanic, English- .
I~nguage learners.
.. By'and large, the research agenda proposed by the National
Research Council should be endors:bd .and funded. Its importance is
twofold. First, it points to work that i~ vitally needed now'. Second, it
highlights the elementary stage thatllthe country is in with respect to
measuring the pcademic achievement levels of English language
learners.
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The National Research Council has also evaluated the efforts of
the National Assessment of Educational Progress (NAEP) in
measuring the academic achievement of all students in the United
.
States (Pellegrino, Jones, & Mitchell, 1999). The National
Assessment for Educational Progress (NAEP) is one of the more
problematic test-developers and test-users with respect to the
academic achievement testing of Hispanic students. Up to the 1990is; .
the NAEP, for example, did not even have reliable procedures for
identifying the ethnic background of Hispanic students (Rivera, 1986;
Rivera & Pennock-Roman, 1987; Baratz-Snowden, Pollack, & Rock,
·1.988). The manner in which the students were chosen for inclusion in
NAEP testing was not random and systematically excluded English
language learners. Even when the NAEP attempted to address the
complexities associated with testing Hispanic children, their efforts
were so flawed that they precluded any meaningful interpretation of
test scores (e.g., Baratz-Snowden, Rock, Pollack, & Wilder, 1988).
In the most recent report on the NAEP, the National Research
Council (Pellegrino, Jones, & Mitchell, 1999) pays particular attention
to the assessment of English language learners. Asserting that the
NAEP and other assessment programs have made many efforts to
accommodate the special needs of English language learners (Olson
& Goldstein, 1997), this report highlights the efforts of the Puerto Rico
Assessment of Educational Progress, a unique Spanish language
translation and accommodation of NAEP mathematics tests. After its
administration in Puerto Rico, several key findings about the
complexities associated with transporting American tests across .
languages were found: translations often fail (Anderson & Olson,
1996), and item response theory analyses yield noncomparable
scales for English and Spanish versions of the test (Olson &
Goldstein, 1997). In another study (Anderson, Jenkins, & Miller,
1996), similar conclusions were reached with respect to the
translation of other NAEP tests: "the translated versions of the
assessment are not parallel in measurement properties to the English
version and_that scores are not comparable" (pg .31 ).
In 1995, a field test of the NAEP mathematics test included
. more English language learners than ever before. In fact, where
previously the NAEP instructed schools across the nation on which
�48
ELL students to exclude, in this fie\~ test the instructions were on how
to include ELL students whom the school staff thought could actually
take the test. Also, the following adfommodations were included:
'
more time, more testing sessions, bifferent testing sessions (group
"and individual), using an interprete} to elaborate :on instructions, and
test booklets inSpanish. There is ~ome evidence that
'
accommodations do enhance partibipation, but it remains to be seen
what the effect of such accommod~tions on test scores will be.
Recent research from UCLA suggJsts that the benefits may be
marginal (Abedi, 1999a,b,c). Propl~ms 'also remain with respect to
the test technology used to identifylland classify ELLstudents
nationally and with respect'to the ~ide variation across states and
'
school, districts in the criteria that t~ey use for these purposes (August
& Lara, 1996; Valdes & Figueroa, 1994). As the National Research
, Council acknowledges:
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To date, the dilemmas itlescribed ... have not been
resolved. Children potentiallyllin nee9 of native language
support .are still being assess1rd at entry level using. one of
several Instruments that many scholars have questIoned, and
som~ years later they are tested again using another of such
instruments that is in no way :bomparable to the first. The field is
no closer to developing mearis for assessing whether a ,child '
can or cannot function satisf~:ctorilY in an all-English program or
, participate in 'all-English larg~l-scale assessments ii than it was
in 1964;, ' I
(Pellegrino, Jones, & Mitchell,1999, pg. 105)
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:" Table 3 presents the researc~1 agenda suggested by the
National Research Council in order, to help the NAEP cope with the "
inclusion of English language learners as part of the Nation's Report
Card. As will· be noted, some of the~e (e.g., using translations) are
questionable given the historical ari1d scientific experience of the
country with such procedures.
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TABLE 3
THE NATIONAL RESEARCH COUNCIL'S RESEARCH AGENDA
FOR INCLUDING ENGLISH LANGUAGE LEARNERS IN THE
NATIONAL ASSESSMENT FOR EDUCATIONAL PROGRESS
What types of demands do different assessments make on
English language learners and how do different types of
accommodations help" different types of students?
. How do accommodations affect the construct validity of
the tests?
"
.Is it useful and cost effective to try accommodations such
as t r a n s l a t i o n s ? "
" Do scores from accommodated administrations have the
. same scaling properties and can they be reported in the
.' same fashion as for all other students in the NAEP?
Do English language learners have the same opportunity to
learn and curricula as non-ELL students? .
What are possible, alternative assessment methods for
ELLs?
(Pellegrino, Jones, & Mitchell, 1999,pg. 110-111)
�50
Table 4 presents the major conclusipns anq recommendations of the
National Research Council for the NAEP's testing of English
language learners.
, TABlllE 4
.,,
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THE NATIONAL RESEARCH COJINCIL'S MAJOR CONCLUSIONS
AND RECOMMENDA1-IONS FOR TESTING ENGLISH LANGUAGE
LEARNERS ON THE NATldNAL ASSESSMENT FOR
EDUCATIONAL PRbGRESS (NAEP)
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Conclusion "3A. The participation lnd accommodation of .
English-language learners are netessary if NAEP results are to
be representative,'of the natioi1's'~tudents. There is currently a '
paucity of interpretable achievem~nt data and accompanying
contextual data on the performan~e and educational needs 'of'
'.these popolations."
'
Conclusion3B. Enhanced partici~ation of English language
learners in NAEP depends on (1) ~he consistent application of
well-defined criteria to identify th~se students and (2) accurate
collection and reporting of inform~tion about them. ' ,
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Recommendations
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Recommendation 3A. NAE,P, shoul\d include sufficient numbers
of English language learners in thb large-scale assessment so
that the results are representativellof the nation and reliable
subgroup information can be reported.
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Recommendation 3B. Criteria for identifying English language
, learners for inclusion in the large-~cale survey need to be more
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clearly defined and consistently a~plied.
Recommendation 3C. For studentl who cannot participate in
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. ethods should be devised for the ongoing collection of data on
m
their achievement, educational opportunities, and instructional
experiences.
Recommendation 3D. In order to accomplish the committee's
recommendations, the NAEP program should investigate the
following:
.
XI. Methods for appropriately assessing, providing
accommodations, and reporting on the achievements of.
English language learners, and
XII. Effects of changes in inclusion criteria and accommodation
trends in achievement results.
II
(Pellegrino, Jones, & Mitchell, 1999, pg.112-113
Tables 3 and 4 present an exceedingly modest set of
recommendations for English language learners and for Hispanic
�52
children. Some of these recommenClations go back nearly 80 years
.
II
(Sanchez, 1934; Reynolds, 1933). It is time for a comprehensive set
of action plans to make large-scalell educational accountability
systems, such as the " "
NAEP, relev9ptand useful for the educational
present and future of Hispanic children. The points made in Tables 3
and 4 are good starting points. But ~here·are 'other, more complex .
issues that ne~d to be asked and ahswered. Fo~ ~xample, assuming
that, it, is po~sible to measure stude~tsl'mllitidimen~ional' levels of
,
proficiency In both languages, the challenge remains as to what to do
with language pro'f1cien~y scores. Si~OUld they be: used to generate
expectancy scores? Should they b~1 used to adjust achievement'
scores to compensate for error? Sh;pUld they alter cut-off for eligibility,
detention or promotion purposes? ~esearch is needed to establish
the function of-such scores for inter~reting the academic achievement
of H,ispanic, bilingual individuals witp varying levels of acculturation
and from the multiple ethnic and cultural backgrounds of Hispanic
Americans.
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CHAPTER 6. DIAGNOSTIC TESTING FOR SPECIAL EDUCATION
Linguistic minority children, for nearly a century, have tended to
overpopulate classes for students with mental disabilities. No other·
area of education is as linked to issues of genetic differences in
intelligence as special education. The fundamental question that has
plagued this area of American'education is why there are too many
minority children with low 10's. Race psychologists in the 20's and
30ls attributed this to genetic inferiority. Apostles of the same doctrine
have asserted the same in the 1960is and continue to do so even
now.
"On the other hand you look at a lot of kids in the inner
. cities who have not seen a book by the time they come to
kindergarten, and you give them one and they hold it upside
down and the wrong way." The language interactions that
they've had at home are nil. They have never even heard these
sound systems. Are they lousy readers? A lot of them are. Are
they genetically predisposed? Some of them are making that
combination a tough one to treat."
(Reiq Lyon, quoted in
Taylor, '1998, pg. 192)
In the 1960's, the federal courts entered this debate. The
questions posed then were: Why are there too many minority children
in cl.assrooms for the mentally retarded? And, Are the tests used to .
diagnose mental disabilities biased against them? Many of these
court cases focused on the possible linguistic bias of 10 tests and on
the denial of equal educational opportunities to Hispanic students
placed in special education (Diana v. California Board of Education.
1970; Jose P. v. Ambach. 1979; Arreola v. Board of Education, 1968
Guadalupe Organization v. Tempe School District. 1978; Ruiz v.
State Board of Education. 1971; Covarrubias v. San Diego Unified
School District. 1972: Lora v. Board of Education of the City of New
York. 1984). For the most part, the courts ruled in the direction of
using non-verbal tests of intelligence,establishing monitoring systems
for determining when Hispanic children were overrepresented in
classes for students with mental disabilities, and overseeing training
�54
programs for staff in order to do nonl~iscriminatory assessments. This
last provision became part of the federal law for special education in
1975 and was repeated in the mand'btes for the 1997 Individuals with
Disabilities Education Act. However, nondiscriminatory assessment
remains either an enigma or serious problem for the American'
Psychological Association. In its,late,st, major document on testing
individuals from diverse background~' (Sandoval et ai, 1998),
.
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nondiscriminatory assessment does 'not exist, .
. The sort of testing that is done in order to determine Vl{hether a
child has disabilities is unique in education. It is really an analog of
l
what a medical doctor does when an \individual has serious
symptoms. Most children who are te~ted for special education
placement go to the school psychologist with one predominant
,
symptom, poor reading. After the administration of a few or many, .
many tests, the psychologist does a &ipgnosis and at an Individualize
Education Program meeting recomm:~nds either special or general
education plac;ement. At that time hefishe also prescribes a treatment
to cure the symptom. But the,similarities between a medical doctor
and a school psychologist are' iIIuso~. The tests that the school
psychologist uses have no real powe1r to diagnose and the
educational treatments are usu'ally in~ffective (Skrtic, 1991).
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clear, biological reasons that triggere~ the testing. Most children are
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sent to special education testing be~een the 2 nd and 5th grades. '
Again, the predominant reason for b~ing senUs poor reading. There
are four categories of disabilities (Le~lrning Disabilities, mild Mental.
Retardation, .Behavioral Disorders, S~eech and Language Problems)'
that are unique in this entire enterpris~ because they are suspect. '
. Many researchers have argued that t~e diagnostic tests used i!1
special education are incapable of diff\erentiating among these four '
disabilities (Keogh 1990; LY0r:t, 1996)t Also, for many children,
particularly from culturally and linguistically diverse backgrounds, '
these categories may be'socially con~tructed. ThaHs to say, these ,
"
students could have a disability or their symptoms could be due to .
socio,economic, cultural, lir:tguistic or ~:oor opportunity-to-Iearn factors .
(Rueda & Forness, 1994; Trueba, 198?; Heller, Holtzman, & Messick,
1982). The tests, however,cannot dia~nosethe difference .....
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For Hispanic children, the Handicapped Minority Research
Institutes in Texas and California (Rueda, Figueroa, Mercado, &
Cardoza, 1984; Rueda, Cardoza, Mercer, & Carpenter, 1984; Garcia,
1985; Ortiz, 1986; Ortiz & Maldonado-Colon, 1986; Ortiz & Polyzoi,
1986. 1987; Ortiz & Yates, 1987; Swedo, 1987; Wilikinson & Ortiz,
1986; Willig & Swedo, 1987) documented the unique problems faced
by Hispanic children and their fam'ilies when confronted by the
testing/diagnostic process in special education. Language proficiency
levels of the students were often not considered. Most testing was
done in English. The linguistic challenges experienced by English
learners were often diagnosed as a disability. Depending on the tests
given, a Hispanic child could easily qualify for the Learning Disability'
or the Communication Handicapped categories. When retested after
being in special education, the Hispanic children's las decreased.
, Limited English Proficient students were more likely to be categorized
with another disability. Tests developed and normed for Spanish
speaking children were just as problematic as tests normed on
English speakers. If the parents were born outside the U.S., there
was greater likelihood that their child would end up in special
education. Finally, it was found that diagnostic tests were capricious
in their diagnoses: when the tests were given to an entire class of
Hispanic children in general education, 53% were found eligible for
the Learning Disability program. When mentally retarded Hispanic
children were tested, 43% of them were diagnosed as learning
disabled. It should be noted that many researchers in the area of
special education see no problem in the use of psychometric tests'
with Hispanic or African American children. For them, the issue of
nondiscriminatory assessment simply does not apply. Neither do
linguistic and cultural factors described in the 1985 or 1999 Testing
Standards ( e~g., MacMillan, Gresham, & Bocian, 1998).
a
Special education testing with Hispanic students has very
little empirical, research data to support many of its extant practices.
The developrrientof diagnostic tests normed on Spanish-speaking
populations abroad provides one of the most widespread uses of
diagnostic instruments with Hispanic children.' But as some have
argued:
''The bilingual is NOT the sum of two complete or incomplete
monolinguals: rather he or she has a unique and specific
linguistic configuration. The coexistence and constant
�56 ,
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..' interaction of two languages i1 the bilingual, has produced a .
different but complete Jinguis',icentity."
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(Grosjean, 1989, pg.6) .
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indiVi~ual confront~
'WheM a bilingual
a monolingual test,
developed by monolingual individuals, and standardized and
normed on a· monolingual po~ulation. both the test taker and
the. test are asked·to ~o som~~hing that they Cannot. The
, bilingual test taker cannot pe10rm like the monolingual. The
monolingual test cannot mea~Llre in the other language. '
,
Ironically. single-Ianguabe tests deceptively measure the
monolingual part of the bilingual (one or the' other of the '
bilingual's-two languages), irr~spective of proficiency in that
language, and they do so reli~bly. But these tests fail insofar as
they may exclude mental confbnt that is available to the
bilingual the other .lariguag~; and mental processes and
abilities that are the product of bilingualism (Hakuta & Garcia,
1989; Hakuta, Ferdman, & Di~z, 1986)." . .~
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laldes & Figueroa, 1994, pg: 87)
in
There is an urgent need to determine the diagnostic validity of .
Spanish language tests normed on ~onolii"lgual populations and
used for diagnostic purposes with U~S. bilingual populations.
. . Another current practice in spJcial education testing of Hispanic
children is to test repeatedly until th~ right diagnostic profile appears
or to conduct elaborate decision-making procedures in order to get to
the teal disability o.ata exist, indepe~dent of issues 'of cultural and
language differences, indicating that,\the more testing that is done the
less likely the real disability will app~ar (Mehan, Hertweck. & Meihls, .
1986; Taylor, 1991).
The use of interpreters is widespread in special education
.
testing (Langdon, 1994). As already 'tnentioned, emerging,· empirical
data on this practice suggest that it Jhould be proscribed. Another
common practice in special educatioh testing is the use of translated
tests. This practice should also be stbpped.
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Though most of this chapter ;,Js focused on diagnostic testing,
other forms of assessments are routi'hely done in special education
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(curriculum-based assessments, functional assessments, ecological
assessments, dynamic assessments, etc,), the same general
principles that have been discussed with respect linguistic/cultural.
differences, bias, validity and reliability apply. For the population of
Hispanic children and their families, all of these testing practices also
need to be considered in light of several questions: Does placement
in special education provide any educational benefits for the student?
Does any testing really help to promote educational achievement in
special education? Many researchers (Skrtic, 1995;Figueroa &
Artiles, 1999; Mehan, Hertweck, & Meihls, 1986) would answer both
in the negative.
Finally, there is the question of testing for placement in the
gifted and talented programs across the United States. The search of
a measure of Hispanic intelligence that would give Hispanic students
a fair chance at being equitably represented in such programs has
been extensive (Bernal & Reyna, 1975; Chambers, Barron, &
Sprecher, 1980; Zappia, 1989; Perrine, 1989; Bermudez & Rakow,
1990; Marquez, Bermudez & Rakow, 1992; Johnsen, Ryser, &
Dougherty, 1993; Sawyer & Marquez, 1993; Garcia, 1994; Maker,
1994; Maker, Nielson, & Rogers, 1996)~ By and large, however, none
of these have succeeded in establishing a national procedure for
identifying gifted Hispanic students. Hispanic pupils, accordingly, are
very underrepresented in these programs. They will continue to be
absent as long as tests and eligibility criteria for gifted and talented
programs fail to realize that the opportunity-to-Iearn experiences of
Hispanic children in America's public schools are very different and
that tests respond to these differences in the form of lower scores.
Cultural factors may also complicate this form of assessment. Data
suggest that the typical family contexts in Hispanic homes of high
. academically gifted students varies significantly from Anglo, middle
class homes. There, family values take precedence over
individualism and bilingualism is prized over monolingual ism (Soto,
1988;Fernandez & Nielsen,1986; Hine, 1993).
For the emerging Hispanic community in the United States,
there is an overarching question to be asked about the education of
their intelligent children: Is it a good idea to isolate the "smartest" and
to give only them an enriched, gifted education? or, Is it a better idea
to offer this to all students, including those with. disabilities? Some
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research on programs for the giftea in close-knit communities and in
schools suggests that the social i~pact of these programs can be
quit~ negative for all children, thei~ parents and their communities
~ (Margolin, 1994; Sapon-Shevin,1 S94).
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CHAPTER 7 : OTHER TYPES OF TESTING
Two other broad types of tests are often given to Hispanic
students in educational settings. These are personality and vocational
tests. Both are used in counseling settings, though the former is also
used for special education diagnoses of emotional disturbance or
personality disorders. Both, in varying degrees, are affected by the
same issues extant in all other forms of assessments with Hispanic
students: cultural differences and linguistic backgrounds.
PERSONALITY TESTING
The empirical and professional literature on personality tests, by
and large, has never really attended to the issues of cultural
differences or bilingualism in the Hisp,anic community (Malgaby, '
Constantino, & Rogier, 1987; Olmedo, 1981; Bernal, & Castro, 1994).
The official guidelines for providers of psychological services to
ethnic, linguistic, and culturally diverse populations (American
Psychological Association, 1993) acknowledges that there are
problems associated with tests that have not been validated for use
with minority populations. But there are no serious limitations placed
on their use. Similarly, cultural factors in mental health testing and
diagnosis receive very little attention in the "Diagnostic and Statistical
Manual of Mental Disorders IV" (Dana, 1995)..
As a consequence, some psychological providers recomme'nd
that tests be used with interpreters, with norms from other countries
(e.g., Spain), or as a spontaneous translation (e.g., Nieves-Grafals,
1995; Dana, 1995). Yet, there is evidence that Hispanic test-takers
can give different meanings to the connotative, emotive vocabulary
that is often used in such tests (Brizuela,1975; Diaz-Guerrero, 1988;
Gonzalez-Reigoza, 1976). Similarly, there is research on how they
express affective material in ways that are quite different in Spanish
than in English -(Gonzalez, 1978; Ruiz, 1975). Also, data exist on
how Hispanic clients are rated differently,on personality variables
when they are evaluated in English versus when they are evaluated
�60 .
in Spanish (Grand, Marcos, Freedman, & Barroso, 1977;
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Westermeyer, 1987; Edgerton & Karno, 1971). ..
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A · t emporary approach to IIpersona I'ty t est'mg .,mvoIves. th e
parallel us~ of tests of acculturatiorl'. Research on .one such test, the
"Acculturation Rating Scale for Me~jcan Americans" (ARSMA 1& II)
(Cuellar, Harris, & Jasso, 1980; Cu~lIar, Arnold, & Maldonado, 1995)
has proven to be of some importan~e both in terms of heuristics and
improvements in the personality te~ting of Hispanics (Velasquez &
Callahan, 1992). It has been demo~strated, for example, that on the
most widely used test of personalit~, the MMPI, Hispanic Americans
whose cultural orientation is traditioral show more pathology. These
outcomes are basically the result oflldifferential (cultural) treatment.
The ARSMA studies show this (Dar'la, 1995) in a particularly way,
though other researc;h similarly conftirms that differential cultural
impacts persist even in the MMPI-2 (Whitworth & McBlaine, 1993;
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Whitworth & Unterbrink,1994).·
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Th.e ~se of acculturation s~aI1r' ,such as the ARSMA la~d II, is
, usually limited to.one group of HispaniCs. Currently, acculturation'
scales are more abundant for CUbafu American and Mexican
American populations (Marin~ 1992):. Their use, therefore, is limite'd.
Also the use of such scales remain~1 optional. No attempt is being
made to psychometrically incorporate such measures into tests such
as the MMPI. Admittedly, howeve'r, &sing measures of acculturation
or sociocultural variation to correct ~:core bias has'notfaredwell in the
past. The Sociocultural Scales'of th-r System of Multicultural
Pluralistic Assessment (SOMPA) (M~rcer, 1979), for example, do
produce a new IQ-estimate based
the degree of distance that a
Hispanic child's family exhibits from Imiddle.c1ass, White families. But
the new IQ proved to be neither a b~tter predictor nor a better
"corrector" (Figueroa & Sassenrath, 1989; Valdes & Figueroa, 1994).
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within Hispanic populations. This is ~ reluctance that cuts across all .
types of te&ts currently in use. As D~na (1995) has suggested, the
press for group-specific norms may ~ave to come from studies
showing the error or mistake rates t~lat mono-normative tests produce
in personality diagnoses:with Hispa~:ics. ·In many ways these data are·
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already available in all other areas of testing. Most tests do produce
negative, differential impacts with· Hispanic students.
The present state of testing Hispanics on personality tests relies
on a series of questionable practices: making testers "culturally·
competent," making "corrections" on the tests, promoting ideographic,
tester interpretations based on measures of acculturation. There is
very little, actual research on how to do diagnostic personality work
with Hispanic children and youth (Cervantes & Arroyo, 1994). As a
consequence, recommendations to clinicians, even when they are
very well crafted (e.g, Cervantes & Arroyo, 1994), remain anecdotal
and of unknown generalizability, utility and validity. As is the case with
most tests used in the United States, new tests specifically made
appropriate for the Hispanic populations' bilingual, ITIulticultural status
are needed. Pr~liminary efforts in this regard (Costantino, Malgady,
Rogier, & Tsui, 1988) have been fruitful and deserve more research
and development. A sea change in attitude about testing distinctly
bilingual/multicultural populations is needed within the testing
community in the United States. Dana (1995) notes:
~'The
[current] repertoire of standard tests emerged in an
era when a melting pot conception of acculturation was in
vogue and new immigrants were expected to assume a
relatively homogeneous identity after three generations in this
country. This expectation did not occur uniformly even for
descendents of European immigrants. Now that diversity
instead of homogenization has become the hallmark of
American society, professional acts and technologies must
reflect this societal change."
(Dana, 1995,pg.314)
OCCUPATIONAL INTEREST TESTS
Helping a student choose a career and plan a requisite program
of academic preparation are critical counseling functions. Often, this
process begins with the administration of interest inventories as early
as elementary school. A fundamental assumption behind these tests
is that students in society have somewhat equivalent levels of cultural·
�62
capital. That is, they have a relativellY realistic notion about how
, societal systemsJunction and what i~ takes to negotiate entrance into
such systems. In terms of careers a~d jobs, cultural capital means
knowing what defines a particular arfa of occupational interest and
, what lev'els are possible within a ch9sen occupation. Cultural capital
in this context also means knowing ~6w to negotiate entrance into
systems that help produce the requisite competencies and the
desired job or career. For Hispanic Students, recent research
(Stanton-Salazar, 199.7; Stanton-Sa'llkzar & Dornbusch, 1995)
suggests that, in fact, cultural capital !s not easily accessed by them.
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with Hispanic students is neither ela~orate nor elegant. There are not
many studi,es and those that do exis~ do not control for either
bilingualism or acculturation in terms of cultural capital. "
On the other hand, the related area of employment testing is
uniquely optimistic about its fairness,\\validity and virtual universality
(e.g., Ramos, 1992) for use with His~anic adults. Some of this comes
from predictive validity studies that s~ow that there,are no differences
in the way tests function with Hispanit job applicants. The problem
here, however, is that these tests are\lvery poor predictors for
,
everyb09Y and that the effects of bilingualism on predictive validity
remains unknown. Also, a central elehlent discovered in the
employment testing of Hispanics istti1at so much of the success in the '
tests and in the jobs depends on edu~ational background. ' ,
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CHAPTER 8 • SUMMARY AND RECOMMENDATIONS
The testing of Hispanic children has not made much progress in
the 20th century. The areas where there has been quite a bit of
progress is in the empirical documentation of the impact of.
bilingualism on test scores and on the development of policies and
caveats associated with the testing of Hispanic individuals. However,
there has not been much progress in test development and
technology in any area of testing with respect to these students.
On the basis of what has been reviewed; six options appear to
exist concerning the measurement of Hispanic students' abilities,
achievements, personality, and occupational interests: 1) tests can be
administered in English using what are basically monocultural norms,
2) testers can be given "cultural training" so that they can interpret the
tests in ways that appear to be more valip, 3) accommodations in the
tests and the testing situation can be provided, 4) a testing
moratorium on the use of individual scores for any high-stakes
assessment can be put in place until research sorts out the complex
. issues associated with testing Hispanic students, 5) tests can be used
. for holding systems legally and politically accountable for the
educational decisions that adversely impact Hispanic students as
manifested in differentjal, negative outcomes, 6) Hispanic-specific
local norms can be developed in order to compare students against
students with similar cultural, linguistic, and scholastic experiences,
and 7) school systems and opportunities-to-Iearn are made equitable
for Hispanic children across the United States thereby meeting the
crucial assumption of tests about experiential homogeneity. At
present, only the first three are viable and in use. None of these
three, however, can demonstrate that they are free of significant
degrees of bias, unfairness, or denial of substantive due process~
The fourth option has been suggested (Valdes & Figueroa,
1994) but has received virtually no support. The fifth option has not
really been tried in the last decade, but it remains a plausible
response to political attacks, such as California's propositions 227
and 209, that are already'inflicting harm and damage to Hispanic
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children and that can be documente(j by the tests' ability to measure
, contextual effects. In Kern county in\\California, fofexample, the
, school board has decreed that Hispanic children must learn English
in three months arid then receive th~ir education in English. The
,
impact of this decision will become rhanifest in the tests administered
in English.
The sixth option may well be t~e most immediately relevant for
both test developers and. the Hispanic communities in the United
States. 'Butthere'is a great deal of o~position from both political and
, professional interests. Ethnicllinguistic norms will provide
.
comparisons among children with g~nerally homogeneous
experiences and background in local! communities: But, they arouse
suspicions about a "divided" society.\They may also be seen as
source~ of reverse discrimination. In \employment testing, the courts
and Congress have refused to acceRt group-specific norming
precisely because of issues related to reverse discrimination (Sireci &
Geisinger, 1998). Ironically, the intell~ctual commu'nity has not been,
so reluctant. The National Academy ~f Sciences recommended this
as a solution to the bias that employ~ent tests affect among job
applicants with differential opportunitlies-to~learn(Hartigan & Wigdor.
1989). Education, however, has alwa¥s occupied a different status
with the courts. This may also apply tith regards t6 testing in ' "
aspects of
educational contexts. The issue of gr6up norms in
schooling, should be studied and deb~ted. Certainly, the 1.999 .
Standards for Educational and Psych'blogical Testing may already
have sided with this option. There ar~II clear mandates there that
validity needs to be grounded within linguistic groups when research
indicates that test scores are affecte1 by language background
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, The seventh,is the bestoption; but if history is any indicator, ,it is
the one most likely to take multi-gene}ations to accomplish.' It is also
the option that best explains why test~ are such a failur~ for Hispanic
communities. The primary problem with tests is not the tests. It is the
educational context in which they are ~eveloped. used, and studied.
, The histo.rical,and conte~porary ~ata \have clearly docum~nted ~hat
In the United States public education ~as not worked ,for Hlspamc
children. Tests help and perpetuate niuch of the dysfunction that
Hispanic children get in sc~ools.
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The one positive conclusion that can be drawn from the review
presented in. this document is that the testing community is finally
beginning to realize that the problems with testing Hispanic ~tudents
are far more complex than ever imagined and that they are potentially
irremediable in the status quo (Heller, Holzman, & Messick, 1982;
American Educational Research Association,·et aI., 1985, 1999;
Pellegrino, Jones, & Mitchell, 1999; August & Hakuta, 1997;
Sandoval et aI., 1998; Heubert & Hauser, 1999). The solution to the
problems engendered and embodied in tests resides in changing the
educational experiences of Hispanic children.
A compelling example of what this may entail was described by
Garcia and Otheguy (1995). They set out to answer four research
questions in an ethnographic study of "seven private, but low-tuition,
non-elite schools in Dade County, Florida." They were "run by and for
Cubans." The parents of the children were predominantly from
working-class and middle class income levels. They were, in effect,
similar to families of Hispanic children in urban school districts. The
four research questions were typically those that preoccupy
educational researchers about bilingual children in U.S. public·
schools: Should Spanish be used? How is language dominance
. measured and used? When do you use English? In which language
is reading taught? They were unable to answer these research.
questions. The following are the reasons for this failure.
"When majority educators look at the education of
Hispanic children in the United States, they focus on their
linguistic deficits." Discussions about the education of these
children begin and end with the issue ofthe English language,
or how they lack it, and how best to give it to them ... However,
when Hispanic parents and educators in control of the
education of their own children think about the educational
process, they ask different questions. They ask questions about
the way to educate their children, about pedagogy, instructional
strategies and teaching methods, about curriculum and
materials. We asked them about language, they told us about
education ... Spanish naturally belongs in ethnic schools that are
controlled, staffed and run by the Hispanic community, so there
is no need to question its role in public education ...
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, Those of us in public·e~ucation need to learn from these
educators that substantive hi'gh expectations do matter; that
bilingualism and biliteracy ar~ obtainable. If one holds- both
II
children and teachers unequivocally responsible for obtaining
them; that initial literacy in ~p languages is possible and'
doesn't have to be limited to Spanish; that advanced literacy in ,
two languages is possible an:b doesn't have to be limited to
English; that in US societyall\ children acquire English naturally
and t~at therefore English ac~uisition should not be the main
focus of education; that pare~ts and community do matter for
education; that when they ar~ in control...the results are '
" ultimately superior; that the c~ntext of a child's home culture is
essential..; and that continuit~with the intellectual and social
climate of the home is of par~lmount importance if the school is
to help children develop and f10ster their .intellectual and social
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. The public education of Hispa!niC children needs;o focus on
education. It needs to be reformed ~re-eminently 'in terms of local
control. Until such time as when the,l U.S. educational system is locally ,
and proportionally controlled by Hispanic communities and until it ,
, achieves a modicum ofequity in ho~ it distributes resources, cultural
, capital, and the application of high ~tandards across all school
districts; tests and test scores will c~ntiriue to show massive technical
problems of bias, differential treatm~nts and differential outcomes.
They will continue to impede the fut&re of Hispanic communities. ,
Tests will work when the public edu&ation of Hispal'1ic children
becomes democratic and effective.
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RECOMMENDATIONS
I.
The U.S. Office for Civil Rights should undertake a legal
analysis of test-usage with Hispanic students and
individuals, focusing on the dysjuncture that exists .
between what the Standards for Educational and
Psychological Testing pres.cribe and what test users.
(individual testers, school district testing programs, state
testing programs) actually do. Particular attention should
be focused on the testing .of bilingual individuals.
II.
The U.S. Office for Civil Rights needs to consider whether
the "disparate treatment" legal analysis under Title Vi and
Title IX statutes applies to the historical experience of
many, if not most, Hispanic students with tests and testing.
A compelling, empirical argument can be made that they
are tested under different conditions: they are tested with
monolingual norms when most of them have varying levels
of bilingual status, all of which have left and indelible, if not
unerasable, mark on all tests that use English as the main
vehicle' for eliciting responses; Their scores show evidence
of attenuated predictive validity related directly to their
varying revels of exposure to Spanish; an,d,There is
evidence of bias in construct validity in tests of intellectual
ability with respect to the Freedom from Distractibility
factor.
III.
There is a widespread belief that with· students for whom
current testing technology may not be appropriate, the
thing to do is to test them more. There is no evidence to
support this belief. There are, however, data suggesting
that excessive testing does not improve diagnostic
decisions (Mehan, Hertweck, & Meihls, 1986), but, rather,
that it may negatively affect chndren (Taylor, 1991). This .
practice should be discouraged.
IV. The U.S. Office for Civil Rights needs to consider whether
the "disparate impact" legal analysis under Title VI and .
Title IX statutes applies to the comprehensive, and chronic
pattern of Hispanic students' underrepresentation in Gifted.
�68
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and Talented programs, their overrepresentation in
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. programs for students wit~1 disabilities, and their miniscule
. presence in institutions of higher lear'ning in the United
States. There is, in effect, all clear pattern of a disparate
impact from testing practices across a wide array of tests
used in multiple educationdl contexts. There is also
,I
compelling evidence that t~ere is bias in prediction and
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that this differentially consfricts tests' educational .
I
purposes when used with riltost Hispanic students.
1
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Translated test should not oe used. There is very little
likelihood that the new, trari1slated test will have the same
technical properties as the briginal;and there is a
substantialilkelihood that t~e translated 'test will not work.
The practice, of translating t~sts and of using . their scores
I
.for making d~cisions about individuals should stop.
VI. Recent publications on dlvJsity and testaccommodations
are linking the issues releva\rt to English. language learners
with those that are meaningful for students with
disabil~ties. One of the grea~\ historical mistakes in
American Education has be~h the tendency to perceive
bilingualism ,as a handicap. clear distinction, if"not
separation, needs to be drawn between the issues that are
significant in meeting the chl~lIenges of a disability with .
"
those involved in the education of children .with two
.
linguistic systems. For exa.,{ple, special education is
.
dedicated to diminishing the:l impact of a disability. The .
, .education of English learners should not be guided by the
diminution of an asset such ~s bilingualism. . '.
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VII. Tests thatplJrport to have equivalent test versions in ,
English and Spanish need tdl!show empirical evidence that,
infact, there equivalence. Similarly, research is urgently
. needed on whether bilingualJ\ Hispanic children in the
,
United States can be validly ~nd fairly compared on .
Spanish/English tests that re~lied on monolingual samples,
to generate monolingual norfus in English and Spanish.
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VIII. As currently envisioned in the 1999 pre-publication version
of the Standards for Educational and Psychological
Testing, interpreters can be trained and used in testing
situations. New data on this practice, however, suggest
,that the use of interpreters may somewhat
comprehensively destroy standardization. Further, in
special education, tlhe use of interpreters may lead to
invalid inferences and conclusions. The use of interpreters
should be discouraged, if .not, proscribed. Interpreters are
basically poor substitutes for what should be provided to
Hispanic students: culturally knowledgeable, linguistically
competent testers from their own communities. The failure
to recruit, train and graduate Hispanics in the testing
professions cannot be ameliorated by the use of
interpreters. This is a practice that may really be a
malpractice.
IX. The 1999 Standards for Educational and Psychological
Testing are also problematic in the areas of language
proficiency testing and the use of testing accommodations
with bilingual subjects. It is recommended that the
Standards in Chapter 9 for "Testing Individuals of Diverse
Linguistic Backgrounds" be analyzed by experts in
second-language acquisition, language proficiency testing,
and bilingual assessment in order to exam,ine the
ambiguities and the assumptions of that chapter.
, . X.' There is empirical evidence that tests'used with Hispanic
students show evidence of bias. Comprehensive,
longitudinal investigations on this question should be
commissioned. The impact of Hispanic culture and Spanish
language proficiency levels on the predictive,
consequential, and/or instructional validity indices of tests'
should be determined.
XI. The U. S. Office for Civil Rights should conduct an analysis
of testing practices with Hispanic stUdents throughout the.
states and by the National Assessment for Educational
Progress to determine whether some or all ofthese do not
�70
meet the legal criteria of discrimination under Title' VI and '.
· Title IX... . ".
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XII. The research agenda on assessment proposed by the
National Research Council'k Committee .on Developing a .'
Research Agenda on the Education of Limited-English- .
Proficient and Bilingual Stu~dents in its report on Improving
Schooling for Language-Mihority Children (August, & .
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Hakuta, 1997) should be enaorsed and funded. . .'
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comprehensi~e
XIII. It is time for a
set of action plans to make·
large-scale, educational acdountability systems, such as
II
the NAEP, relevant and useful for the educational present
and future of Hispanic child'~en ..The Recommendations of
the National Research Cou~cil on testing English language
learners on the NAEP (Tablds 4 and 5) should be adopted,
funded and applied. They S~OLJld also be broadened to
.
include Hispanic children frbm all the major .ethnic 'cultural
backgrounds. The issues related to. cultural factors in
achievement testing (accultLration, the measurement of
acculturation, the use of acdulturation levels, etc. ) should
be investigated.·
.... \ . .
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XIV. There isan urgent need to drtermine the diagnostic validity
·of Spanish language tests nprmed on monolingual
.
populations and used for di~gnostic purposes with U.S.
bilingual populations~ Diagnpstic tests should not'be .
administered to Hispanic stJdents or they should be
relegated to a lower. status i~ the decision-making process
for special education, or gift~d and talented education.
Alternatives to the typical b~ttery of diagnostic tests exist, .
all the way from placing a c~ild in an enriched treatment
situationto diagnosing theirl work products..
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XV. There is v.ery little, actual res~arch on how to do diagnostic
· personalit~ work with Hispa~i~children. and youth. As is
the case with most tests use1tlln-the Umted States, new
personality tests specificallyl made appropriate for the
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�71
Hispanic populations' bilingual, ml:llticultural status are
needed.
XVI. .Given the widespread use of occupational interest tests
with elementary and high school students, as well'astheir
possible role in tracking students in academic programs,
the lack of research on the use and impact of these
measurement instruments on Hispanic children and youth
is a major knowledge-gap. It is recommended that research.
in this area of testing be significantly and quickly
increased.
.
XVII.. Student scores should be interpreted within a school
. district's normative framework. That is to say, the national
or statewide comparisons that are used to determine an
individual's eligibility for promotion, graduation, or
admissions to higher education should no longer be made.
For example, if a state university system accepts only the
top 10% of the students in any given state, those should
come from the top 10% within each school'district.This
does not.preclude the use of tests to measure the
" performance of school systems (schools, districts) to
..
determine how well or how poorly they are working.
Clearly, however, in those school districts where there is
de facto segregation and where resources are differentially
allocated, local norming will not work. There, school-based
norming may be the solution.
XVIII. The starting point for the reform of unfair testing with
Hispanic students is not the tests. It is the instructional·
context. Until there is some semblance in equity of
standards, curricula, pedagogy and resources throughout.
schools, school districts and states, tests will continue to
reify the inequality of educational opportunities in the
country. Tests will continue to blame the Hispanic student
for low scores and wUl continue to deny him or her .
promotion, eligibility and opportunity~ '.
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REFERENCES
Abedi, J. (1999a). NOME examining the effectiveness. of
accommodation on math performance of English Language Learners.
Paper presented at the 1999 AERA conference, Montreal, Canada.
Abedi, J. (1999b). The impact of students' background
characteristics on accommodation results for students with limited
English proficiency. Paper presented at the 1999 AERA Conference,
Montre~l, Canada.
Abedi, J. (1999c). NAEP math test accommodations for
students with limited English proficiency. Paper presented at the .
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.
�93
APPENDIX A
The 1999 Standards for "Testing Individuals of Diverse .
Linguistic Backgrounds" (Chapter 9)
Standard 9.1 Testing practice should be designed to reduce
threats to the reliability and validity of test score inferences that
my arise from language differences.
Comment: Some tests are inappropriate for use with
individuals whose knowledge of the language of the test is·
questionable. Assessment methods together with careful
professional judgment are required to determine when
language diff~rencesare relevant. Test users can judge how
best to address this standard in c;l particular testing situation ..
Standard 9.2 When credible research evidence reports that test
scores differ in meaning across subgroups of linguistically
diverse test takers, then to the extent feasible, test developers
should collect for each linguistic subgroup studied the same
form of validity evidence collected for the examinee population
as a whole.
Comment: Linguistic subgroups may be found to differ with .
. respect to appropriateness oftest content, the internal structure
of their test responses, the relation of their test scores to other
variables, or the response processes employed by individual
examinees. Any such findings need to receive due
consideration in the interpretation and use of scores as well as
in test revisions. There may also be legal or regulatory
requirements to collect subgroup validity evidence. Not all forms
of evidence can be examined separately for members of all
linguistic groups. The validity argument may rely on eXisting
research literature, for example, and such literature may not be
available for some populations. For some kinds of evidence,
separate linguistic subgroup analyses may not be feasible due
to the limited number of cases available. Data may sometimes
be accumulated so that these analyses can be performed after
�94
the test has been in use for a period of time. It is important to
. note that this standard calls for more than representativeness in
the selection of samples used for validation or norming studies.
Rather, it calls for separate, parallel analyses of data for
members of different linguistic groups, sample sizes permitting.
If a test is being used while such data are being collected, then
cautionary statements are in order regarding the limitations of
. ,interpretations based on test scores.
Standard 9.3 When testing an examinee proficient in two or
more languages for which the test is available, the examinee's
relative language proficiencies should be determined. The test
generally should be administered in the test taker's most
, proficient language,unless proficiency in the less proficient
, language is part of the assessment.
Comment: Unless the purpose of the testing is to determine
proficiency in a 'particular language or the level of language
proficiency required for the test is a work requirement, test
.users need to take into account the linguistic characteristics of
examinees who are bilingual or use multiple languages. This
may require the sole use of one language or use of multiple
languages in order to minimize the'introduction of construct
irrelevant components to the measurement process. For'
example; in educational settings, testing in both the language
used in school arid the native .language' of the examinee may be
necessary in order to determine the optimal kind of instruction
required by the examiflee. Professional judgement needs to be
used to ,determine the most appropriate procedures for ,
establishing relative language proficiencies. Such procedures
may· rang'e from self identification by examinees through formal
. proficiency testing.
'
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. Standard 9.4 Linguistic modifications recommended by test .
'publishers, as well as the rationale for the modifications, should
be described in detail in the test manual. '
Comment: Linguistic modifications may be recommended for
the original test in the primary language or for an adapted
version in a secondary language, or both. In any case, the test
manual should provide appropriate information regarding the
recommended modifications, their rationales, and the
appropriate use of scores obtained using these linguistic
modifications.
Standard 9.5 When there is credible evidence of score·
comparability across regular and modified tests or
administrations, no flag should be attached to a score. When
such evidence is lacking, specific information about the nature
of the modifications should be provided, if permitted by law, to
, assist test users properly to interpret and act on test scores.
Comment: The inclusion of a flag on a test score where a
linguistic modification was provided may conflict with legal and
social policy goals promoting fairness in the treatment of
individuals of diverse linguistic. backgrounds. If a score from a
modified administration is comparable to a score from a
nonmodified administration, there is no need for a flag.
Similarly, if a modification is provided for which there is no
reasonable basis for believing that the modification would affect
score comparability, there is no need for a flag. Further,
reporting practices that use asterisks or other non-specific
symbols to indicate that a test's administration has been
modified provide little useful information to test users.
Standard 9.6 When a test is recommended for use with
linguistically diverse test takers, test developers and publishers
should provide the inform~tion necessary for appropriate test
use and interpretation.
.
COlTlment: Test developers should include in test manuals and
in instructions for score interpretation explicit statements about·
the applicability of the test with individuals who are not native
speakers of the original language of the test. However, it should
be recognized that te~t developers and publishers seldom will
�96
\'
fifld it feasible to conduct studies specific to the large number of
linguistic groups found in certain countries.
Standard 9.7 When a test is translated from one language to
another, the methods used in establishing the adequacy of the
translation should be described, and empirical and logical
.. evidence should be provided for score reliability and the validity .
of the translated test's score inferences for the uses intended in
the linguistic groups to be tested.
Comment: For example, if a test is translated into Spanish for
use with Mexican, Puerto Rican, Cuban, Central American and
Spanish populations, score reliability and the validity of test
score inferences should be established with members of each
of these groups separately where feasible. In addition, the test
· translation methods used need to be described in detail. .'
Standard 9.8 In employment and credentialing testing, the' .
proficiency level required in the language of the test should not
exceed that appropriate to the relevant occupation or
profession.
.
Comment: Many occupations and professions require a
a
suitable facility in the language of the test. In such cases, test
thatis used as a part of selection, advancement, or
· credentialing may appropriately reflect that aspect of .
performance. However, the level of language proficiency
· required on the test should be no greater than the level needed
to meet work requirements. Similarly, the modality inwhich
language proficiency is assessed should be comparable to that
on the job. For example, if the job requires only that employees
understand verbal instructions in the language used on the job,
it would be inappropriate for a selection test to require
proficiency in reading and writing that particular language ..
�•
97
'I
Standard 9.9 When multiple versions of a test are intended to be
comparable, test developers sh.ould report evidence of test
comparability.
Comment: Evidence of test comparability may include but is
not limited to evidence that the different language version~
measure,equivalent or similar constructs, and that score '
reliability and validity of inferences from scores from the two
versions are comparable.
Standard 9.10 Inferences about test takers' general language
, proficiency should,be based on tests that measure a range of
language features, and nota single linguistic skill.
'
Comment: For example, a multiple-choice, pencil-and-paper
test of vocabulary does not indicate how well a person
understands the language when spoken nor how, well the
person speaks the language. However, the test score might be
,helpful in determining how well a person understands some '
aspects of the written ianguage. In making educational
, placement decisions, a more complete range of communicative
abilities (e.g., word knowledge, syntax) will typically need'to be
assessed.
'
,
, Standard 9.11 When an interpreter is used in testing, the'
interpreter should be fluent in both the language of th~ test and '
the examinee's native language, should have expertise in
translating, and should have a basic understanding of the
assessment process.
"
'Comment: Although 'individuals with limited 'proficiency in the
language of the test should ideally be tested by professionally ,
trained bilingual examiners, the IJse of an interpreter may be
necessary in some situations. If an interpreter is required, the
professional examiner is responsible for insuring that the .
interpreter has the appropriate qualifications, experience, and
preparation to assist appropriately in the administration of the,
test. It is necessary for the interpreter to understand the
'
importance of following standardized procedures, how testing is
, ,conducted typically, the importance of accurately conveying to
the examiner an examinee's actual responses, and the role and
responsibilities of the iriterpreterin testing.
��FT
",
OUR NATION ON THE FAULT LINE:
mspANIC AMERICAN EDUCATION
TESTING OF HISPANIC
STUDENTS IN THE UNITED"
STATES:
AN ACrTION AGENDA
The President's Advisory Commission on Educational
Excellence for Hispanic Americans
, September, 1999 .
Prepared by:
Sonia Hernandez
1
�2
"
The President's Advisory Commission on Educational Excellence for
Hispanic Americans
Ana "Cha" Margarita Guzman, Chair
Guillermo,Linares, Vice-Chair*
Erlinda Paiz Archuleta*
Cecilia Preciado Burciaga
George Castro*
Darlene Chavira Chavez
,David Cortiella
Miriam Cruz
Jose Gonzalez
Sonia Hernandez*
Juliet Villarreal Garcia
Cipriano Munoz*
Eduardo Padron
Janice Petrovich
Gloria Rodriguez
Waldemar Rojas*
Isaura Santiago Santiago
John Phillip Santos
Samuel Vigi1*
Diana Wasserman
Ruben Zacarias*
(*Members, Commission Assessment Committee)
White House Initiative on Educational Excellence for Hispanic
Americans
Sarita Brown, Executive Director
Deborah Santiago, Deputy Director ,
Richard Toscano
Acknowledgements
Art Coleman, US Office of Civil Rights, Washington D.C.
Richard A. Figueroa, University of California at Davis
�'
..
3
FORWARD
There is no more promising reformin public education today than the
standards -based movement. It is the most widely accepted school change
process whick offers the greatest probability for leveling the playing field
for all children by clearly stating expectations for instruction, assessing the
progress of ea~h child toward achieving the standards, and holding schools
accountable for student learning. Where these three core elements of a
standards-based system are in place, all students begin to experience
success as never before. This is especially true for the growing Hispanic
student population in America which has been traditionally excluded from
access to rigorous mainstream instruction.
But in the current rush to implement world class standards supported by
systems of accountabiHty in he nation's public schools, state education
leaders have compromised the future of Hispanic students by making high
stakes decisions based on inaccurate and inadequate testing information.
Hundreds of thousancis of Hispanic students, many lacking functional
fluency in English, are assessed with a myriad of tests entirely in English
and, oftentimes, only in English. The resulting test data gleaned from the
administration of these tests is used for student promotion or retention, for
high school graduation, generally for high stakes decisions --but rarely for
the purposes of true accountability. When it comes to holding· schools
accountable for the academic achievement of our students, states allow
Hispanic youngsters to become transparent inside the very system charged
with educating them.
State policies often require that Hispanic students be assessed in English
with tests they may not even understand or with alternative but less
rigorous tests in Spanish whether or not they are receiving instruction in
that language. Neither approach produces accurate information about
student learning. Nevertheless, the resulting data is often used to hold
students accountable for their own success, rather than the educators or the
systems of public schooling. Who should be responsible for what
Hispanic students learn in school? The answer is simple: students,
�4
educators, and parents all must share the responsibility; But what kinds of
assessments should be used to provide accurate information about
what students have have been taught? Regrettably, the answer to this.
question is not as simple. It will be explored in this document.
For now, students bear the weight of academic success or failure, with few
exceptions, on the basis of one or possibly two test scores. Where
exemptions from testing exist, Hispanics disappear from the accountability
reports which trigger both positive and negative consequences for the
responsible adults in the system. Thus more than two million Hispanic
students in the US are underrepresented or absent from the rolls of students
. who are counted and who, therefore, count.
As America enters the new millennium, deliberate action by policymakers at
every level must be taken to include the country's fastesLgrowing and
soon-to-be largest minority within the bounds of systems of accountability
using accurate information for decisionmaking. It is our belief that Hispanic
students, whether they are English dominant or English Language Learners,
should be tested with appropriate test instruments in order to be included at
all times in the states' accountability systems. If this does not occur,
Hispanic children will not benefit from the powerful and promising
standards movement.
The purpose of this- series of reports is twofold: (1) to bring attention to the
growing crisis of the invisible Hispanic students in public education to the
nation's leaders- and (2) to provide guidance to the nation and the states on
taking the necessary steps to rectify the conditions which allow Hispanic
students to be wrongly measured and unaccounted for in their own schools.
It is our intent to help education leaders in this country choose wisely for
the sake of the children.
The Commission Assessment Committee
The President's Advisory Commission on Educational Excellence For
Hispanic Americans
Washington, D.C.
September 15, 1999
�5
�6
INTRODUCTION
In a report on the testing of Hispanic students prepared for the
President's Advisory Commission on Educational Excellence for Hispanic
Americans in the Fall of 1999, several important issues were raised which
called into question the testing policies and practices of states and districts.
Some issues in the report clearly require a commitment to in-depth
research; others require changes in state level practices; and still others
, require serious national conversations to create a consensus around a
common testing framework to achieve fair and accurate assessment of
Hispanic students. All require immediate action.
This document is a response in part to the problems raised in the
report by Figueroa and Hernandez and an opp,ortunity to outline our own
action agenda on the testing of Hispanic students in the nations' public
schools.
�7
."
TESTING OF mSPANIC STUDENTS IN THE UNITED STATES: AN
ACTION AGENDA
In initiating its work on the policies and practices of testing Hispanic
students in this country, the President's Advisory Commission on
Educational Excellence for Hispanic Americans has identified three goals
which form the foundation for its current and future work in this area.
These guiding principles are:
(a) all Hispanic students must be tested with
assessment instruments which are fair and
accurate in order to be accounted for within
accountability systems,
(b) all H ispanic students must be included in state
systems of accountability at all times, and
(c) Hispanic students must be full partiCipants in
national assessments and projects which gauge
the progress of states in achieving educational
excellence for all students.
To attain these goals, the commission has organized its action
agenda to focus on a set of priorities. These priorities include
engaging national and state polcymakers and education
leaders in reviewing their current practices. At the same time,
the commission will continue its own data-gathering
processes to determine the depth and breadth of corrective
action necessary on a state-by-state basis.
�8 .
I.
THE NATIONAL PRIORITY
The starting, point for the reform of unfair t~sting of Hispanic
students is not simply a matter of lithe tests;" it is the instructional
context of schooling in too many of America's public schools,
especially those serving minority students.
States and districts must ensure equity of standards, curricula
and resources for all schools. To achieve equity, federal support is
needed to provide guidance and incentives to change rather than to
reinforce the status quo.
Access to accomplished teachers with the necessary
knowledge and skills to help Hispanic children achieve to standards
is a critical component of reform. Yet many states, both large and
small, are beginning to experience a Significant shortfall in recruiting
and hiring qualified teachers. The depth and severity of this crisis is
not just a state problem; it is a national crisis which requires an
immediate national response. Creating a new teacher workforce for
America's public schools is a top priority.
As opportunities to learn are made available, Hispanic
students can and will achieve high levels of learning from elementary
schools to graduate schools and beyond.
�9
II.
STATE PRIORITIES
It is important to distinguish among the testing needs of
Hispanic students who are (a) fluent English speakers, (b) English
Language Learners, and (c) fully bilingual and biliterate. Even within
these distinctions, there are many more levels of language
proficiency. These multiple levels of proficiency are further
confounded by the limitations placed on teachers by virtue of state
laws and regulations as well as local board policies. Few are based
on reliable and replicable research. In some cases, assessments
are closely aligned to content standards of instructions. In many
states, they are not.
,
Recognizing this muralof complexities, it is still encumbent
upon states to frame their testing policies to assure that Hispanic
students are tested with assessment instruments speci'ficafly
designed to measure their levels of English language proficiency for
diagnostic and instructional purposes. Their achievement levels in
core content areas of the curriculum must also be measured with
assessment instruments in the language of their dominance to
ensure substantial and timely progress toward meeting their state
standards. States must be sure to use tests only for the purposes
for which they were designed.
.
In states such as California where primary language instruction
has been severely limited by law, state requirements that children be
tested in a language other than English in which they are not
receiving forma/instruction makes no sense. States should revisit
such requirements for immediate corrective action.
In designing their accountability systems, states must avoid the
exclusion of Hispanic students as a result of exemptions to
accommodate for language differences. For example, states such
as Texas provide for a grace period to allow students to acquire
English language skills. While this policy in and of itself is not
necessarily negative, unless there is a process to measure
substantial annual progress while students are learning English,
they are in danger of falling through the academic cracks for long
�10
periods of their formal schooling without anyone being held .
accountable for their learning. This benign neglect is not
acceptable. Parents, educators, and students should be held
accountable for student learning at all times. To that end,
disaggregated data showing Hispanic student test scores should be
reported publicly on an annual basis and consequences for the
results should follow.
On the question of selecting appropriate tests and
administering the tests to Hispanic students, it is important that
states carefully track the latest research which can provide
recommended improvements to the current testing technology. But
while the national research agenda unfolds, schools, districts, and
states should avoid making costly mistakes which may result in
inaccurate testing of Hispanic students, especially English Language
Learners. The following practices should be examined and, if
deemed necessary, stopped in order to minimize the
mismeasurement of Hispanic students:
(a) using translated versions of tests, whether purchased from
a publisher or developed locally; there is little evidence that
the translated versions of tests have the same technical
properties of the original; using data from such tests for
accountability purposes may be inaccurate and misleading;
(b) using interpreters in the administration of tests; this
practice may destroy standardization and lead to invalid
inferences and conclusions;
(c) using excessive testing in an attempt to determine the
profile of students where current testing technology is
inappropriate and insufficient; and
(d) using diagnostic tests administered to Hispanic students to
make high stakes decisions, including high school graduation,
promotion, and/or retention; the purposes for which the tests
were designed must be preserved.
Before purchasing testing· materials, states, districts and
schools should require test developers and publishers to provide
empirical evidence to support claims of equivalence between English
�11
and Spanish versions of tests. 'Too often, the Spanish language test
developed in the United States lacks the rigor built into the English
version of the same test. The two tests may not be based on a'
common set of content and performance standards. Adopting non- '
equivalent testing materials diminishes the expectations and
opportunities of many Hispanic children to keep up academically with
their English fluent peers while acquiring language proficiency in
English.
States are the gatekeepers for appropriate testing practices
and policies affecting Hispanic students. Without their commitment
to improve the' conditions of testing, little will change.
�12
III.
NATIONAL RESEARCH AND INVESTIGATION PRIORITIES
In order to address the myriad of problems related to the fair
and accurate assessment of Hispanic students, the US Department
of Education should take a leadership role in supporting research
that will inform practice in significant ways and ensure wide
dissemination of findings which will affect testing policies across the
country.
,
It should seek to answer questions that could bring resolution
to technical design problems and remove barriers to the appropriate
assessment of Hispanic students. Research could address issues
such as:
(a) determining whether Hispanic English Language
Learners can be validly and fairly assessed with tests normed
on monolingual student populations, or
(b) investigating evidence of bias in tests used on Hispanic
students.
The research agenda delineated by the National Research
Council and published in its report, "Improving Schooling for
Language-Minority Children," should be fully supported. The results
of that body. of work should be. broadly communicated for the benefit
of all children in th~ nation's public schools.
In order to evaluate the current level of mismeasurement of
Hispanic students, it is critical to gather all of the relevant data from
the states. This is not an easy task under any circumstances, but
accurate information is crucial in making course corrections. The US
Office of Civil Rights is best poised to do this work. OCR should
investigate the use of tests on Hispanic students on a state-by-state
basis and report its findings to the appropriate policymakers for
further action.
�13
Many state and local policy decisions affecting instruction and
assessment are made based on questionable national trends or
perceived guidance from independent national entities. No single
data set is invoked more often than that of te National Assessment
of Educational Progress or NAEP. The National Assessment
Governing Board which oversees all aspects of the program should
take decisive action to ensure that the NAEP is made relevant and
useful for Hispanic students; issues related to cultural factors in
achievement testing should be investigated and applied to the
NAEP.
�,
.,'
14
IV.
THE COMMISSION'S AGENDA
To date, the President's Advisory Commission and the White
House Initiative have (1) sponsored a series of forums in
Washington D.C. which brought together researchers, practitioners,
and policymakers to discuss current education policies, (2)
produced a policy document framing many of the most important
issues relative to the assessment of Hispanic students which
resulted from the policy forums, (3) commissioned a study on the
technical issues involved in testing Hispanic students prepared by
Figueroa and Hernandez, and (4) outlined a testing reform agenda
in this document. In the near future, a national report card will be
released based on data gathered from each state with a significant
Hispanic student population.
These activities and publications of the commission are
planned to promote the educational opportunities for Hispanic
students nationwide and, more specifically, to achieve the goals
relative to inclusion in accountability systems using accurate and fair
test results. Leveling the playing field and increasing opportunities
to-learn will assure the academic progress of Hispanic children.
�1
Our Nation on
the Fault Line:
mSPANIC AMERICAN EDUCATION
A REPORT TO THE NATION:
TESTING HISPANIC STUDENTS
IN THE UNITED STATES
The President's Advisory Commission on Educational.
Excellence for Hispanic Americans
. September, 1999
Prepared by:
Richard A. Figueroa
University of California, Davis
Sonia Hernandez
California Department of Education
�2
The President's Advisory Commission on Educational Excellence for
Hispanic Americans
Ana "Cha" Margarita Guzman, Chair
- Guillermo Linares, Vice-Chair*
Erlinda Paiz Archuleta*
Cecilia Preciado Burciaga
George Castro*
. Darlene Chavira Chavez
David Cortiella
Miriam Cruz
Jose Gonzalez
Sonia Hernandez*
Juliet Villarreal Garcia
Cipriano Munoz*
Eduardo Padron
Janice Petrovich
Gloria Rodriguez
Waldemar Rojas*
_Isaura Santiago Santiago
John Phillip Santos
Samuel Vigil*
Diana Wasserman
Ruben Zacarias*
(*Members, Commission Assessment Committee)
White House Initiative
0111
Educational Excellence for Hispanic
Americans
Sarita Brown, Executive Director
Deborah Santiago, Deputy Director.
Richard Toscano
�3
FORWARD
There is no more promising reform in public education today than the
standards -based movement. It is the most widely accepted school change
process whick offers the greatest probability for leveling the playing field
for all children by clearly stating expectations for instruction, assessing the
progress of each child toward achieving the standards, and holding schools
accountable for student learning. Where these three core elements of a
standards-based system are in place, all students begin to experience
success as never before. This is especially true for the growing Hispanic
student population in America which has been traditionally exCluded from
. access to rigorous mainstream instruction.
But in the current rush to implement world class standards supported by
systems of accountability in he nation's public schools, state education
leaders have compromised the future of Hispanic students by making high
stakes decisions based on inaccurate and inadequate testing information;
Hundreds of thousands of Hispanic students, many lacking functional
fluency in English, are assessed with a myriad of tests entirely in English
and, oftentimes, only in English. The resulting test data gleaned from the
administratiqn of these tests is used for student promotion or retention, for
high school graduation, generally for high stakes decisions --but rarely for
the purposes of true accountability. When it comes to holding schools
accountable for the academic achievement of our students, states allow
Hispanic youngsters to becom~ transparent inside the very system charged
with educating them ..
State policies often require that Hispanic students be assessed in English
with tests they may not even understand or with alternative but less
rigorous tests in Spanish whether or not they are receiving instruction in
that language. Neither approach produces accurate information about
student learning. Nevertheless, the resulting data is often used to hold
students accountable. for their own success, rather than the educat~rs or the
systems of public schooling. Who should be responsible for what
Hispanic students learn in school? The answer is simple: students,
. educators, and parents all must share the responsibility. But what kinds of
�·4
assessments 'should be used to provide accurate information about
whatstudents have have been taught? Regrettably; the answer to this
question is not as simple. It will be explored in this document.
For now, students bear the weight of academic success or failure, with few
exceptions, on the basis of one .or possibly two test scores. Where
exemptions from testing exist, Hispanics disappear from the accountability
reports which trigger both positive and negative consequences for the
,responsible adults in the system. Thus more thali two million Hispanic
, ·students in the· US are underrepresented or absent from the rolls of students
who are counted and who, therefore, count.
,
As America enters the new millennium, deliberate action by policymakers at
every level must be taken to include the country's fastest growing and
soon-to-be largest minority within the bounds of systems of accountability .
using accurate information for decisiorurtaking. It is our belief that Hispanic
students, whether they are English dominant or English Language Learners, .
should be tested with appropriate test instruments in order to be included at
all times in the states' accountability systems. If this does not occur,
Hispanic children will not benefit from the powerful and promising
'.
, standards movement.'
The purpose of this report is twofold: (1) to bring attention to the growing
crisis of the invisible Hisparuc students in public education to the nation's
leaders and (2) to provide guidance to the nation and the states on taking the
necessary steps to rectify the conditions which allow Hispanic students to
be wrongly measured and unaccounted for in their own schools. It is our
intent to help education leaders in this country choose wisely for the sake of
the children.
The Commission Assessment Committee
The President's Advisory Commi'ssion on Educational Excellence-For
.
Hispanic Americans'
Washington, D.C.
September 15, 1999
�5
'.
EXECUTIVE SUMMARY
The testing of Hispanic children has made some progress in the 20th
century. The areas where there has been significant progress is in the
empirical documentation of the impact of bilingualism on test scores and on
the development of policies and precautions associated with the testing of
bilingual students. However, there has not been much progress in actual test
, development and technology in any area of testing with respect to these
students. This is true to some extent because the demand by schools,
districts, or states for the development of such testing technology has not
materialized.
On the basis of current practice, policy, and available research, six
options appear to exist for states, districts, and'schools concerning the
, measurement ofHispanic English Language Learners:
1) tests can be administered in English which have been normed on
student populations unlike the students who are given the tests,
2) testers can be given "cultural training" so that they can
interpret the tests in ways that appear to be more valid, '
3) accommodations in the tests and the testing environments can be
provided without regard for possible negative impact on student
scores,
4) a moratorium on the use of individual scores for any high-stakes
assessment can be put in place until research sorts out the,
complex issues associated with testing Hispanic students,'
5) tests can be used for holding systems legally and politically
aC,countable for the educational decisions that adversely impact
, Hispanic students as demonstrated in differential, negative outcomes,
�6
..
6) local norms can be developed in order to compare students against
students with similar cultural, linguistic, and scholastic experiences,
and/or
7) school systems can be supported to provide equitable
opportunities-to-Iearnfor Hispanic children across the United States
thereby meeting the crucial assumption of tests that all students
receive similar educational expeiences ..
At present, only the first three options are in use. None of
these, however, can demonstrate that they are free of significant
degrees of bias, unfairness, or denial of substantive due process. The
fourth option has been suggested but has received virtually no support
or even discussion.
The fifth option has not really been tried in the last decade, but
it remains a plausible response to political attacks, such as California's
Propositions 227 and 209, that are already inflicting harm and damage to
Hispanic children. In Kern county in California, for example, the school
board has decreed that Hispanic children must learn English in three months
and then receive their education in English. The impact of this decision will.
be evident in the tests administered in English.
The sixth option may well be the most immediately relevant for
both test developers and Hispanic communities in the United States. But
there is a great deal of opposition from both political and professional
interests~ Legitimate norms will provide comparisons among children with
generally similar educational experiences and backgrounds in local
communities~ They may be seen as sources of reverse discrimination. In
employment testing, the courts have refused to accept group specific
norming because of issues related to reverse discrimination. Ironically, the
intellectual community has not been so reluctant. The National Council on
Measurementrecommended this as a solution to the bias that employment
tests affect job applicants with differential opportunities-to-Iearn. Education;
however, has always occupied a· different status with the courts with
regards to testing. The issue of group norms in all aspects of schooling
should be studied and debated.
.The seventh is the best option, .although in some cases, it may
take several generations to accomplish. It is the option that best
�7
explains why tests have become such an obstacle for Hispanic
communities. The primary problem with tests is not necessarily the tests
alone. It is the educa:tio~al context in which they are developed, used, and
studied. Historical and contempqrary data have, clearly documented that in
. the United States public education'has not worked very well for Hispanic
children. Tests only perpetuate many ofthe barriers that Hispanic children
face in schools. '
.
One important and positive observation that can be made from
the review, presented in this document is that the testing community
is beginning to realize the problems associated wi~h testing Hispanic
students are far more complex than ever imagined. While much
, ,research and development is needed to resolve the issues related to the
availability and use ofvalid and reliable test instruments, one significant
. solution to the problems engendered and embodied in current test programs
resides in changing the educational experiences of Hispanic children. As
greater 'emphasis is placed on opportunities-to-l~arn, more Hispanic families
will accept the'challenge to help their children excel academically.
A compelling example of what this may entail ,was described by
Garcia and Otheguy in 1987. They set out to answer four res,earch
questions in a study of "seven private, but low-tuition, non-elite schools in
Dade County, Florida." They were "run by and for Cubans." The p~rents
of the children Were predominantly from working-class and middle class
income levels: They were: in effect, similar to families of Hispanic children
in urban school districts. The four research questions were typically those
that preoccupy educational researchers about bilingual children in US public
schools: Should Spanish be used? How is language dominance measured
and used? When do you use English? In which language is reading taught?
They were unable to answer these research questions. The following are the
reasons for their failure.
"When majority educators look at the education of Hispanic
children in the United States, they focus on their linguistic deficits.
Discussions about the education ,of these children begin and end with
the issue of the English language, or how they lack it, and how best,
. to give it t6 them ...However, when Hispanic parents and educators in
control of the education of their own children think about the
educational process, they ask different questions. They ask questions
about the way to educate their children, about pedagogy, instructional
�8
•
strategies and teaching methods, about curriculum and materials. We
asked them about language, they told us about education.. Spanish
naturally belongs in ethnic schools that are controlled, staffed and run
. by the Hispanic community, so there is no need to question its role in
public education..
,
Those of us in public education need to learn from these
educators that substantive high expectations do matter; that
bilingualism and biliteracy are obtainable if one holds both children
and teachers unequivocally responsible for obtaining them; that initial
literacy in two languages is possible and doesn't have to be limited to
Spanish; that advanced literacy in two languages is possible and
doesn't have to be limited to English; that in US society all children
acquire English naturally and that therefore English acquisition should
not be the main focus of education; that parents and community do
matter for education; that when they are in controL.the results are
ultimately superior; that the context of a child's home culture is
essential..; and that continuiry" with the intellectual and social climate
of the home is of paramount importance if the school is to help
children develop and foster their intellectu~il and social. growth."
(pg. 99-100)
.
Until such time as the US educational system achieves a modicum of
equity in how it distributes resources, cultural capital, and the application of
high standards across all school districts, tests and test scores will continue
to show massive technical problems. They will continue to impede the
progress of Hispanic communities. Tests will work when the public
education of Hispanic children becomes equitable, democratic, and
effective.
"
�9
RECOMMENDATIONS FOR IM:MEDIATE ACTION
I.
The starting point for the reform of unfair testing of Hispanic
students is not the tests alone. It is the instructional context. Until there is
equity of standards, curricula arid resources throughout schools, districts,
and states, tests will be used to continue to promote inequitable educational
.opportunities in this country. Tests will continue to be used to blame
Hispanic students for low test scores and will be used to deny them equal
opportunities.
II.
The US Department of Education should take a leadership role in
supporting research that will provide more than surveys of existing
practices. It should seek to find answers to questions that are barriers. to
the accurate and appropriate assessment of Hispanic' students. Such
res arch should include: .
(a) research to determine whether Hispanic English Language
Learners can be validly and fairly assessed with tests normed on
monolingual students,
(b) comprehensive longitudinal research to investigate evidence of
. bias in tests used on Hispanic students, and
(c) the research agenda by the National Research Council found in its
report, "Improving Schooling for Language-Minority Children."
..
III, -The US Office of Civil Rights should investigate the use of tests with
Hispanic students, especially English Language Learners.
OCR should determine whether the "disparate treatment" legal analysis .
under Titles VI and IX applies to HispaQic students with tests and testing
and, further, .it should investigate the testing practices of the states and the
National Assessment of Educational Progress as they affect Hispanic
stuaents:
-----
IV.
Schools, districts, and states should avoid the following:
(a) using translated versions of tests; there is little evidence that the
translated versions oftests have the same technical properties of the
original,
�10
(b) using interpreters in the administration of tests to Hispanic
students who are English Language Learners; this practice
destroys standardization and may lead to invalid inferences and
. conclusions;
(c) depending on excessive testing in attempting to determine the
profile of students where current testing technology is inappropriate
and insufficient; and·
(d) using diagnostic tests admInistered to Hispanic students to make
high stakes decisions, including high school gra~uation, promotion,
or retention.
'
V.
The NAEP should be modified to make it relevant and useful for
Hispanic students, and issues related to cultural factors in achievement
testing should be investigated and applied to the NAEP and other large scale
testing systems.
VI.- Test developers and publishers should be required to provide
empirical evidence to support claims of equivalence between English and
Spanish versions of tests.
VII. Research should be funded to determine the impact and use of
diagnostic personality tests and occupational interest tests on Hispanic
,../~ students.
VIII. Test scores of Hispanic students should be normed at the school or
district level rather than the state or national level in order to ensure relevant
interpretations and comparisons.
()
��WHITE HOUSE INITIATIVE
ON EDUCATIONAL EXCELLENCE FOR HISPANIC AMERICANS
PRESIDENT'S ADVISORY COMMISSION UPDATE ,I
I
I
I
Looking Towards a New Century
today will help to determine the
quality of life for all Americans in
the next century.
As the term of the Commission
s the Commission and its
comes to an end, we believe it is
partners prepare to move
time to plan a National Meeting on
the cause of Hispanic
Latino Educational Excellence for
learning and achievement into a
Spring 2000. Its purpose is three
new century, we must recognize how
fold:
far and how fast we have come in
to consider the impact of past
making quality education for
and current White House Initiatives
Hispanics a national priority. From
on Educational Excellence for
the 1996 release of our report, Our
Hispanic Americans;
Nation on the }aultline: Hispanic
to take
American
ft!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!;1 stoc k of th e
Education to
strategies and
the over $500
A CALL TO CONVENE
organizations
A National Meeting on
million com
that improve
Latino Educational Excellence
mitmentof
educational
SPRING 2000
FY99 appropri
opportunities
Watch for details at:
ations, we have
for Latinos;
www.ed.gov/offices/OlIA/Hispanic
seen real
to focus
progress. This
on what we
past year has
still need to do, not as a Commission
been a milestone in our efforts to
or Initiative but as a community and
leverage government support to our
a nation, to improve educational
cause. We have worked to foster gov
opportunities for Latinos through
ernment commitment to Hispanic
out the country.
education and employment not just
Yes, our scope is ambitious but we
at the federal level but at state and
will focus on the outcomes and their
local levels as welL We have focused
impact on our community. We envi
on the role of Latino parents in
sion our National Meeting as an
encouraging academic success. And
opportunity to embrace our partners
we have studied the effects of educa
in corporations, foundations and fed
tion reform and the practices of
eral agencies as well as in community
assessment on Latino students.
based organizations and the educa
Our goals are unchanging. We
tion community.
labor to level the playing field and
We hope you will join in this
bring educational opportunity for
effort.
hundreds of thousands of bright and
capable Latino students in cities,
towns, barrios and migrant camps
around the country. We know that in
less than 15 years, a quarter of
America's youth population-ages 5
to IS-will be ,Hispanic. Our agenda
By Ana M. "Cha" Guzman-Chair,
President 5 Advisory Commission
A
*
*
*
*
*
Fall 1999
First Lady~s
Convening
H
illary Rodham Clinton
opened the first-ever White
House Convening on
Hispanic Children and Youth on
August 2, 1999 with a call for action.
"There are many who promise to
fight for children and the schools
they attend," she said. "But, I am
reminded of something my mother
taught me growing up: 'Watch what
they do, not what they say. ",
With action in mind, the conven
ing brought together not only schol
ars and politicians, but community
activists from around the country.
Their purpose was to examine the
many challenges and opportunities
facing Hispanic young people, par
ticularly in the areas of early child
hood development; educational
attainment, and adolescence.
This convening also highlighted
promising efforts across the country
continued on page 7
�.
Clinton Presidential Records
Digital Records Marker
•
This is not a presidential record. This is used as 'an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication .
•
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
oW
�WmTE HOUSE INITIATIVE ON
EDUCATIONAL EXCELLENCE FOR HISPANIC AMERICANS
,•
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White House Initiative Activities
1999-2000
~.
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.....
.....
,
• Excelencia en Educacion: The Role of Parents in the Education of Their Children
November 5-6, 1999, Chicago, Illinois
Keynote speaker: Mickey Ibarra, White House Director of Intergovernmental Affairs
• Excelencia en Educacion: The Role of Parents in the Education of Their ChildreFl
December 3-4, 1999, Miami, Florida
Keynote speaker: Maria Echaveste, White House Deputy Chief of Staff
-
,
,
• National Meeting on Latino Educational Excellence
Spring 2000, Washington, DC
400 Maryland Ave., SW, FOB-6, Room 5E110, Washington D.C., 20202-3601
"
�WHITE HOUSE INITIATIVE ON
EDUCATIONAL EXCELLENCE FOR HISPANIC AMERICANS
I
The Creation ofExcel encia en Educaci6n
Excelencia en Educacion: The Role of Parents in the Education of Their Children, is a
series of conferences sponsored by the White House Initiative on Educational Excellence for
Hispanic Americans. The decision to focus on the role of parents was based on the conviction
.that the heart of the Latino community is the family. Latino parents know that a quality
education provides their children with the skills to achieve the best this country has to offer.
America needs the talents of all its citizens to face the challenges of the 21 st century. As the
fastest growing community in the country, Latinos still have lower educational attainment rates
than other groups--a cause for great national concern.
First, a little more background: The White House Initiative supports a Commission appointed
by President Clinton in 1994 comprised of national educational leaders from all segments of
the educational pipeline. In 1996, the Commission submitted to the President their report, Our
Nation on the Fault Line: Hispanic American Education. This comprehensive report lays
out issues in Latino educational attainment from pre-K through graduate and professional
education. Equally important, the report includes an action plan for federal, state and local
levels.
The Clinton Administration used the report as they developed their Hispanic Education Action
Plan announced by Vice-President Gore in February 1998. The President's plan provides over
$520 million in new educational investments for programs that can make a difference in the
quality of education for hundreds of thousands of bright, capable, Latino students. Responding
to the Administration's achievement, the White House Initiative developed a strategy to more
directly engage the Latino community in the pursuit of a quality education. Thus, the stage
was set for the Excelencia conference series.
The academic emphasis of the conference is mathematics, reading and coilege readiness. The
focus is on powerful strategies for parents to more fully engage in supporting their children's
education. The conference covers how schools, teachers, civic leaders, community-based
organizations, business and federal agencies can reach out to parents and more fully engage
them in their children's education. By sharing "promising practices" and educational
information, conference participants should have even better ideas for brightening the future of
young Hispanics and prepared to serve as catalysts for enhancing parental involvement
throughout the nation.
The first Excelencia en Educacion was launched in October 1998 with AVANCE in ~an
Antonio, Texas. For the inaugural conference, the White House Initiative brought together
five federal agencies--Education, Health and Human Services, Labor, Interior, and the Small
Business Administration-as well as over four hundred parents, educators, Latino advocacy
organizations and leaders from the private sector. At each conference, members of the
Clinton/Gore Administration and members of the Congressional Hispanic Caucus have spoken.
Small Business Administrator Aida Alvarez and Representative Ruben Hinojosa and
Representative Ciro Rodriguez participated.
400 Maryland Ave., SW, FOB-6, Room 5E110, Washington D.C., 20202-3601
�Univision, the largest Spanish-speaking television network, also plays a significant role in the
conference series. In San Antonio, Univision president Henry Cisneros announced their plan
f
to develop a multi-year education campaign.
In Los Angeles, in March 1999, the White House Initiative restaged the Excelencia en
Educacion conference in collaboration with the following five organizations: the Mexican
American Legal Defense and 'Educational Fund MALDEF), the Annenberg project in Los
Angeles (LAMMP), University of California at Los Angeles (UCLA), Los Angeles Unified
School District (LAUSD), and PUENTE Learning Center. These organizations committed to
build on the conference with community activities focused on Latino parent engagement. Over
800 participants, primarily parents of students enrolled in schools in East Los Angeles, heard
from speakers including California Governor Gray Davis, Univision President Henry Cisneros,
current chair of the Congressional Hispanic Caucus (CHC) Lucille Roybal-Allard, and the
former chair of the CHC Xavier Becerra.
On June 4-5, 1999, the conference was restaged in New York City at CUNY-City College.
Partnering with the White House Initiative were the Hispanic Federation, Community
Association of Progressive Dominicans (ACDP), United Way of New York City, New York
Board of Education, CUNY -City College, and ASPlRA of New Jersey. Secretary of
Education Richard Riley opened the conference and Congress member Robert Menendez sent
a message on behalf of the Congressional Hispanic Caucus. Janet Murgia, Associate Director
for Legislative Affairs spoke to the participants about the Administration's activities and
commitment and both Vice President Gore and First Lady Hillary Clinton provided messages
on behalf of the Administration. Univision continued its support for the conference by having
two of its personalities, Rafael Pineda of their local station, and Giselle Blondet of Despierta
America, participate in the program. Our other corporate allies, State Farm and AT&T, were
also in attendance and mentioned their commitment to addressing the strengths and needs of
the Latino community.
The White House Initiative is already working with community leaders in Chicago and Miami
to stage similar conferences on November 5-6, and December 3-4, 1999, respectively. These
conferences are part of the larger national effort to support Latino parents as they pursue
excelencia en educacion for their children. For more information, please call the White House
Initiative at 202-401-1411.
(400 Maryland Ave., SW, FOB-G, Room 5E 11 0, Washington D.C., 20202-3601
�White House Initiative on Educational
Excellence for Hispanic Ame"ricans
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D1·1411
Executive Order 12900
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I President's Advisory Commission t- HHigher Education I
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Interdepartmental Council for .
Hispanic Edueatlonallmprovement
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�White House Initiative on Educational Excellence for Hispanic Americans
Major activities: 1999-2000
10/18/99
Excelencia en Educacion: The Role of Parents in the Education of Their Children
national conference series
• Hosting in Chicago, Illinois, November 5.:,6,
•
•
•
1.999 in collaboration with the Mayor's office and the
Chicago School Board of Education
Hosting in Miami, Florida, December 3-4, 1999 in collaboration with Miami-Dade Community
College and Broward County School Board
Summary of national conference series created and disseminated
Develop parent tool kit based on lessons learned with national conference series
National Meeting on Latino Educational Excellence (May 2000, Washington DC)
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First Lady announcement and commitment (Aug. 2 at Convening on Latino Children and Youth)
Post-event meeting with corporations, foundations, staff and Congressional Hispanic Caucus (Aug. 2)
Planning workshop with sector representatives held with AT&T Learning Center
Commission Chair's column announcing national meeting
Create implementation plan for meeting and hold national meeting by May 2000
Assessment
)
•
t/
•
Disseminate reports on assessment and testing: both reports written by the Commission as well as the
summary of the four-part policy seminar series
Press conference by Commission on testing and assessment of Latinos and English Language Learners
(Sept. 15)
State report card: evaluation of the top 10-20 states with the highest Latino student enrollment and
their assessment activities (winter 1999)
I Policy seminar series
• Previous seminar topics include: Benefits of a Multilingual Workforce, HSIs, Assessment and
Standards; the Hispanic Dropout Crisis
Prospective seminar topics include: Latinos in graduate education, early childhood, multilingual
•
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workforce
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Interagency affairs
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Complete of FY98 agency plans, post on website, and make small printing
m
Hold interdepartmental council by the week of November 10
. Create and disseminate FY99 reporting guidelines
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Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
AND TYPE
DATE
SUBJECTrrlTLE
10111/1999
re: meeting (2 pages)
001. note
RESTRICTION
P5
COLLECTION:
Clinton Presidential Records
Domestic Policy Council
Andrew Rotherham (Events)
ONBox Number: 17351
FOLDER TITLE:
White House Initiative on Hispanic [I]
2011-0103-S
rc646
RESTRICTION CODES
Presidential Records Act - (44 U.S.c. 2204(a)1
Freedom of Information Act - 15 U.S.c. 552(b)1
PI
P2
P3
P4
b(l) National security classified information l(b)(I) of the FOIA]
b(2) Release would disclose internal personnel rules and practices of
an agency l(b)(2) of the FOIAI
b(3) Release would violate a Federal statute l(b)(3) of the FOIA]
b(4) Release would disclose trade secrets or confidential or financial
information l(b)(4) of the FOIAI
b(6) Release would constitute a clearly unwarranted invasion of
personal privacy (b)(6) of the FOIAI
b(7) Release would disclose information compiled for law enforcement
purposes l(b)(7) of the FOIA(
b(8) Release would disclose information concerning the regulation of
financial institutions l(b)(8) of the FOIAI
b(9) Release would disclose geological or geophysical information
concerning wells l(b)(9) of the FOIAI
National Security Classified Information l(a)(I) of the PRAI
Relating to the appointment to Federal office l(a)(2) of the PRAI
Release would violate a Federal statute (a)(3) of the PRAI
Release would disclose trade secrets or confidential commercial or
financial information l(a)(4) of the PRAI
P5 Release would disclose confidential advice between the President
and his advisors, or between such advisors (a)(5) of the PRAI
P6 Release would constitute a clearly unwarranted invasion of
personal privacy l(a)(6) of the PRAI
C. Closed in accordance with restrictions contained in donor's deed
of gift.
PRM. Personal record misfile defined in accordance with 44 U.S.c.
2201(3).
RR. Document will be reviewed upon request.
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�~"-.";Clinton Administration HispanicEducation Accomplishments
Enacted'a Hispanic Educa.tj9n Action Plan. The Hispanic dropout rate is unacceptably
high, and is substantially higher for Hispanics than African-Americans and White non
Hispanics. The Administration is reac.,hing out to HIspanic youth, encouraging them to
stay in school, achi~y~ academi~ally and grflduate from high school, and go on to college
so that they can'corripetY'succes~'fully for good jobs ~f.ld take advantage of promising
career opportunities ..' As part of these efforts, the ClintOn Administration put forth and
won funding increases for a Hispanic Education Action Plan in the FY99 budget. As part
of this plan, the President and Vice President proposed significant increases in a number
of programs that enhance educational opportunity for Hispanic Americans. The final
budget included increases of $494 million for these programs, including an increase of
$70 million for TRIO college preparation programs over FY98, which will now provide
support services to over 700,000 students, and an additional $50 million for Bilingual'
Education Professional Development -- double the FY98 level -- to begin to provide
20,000 teachers over five years with the training they need to teach Limited English
Proficient students .~ffectively. Moreover, funding for Hispanic-Serving Institutioris
universities with at least25 percent Hispanic enrollments was more
(HSIs), colleges
than doubled from $12 milIlon to $28 million in FY 99. In FY 2000, the President has
proposed over a'$650 millio~ increasejn funds for Department of Education programs
that are part of the Administration'.~ Hispanic Education Agenda. Specific
accomplishments il1clude:
.. . ..
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Helping Hispanic Yo"~h ~tte~d Rnd Com,p,Jete College. While .overall high school
graduation rates (or lii~paflics ~emain too IQW"fiispanic high schgol graduates have made
significant gain.s in college ~nrollment sin(!~ .the early 1990' s, it) paff.~ue to Pell Grants
and other federal student finanCial aid', Census Bureau data show.that a record 65.5% of
Hispanic high'schb~1 gra4u,~te~eilrolle4ill~91lege in 1997, uptl:~rl154.8% in 1992 .
. Over the samep.~ri04, partf~ipL\tion oflQw:'income Hispanic.~tu~ents in the Pell Grant
96. Evidence shows
.program alsoincre~~e4,from 64.4% in 19Q2-93 to 64.2% fit 199,5 2
that Pell Grant'recetpth,a~a positive impact on collegeCQmpletioQ'rates. Hispanic .
student~ receivi~'g p'el~ Grants ate stgnificantly mot;e lJ~e~y t9 earn a Bachelor's degree
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than those who do riot.
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. GEAR VP: Helping rr~pqre Students for <:q~l~ge. In itsfit:st yetlf of implementation,
the Ed~9':ltionOep~ri1ennargeted 27% of,the mnds for OEAR Up partnerships to
school -coliege partnerships invo~ving th~rty Ili~pa111c Serving Ins~itutions. These
institutions received some $20 million to form partnerships with high poverty middle
schools and community based organizations in 'order to help dIsadvantaged students, ,
prepare for and get on the pathway to achieve success in college. GEAR UP partnerships
help students help and their families plan and prepare for college by offering
comprehensive strategies including counseling, tutoring and mentoring to help students
achieve in higher mathematics 'and other gateway college preparation courses and by
offering scholarships as well as information about college and financial aid options. In
order to maximize participation of Hispanic youth in this program, the Education
Department conducted extensive outreach to Hispanic communities and HSI's, to identify
�and assist potential applications as well as proposal reviewers, through mailings,
application workshops and technical assistance in communities with large Hispanic
populations.
Title I: Helping Disadv~ntaged Students Master the Basic and Reach High
Standards. In 1994 Congr~ss enacted the Clinton Administration's proposal to overhaul
the Title I progr~, which llelps disadvantaged 'students master the basics and reach high
standards. Title I now serves 3.3 million Hispanic students, approximately 30% of all
students participating in Title 1. Hispanic participation has increased by 72% (up from
1.9 million) in Wn-94. This increase is attributable to a combination of factors,
including new requirements that the program serve students with limited English
proficiency, and the growth of schoolwide programs provided for in the Administration's
plan, as well as increased funding. The overhaul of Title I also requires that schools be
held accountable for improving the academic performance of Hispanic students, by
requiring that they be appropriately included in state testing programs, and that states and
school districts provide extra help to low performing schools. This fall, the Department
of Education will conduct intensive training programs to help states and localities use
research on teaching limited-English proficient youngsters and implement Title I and
other programs in ways that most effectively help Hispanic students.
Education Department Hispanic Outreach Action Plan. The Education Department
has developed and is implementing a Department-wide strategy to help improve the
educational achievement of Hispanic students through increased family involvement and
community partnerships. Through this strategy, the Department has ensured that there are
bilingual customer service representatives on all front-line call centers used by the public,
and that more than 20 key Education Department publications for parents in the areas of
-Reading, Math, Parent Involvement and Think College Early have been translated into
Spanish.
.
A key part ofthe Ed~catio~ Department's outreach plan is the a series' of public
involvement campaigns, formed inpartnership with Spanish language television and
radio networks, to' help Hispanic parents help their children with reading and math, in to
prepare for college. Key elements ilf this effort include: .
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• Partnership wit~Ullivision:. The Departllltmt oft:dlfcation has entered into a
partnership with Univision, the largest, ~Panis~ language television network in the
country. The campaign will ad~ess the ectuca,tional needs of Latino students through
a number of public service announceni~nt beginning in Aughst 1999. The
Department's 1-877-4ED-PUBS number will be displayed in the PSAs for viewers to
receive appropriate Spanish language publications in the areas of Reading, Math,
College Access, and Parent Involvement.
.
• Partnership with Telemundo: The Department also has formed a partnership with
Telemundo, the second largest Spanish language televisionrietwork. Telemundo will
produce PSAs focused on reading, math, college access, and parent involvement
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scheduled to air in the fall 1999, The Department will provide high-quality
publications in Spanishto use as fulfillment pieces,
• Radio PSA Campaign: The Office of Public Affairs and the Office of
Intergovernmental and Interagency Affairs have collaborated in the production of a
series of rCldio PSAs o~ the subjects of Reading, Math, Think College Early, and
Parent Involvement. Radio listeners will 'be asked to call1-877-4ED-PUBS for
written material, in Spanish, on these four subjects. In March 1999, compact discs
containing the Radio PSAs were distributed to 400 Spanish language radio stations
throughout the county.
Helping Hispanic Students and Families "Think College Early." The Department of
Education will hold a special satellite conference in Spring 2000, to be conducted
primarily in Spanish, to help students and parents in the Hispanic community learn about
the steps necessary to prepare for college. Part of the Education Department's overall
"Think College Early" campaign, the meeting will emphasize the importance of taking
challenging "gateway" courses such as algebra and geometry, and provide information
about access to financial aid. Community based organizations, parents, students, .
counselors and others interested in helping Hispanic middle and high school students will
be invited to attend or host downlinks, and video copie's of the teleconference will be
widely available through the Education Department's toll free number.
�:.>stP. 1'4, 1999
I
6: 55PM
AM
DEPT ED/OrC ur ~r.c.
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HV. 0110
P.B2
.;
HOLD FOR ULEASF.
Contact:
Wednesday, September 15.1999 10 A.M.
Sheppard Ranbonl
Matthew M'nurer
(202) 955.9450
States And Districb Should Move Carefully in Using High-SrDke.~ A.!i.sessnumt'5
For I.annos, President's Advisory Commission Warn!!
.
WHITt UOll5E
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Unfllirm~ss,
Mild Potelltial/or MislIs«;
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WASHINGTON. D.C.,- September I S, 1999 At a tjmc wltCll11carly :W states have
established high~slOl.kes tests (OT students to adyancc from·g.radcto grade or gl'adualc:
from high school, the Prc:sidenC.s Advisor), Commission on EducatjonalllxceHcnce for
Hispanic Americans warned slaLc:~ and school districts lo avoid discriminatory practices
in testing that adversely impact studenls still Jcam;ng, English.
A report pref':m.:d ror the Commission's Assessment Cc)mmilLCc says that states and
sch.ool disLricts arc pursuing ;.\ scdes of questionable policy optit)ns, each of which is
subject to "significant degrees of bias, unfairness, or denial or suhstanlive due process,"
The papa', prepared by Sonia Hernandez, Califomi.l's deputy slalt: superintendent of
education, and Richard A. Figuc:n.la or the University of California al Davi.!:i, argues that
inlheir rush to set world-class sLandards, stalclcadcrs "have compl·omist:t.J lhe ruturc of
Hispanic sLudcnts by making high slakes decisions based on inaccuraLc data." The lest
data, the report says. is used to delen'linr: student promotion Of l'ctcntion for high school
graduation. but nlrely lor gelluine efforts L(l huld schools accountabJe, ·'When it comes
to holding schools accountable fol' the acadcmk achievement of out students. slat~s
allow Hispanic youngstt:rs to become transparent inside the very sysTem charged with
educating them,'~ the Tt!l,ort says.
In a separate briefing document releascd today_ tbe President's Advisol)' Commission,
established by 'President Clinton in 1994 t() g\.lidc federal policy al1ncd bolstering
Latino success jn schm)l and college, lauded the nation's movement lo raise standards
for students. But the Commission noted thaL despite its '~fcrvenL bc:liefin the promise of .
meaningrul rcfonps rhal can benefit all our children, we arc grcatJy concc;mcd
increasingly alarmed-with the way in which some ()rthe; reforms are implemented. In
particular, the nlsh to establish a statewide tesl as a single measure ofma.c;tery of
coursework is of great con~em in the many easel) where students to be held accol.lnrable'
have not had the kind of instruction that they should have had to allow them 10
succeed."
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According to the hriefing document,
Edflc£llionaJ
SlcmdardS'.
A,~.ljessmenl.
wui
eiVt! Righrs F1"Onfi£.u: many of the new tests have nOlbtt:n
sumciently "Sll"eSS tested" with the nation's most vulnerable pop\1}atjon. While milny
Amer.i.ca..ns arc growing concen,cu about"a potential "'lrain wreck" when loo many
student" rTOm middh:-claSfi hacksrounds raj] tl~ meet high standards he:ing established.
efforts to introduce:: high-stakes tcsting without paying attention to minority and low
income populalions arc likely to adversely aITcct the Latino popUlation still stnlgglin~
to master thc English language.
.
Ar:cozmwbilUy: A
Nt:l'Il
�. -S.EP. 14. 1999 6: 56PM _.', DEPT hV/Ure Ur' She.
In the early grades, research indicates that the reading and writing skills of students stiIllcal'ning
English arc SO percent behind students for whom English is lh~ir llative language. When it comes to
learning to read, students learning English ha\lf: to run the ISO-yard dash, while native spl!akers of
F..nglish han~ (.mly to run 100 Yards. the White House ,lnitiativc says. Many Hispanic sludenls n~ver
even complete Ille race. Today. Hispa.nic; high school studonts drop out at douhle lhc ratt! ofmm
Hispanics. Half of the Latino community's ad1.llt popUlation is functionally illiterate.
Ac.cordjng to estimates from the U.S. Department of Edl1ca[ion~ there arc some 3,4 million T.atinlJ
students still learning English. Most of these Shldcllts arc Cd\lcatcd in five sta1.es- CaJilomja, Texas,
Ntw York, Florida and min(lis - hut English language learners are present in almosL half of the
natioll's school districts. In tell slates, (Alabama. A.l~ka.. FloTilla, Idaho. Nebraska. Nevada.. North
Carolina, Oregon, South Carolina ana'TelUlessec:), the popUlation of students stiJ1 ou:quiring English
more lh~m doubled hetwccn school years 1992·93 and J996·97.
Wurrisome Policies
The briefing document summar;lcs mUch of the research on how Hispanic students learn ]angllage and
, ' become literate. Dased 011 practice, p<.')1icy and availahle rcscarc11, the paper preparcd for the
Cummissi\)n's Assessment Committee by Figuero and Hcmand~7, idcntilics several possible options
. foJ' st3tes, districts. and schools concerning the mcasurcnieut of Hispanic English language learners.
1) Tesls can he administered in Ellglish which have heen normed all student,populations unlik~ rhe
students who arc given the tcst;
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•
2) Testers can be given "cultural training" so that they ca.n interl'rc~ the tests itl ways that appear to be
more valid;
3) ACComnlodations in the tests and the resting environments can be provided without rcgard for
possible negalive: impact on student scores;
,
4) A mora.torium on the use ofindividual scores for any high-stakes Cll\sessmcnl can be put in place
until research SOlts out the cc,lmplex issues associated with testing Hispanic sludellts~
5) Tc.':l>ls can he used for holding SystcnlS legaJly and politically accountable for educalional decisions
that adversely inlpact Hispanic students as den'on~1.tatcd in differential. llegativ~ outcomes~
6) Local nonllS can be developed in order to compare students against students witll sinlilar cultural,
linguistic. and schobl.lilic txpericnccs; tlnd
,
7) Sch\lol systems can be .supJlnrtcd Lo provide equitable oppnrlunhics-to-lcam for Hispanic children
acros~ the United states tbc::reby meeting the cruciaJ assunlptiun OneS(s tllat aU srudcnts recejve similar
,educational experiences.
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Unfortunately. the paper says. on))' the lirst three options - the rnuslJimilcd o(all ace in use, while
the other four op1.ions have received no Su.pportor discussion or, in lhe case or crating equitable
,.
opportunities to leam, may take Sicveral generations to accomplish.
At the,news event, Commissioners identi ficd. unacc;eptable practices that haml Larino
srudents and students stillleaming English. These include requiring English on]y tests for
high Slakes decisions; providing no SUPP011 for students to acbiev~ ncwstandanls and
.,
. requirements; al1d ushlg tests lhal arc not aligned to what is taught and learned in school.
TypicalJy p<'lOT }'101icics for English langu3gc learners solely rocus on muting up for deficit in English
language proficiency at same time sal,;rifkins progrcss in contenl areas, In some cases. schools attempt
to give sludl:nls a lu1) dosage of English as a Second Language and nothing clse so that studellts do nol
�-S.EP. 14. 1999 6: 57PM -,', .DEPT ED/OFC OF SEC.
NU.
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get the content they need in acadcnlic courses. Also, there have been instances of school districts using
completion of English or",l proficiency as a prerequisite for important courses. Sc;h<.)OI~ musl nol usc
lack of proficiency as a way to deny access [0 courses that nlcet gradu.ation rcquiremcnL~.
Promising Pr:u:tices
The Commission also pointcd out promisins cfforts in states in school districts thal UN&: Lhoughtful .
<i!;seSsmenL programs 10 propel achievement rather lhan punish students.
In Oregon, for eX3mplc. state lcad~rs have developed curriculum goals, content standards.
per[om,ance st~ndards al'!d indicators aligned with the new performance-based assessments. The
system offers assessments in English and Spanish to accommodate those limited EngJish proficil."::rtt
student.s cu:n.ong Lhe slaLc's 4,000 Hispanic stud~nts. TIle tests are given in grades 3, 5, 8, and 10 so t}mt
school officialsk..I.lO w early un what students can and ean tt do. S(udents who achieve the grade 10
performance standards in acadet11ic content areas will receive a Certificate oflnitial M:'lslcry. Students
who achieve grade 12 perfonnanee stanulJ.Tds in academic content areas and achieve career-related
learning standards will reccivc 8 Certificate of Advanced Maslc:ry.
To ensure the v.tlidiLy and reliability orihe asscssmcllts,'thc state c.reated a SplUlish-lcmguage le~t with
questions that matched rhe psychometric properties orthe cngHsh vcrsjon rather than f.ranslating the
English lest into Spanish. QucstiOllS lhal could nol b.: matched have been dropped from both tests.
'feachers are allowed to decide on a case·by·ea')e basis. which students will take the Spanish version of
the lest and students who arc not literate do nt1t lake thc test The test is designed to Jllca.;ure student
progress and diagnose areas where more h=fp jl\ necdc.:d.
The Texas EducaLion Agency is using one oft.he most liiable yel nexibk assessment prograans to
monit~)r the progress ofthrt:e n,illion students served in 1,042 districts ~ervcd: ,,~c school.
acc.ounlabiJlly system, established in 1992, addresscs the state's cOllcem over' Lwin issues or equity and
exccHetlCe for all students wb.ilc also ensu.ring that what gcts tested is wh;u gels taught. Student
pcrlorlll3ncc is measured through the state's assessment system as well as infonnalion c(')11eeled from
leachers. What is particuh:u:ly unique about the Texas system is that, fo be c01lsidered sUCctssrul, a
school or district musl 11(.11 only succeed il1l'eaching high slandards for its students as a whole bUl for
distinct suhgroups of students b)' race, cthnicity and socio-ec(1nomic status.' .
In Mioac5uhl, the ilbsencc of a statcwide curriculum left Slale (lffic;als in the dark when it came to
knowing what was going on in school distri~ts; To rcmedy t11c prohlt!n'l, the state impl~mentcd a new
stalewide a.sscssmc::nl system, prompting district omcials to reexamine the scope and sequence oflhcir
curriculum. The state is cu.rrently developing pcrronnancc level benc;hmarks. The new statewide
accountability system factors in rrogriUl1S for economically disadvantaged sludenb imd those with
limited English proficiency. A new English L...nguage skins [cst wiU be used lo dc;lenninc when LEP
.
studel1ts arc ready to paJ1icipate in lhe statewide assessmc:nts, which arc administered in. English.
.
,
Basic QuC'stions (or Edur:alionaJ Decisoamakcr,
The O.)mmission has identified some simple questions (0 use 10 delenninc how well or poorly tests' .
work. Rducationalle;wers should be able to answer the following q u e s t i o n s : '
• .: Arc slude~lt.s being affc..lrdc:d or denied educationa1 oppol:tuniti~s bas~d on test scores?
�-Sn. 14. 1999 6: 57PM .... DEPT ED/OFC OF SEC.
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• . Even ifnot used (or such high stakes purposes, arc all students inc;;Juded in assc:ssment 5ystclns thal
influence decJsions about allocation orrc:sQurces, intelYClltiollS designed tu promote beticr
lcarnins~
and suidan~c provided tu parents about their chHdrcn's progr~ss.
.
• Arerbate incquilicsin treatment orsluoenlS or dispariry in pcrfonnancc o r parllCU far groups of
students'! Whal are the explanalions for those disparities?
..
fs the lest u$eu with other illfom'latioll to make high-stakcsdecisiolls or is it the sale criterion'?
.. Are there c:ducalionaHy-and psychomclI'ic:ally -sound roundations for the j\ldgmcnts made ahom
students ""ben those d~cisions arc based upon test scores.
New Areas
or Work
hl its role as an advisor to the Clinton Admillistrdtion, Ule COlnmission will further explore the errects
of standards on students learning EnSlish and the impact of fCderal programs, such as Title I, on the:
achievement of Latino students. The: COllU11ission also witI work closely wjth the {) .5. Dt:partment or
Edllcarh:m's Office ofCiviJ Rights to help ensure that ELL students arc a:fforded educational
opportunities guaranteed under redcrall,aw and that the usc oftcsts to make hlgh-Slakes dedsions un::
-----:---------....
fair and accurate:.
--~---------==-=----~-
Beyond the~e errorts, three key arcas;o{work nced to be addressed:
II
"'~urthcr examination, research and dis~emination of promising practices canccmil1g the
administration. interpretation, and usc ortcS(S for English langllag«.:: learners. W«.:: partic"ularly
need to know more about what acconlmodations arc most ~rrcelivc and what arc the best
practices tl1at can help ensure valid decisions about rJaccmcnL, promotion, and graduation. A
new too] kit for school districts seeking to beUer meet the needs orF.nglish T
.anguage T
.carners
'. is now being dc:veJoped by the Council of Chief State Scbool Officers that can help make best
praclice everyday practic.;c in ~choo's.
• Bdter puhlic:: awarelJess about the complexities of s{andard~-based reroml initiatives and
issues surrounding the use of high-SLakes tests for students with limited facility in English. A
new resoun::c guide on high"stakes testing being developed by the U.S. Department of
Education's OOke ofCivit Rights Will be a foundation ror continuing dialogue and
ullderstam.1ing.
.
• Stronger ehg,agement witb statc nnd local leaders about the importance llf using tests in
ways thal are valid and reliable and abuutlhe nccd ror more equitable Opportul1itic~ for .
Hispanic students h) achieve desired results:
The Commission also cha[(engc$ researchers, educators. and leaden of lhl.': Latino community to
. "compel stalt! and local leaders and the pUblic to face reality about the growing percentage of 5tudents
who arc sllll learning the language: and what can be done to ensure that tllCY not only master English.
but sllcceed in core acndeinic CQurses necessary for careers and furthercducatian."
Copies o(both doc\lIl'lcnts are a.~ailablc from the WhlLeHousc lnitiativc on EducalionaJ Excc::llence far·
Hispanic Americans. 400 Maryland 1\ Vc::rnlC. SW. Room SE-l1 0, Washington, D,C, 20202, telephone:
(202) 401-141 L
�,
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.J
OUR NATION ON THE FAULT LINE:
HISPANIC AMERICAN EDUCATION
TESTING OF HISPANIC
STUDENTS IN THE UNITED
STAtES:
AN ACTION AGENDA
.
,
The President's Advisory Commission on Educational'
Excellence for Hispanic Americans
Septem ber, 1999
Prepared by:
,Sonia Hernandez
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2
The President's Advisory Commission on Educational Excellence.for
Hispanic Americans
Ana uCha" Margarita Guzman, Chair
Guillermo Linares, Vice-Chair*
Erlinda Paiz Archuleta*
Cecilia Preciado Burciaga
George Castro *
Darlene Chavira Chavez
David Cortiella
Miriam Cruz ..
Jose Gonzalez
Sonia Hernandez·
Juliet Villarreal Garcia
Cipriano Munoz*
Eduardo Padron
Janice Petrovich
Gloria Rodriguez
Waldemar Rojas*
Isaura'Santiago Santiago
John Phillip Santos
Samuel Vigil*
Diana Wasserman,
. Ruben Zacarias'" .
(*Members, Commission Assessment Committee)
White House Initiative on Educational Excellence for Hispanic
Americans
Sarita. Brown, Executive Director
Deborah Santiago, Deputy Direc~or
Richard Toscano
Acknowledgements
Art Coleman, US Office ofCivil Rights, Washington D.C.
Richard A. Figueroa, University ofCalifornia at Davis .
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FORWARD
There is no more promising reform in public education today than the
standards -based movement. It is the most widely accepted school change
process whick offers the greatest probability for leveling the play~g field
for all children by clearly stating expectations for instruction, assessing the
progress of each child toward achieving the standards, and holding schools
'accountable for student learning. Where these three core elements of a
standards-based system are in place,
students begin to experience
success as never before. This is ~specially true for the growing Hispanic
student popUlation in America which has been traditionally excluded from
access to rigorous mainstream instruction. "
all
But in the current rush to implement world class standards supported by
systems of accountability in he nation's public schools, state education
leaders have compromised the future of Hispanic studentS by making high,
stakes decisions based on inaccurate and inadequate testing information.
Hundreds of thousands of Hispanic students, many lacking functional,
fluericy in English, ar,e asse$sed with a myriad of tests entirely in English
and, oftentimes, only in English~ The resulting test' data gleaned from the
administration of these tests is used for student-promotion or retention, for
high school graduation, generally for high stakes decisions --but rarely for
, the purposes of true accountability. When it comes to holding schools
, accountable for the academic achievement of our students, states anow
Hispanic youngsters to become transparent inside the very system charged
with educating them~
State policies often require that Hispanic students be assessed in English .
with tests.they may not even understand or with alternative but less
rigorous tests in Spanish whether or not they are receiving instruction in
that language. Neither approach produces accurate information about
student learning. Nevertheless, the resulting data is often used to hold
students accountable for their own success, rather than the educators or the
systems of public schooling; Who should be responsible for what
Hispanic students learn in sc:hool? The answer is simple: students,
�3EP. 1t 1999 6: 59PM
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4
educators, 'and parents all must share the responsibility. But what kinds of
assessments should be used to provide accurate information about
what students have ~ave been taught? Regrettably, the answer to this
question is not as simple.· It will be explored in this document.
(
For now, students bear the weight of academic successor failure, with few
exceptions, on the basis of one or possibly two test scores. Where
.
exemptions from testing exist, Hispanics disappear from the accountability
reports which trigger both positive and negative consequences for the
responsible adults in the system. Thus more than two million Hispanic
students in the US are underrepresented or absent from the roils of students
who are counted and who, therefore, count.
'
at
As America enters the new millennium, deliberate action by policymakers
every level must be taken to inc1udethe country's fastest growing and
soon-to-be largest minority within the bounds of systems of accountability..
using accurate information for decisionmaking. It is our belief that Hispanic.
students, whether they are English dominant or English Language Learners,
should be tested with appropriate test instruments in order to be included at
all times in the states' accountability systems. If this does not occur,
Hispanic children will not benefit from the powerful and promising
standards movement.
The purpose of this series of reports is twofold: (1) to bring attention to the
growing crisis of the invisible Hispanic students in public education to the
nation's leaders and (2) to provide guidance to the nation and the states on
. taking the necessary steps to rectify the conditions which allow Hispanic
students to be wrongly measured and unaccounted for in their own schools.
It is' our intent to help education leaders in this coUntry choose wisely for .
the sake of the children.
The Commission Assessment Committee
The President's Advisory Commission on Educational Excellence For
Hispanic Americans
>
Washington, D.C.
September 15,1999
�SEP. 14.1999 6:59PM
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INTRODUCTION
,
Ina report on the testing of Hispanic students prepared for the
President's Advisory Commission on Educational Excellence for: ,Hispanic
Americans in the Fall of 1999, several important issues were raised which
called into question the testing policies and practice~ of states and districts.
Some issues in the report clearly require a commitment to in-depth
research; others require changes in state level practices; and still others
require serious national conversations to create a consensus around a
common testing framework to achieve fair" and accurate assessment of
Hispanic students. All require immediate action.
This document is a response in part to the problems raised in the
report by Figueroa and Hernandez and an opportunity to outline oUr own
action agenda on the testing of Hispanic students in the nations'public
schools.
"
.
�&EP, 14. 1999 7:00PM
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TESTING OF IllSPANIC STUDENTS IN THE UNITED STATES: AN
ACTION AGENDA
In initiating its work on the policies and practices oftesting Hispanic
students in this country, the President's Advisory Commission on
Educational Excellence for Hispanic Americans has identified three goals .
which fonn the foundation for its current and future work in this area~
. These guiding principles are:
'
(a) all Hispanic students must be tested with
assessment instruments which are fair and
accurate in order to be accounted for within
accountability. systems,
(b) all 'Hispanic students must be included instate
systems of accountability at all thnes, and
(c) Hispanic students must be full participants in
national assessments and projects which gauge
.the' progress of states iti achieving educational
excellence for all students.
To attain these goals, the commission has organized its action
agenda to focus on a set of priorities. These priorities include
engaging nationa" and state polcymakers and education
leaders in reviewing their current practices. At the same time,
the commission will continue its own data-gathering
processes to determine the depth and breadth of corrective
action necessary on a state-by-state basis.
�SEP. 14. 1999 7:00PM
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I. '
THE NATIONAL PRIORITY
The starting ~oint for the ref~rm of unfair testing of Hispanic
students is not simply a matter of "the tests;" it is the instructional
context of schoo~ing in too many of. America's public schools,
especially those serving minority students.
'
States and districts must ensure equity of standards, curricula
and resources for all schools. To achieve eq'uity, federal support is
, needed to provide guidance and incentives to change rather than to '
reinforce the status quo.
Access to accomplished,teachers with the necessary ,
knowledge and skills to help Hispanic children achieve to standards
is a critical component of reform. Yet many states, both large and
smaIl. are beginning to experience a significant shortfalJ in recruiting
and hiring qualified teachers. The depth and severity of this crisis ,is
not just a state problem; it is a national crisis which requires an
immediate national response: Creating a new teacher workforce for
America's public schools is a top priority.
As opportunities to learn are made available. Hispanic
students can and will achieve high levels of learning from elementary
schools to graduate schools and beyond.
�~EP.
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II.
STATE PRIORITIES
It is important to distinguish among the testing needs of
Hispanic students who are (a) fluent English speakers, (b) English
Language Learners, and (c) fully bilingual and biliterate. Even within
these distinctions, there are many more levels of language
proficiency. These multiple levels of proficiency are further
confounded by the limitations placed on teachers by virtue of state
laws and regulations as well as local board policies. Few are based
on reliable and replicable research. In some cases, assessments
are closely aligned to content standards of instructions. In many
states. they are not .
. Recognizing this mural of complexities, it is still encumbent
upon states to frame their testing policies to assure that Hispanic
students are tested with assessment instruments specifically
designed to measure their levels of English language proficiency for
diagnostic and instructional purposes. Their achievement levels in
core content areas of the curriculum must also be measured with
assessment instruments in the language of their dominance to
ensure substantial and timely progress toward meeting their state
standards. States must be sure to use tests only for the purposes
for which they were designed.
.
In states such as California where primary lan'guage instruction.
has been severely limited by law, state requirements that children be
tested in a language other than English in Which they are not,
receiving formal instruction makes no sense. States should revisit .
such requirements for immediate corrective action.
'
In desigJling their accountability systems, states must avoid the'
exclusion of Hispanic students as a result of exemptions to .
accommodate for language differences. For example. states such
as Texas provide for a grace period to allow students to acquire
.English language skills. While this policy in and of itself is not
necessarily negative. unless there is a process to measure
substantial annual progress while students are learning English,
they are in danger of falling through the academic cra!=ks for long
�&EP. 14.1999 7:00PM
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periods of their formal. schooling without anyone being held·
accountable for their learning. This benign neglect is not
acceptable. Parents, educators, and students should be held
accountable for student learning at a/l times. To that end,
disaggregated data showing Hispanic student test scores should be
reported publicly on an annual basis and consequences for the
results should follow.
On the question of selecting appropriate tests and,
administering the tests to Hispanic students, it is important that
states carefully track the latest research which can provide
recommended improvements to the current testing technology. But
while the national research agenda unfolds, schools, districts, and
. states should avoid making costly mistakes which may result in
inaccurate testing of Hispanic students, especially English Language
Learners. The following practices should be examined and. if
deemed necessary. stopped in order to minimize the
.
mismeasurement of Hispanic students:
(a) using translated versions of tests, whether purchased from
a publisher or developed locally; there is little evidence that
the translated versions of tests have the same technical
properties of the original; using data from such tests for
accountability purposes may be inaccurate and, misleading;
(b) using interpreters in the administration of tests; this ,
practice may destroy standardization and lead to invalid
inferences and conclusions; .
.
(c) using excessive testing in an attempt to determine the
profile of students where current testing technology is
inappropriate and insufficient; and
(d) using diagnostic tests administered to Hispanic students to
make high stakes decisions, including high school graduation,
promotion, andlor retention; the purposes for which the tests
were designed must be preserved. .
.
Before purchasing testing materials. states, districts and
schools should require test developers and pubrishers to provide
empirical evidence to support claims of equiv~lence between English
�'SEP. 14. 1999 7:01PM
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and Spanish versions of tests. Too often. the Spanish language test
developed in the United States lacks the rigor built into the English
version of the same test. The two tests may rot be based on a
common set ,of content and performance standards. Adopting non
equivalent testing materia,ls diminishes the expectations and
opportunities of many Hispanic children to keep up academically with
their English fluent peers while acquiring language proficiency in
English.
States are the gatekeepers for appropriate testing practices
and policies affecting Hispanic students. Without theircomrnitment
to improve the conditions of testing, little will change.
�SEP. 14. 1999 '7:01PM
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ilL
NATIONAL RESEARCH AND INVESTIGATION PRIORITIES
In order to address the myriad of problems related to the fair
and accurate assessment of Hispanic students, the US Department
of Education should take a leadership role in supporting research
that will inform-practice in significant ways and ensure wide
dissemination of findings which will affect testing policies across the
country.
It, should seek to answer questions that could bring resolution
to technical design problems and remove barriers to the appropriate
assessment of Hispanic stud~nts. Research could address issues
such as:
(a) determining whether Hispa'nic English Language
Learners can be validly and fairly assessed with tests normed
on monolingual student populations, or
(b) investigating evidence of bias in tests used on Hispanic
students.
"
'
The research agenda delineated by the National Research
Council and published in its report, "Improving Schooling for
Language-Minority Children;" should be fully supported. The results
of that body 'of work should be broadly communicated for the benefit·
of all children in the nation's public schools.
In order to evaluate the current level of misnieasuremEmt of
Hispanic students, . it is critical to gather all of the relevant data from
the states. This is not an easy task under any circumstances, but
accurate information is crucial in making course corrections. The· US
Office of Civil Rights is best poised to 'do t~is work. QCR should
investigate the use of tests on Hispanic students on a state-by-state
basis and report its findings to the" appropriate policymakers for
further action.
�,
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Many state and local policy decisions affecting instruction and
assessment are made based on questionable national trends or
perceived guidance from independent national entities. No single
data set is invoked more often than that of te National Assessment
of Educational Progress or NAEP. The National Assessment
Governing Board which oversees all aspects of the program should
take decisive action' to ensure that the NAEP is made relevant and
useful for Hispanic students; issues related to cultural factors in
achievement testing should be investigated and applied to the
~~.
.
�-SEP. 14. [999 7:02PM
NO.8118
DEPT ED/OFC OF SE~
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·IV.
THE COMMISSION'S AGENDA
To date, the President's Advisory Commission and the White
House Initiative have (1) sponsored a series of forums in
Washington D.C. which brought together researchers, practitioners,
and policymakers to discuss current education policies, (2)
produced a policy document framing many of the most important
issues relative to the assessment of Hispanic students which
resulted from the policy forums, . (3) commissioned a study on the
technical issues involved in testing Hispanic students prepared by
Figueroa and Hernandez, and (4) outlined a testing reform agenda.·
in this document. In the near future, a national report card will be
released based on data gathered from each state with a significant
. Hispanic ~tudent population.
These activities and publications of the commission are
planned to promote the educational opportunities for Hispanic
stUdents nationwide and, more specifically, to achieve the goals
.relative to inclusion in accountability 'systems: using accurate and fair
test results. \ Leveling the playing field and increasing opportunities
to..learn will assure the academic progress of Hispa:nic children.
�
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INFORIVIATION REPORT
Document No.
408549
--
WHITEHOUSE STAFFING MEMORANDUM
3/13/00
Date:
---
ACTION I CONCURRENCE I COMMENT DUE BY:
SUbject:
EY J 998 .8nnual Eerformance Regort~of .the White House Initiat
on Educational E'xce11ence for Hisganic Americans
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Information Report 3/3/00
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,
.
Office of thfil Staff Secretary
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�THE SECRETARY OF EDUCATION
WASHINGTON, D.C. 20202
November 17, 1999
Honorable William 1. Clinton
President of the United States
The White House
Was{iington, D.C. 20500
Dear Mr. President:
Enclosed please find the Fiscal Year 1998 Annual Performance Report of the White
House Initiative on Educational Excellence for Hispanic Americans. It includes the
executive summary from members of the President's Advisory Commission on
Educational Excellence for Hispanic Americans as well as the reports of 27 federal
agencies.
If you have any questions about this annual performance report, please contact Sarta
Brown, Executive Director of the White House Initiative on Educational Excellence for
Hispanic Americans, at 401-3670.
.
Yours sincerely,
.. ~
Enclosure
Our mission is to ensure equal access to education and to promote educational excellence throughout the Nation.
��•
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Fiscal Year 1998
Annual Performance Report
•
White House Initiative on
Educational Excellence for Hispanic Americans
Annual Perfonnance Report Project Coordinator: Richard Toscano
•
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Table of Contents
•
:Executive Summary ........................' . .• . . . . . . . . . . . . . . .. v-ix
Agency Plans
Departm'ent of Agriculture ..........................'........ ·1
Department of Commerce ........... ,........................ 5
, Department of Defense ........................... '. . . . . . . .. 13
16
Department of Education .......
Department of Energy ..
20
Department of Health and Human Services.
24
Department of Housing and Urban Development ........
30
Department of Interior .................. ~ .. ! • • • ~ • • • • •
38
Department of Justice ......... '. ............. ~ ............. 46
Department of Labor ...................................... 51
Department of State .........
~
55
Department of Transportation
57
Department of the Treasury
60
Department of Veterans Affairs ... '........
63
Agency for International Development ............
65
Central Intelligence Agency ............... .' ............. ~ .. 69
Environmental Protection Agency ................ ~ .......... 71
General Services Administration ............................ 74
National Aeronautics and Space Administration ..... ',' ........ 75
National Endowment for the Arts ..
79
National Endowment for the Humanities
81
National Science Foundation ...................... '0 • • • • • • • • 84
Office of Personnel Managem ent .....'........
91
Sm'all Business Administration .............................. 94
Smithsonian Institution ................................... 097
Social Security Administration ............................. 101
U.S. Information Agency .....•..............~ .............. 103
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�eEXECUTIVE SUMMARY'
FY98 ANNUAL PERFORMANCE REpORT ON· EXECUTIVE ORDER 12900
As part of the Administration's ongoing commitment to improving educational opportunities for Latinos,
Executive Order 12900 established the White House Initiative and the President's Advisory Commission
on Educational Excellence for Hispanic AInericans in 1994. The Executive Order charges the President's
Advisory Commission With surveying federal agencies on an annual basis to assess their perfonnance in
providing education opportunities to the Latino community. The agencies' submissions are incorporated
into a single Annual Perfonnance Report on Implementing Executive Order 12900. The following report
profiles the activity of27 federal agencies for fiscal year 1998. This report is only the second time that
agencies have been surveyed since the Executive Order was signed.
BACKGROUND.AND PROCESS
e
The Commission made completing the survey for FY98 and disseminating the report a priority. It tasked
the then-three member staff oftheWhite House Initiative to work with federal agencies to detennine what
progress had been made since 1995, when the first 'survey was conducted.
With significant support from the Office of Management and Budget, the White House Initiativestaff
spent the past 12 months systematically reviewing 27 agency reports to create agency profiles. The goal
was to shape this infonnation into a useful tool for:the Hispanic community. To this end, the staff
designed profiles that give the following infonnation for'each ag~ncy:
'
Exemplary Programs/Activities includes programs that have qemonstrateda direct impact on the Latino
community. The descriptions include the number of Lcitinos served and the program purpose. Program
outcomes and effectiveness will be considered as criteria ,for the FY99 Annual Perfonnance Report
analysis. This section also includes other relev~nt data on the agency's activity ..
. Colltributions to Hispanic Serving IlIstitutions(HSIs) includes total funding to HSIs, and activities that
demonstrate the agency's support for enhancing the capacity ofHSIs to educate Latinos.
Employmellt ofHispallics includes the total number of Hispanics employed in the agency (career and.
non.:.career), strategies to address the underrepresentation of Hispanics in the agency's employment ranks,
and other employment policies (i.e., internships and fellowships) that provide Latinos an opportunity, to
. develop their academic and professional careers.
e
Fllture Illvestmellts includes goals/objectives and action plans that demonstrate the agency's commitment
to improve, expand, and create new programs that assist the Latino community.
Point of Contact includes the name(s) of an agency.official(s) who can respond to questions about the
.,
, programs identifi~ in th~ r e p o r t . '
ANAL YSIS OF AGENCY SUBMISSIONS
There have been improvements since the last survey was conducted. In 1995, most agencies reported
they did not have the necessary data to comment on their agencies' effectiveness in serving Hispanic
Americans. In the 1998 reports, several agencies now have sufficient infonnation to design and
implement strategies targeting the Latino community. For example, both the Departments of Energy and
the Department of Health and Human Services have,developed department-wide initiatives with short
and long-tenn strategies to ensure that Hispanics partiCipate in and benefit from their education and
employment programs. In addition, the Office of Personnel Management (OPM) announced a "9-p()int
plan" in FY97 to identify recruitment and career development strategies to be implemented government-
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wide., Since then, several agencies have either'developed their own Hisp'anic recruitment strategies, or
have begun discussion of how to address this issue; OPM'.s efforts continue to generate new ,ideas on
employment practices and support from senior agency executives; including the President's Management
Council.
The 27 agencies submitting reports for FY98 describe, a wide array of programs 'designed to meet the'
edu~ational needs.ofLatinos. Many agencies have devoted SIgnificant resources and'displayed true
creativity in'implementing this EiecutiveOrder. Some of the most promising initiatives include:
,
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The Depa~ent of Agriculture's Hispa~ic ServingJnstitutioIls Education Grants Program supports
graduate programs in agrIculture, participatipn in career and science fairs, and sponsorship of field
trips to USDA facilities and college campuses.'
.
• The Department of Health and Human Services developed fm Hispanic Agenda for Action, which
enhances the agency's capacity to serve the Latino community's customer needs, and provides $103
million in support to HSI's for a wide varielY of-activities, including service projects, health
.
professions training, biomedical research and development, tuition assistance, and fellowship "and
scho larship 'programs.
•
• The ~mall Business Administration's small business development program in San Diego, which
teaches young Latino entrepreneurs hands-on bl,1sinessskills and computer technology tlfrough the'
operation of Casa Familiar's La Esquina Snack Shop., "
.
• The SlJlithsonian Office of Education (SOE) launched a Web site, Impacto, Influencia, Cambio-
Science, Technology, and Invention in Latin America and the Southwestern United States, to
hi'ghlight the achievements of Latinos in such disparate flelds as agricultuie, arid' aviation.
• The NASAJ,Hispanic Association of Colleges and Universities (HACU) Proyecto Access identifies
disadvantaged middle school and high school students, most of whom are Hispanic, and reinforces
the students ~ potential and interest in becoming practitioners or teachers in engineering, science, and.
other mathematics-related areas. The main objectives of the project are toreinforce secondary-level
mathematics preparation for students, increase their college retention rates, and increase the number
of competently prepared minority and female high school students from Proyecto Access who will '
ultimately pursue engineering; mathematics, and science studies in college.
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• The National Endowment for the Humanities (NEH) provided a grant to Motheread, Inc. for.the
Abuela project, which will develop a new curriculum using Latino ·children's literature. The Abuela
project works with a network of teachers based in community colleges, Title I elementary s~hools,
family'support, agencies, and child centers across the nation and recognizes complex relationships .
between native language,,literature, the formulation of cultural identity, diverse Latino storytelling
traditions, and Latino cultur~lhistorY ih the United States, •,
•
• The Department of Transportation's (Federal Transit Administration) Tren Urbqno University of
Puerto Rico! Massachusetts Institute of Technology Professional Development Program is a '
laboratory fcir students in engineering, architecture, and planning to develop professional expertise in
tran.sit planning, desigp, construction, operations, and management. This is a collaborative effort "
between the Puerto Rico High\yay and Transportation A,~thority, the Universityof,Puerto Rico, and
the Massachusetts Institute ofTechnolQgy. The program has setv~d 124 student,S since August 1998,
of whom 76 percent are Latinos.
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• The Office of Juvenile Justice and Delinquency Prevention Juvenile Mentoring Program (.JUMP) at
. the Department of Justice supports one-on-one mentoring programs for youth at risk of educational
"failure, dropping out of school, or involvement in delinquent activities, including gangs and drug
abuse. JUMP sponsors such programs as the Latino Mentoring program, Family Services, Inc., Big·
Sisters, Mentor Matter, and the George GervinYouth Center, that bring together responsible adults
" and at-risk youth in need of positive role models.
••
• The Department of Energy's Hispanic Collaborative for Research and Education in Science and
Technology (HiCREST) involves six Hispanic-Serving Institutions in Puerto Rico, New Mexico, and
Texas, along with seven other DOE national laboratories. The goals are to increase participation of
HiCREST universities and faculty in national research and development enterprises; enhance the
ability ot-Hispanic students to succeed in science and technology careers; and position DOE to be a
better leader in developing the nation's Hispanic science and techrlology workforce .
While some agencies "set measurable objectives for Hispanic· American participation in programs and
have developed action plans for future investments, others can improve on this dimension. In many
cases, the desired change is relatively easy. For example, for future plans, agencies that have set
ambitious qualitative goals need" to develop measurable objectives to track their progress. By focusing
their efforts on setting and achieving ambitious, measurable goals, agencies can help produce reliable data
on how Latinos are being served by Federal programs and develop effective strategies for improving their
participation. Also, in defining objectives, agencies should address not only process-level outputs, such
as number of students served, but program outcomes, such as a reduction inhigh school dropout rates.
Most important in these efforts to improve the participation of Latinos in federal educational and
employment activities is finding ways to create long-term strategies for change and inclusion· of the.
Hispanic community: While not enough agencies have taken advantage of the opportunity to thinkmore
strategically about their future investments in thisgrowirtg community, several agencies are seriously
rethinking the way they do business. We believe that the continued effort will reinforce the commitment
ofthose that are engaged and promptagencies todevelop"a strategic response to the Executive Order .
OUTLOOK FOR FY99
•
In conducting the follow up interviews for FY98, we learned of several new activities that reflect a more
concerted effort from agencies to identify and develop activities and resources to assist the Latino
community. The following activities from the Departments of Education, Interior, Commerce,
.Transportation, and the Small Business Admi~istration represent a small but significant set ofexamples
that wil~ be identified in the FY99 Annual Performance Report. The White House Initiative will continue
to work with the agencies now to ensure that their FY99 reports are as complete and informative as
possible and include future investments for both FY2000 and FY2001.
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The Department of Education in its original ~eport described early efforts to develop an outreach strategy
for Latino parents. We know that their FY99 report will inchide a more comprehensive Latino outreach
strategy. The multi-pronged effort includes a mini-catalogue of Spanish language publications available
from the Department; 1-800 numbers staffed with Spanish speaking personnel; a multiyear partnership
with Univision, the largest Spanish language" television network in the U.S., that will include public,
service announcements on education messages; direct involvement with the White House Initiative's
Excelencia en Educacion: The Role of Parents in the Education of Their Children national conference
series; and a specially~produced video, on how to engage Latino parents, to be distributed nationally in
2000.
Other examples include America's Largest Classroom, a comprehensive approaqhto policies and
procedures from the Department ofInterior. Th~ Hispanic Serving Institutions Assisting Communities
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program through the Department of Housing and Urban Development awarded 14 Hispanic Serving
Institutions $5.6 million to address community development needs. The Deparqnent of Commerce
-recently developed a new grant initiative that will foc~s on Hispanic Serving Institutions and other
mInority serving institutions to increase their participation in grant programs funded by the department
The Department of Transportation, working with the Smithsonian's Air.and Space Museum. and the
National Hispanic Coalition of Federal Aviation Employees, developed the documentary video "Building
, on the Legacy-Nuestra Her~ncia" that traces the historical contributions of Latinos in the field of
aviation. The Small Business Administration signed partnership agreements with 33 national Hispanic
organizations to increase Hispanic participation in .SBA activities.
CONCLUSIONS AND NEXT STEPS
The process of collecting annual plans from each federal agency hasincreased~their awareness,ofthetr
respon~ibility to better meet the educational needs of Hispanic Americans. We, as Commissioners,and
our agent, the White House Initiative staff, believe that the.process of completing thexeport has placed
the needs of Latinos in education and employment ori the "radar screen". Agencies now clearly re90gnize
that coordination·witl1in:their respective departrii.ents and increa~ed inter-agency collaborati<?nis expected
and will enhance their ability to fulfill the mission of their agencies as they respond to Executive Order
12900.'
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To ensure that agency plans and efforts continue to improve, the White House Initiative, with the'support
ofthe Office of Management and Budget, is planning a number of actions to increase the role of federal
agencie~ to address the (!ducational achievement for Hispanic youth ,in the future. First, we will reorient
the FY99 final report to highlight agency work in the following areas: early childhood education, literacy,
mentoring, high school completion, access to college, workforce training, H;ispanic-serving institutions
(HSIs), graduate education"and internship and employment opportunities for Hispanic Americans. We .
will then work with agencies to ensure that their action plans are designed to include achievement in these
areas. In tandem, we will focus the analysis 9n the top five to ten geographic areas with the largest
concentratioQs of Hispanic youth, identify effective projects that federal agencies are involved in, and
work with other agencies to generate related activities to target resources and maximize program impa9t. .
We will also look for ways these strategies can be deployed by areas of the country with new emerging
Latino communities. As a result, innovative projects, such as the orie supported by the.SBA to train youth
in strong business practices, might partner with a local career academy with ht;:lp from the Department of
Education, while linking students with mentors through a program supported by the Department of
Justice. We believe that a clear focus o!l specific educational areas, coupled with well-coordinated
resources, can lead to positive outcomes for the community we are trying to reach.
The White House Initiative and OMB are also planning other activities to improve agency plans and
reports. First, we will provide agencies with templ,ates demonstrating .exactly what information needs to
be provided in both the am:malplan.s and reports and in whatformat. By following the templates,
agencies.will in aggregate provide a comprehensive picture of Hispanic participation in Federal programs.
We will also distribute to agencies several examples of exemplary submission? We anticipate that the'
templates and examples will help agencies better understand the steps they need to take to fulfill their
obligations under the Executive .Order, both to improve this year's submissions and to ellsure that next
year's submissions demonstrate substantial progress. To that end, the White House Initiative staff will
work with OMB and agencies to support their programs and activities for the FY 200 1 budget cycle that
directly address the needs and strengths of the Hispanic community and are tied to their annual plans.
•
We plan to continue refining this exercise for maximum effectiveness. Such refinements will include
requiring agencies to submit diffet:ent information based on relevance to their mission; with particular
focus on key agencies. The White House Initiative will identify a ,small number: of agencies with the most
program activity relevant to the purposes of the Executive Order for K-'12 education, postsecondary
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education and training, and support for Hispanic-Senring Institutions. The White House Initiative will
. work most intensely with these agencies. Other agencies covered by the Executive Order will continue to
provide plans and reports aild will benefit from information the White House Initiative will provide them
on how the high.:.intensity agencies are faring. The White House Initiative will take primary responsibility
for coordination among the agencies, especially the high intensity agencies. The White House Initiative
will convene the agencies early in November to ensure maximum coordination in the planning cycle, and
then periodically during the year on progress and issues needing resolution. In mid-November, the White .
House Initiative will also hold another meeting of the Interdepartmental Council on Hispanic Educational
Improvement to share this information and discuss agency commitments and activities related to the
. Executive Order.
e
The White House Initiative will consult with groups representing the Hispanic community and with
groups.representing agency grantees to ensure that agency plans are realistic and to solicit good ideas for·
additional activities. Work will continue to promote coordination among agencies so that they can
disseminate their best ideas and learn from each other's experiences on a continuing basis, making special
effort to lillk agencies with ·similar programs or missions .
. The White House Initiative will disseminate the FY98 Annual Performance Report through its Web site
and through a smallprintiIlg of the summary report.
On the week of November 1, 1999, the White House Initiative staff plans to distribute reporting
guidelines for the FY99 and future investments annual plans to the same 27 federal agencies. The plans
will be due to the White House Initiative by December 15, 1999. The White House Initiative will work
with each agency on any issues raised by the plan. Schedules may be changed to accommodate late
appropriations: The White' House Initiative wiIJ enlist the aid of OMBand the White House Office of
Cabinet Affairs in working with agencies whenever necessary.
Ana M. "Cha" Guzman
Chair
Guillermo Linares
Vice Chair
Miriam Cruz
Policy Committee
President's Advisory Commission on
Educational Excellence for Hispanic Americans
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IX
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DEPARTMENT OF AGRIClJI. TURE (USDA)
, FY98 AnnuaI'Performance Rep;ort Summary
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EXEMPLARY PROGRAMS/ACTMTIES
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USDA's Hispanic Serving Institutions Education Grants Program is a federal competitive grants
program specifically targeted to Hispanic Serving Institutions (HSIs). The program is des'igned to
. promote and strengthen the ability ofHSIs to carry outeducation programs that attract, retain,and
graduate students capable of enhancing the U.S food and agricultural scientific and professional '
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workforce.'
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Through the USDA HS! Education Grants Program, QSDA awarded approximately $1.5 million, '
in FY97 to 13 HSI~ and awarded $2.4 million to ten HSIs in FY98. Many of the grants are
supporting projectS in the fields ofhlirilannutrition ana dietetics, aquacultUre, agribusiness
technology, food and beverage ~xport and internatiomil trade, food and agricultural marketing and
management, integrated resources management, and food'science technology and engineering. "
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The USDAlHispanic Association <;lfColleges and Universities (fIACU) Leadership Group
continues working to implement the Memorandum of;Understanding revised and signed in 1996
by USDA Secretary Dan Glickman ~nd 'BACU President Antonio Flores.
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The Leadership Group works in collaboration with th~ public and private sectors to achieve
significant and equitable improvements in emploYme~t and educational opportunities to the
Latino'community. It serves as a catalyst and focal point for identifyingnational initiatives md
mechariisms to encourage Latinos to enter university degree programs leading to careers as
agricultural scientists and professionals. Some examp1es of the group's ~fforts include:'
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--USDAlHSI Fellows Program was established as part ofthe Leadership Group's
efforts to advance USDA's relationship with the ~articipating HSIs and to
, enhance the capacity of their programs and ,staff. By enhancIng fe~lows'
professional growth, the program strengthens the quality of HSI's and fosters
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work force diversity.
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--The E. Kika De La Garza National Internship Program focu~es on outreach
efforts that advanc~ USDA's vision ofincreasing:educational and employment
opportunities for students enrolled at HSIs. The program has placed more than
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390 students since FY93.
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--The USDA Hispanic Serving Institution Liaisott Officers serve as a link
·between the USDA, HSI's, private industry, non-profits and community-based
organizat~ons. The liaisons undertake activities in c'ooperation with a consortium
of institutions and contribute to the accoinplishm~nt of the goals and objectives
, of the envisioned partnership. The cooperation ofthe ~cademic institutions, the,
faculty and USDA agencies has been key to the accomplishments of the
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USDAlHSI Liaison Program.
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The responsibilities of the liaisons include, but are not limited to: recruitment; HSI academic
program development; coordination of programs and, activities ofmutual interest.between.the HSI
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consortiums'imd USDA; working with HSI and PSDA officials to utilize and acquire available
agency resources and programs; provide assistarlce to enhance nati6nal data on Hispanics in
higher education and areas of interest associated wi~h the nation's f60d and agricultural system.
,USDA Liaisons': efforts resulted in the!OIlC!WinJ '
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and'f~ci1itated esta~lishment
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~nd
Liaison pfficers initiated
the
ofUSDAYHSI national
regional
partnerships in Texas, New Mexico,Caljfornia, ~rid,Puerto Rico. A' fifth partnership is' currently
being fonned with a cornniuriity college in Floriaa.
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co~unity
pro~ams
outreach Jctivities including: mentoring
for K
Liaison officers ruive lead
12 andcpl1ege students in the agricultural sciendb field; partneringwith HSls to work closely
with student and parent groups in encouraging sfudents to pursue higher education; holding
,community-wide infonnational presentations, onllav~ila~le USDA s~rvices and progtams;,inviting
USDA agencies and other federal departments.td participate; providing technical assistance to '
,JISls on writing a,:"ardiIlg-winning grant proposAls. ", , ::'
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' , ' f f lcers partiCIpate ' and"" d van0l;ls, student outreac"h" actIvIties, suc h as career and
" d In
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, science fairs, field trips to USDA facilities, and Jampus visits. Throhgh these outreach activities,
'liaisons recruited, infonned,' and assisted HSI stJaents in preparing for careers in agnculture.
Liaisons assisted student placement i:t;l a variety Afinternship progra'ms. AdditionaJly, they
assisted stlldents in successfully competing-,for al~arietYof USDA sbholarships. Students from
HSls were recipients ofthe AgriculturalResearch Service/CalifornikState University SCience.
Scholars; Soil Sciences Hispanic Initiati~e Scholhrship; For~st Service Hi'SpaIiic Initiative '
Scholarship; and The National Organization of Ph~fessional Hispanic Natural Resources' '
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Conser:vationS'ervice Employees Scho~aiship.
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PROGRAMS/ACTIVITIES
Hisp~nic AdVisory'COU~~il
C~uncil
,The
was apPoi'nted in October 1997. Thl
is charged with •
implementing a comprehensive pliinto provide ~h~h-quality. service~ and increased educational '
, and employment opportunities for Hispanics. Th& Council also provides USDA management a
focal point to assess, measure and ensure progreJ~ in addressing His~anic issues and objectives.
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The Multicultural Scholars Program is designedto'~ttract and ~ducate outstanding students for
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careers as agriscience and agribusiness professioAals. The purposes bfthe program are to,increase
the diversity of the food and agricultural scientiffh and professional tvork force and to advance,the
edtic~tional achievement of all AI:lerican~. ~inc~llthe program was iIiitiated in 1994,20 'percent or'
43 of 206 program awar~s were given tOHl~pamr' " ".'"
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The USDA Science in Agriculture program recJits bright science students into agriculture and
the allied human sciences: T11.ejoint stat~':'fed~rall:agriculturai resea~~h facilities i~ south Texas
host young students andproVlde them WIth laboratory- and field-onentated expenences. The
program is targeted to high school sophomores a~d juniors In the 10Jrer Rio Grande Valley region
ofTexa~.' . ... . ' . . II .
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The USDA Forest Service sponsors the Central California Consortium, an outreach effort for. .
Hispanic youth, starting at kindergartenthrough~ttainment of adegtee from a four-year. ,
institution. This outreach is intended,to create an awareness and intdrest in career opportunities
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natural resources, natural science, and agricultural sciehces.'The,ConsoI1ium provides
opportunities for educational institutions involved with the project to establish research projects .
that will assist the Forest Service and other USDA agencies in providing quality customer: service
to the public.
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The USDA Cooperative State Research, Education Extension Service, Families 4-H and Nutrition
Unit delivers programs to Hispanic youth through 4-H Yputh Development, Youth at Risk,
Expanded Food and Nutrition Education, and family programs throughout the 50 states and six
territories. Programs'c~ver a range of topics and'activities including Spanish language materials,
family programs and projects designed to meet the needs of Hispanic youth, and 4-H ~lubs and
camps.
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CO~TRIBUTIONS
TO mSPANIC SERVING INSTITUTIONS (HSIs)
Total awards to HSIs for: Research and Development, Program Evaluation~ Training, Facilities
and Equipment, Fellowships, Recruitment and IPAs, Student and Tuition Assistance, Scholarship,
AdministrativelResearch, Infrastructure
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Awards to Institutions of
Awards to IHEsfor
Higher Education
Hispanic activities
(IHEs)
.
TOTAL
$977,443,000
Awards to HSIs
$317,000
$27,125,000
Awards to HSls ~s a
Yo oftotal awards to
IHEs
·2.8%
See ex:f}mplary programs for pr~grammatic contributions to H$Is:
.' EMPLOYMENT OF mSPANICS
At USDA, Hispanics represent 5.1 percent ofcareer employees and 6.3 percent of non-career
employees.
The USDA Forest Service Hispanic' Employment Initiative assists Hispanic youth to attain a
degree and provide them employment opportunities with the Forest Service or other federal
natural resources agencies. Of the current 23 students, 15 have been converted to'Student Career
Employment Programs. The Initiatiye projects a participation rate of 33 students in FY99.
The USDA Agricultural Awareness/Student Recruiting Collaborative supports youth educational
efforts in El Paso, Texas. The Program partners include USDA, Texas A&M University, New
Mexico State University, the W.K. Kellogg Foundation., This program prepares Hispanic youth
. for postsecondary education and for career choices and opportunities. Examples of activities
include: one-on-one assistance for youth interested in pursuing a higher education in the food,
fiber, and natural resources industries, tours of campuses and research facilities, training and
experiential learning in leadership development, and international exchanges between Juarez,
Mexico and EI Paso youth and youth professionals.
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FUTURE INVESTMENTS
USDA will conduct an extensive program evaluation to gauge progress and t'o set the future
direction of the Department's HSI Initiative. The evaluation team will include representatives
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from USDA, HSIs,HACU; and Latino non-pro t organizations. Stakeholder interviews will be
, part ofthe evaluation. USDA will also seek sta holder input in setti~g future 'priorities for the
programs.'
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• 'POINT OF CONTACT
Maria Patterson'
National Program Director
HACUIHSI Initiative
(202) 720:.6506
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DEPARTMENT OF COMMERCE'
FY98 Annual Performance Report Summary
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EXEMPLARY PROGRAMS/ACTIVITIES
The Tijuana National Estuarine Research Reserve (1NERR) provides environmental education
programs for approximately 4,000-5,000 students annually, kindergarten through college level.
Many of these programs are long term, including the Junior Rangers Program and the 'High
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School Research and Mentoring Science Program.
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The cornerstone of these programs is the English/Spanish education curriculum and the
English/Spanish water quality monitoring curriculum. While student participation is not hroken
down by ethnicity, it tan pe' estimated based on the, following information: most students who '
participate are from local South San Diego communities, including Imperial Beach, Chula Vista,
and National City. Specifically, the South Bay Union Elementary School District and the
Sweetwater Union School District participate. The South Bay District has a student body that is
60 percent Hispanic and the Sweetwater has a student body that is 64 percent Hispanic.
Approximately 40 percent of the Junior Ranger students are Hispanic. Over 50 percent of
students who visit and use the curricula on site are Hispanic.'
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TRNERR also provides environmental education curricula to user groups in Mexico and to the
Kumiai Indians living within the Tijuana River Watershed. All education materials are translated
into Spanish and utilized by teachers and non-governmental organizations in Mexico. Over 200
teachers have been trained to use 1NERR's curriculum in Tijuana. Non-governmental
organizations in Baja; California, also use the curriculum to teach fishermen concepts of natural
'history to facilitate their participation in eco-tourism activities on the estuaries.
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The Oceanic and Atmospheric Research (OAR)/ Environmental Research Laboratory (ERL) has
yearly co-sponsored teacher training and student jamboree competitions for the Colorado,
Minority Engineering AssociationlMathematics Engineering Science Achievement ,
(CMEAlMESA) program. The MESA program is for minority and economically disadvantaged
students in the elementary, middle and high schools. The aim is to involve the parent, the teacher
and the student in a pre-college curriculum. Students are encouraged to take English, mathematics
and science courses that will prepare them for college-level work Early intervention through the
MESA program is encouraged to redirect students away from gang 'activities and into future
, successes through math-and science-based activities.
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The OAR Equal Employment Opportunity (EEO) Office initiated discussions with the Longmont,
Colorado, Police Chief to address the Latino dropout problem in the'St. Vrain Valley School
District. As a result, a MESA program will be developed there.
The'MESA program attempts to have an impact on dropout statistics by recruiting students,
parents, and community members from private industry, goveinment and businesses to support
the program. MESA students receive tutoring; attend meetings, participate in science projects and
competitions, and take field trips to businesses, federal agencies, and colleges and universities.
Students are coached in effective studying techniques for tests and examinations, including the
SAT and ACT exams.
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Virtually all the MESA students graduatefrortl high school, over 95 'percent enroll college and
70 percent pursue a mathematics or science bas~d major.Jn Colora~o, 2,757 students in 118
.. schools participated in the program in 1998. ·Hitpanics represented 36~9 percent of the total
participants.
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Hispanics consistently acc~unt for over 35 percent ofall MESA snidents. There are no ~olid
statistics on the number of Hispanic teachers/ad'trisors. Even though there is a shortage of
Hispanic teachers e.xlsts in Colorado, many oftlie MESA program~ with large Hispanic student
populations have Hispanic teachersladvisors,-rne MESA teachers/,dvisors are' all dedicated to .
working with all the MESA students. About 50 ~ercent of the 120 MESA teachers/advisors are·
Hispanic.
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The MESA Jamboree for middle school students that OAR has funded attracts over 300 students
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'from throughout the state. The competitions usJklly involve six evJnts: Open Airplane
· Cpmpetitiort; Eggdrop Competition; Tower Buifding Competition; :Shooting Gallery; On-Site
Writing Coinpet~tion and Prepared Speech Com~etition.
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The MESA teachers/advisors retreat is to provide updated information to about 100 MESA
teachers on successful models and best practice~ in the teaching of tnatheinatics and science.
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· About 50 percent of the retreat participants ar~ Hispanic.
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PROGRAMS/ACTIVITmS
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The Office ofInspector General (OIG) Assistant Inspector General. and highest ranking Hispanic
·OIG official, participated in the. Executive Lead£rship Developm:en~ Conference sponsored by the
.. National Association of Hispanic Federal ExectAives (NAlIFE). OIG's presence at the
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Conference served as a positive outreach efforttb the Hispanic commuriity by the Department of
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National Oceanic and Atmospheric Administration (NOAA I
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National Ocean Service (NOS) was awarded$9~,308 by the Environmental Protection Agency
(EPA)Environmental Education Project. The prJject, focused largely on coastal hazards, will
"include writing and translating into Spanish a cubculum guide andieducational posters with the
themes of coastal hazards, watersheds and h~ar~ous waste. The tatget ,audience is teachers and
, students in elementary and middle school. The ~toject will partne~ liational and.international
, groups including EPA, NOAA,U.S. Geo~ogicalr.Survey,the Nation~l Science Teachers
Association, the United Nations Educational, Scientific' . Cultura'l Organization (UNESCO).
and
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and the lI}tergovernmenfal Oceanographic Commission o:fUNESC([) and others. The project will
.,be completed no later than ~eptember2000 and ~n interagency agr~ementis being finalized.
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an'edu~ational
In 1;996, the Padilla Bay Reserve
a grant
to pJoduce
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program for homeowners that would address nod-point source pollution. The final product was a
Septic Education Kit, which contains eyerythingllan educ,ator; would[need to conduct a
comprehensive septic education program. One of the components of this kit is a series of fact
sheets addressing topics ,of s~ptic system care; m'kiritenance, and thd health and environmental.
hazards failing systems. These' fact sheets hav~ been translated irito Spanish and are currently .
being used in Puerto Rico, with plans to distribu~e them to Hispanic! populations in other states.
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�The Channel Island National Marine Sanctuary is continuing its Los Marineros multi
disciplinary marine education program targeted at elementary-age Spanish speaking children in
the Santa Barbara School District. Sixty-four percent ofthe students in this.schooldistr:ict are
Hispanic, many from low-income families without the financial resources to provide enrichment
experiences for their children.
The Jobos Bay National Estuarine Reserve in Puerto Rico, supported with NOAA funding, is
working with a local volunteer organization that helps unemployed Spanish speaking former'
sugar cane workers and fisherman, start alternative careers in eco-tourism activities related to the
Reserve.'
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The International Brant Monitoring Project is atri-national partnership between schools and
resource agencies along the Pacific Flyway. Students from Alaska, British Columbia, .
Washington, Oregon, California, Baja, California,.and Mexico, learn about Brant geese through .
classroom activities and, field trips with local experts, and by using the Internet and a special
Web.site to communicate about their findings. Founded in 1996, the Brant Project promotes
stewardship of critical habitat and teaches students about the importance of individual and local
responsibility in protecting global environmental health. Twenty percent of the participants are
from Mexico.
Office o/Oceanic and Atmospheric Research (OAR)
The. National Severe Storms Laboratory (NSSL) developed a Spanish~language color poster on
lightning titled, Peligro de Rayos (lightning danger). The Laboratory distributes the poster to
. schools and educators throughout the countrY. '
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The OAR Equal Employment Opportunity Program Manager attended meetings and participated
as an Hispanic community representative on a minority recruitment and retention panel. .
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As a former 'chair and current board member of the Colorado Alliance for Science (CAS), the
OARJERL EEO manager represents Hispanic interests and ensures that Hisp'anlc teachers are
included in CAS activities. CAS comprises representatives from all the public universities in
Colorado, the major businesses and industries, federal agencies, and K-12 teachers. The purpose
of CAS is to improve mathematics, science and technology education in Colorado. CAS also
provides a forum for the various groups to meet arid discuss ways to improve mathematics,
science and technology education. CAS has sponsored teacher programs to expose mathematics,
, and science teachers to federal laboratories. These programs have included Hispanic teachers but
there is no reliable information about the number. CAS has sponsored tutor programs such as the
Youth Competency in Mathematics and Science program. Volunteer tutors work with minority
students and girls at the elementary, middle and high school levels. The targeted schools are those
with large Hispanic student populations.
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National Institute 0/ Standards and Technology (NISI)
Material Science and Engineering Laboratory, Student Undergraduate Research Fellowship
Program (MSEL-SURF) is a collaboration between the.Material Science and Engineering
Laboratory (MSEL) and the National Science Foundation (NSF). The program has resulted in the
establishment of a Student Undergraduate Research Fellowship (SURF) program at National
Institute of Standards and Technology (NIST). The MSEL-SURF program enables
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undergraduates from the
RjiCo to work on
projects NIST.
Exp'osure to laboratory experience provides student with an opporfunity to participate in cutting
edge technology. In 'addition, participants gain~ealistic,hands-on ~xperience tha~ results in their
bein'g better able to per-form in a classroom setti~g, and better equipped/prepared for competing at
the graduate level and/or for placement within the scientific work :force. Monetary expenditures
fOFFY1998 were recorded at $11,760.
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The'NIST Chemical Science and Technology L~boratory (CSTL) continued to support the,
partiCipation ofHSI students within the CSTL ~elIowship program'. The purpose Of the program '
is primarily two-fold. First, students are providbd with an opportwiity to work within a research
laboratory. The experience is used to,expose snl'dents to equipmen{, research techniques; and
experience that are not avaihlble within a classr~omlacademic setting. Second, CSTL uses the
StUdent Fellowship program'as a means of dev~lopihg telationshipk with and identifybig possible
future, hires for employment within NIST as weil as future partiCiphts for NIST graduate and
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post-doctoral programs. Monetary expenditures for FY98 were recorded at $54,000.
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• CONTRIBUTIONS TO
ANIC SERVING INSTITUTIONS (BSIs)
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Total awards to HSIs for: Research and Develo~ment, Program EJaluation, Training, Facilities
and Equipment, Fellowships, Recruitment and WAs, Student and Tuition Assistance, Scholarship,
AdministrativelResearch, Infrastructure' "
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wards to IREs
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wards to InstitutIons of fi H' II' ,
" h Ed' . (IRE) or IspanlC
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.' ucation
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$1,125,110,000
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TOTAL
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Tel~communication an~
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1.01 %
$11,400,000
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The National
Information Administration (NTIA) awarded Public
Telecommunications Facilities Grants to 6 HSI~l"
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• EMPLOYMENT OF ms.,ANICS
At the Department of Commerce, Hispanics represent 2.8 'perc(,:nt <:t ,502 out of 52,712) of career
,employees and 3.7 percent(452 out of 12,262) ofnon-career employees..
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In FY98, the Se~retary of.eommerceestablish~~a mandatory diversity critical element inthe
perforrriance plans ofall Senior Executive Servibe managers. The Atingschedule will allocate 15
points (out of 100) to t)1iselement, which is bas~d on attention to diversity in recruiting, ,
managing, and training, Hispanic recruitment, o~treach, and trainitig are included in the diversity
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Hispanic political appointees ~ave 'll1Creased fro,!" 7,6 percent (16 out of 211 political a~ointees) .
to 9.4 per~erit (13 out of 1,39) under ~ecretary Dal~y's tenure.
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In the last six years, the Department of'Comme~ce awarded grants ~otaling $2,861,278, and
hosted 381 interns from the Hispanic Associatioh of Colleges and Universities (HACU)~
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OAR promotes and utilizes the Practical Hands-on Application to Science Education (PHASE) to
employ Hispanic high sc4001 and college students. CAS 'administers the PHASE program. The
program typically attracts about 10-15 participants each year. Non~minority men and non
minority women each represent about a third ofthe students. Minorities are about a third of the
participants. Usually one or two Hispanics participate each year. Students are recruited by CAS
and the participating laboratory. Selections are made by laboratory supervisors. The program has
, 'been advertised through the Society for Advancement' of Chicanos and Native Americans in
Science (SACNAS) newsletter, the Catalogue of Domestic Federal Assistance, the laboratories
and through CAS. The OAR EEO office assists CAS in distributing PHASE projections for
, .summer jobs to community organizations, such as MESA and SACNAS. More recently, a
'briefing on the need to attract Hispanics was presented to Sea Grant Hispanic faculty at the
University of Puerto Rico at Mayagiiez.
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Hispanics hold 7.8 percent ofr:egional and local management positions in the Decennial Census"
and comprise 6 percent of the total Decennial census 'workforce recruited to date.
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In FY98, Census Bureau representatives conducted on-campus recruiting in both spnng and fall
semesters at nine schools identified by the Hispanic Association of Colleges and Universities
, with,25 percent or more Hispanic enrollment. In addition, the Census Bureau visited 12 additional
schools listed in Hispanic magazine's "A Guide to the Top 25 Colleges for Hispanics." .
The College Recruitment Program is a comprehensive approach that includes; but is not limited
to, attending campus career fairs, making classroom presentations, discussing opportunities at and
the work of the Census Bureau with professors, deans, and department chairs, interviewing
potential applicants, and providing instructions and guidance on the application process.
A special assistant to the Census Bureau .directoris charged solely with Hispanic commimity
outreach efforts centered mostly around Decennial Census awareness. A corollary to this
Hispanic community outreach is the advertisement of Census professional vacancies and referrals
to the Census Human Resources Division's Recruitment Branch.
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During FY98, the V.S~ Patent and Trademark Office (PTa) conducted on-site campus, interviews,
and disseminated recruitment literature at seven colleges and universities with' high Hispanic
enrollment: University of Texas at El Paso; CUNY; City College; University of Puerto Rico; ,
University of Houston; Florida International University; University of Miami, Florida, and the
main campus ofTexas A&M University at Bryan/College Station. It is noted that the Texas A&M
University system includes campuses in Corpus Christi, Kingsville and Laredo. These efforts
resulted in 12 Hispanic new hires. In addition to on-site recruitment efforts, PTa placed several,
advertisements in Hispanic publications: Hispanic Blisiness and inside-cover, full page ad in the
National Council ofLa Raza (NCLR) Diversity Job Fair. PTa supported Hispanic advocacy
organizations with career/job fair exhibit booths at: League of United Latin American Citizens
(LULAC), Society for Hispanic Professional Engineers (SHPE), HACU, SACNAS and NCLR.
PTa provided summer employment internships for 19 HACU undergraduate students.
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FUTURE INVESTMENTS
The Department ofCommerce will undertake the following activities iit FY99 and FYOO:
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The Departrnentis engaged in a grants initiative focusing on Minority Serving Institutions (MSIs)
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that assists potential applicants·by increasing their a~areness ofth~,Department's grant pr~i;rams
and funding opportunities. The Department!VillJhost a confer~nce ~n'the fall of 1999 to
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disseminate. grant program information and funding opportunities for MSIs .. '. .
Strategies for employing ffispanics .
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.Commerce recently hired a Hispanic Employment Program Manager (HEPM) specifically to .
. . increase outreach to the Hispa,nic cQmmunity: comprehensive pl~n of action initiated. by the
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The Office of Civil· Rights at Commerce, in conjunction with the dffice of Human Resources,
will cievelop a resource guide to assist supervisdrs and managers i~ Hispanics and developing .
their careers.
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SES vacancies will be open to all qualified applicants. Sele,cting officials and human resources
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all sources, both within and outside the federal ~ovemment.
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offi'~ials will use outstanding schol~r ~nd bilingual hiringIauthorities where possible to
inc~ase entry-level hirin~. . . . .
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.Department and bureau CIVtl nghts and/or human resource offices WIll ~stabhsh recruItmg .
partnerships with Hispanic interest groups such ~s HACU, NCLR, iandjMAGE (an organization'
Of Hispanic FederallPrivate Sector eI!lployees).
OHRM will ensure that the Student Career Experience Program provides .apipeline of talented
His~,anic students for future emp~oyment needs 16f the Department.I·. . .' , . ' .
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Outreach
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Commerce will continue to support Executive Grder 12900, the WhiteHouse Initiative on
Educational Excellence for Hispanic American~.. The Bureau of Ett\lal?mployment Opportunity
(EEO) and Human Resources.<OHR) office will identify Hispanic Serving Institutions (HSIs) of
Higher Education thathavecUmcula supportin~ the primary occupations of Commerce and
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and'O~ wil1~stabliShreCniiting team~ wo~k
inter~st
OCR
to
with HSI) and Hispanic
groups.
'Recruitment teams win consist of Commerce re~resentatives with broad-based expertise and
possess detailed knowledge of the mission of Cemmerce. Recruitrrlent teams will visit HSls for
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will continue outreach efforts with Hispanic groups/organizations such as the National
Association of Hispanic Publications, Society
Advancement of Chicanos arid Native
Americans in Science, and the'like.
Career Development
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Commerce managers will estabiishan'applicant pool of Hispanic c~ndidates for promotions to
higher grades by seeking to increase the numbet of selec~ons for OS":12 and GS-I3 positions.
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Managerswiliemphasize recruitment to increase the number of Hispanic applicant~, both internal
and external. The use ofnon-traditional reciuitment'sources should be explored in an effort to .
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yield Hispanic applicants.
Commerce managers will use internal career development programs to ensure that Hispanic
'employees receive full consideration for opportunities to enhance lea4ership skills and for career,
advancement.
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OCRwill establish a Mentoring Pr~gram aimed at self.,developmentand improved technical and·
leadership skills for Hispanic Commerce employees., "
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OCR will establish an advisory council of Hispanic employees to provide ongoing advice and
assistance on recruitment, promotion, and other issues. The i:ldvisorycouncil will consist of senior
level HIspanic Commerce employees and representatives from the Commerce organization of
Hispanic employees.
OCR will sponsor a summit meeting of senior Hispanic employees to discuss their views and
ideas for increasing the number ofHispanics at Commerce. The, Departmerit of Commerce
Hispanic Summit will prOduce, for the Secretary and Deputy Secrehl-ry, a working document that
will outline the, role of senior Commerce Hispanic employees in the recruitment, outreach,
: retention and career development ofHispanics.
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EEO offices at the' Patent and Trademark Office,Census Bureau, National Institute of Standards
and Technology and the National,Oceanic and Atmospheric Administration will establish and
recruit from all sources full-time Hispanic employment program managers. In addition, EEO '.
Offices will designate one employee in areas where Commerce does not have a high
concent:i:ation of employees to serve as Hispanic employment program managers on a ~pllateral
duty basis.'
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OCR;.in conjunction with OHRM, will develop a resource guide to assist supervisors and '
managers in the recruitment of Hispanics ,to the Department and career development of Hispanics
at Commerce.
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Accountability and Reporting
'The annoUncement and presentation ofth.is initiative Will form the centerpiece of11n executive
management team meeting, where the secretary will present the business case for the initiative.
'Members ofthe executive management team, in coordination with OHRM and OCR, will direct
staff to implement action items outlined in this initiative. OCR and OHRM will meet with bureau
heads or their designee to discuss the implementationofthis plan of action and the Office of
Personnel Management's Nine-Point Plan on HispanIC Employment Initiatives. '
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The secretary and the deputy secretary will, through'a series of community meetings with'
Hispanic leaders, continue to articulate support for increasing COnJrnerce's Hi$panic workforce~
,This includes, quarterly reviews by the secretary and the deputy secretary and their executive
'staffs ofyear-to-date recruitment and hiring figures'.
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Commerce will ensure that managers' and supervisors' performance standards include'specific
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~ill ~ likeWise bureau m~gement officials.
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/,' C,ommerce winreco~ize managers and. supetjsors, who ;~re exeJriplary intheir efforts to recruit,"
hIre, and promote a .dIverse work force, mcludmg Hispamcs.
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E1~O/OHRS offices wiUattach a~ ~io profile'lfallerripio~ees at:thespeCific,gracie'~djob
seri~s to eachmerit promotion package toinforfu selecting official!s of possible irnbalances.
POINT OF CONTA<2T
'. BradleYVeloz, Jr.·.. " ..
. Hispanic Employment Program Manager
Department of Commerce' , '
(202) 482-8189
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-Jerry Beat
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NOAA Hispanic Employment :program Manager'
, Department of Commerce
(301)713-0500
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Phillip Klemmer:
PTO Hispanic EmploYment ProgramManager.',
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. (703)305-8292
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DEPARTMENT OF DEFENSE (DOD)
FY1998 Annu~l Performance Report Summary
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EXEMPLARY PROGRAMS/ACTIVITIES
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PROGRAMS/ACTIVITIES
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DoD continues its partnership with the Hispanic Association of Colleges and Universities
(HACU) to address the education and employment ofHispanics and support to, Hispanic Serving
Institutions (HSIs) ..
ADoDIHACU Partnersh.ip T~k Group was established to implement the
objectives of the partnership agreement. The'task group works oil initiatives'
concerning faculty exchange programs, distribution of surplus DoD property,
student intern programs, loaned e)(:ecutives on non-reimbursable assignments,
and contracts to HACU m~mber institutions through HACU Task Group
. Members.
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'The Defense Activity for Non-Traditional Education Support (DANTES) Programs support
participation by service members in voluntary education programs to include distance learning,
college credit by examination program, the General Equivalency Diploma (GED) testing
program, professional certification, andothenelated programs. The following DANTES
progr~:ns support Hispan,ic. American participation:
--Service Members Opportunity College (SOC): 104 Hispanic Serving ,
Institutions (HSIs) are members of the SOC.
--Army Recruiting Command's Concurrent Admi~sions Program consults with
HACU members to deVelop strategies to attract Army recruits. Brochures have
been developed inSpanish to provide information on the program and the Army's
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education benefits.
The DoD Minority Institution Program was established ~nd implemented in accordance with
Presidential Executive Orders 12876, 12900 (Hispanic education), and 13021. The prqgram seeks
to enhance the participation ofrriinority institution§'in DoD contracts, subcontracts, grants, and
other transactions supporting DoD programs and lnitiatives.
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CONTRIBUTIONS TO mspANIC SE~VING "INSTITUTIONS (HSIs)
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Total awards to HSIs for: Research and Development, Program Evaluation, Training, Facilities
and Equipment, Fellowships, Recruitment and IPAs, Student and Tuition Assistance,' Scholarship,
AdministrativelResearch, hlfrastructure'
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TOTAL
fAwards to Institutions
~wards to IHEs for
,of Higher Education
iHispanic Activities
(IHEs)
$1,828,392,680 '
iAwards to HSIs as
Awards to HSIs'
$45,463,185
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% of total
~wardS to IHEs
2.5%
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The Defens~ Manpower Data Cent~r 'collects data on D~D gi-ants andcontra~ts to colleges. and ,'.'
,universities aswellas data on students incolle~e R.0.T.C:prograrhs. DoD is working to obtain
such data on HSls and Hispanic participation irltR.O.T.C. programk, scholarships 'and military .'
academies.
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-EMPLOYMENT OF mSPANIcs '
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In, Do~'s ~iyi}ian,workforce, in~luding Anny, ~avy, an9 Air Forc~. and other DoD personnel,
Hlspamcs represent 4.3 percent (3,490 out of8~,041) of career employees and 5.2 percent (312
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out of 5,946) ofnon-career emp19yees.·
In FY97, 77 Hispanic ~chC!lars were ~ired for tHe Nary' Sch()larshi~ ~o~ani,
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for outstanding graduate students in ~ngineerin~ an9 acquisition.'
an interlt' program
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·Mihtary £'f'!plbyment' ,
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, !he numberoftra~ning episodes ~o~ Hisp~nics ~Ctive serv,ice ro~~by 36percent~ from 66,000
,m 1992 to 89,000 m \998. (A trammg epIsode 'IS one person attendmg a~d graduatmg from a
.~ormal ~OD service:school course,:regardlessof dur~tion.)
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FUTURE INVESTMENTS,
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DOD,,~nCIUding ~he Army, N~~:~na' ~ir:FmJI'will ~nder.take,th~fo~loWingactivitie~
and FYOO.: , . .
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in FY99
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Dol). will continue to work With the CivilialiPersonnel Management Service to ensure that
•.trainiitgdata On dwian e~pIOyeeS is builtint~ modem perSO~r' data s~~em.
DoD will continue to work with the Defense Manpower Data Center to develop data collection
and reporting of grants and contract informatioA, R0TC enrollmeIlt and 'scholarshipinformation,
i~d al'~oprlate Military ACade~jes.
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·poD ,,:~p c~ntinue to ensUre implemen1:ation ~fjthe exist~g DoDIHACU partnershil? agreement
'lPld revIse It to meet future needs of both partIes. .
.......
incr~ase th~ J.~ber comprehen~ive
.
locat~d
·}he' DepartTI1ent of theAimy win
of
research centers
. at HSls; increa.se the ilUmber of HSls particip . g in the Army's rtsearch programs, especially
ities avaHable to HSls in the areas of training, .
. smaller institutions; expand the number of 0
education, and professional, admin'istrative,and management support serVices. '
Def~nse
~gency
p~~m~
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c~llegiateIInfOrma~dn'EXChange
Intelligence
(DIA)
lholda
Suinmit
The
to'provide opportunities tOlnetwork. Anumber bf colleges and universities, including HSls, will '.
be invited' to attend and their presidents will be iinvited-to partiCipate at confereh~es or meetings
, related to ~ispani~ i s s u e s . '
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POINT OF CONTACT
Office Of the Deputy Assistant Secretary for Equal Employment Opportunity .
Department of Defense .
(703)695-0107
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DEPARTMENT O. EDUCATION
FY1998 Annual Perform
ce Report Summllry
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EXEMPLARY PROGRAMS A C T I V I T I E S !
The Department ofEd~cation, under the lead "p of the Office ofIntergovernmental and
, Interagency Affairs (OIIA), developed an HispJlnic information outreach plan to provide high
quality information "and resources that encourag"e family involvemdnt and community
partnerships. The outreach plan supports impro~eI'Q.ents in the edu~ational achievement of
Hispanic students and focuses on reading, math~ and college readi~e.ss. .',.
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The plan includes:
•
--A national public information campaign iq. coordination with Univision~ a
national Spanish television network UniviJion will produce public service
announcements on e4ucational ~xcellence aPd provide inform~tion on the
resources available from the Department ofilEducation and local community
organizations.
-- Th~ America Reads Challenge and. AnierifaCounts initiative,. in partnership
with the Office of Educational Research and Improvement., dereloped' it variety
of materials (for example, EIReto: A leer ifnerical.ALeer y Escr~bir ya!
Read* Write *Now Activity Kits, Como Ayudhr a Su Hijb a AprJnder
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Matemat~cas) ~o encour~ge S~ani~h-speaki~g parent,~ and 9are-llgiVerS to become
.
more actIvely Involved 1P theIr chIldren's earl~learnIng.
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--Production of a catalog of publications ana resources available in Spanish.' The
, catalog, which highlights the array of mateqals produced acrosS the Department. '
of Education, is available in Spanish arid is being distributed thtough a variety of
venues.
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PROGRAMS/ACTIVITIES'
Programs Focusing on Children and Falnilies
Migr~~ Even Start Pro~ams, authorize9 ~nder ~itle ~, o~ the Elem~ntary and Seconda~
Education Act,(ESEA), Integrate earlycliIldhoop educatIOn, adult htew~y and adult baSIC
education, and parenting education into a coherent family literacy mQdel. Projects focus on "
school readiness and are directly funded to serv~ the migrant, large1y Hispanic, families that are
.
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most in need.
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The Department of Education is working to engage community organizations, particularly those
serving large numbers of Latinos, to support high-quality implemen.tation of grant programs, like
the Reading Excellence Act. Stafffrom the Offi~e of Bilingual Ed~cation and Minority
Languages Affairs (OBEMtA) and 'the Office dfElemeritary and Secondary Education (OESE)
are working to develop resources,. particularly al!resea:rch summary ~nd bibliography on teaching'
reading to second language learners: This infortnation is designed to support the development of
competitive applications for'districts and commkity~based organitations serving high
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concentrations oflimited English proficient and Hispanic students..
Including All Students in State. and Local Assessment and Accountability Syste~s
In order support the appropriate inclusion of limited English'proficient (LEP) students in
statewide testing systems, the Department will issue guidance to state and local directors and
testing coordinators on Title I requirements for the inclusion ofLEP students in assessments "to
the extent practicable". In response to growing concerns about the manner in which LEP students
are included in state assessment systems, as well as the extent to which these systems measure
and hold schools accountable for student performance, OESE is leading a Department-wide effort
. to provide clear information on the topic.
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The Department, through the Office of Educational Research and Improvement (OER!), will
continue to support the development of an assessment tool kit for the inclusion of LEP students in
large-scale testing. The testing toolkit will support state 'and local efforts to improve the quality,
accuracy, and inclusion of LEP students in assessments.
Finally, the Office for Civil Rights (OCR) is currently developing a guide for parents, students,
teachers, school administrators and policymakers on the civil rights requirements that apply to
high-stakes tests, for instance, tests whose results are used to make placement, promotion, and
graduation decisions. Nondiscrimination in High-Stakes Testing: A Resource Guide addresses
testing issues pursuant to Title VI of the Civil Rights Act of 1964 and Title IX of the Education
Amendments of 1972 and Section 504 of the Rehabilitation Act oOf 1973, the Individuals with
Disabilities Education Act, and Title II of the Americans with Disabilities Apt of 1990.
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Supporting Access to PostSecondary Education and Life'-Long Learning
TRIO Programs (Student Support Services, Upward Bound, Talent Search, Educational
Opportunity Centers, and McNair Post-baccalauerate) provide educational outreach designed to
motivate and support students from disadvantaged backgrounds, includfng Hispanics, through the
academic pipeline from middle school to post-baccalaureate programs. Hispanic students
represent approximately 15 percent of all students served by Trio programs.
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The Office of Vocational and Adult Education (OVAE) is preparing application materials and
guidance for adult education national activities that would support model adult English literacy
demonstrations. Under the initiative, community-based organizations, local educational agencies,
tribally controlled schools,colleges (including community colleges), libraries, and other non
profits (such as community-based organizations and churches) will compete for funds to build
capacity and improve implementation of adult education and citizenship programs targeted to
individuals with limited English proficiency.
OVAE continues to support'special demonstration projects that foster the development and
dissemination of a variety of tools for teaching English to adults (for example,ESL for the Family
Curriculum Guide, developed to serve Hispanic parents and their children in rural Oregon;
Immigration Stress: Families in Crisis, a resource guide designed to assist teachers of English for
speakers of other languages, for use in Florida;' and I Don't Speak English ..;But I Understand
You, a manual to improve speaking, writing, reading and listening skills for Hispanics in a
community-based ESL program developed by the Center for Literacy in Philadelphia) .
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Research and Technical Assistance
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Across all prQgrams. the Department of Education is continuing its efforts to improve customer
service and program implementation. includin~lproviding valuabl~ information and technical,
support that responds to the changing needs of educators at all levels. For,example:
'
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Educatio~al
Cleari~ghOUSe
n~erous s~dies.
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The
Resources'information
(ERIC) inC)Udes
reports
and analyses on Hisp~nic Arnerican education. 11fhe ERIC Nationa, Clearinghouse on Reading
disseminates a' series of booklets in both English and Spanish to help parents provide academic
support for their childien.
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The OERI (undedNational C~nter fC!r Educatiop Statistics (NCES)in co?rdination with other
agencies (Census Bureau and others). is collectihg significant demographic information and
ge~eral performance data v~a the' National Asse:~sment ofEduca~iohal Progress (NAEP) and the
National Assessment of Adult Literacy (NAAL9 that describe the dducational needs of Hispanic
students."
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Two NCES longitudinal studies, "Beginning P~stSecondary StudentsSurvey" and the
"Baccalaureate and Beyond Project" offer data ~m Hispanic students' progress towards
postsec~my educati~n.
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The NatiomilCenter for the StUdy of Adult Learning and Literacy is conducting the Adult
'
Dia~ostic Reaping Study .which is desi~ed tollP~ovide a practical Idiagnostic, PQrtrait of the , "
readmg strengths and needs of adult bastc educatIon students. Through the assessment of SpanIsh
reading skills as well a~ English, there.is special emphasis on.Spanish speaking popuhitions.
an~ s~dies,such
Na~iJal
t~
Loc~l
as the
School Work Evaluation and the
National surveys
Partnership SurVey, continue to provide current! data on the number of Hispanic and LEP students
served thro,ugh: sChooi~to~~,ork efforts.!,
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.OVAE maintains the' NationaliState C~mparative 'Profiles of the Sfu.te-Administered Adult
Education and Literacy Programs which inc1ud~ statistical reports pnprogram participa~on by
educational functioning level, population groupl) and sex. Data on Hispanic participation in
programs, are included;' ,Trends in enrollment s~ow the number,odli~panic students enrolling in
adult education programs across the nation. Th~se enrollments exdeeded 1.5 million in 1996, an
, increase of mo~e than 50 percent since 1988.
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CONTRIBUTIONS'TO ~SP~C SER1G INS~TUTlO~S ,(HSIS!
(HSIs)prograrna~sists
,:
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The Strengthening Hispanic Serving InstitutioJ
institutions that serve'
, large numbers ofHispanic, students. In FY98. ~e HSI program wa~ funde,d lij.t $12 million and
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'supported 37 HSIs enrolling approximately 12d!000'Hispanic stud~nts.',
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EMPLOYMENT OF mSPANICS '
At the Department of Education, Hispanics repvesent 4.1 percent (152 out of 3~630) of career
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employees and 7.5 percent (II out of 146) non career employee~. j "
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In FY98, Hispanics made 'up 25 (9 percent) oftne 276 new hires compared to 5.2 percent in
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FY97.
The Office of Mariagement is. working with OlIA, and other offices in the agency, to identify,
develop, evaluate, and implement various options for improving the representation of Hispanic
employees inthe Department of Education.
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FUTURE INVESTMENTS
The Department of Education will undertake the following activities ir: FY99 and FYOO:
The Departmentwill study Title I schools with large concentrations ofLEP students. The
National Longitudinal Survey of Schools includes a complementary assessment of Title I which
will include a study of the impact on and nature of services to LEP students. (Schools with high
concentrations ofLEP, migrant, and Native American students will be over-sampled in the data
collection.) The sample includes 1,400 schools to be studied over three years. Year one data have
been collected, and the first report is due in early 2000.
•
The Department will analyze its data collection and analysis efforts by developing a profile of
data resources related to Hispanic and limited English proficient students. The Department-wide
profile on assessing and improving data collection on Hispanics (and LEP) students is being
developed through the Clearinghouse on Bilingual Education. The profiles will catalog data .
collection instruments for each program and principal office in the Department. The final report
will describe the data being collected regarding both Hispanics and LEP students, identify gaps in
data c.qllection, and make recommendations for future data collection and evaluation efforts .
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POINT OF CONTACT·
Mike Cohen
Department. of Education
(202) 401-1406
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DEPARTMENT (i])F ENERGY ~DOE)
II
FY98 Annual-Performance Report Summary
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.E~:P~~Y~~OriRAM-:A~~~+ "." '" " ------- "
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First issued in June 1996, DOE's Hispanic Out[each Initiative (H(f)I) was developed to enhance
the Department's ability to carryout its vital mission by creating a~ atmosphere that addresses
. the needs ofthe Latino community. Since then, DOE's HOI has wo~ked to examine and develop
., effective.strategies in support ofit:/creased eduJational, employment, and business ,support to the
Latino community. DOE's FY98 Annual PerjorPnance Report reflects its success in accomplishing
thegoals outlined in the init~ative.
',II"".,
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DOE's Hispanic Collaborative for Research and Education in Science and Technology
(HiCREST) involves Hispanic Serving Instituti~ns' (HSls) in Puerto Rico, New Mexico, and
Texas, along with seven DOE nationallaboratdhes. The goals are to increase participation of,
HieREST universities and faculty in national r&search and development enterprises; enhance the
capability of Hispanic students to succeed. in science and technology careers; and position DOE to
be a leader in developing the nation's Hisp~nic ~cience and t~cluio'ogy workforce. HiCREST
providesforasellIl)less edUCatiOnalexpetience~tbe~s m the
grade levels_ ."" _
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1-12
DOE awarded a three-year, grant to the .Educatienal ConsortIum for EnVIronmental ProtectIOn
(CEPA); a consortium ofHSis in Puerto Rico Jnd'the United Statds The grimt is designed to •
enhance institutional development by DOE nati10nal hiboratory scientists: DOE scientists travel to,
particIpating institutions to assist with faculty, ~tudent anq curriculum development; and"provide
opportunities for visiting faculty and stUdents t& partiCipate i"n ongbing environmental research.
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, DOE has a: B'ilingualEngineering Program for
building of community colleges by foUr
year research institutions in the area ofbilinguJI engineering. Turabo University, part of the Ana
,G. Mendez System of Puerto Rico, wil1partnt:;~lwith community cblleges in New York, Texas,
New Mexico, and Illinois to assist them in developing future engideers with the capability to
compete more effectively in the global market&laceby usingtheir!cultural and linguistic
advantages. "
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PROGRAMS/ACTIVITIES
!
DOE developed a data1;>ase of Hispanic organizations and poin~s or contact. DOE will distribute
the database throughout the Department.
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DOE amended procurement regUlatio~s to require each ~anagem~t and Qperating contractor to
file a plan oiltliningapproaches for promoting ~iversity through commi..mityi,nvolvement arid
outreaclI, economic develop!hent, educatlona19utreach, subcontraFting, and the contractor's
workforce. Plans will be reviewed on an annual basis during the period of perfQrmance fee
reviews to encourage contractors to provide gr£ater opportunities for small, minority, and
women-owned businesses. This will affect mo;e than 80 percent dfDOE's procurement dollars.
DOE initiated the following activities to increase diversity in conLting:
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--DOE Nevada Operations office participates in the annual Small Business
Administration and minority business fairs.
0
--DOE held its first Hispani~ Business Opportunities Conference.
--DOE held the Small Business Outreach conference in Oakland, California, with
a focus on contracting opportunities for'the Hispanic Business community.
DOE incorporated diversity policy statements in all DOE corporate documents, including its
strategic plan and each of the secretary's performance agreements with the president.
o
e
DO~continued
to support the Federal Information ExchangelMinority On-Line Information
System (MOLIS).
'
• CONTRIBUTIONS TO mSPANIC SERVING INSTITUTIONS (HSIs)
Total awards to HSIs for: Research and Development, Program Evaluation, Training, Facilities
, and Equipment, Fellowships, Recruit;mentand IPAs, Student and Tuition Assistance, Scholarship,
AdministrativelResearch, Infrastructure
!Awards to Institutions of
!Awards to IHEs for
iHigher Education
!Hispanic activities
:(IHEs)
TQ:rAL
~700,000,000
$45,000,000
:!Awards to HSIs as a
Yo of total awards to
!Awards to HSIs
IHEs'
o
$38,000,000
,
5.4%
DOE hosted a Minority Serving Institution Technical Assistance Workshop at Florida
International University. Twelve HSIs attended the workshop.
DOE co-sponsored a technical assistance workshop with the National Aeronautics Space
Administration and the White House Initiative on Educational EX,cellence for Hispanic
Americans for HSIs at San Jose State University, One hundred-twenty HSls were inVited to
participate. The workshop focused on proposal and project development, successful research and
development collaborations,and laboratory opportunities for faculty and sfudents.
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• EMPLOYMENT OF mSPANICS
At DOE, Hispanics represent 5.4 percent (798 of out 14,619) of career employees and 11.3
percent (12 out on 06) of non-career employees.
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DOE increased Hispanic employment by 100 employees, nearly all of whom are GS 13 through
15 or Senior Executive Service.
0
DOE's Office of Fossil Energy Hispanic Intern Program provides Hispanic American science and
engineering students the opportunity to serve in entry-level positions. Five students were inv()lved
in the program at the time of reporting.
0
In June 1998, DOE hosted the Hispanic Federal Executive Summit. The one-day event challenged
, career and non-career Hispanic Senior Executives from across the U.S. to come together and
21~
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, develop action plans for 'increasing the number of Hispanics in the federal Senior Executive
Service.
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FUTURE INVESTMENTS
DOE wili continue io implement thfi! education, fmployment, and Husiness goals identified in its'
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Hispanic Outreach Initiative in FY99 and FYOO.
, FY99 PROGRAMS
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POE's Energy Research Laboratory Undergraduate Fellowshipserl.ables students to focus their
, research interests on solving current,scientific p'~oblems and prepates them for meeting the,
challe~ge of fu~e ~ergy science mi~sio~s re~pirements. Scienc~land engineeri~g,stu~ents .will ,
work slde-by-slde wIth world class scIentIsts lobated at DOE NatI<?nal LaboratOrIes. WIth thIS ,
, program, DOE will work to expand outreach to' women 'and minorities, particularly young
',' ,
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" Hispanic scientists and engineers, ' "
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Colleg~
•
s~dents
1 DOE's Community
Initiative is designc:r,d to reach out to
who normally would not
" be given an opportunity to work in premier DOE National Laboratories. The initiative is
, developed in partnership with the American As1kociation of Commbity Colleges. , '
~;, ~e pilot project of the, Initiative will be the foLat~~n of the Instibte 'of Biotechnology,
Environmental Science, and Computing for Cofumunity Colleges. ,The Institute will provide,
educational training and research experience fo~ highly motivated ¢ommunity college students.
The Initiative also seeks to strengthen the infra~tructure of educatihnal institutions that support
Hispanic students. '
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.onE ~ill develop a comprehensive plan that is pari of its Workfo~te 2rl Initiative to address
workforce diversity and Hispanic underemplo~eIit.
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The plan will address:
--Accountapility: Senior managers will be eyaluated annually on their
performance to improve their office's diver~ity. Specific goals will be set for' ,
different organizations. . . . .. ~ ...
.,..... . . .
--Opportunities for current employees: Cllrfent POE Hispanic,employees will be
offered training and development that provides opportunit~es ~or advanceQ'lent;
and personnel offices will provide successi~n planning initiatives that make full
use of current talents 'and resources.
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--Outreach, recruitment, selection, and hiring: Program offices and other
Departmental organizations will provide s~ecific plans design~d to improve their
success in attracting and hiring new HispaJic employees.
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POINT OF CONTACT
Bill Valdez
Office of Science
Department of Energy
(202) 586-4479 '
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'DEPARTMENT OF HEALTH A!ND HUMAN SERVICES (HHS)
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FY98. Annual Performance Report Summary
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EXEMPLARY PROGRAMS!ACTIVITIES
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HHS launched the Hispanic Agenda for Action at addresses health status and access, customer
service, data and research, and employment wi 'n HHS. This initi~tive focuses oil the need to
enhance the organizational capacityofHHS to ~erve the customer ~eeds of Hispanics and to
.:::::~::::n
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OfHiSPanic,em ployed at
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b~llion
, Enacted in 1997, the Children's Health Ins,uran e Program (CHIP) lallots $24
over five
years for individual states to provide new healtH coverage' for milliOns of uninsured children.
CHIP is the largest new investment in children;~ health care since the creation of Medicaid in
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1965. Approximately 29 peryent Of Hispanic cHildr,enin America are uninsured.
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HHS is making special efforts to reach Latino families and insure Hispanic children.
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Efforts include:
, "I
--Making the CHIP applic,ation ,available in both Spanish and English in Florida.
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-Showing a •video about CHIP, p~oduced irlrt part by the Uni~sion network, to
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-Funding by the Office on Minority HealtJ of the Latino Children's Health
,Insurance Initiative (LCHII) which conducts training seminarsl within the Latino
community on the availability of health ins~ce for low~income families;
inc~asing Latino ~l1ildre!l's enrollment in <EHIP; and giving thF community a
role In CHIP
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r~crultment.
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--,Enrolling Hispanic children in the New lfork CHIP prograJ, through a
collaborative comprising New York State, the Children's Defehse Fund,
Golumbia University, and the community d~gariization Alianzd Dominicana.
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Administration on Children and Families (ACRj",
de~elopmJltal
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mil~iOris'oflow-inco~e
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HeadStart provides comprehensive
serVices to
preschool
children and their families. During the Clinton ~dministration; Hispanic enrollment has increased
by 70,000 and at a rate nearly twice as fast as n~n-Hispanic enrollment.
.
~nrol1mJht
(excluding Puerto Rico) has
, -:'Since fiscal year 1992, Hispanic
increased 62 percent while non-Hispanic edt-ollment has increased 27 percent.
~-Oftheestimated
822,000 'chilqren who
percent were of Hispanic origin.
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w~.re enrolled in H~a~ Start in' 1998, ~6 ,
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The Head Start Bureau seeks to ensure that Hispanic children have fair and equitable access to
Head Start services and that Head Start services meet the cultural and linguistic needs of Hispanic
children and families.
The Migrant Head Start Program provides services identical to Head Start but tailors them to the
needs of migrant farm worker families. This program serves infants, toddlers, and pre-school-age
children so that they will not have to be cared for in the fields or left in the care of very young ,
siblings while parents are working. Infants as young as six weeks are served. In fiscal year 1998,
Migrant Head Start was funded at $162 million and serving 37~OOO children;'
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ACF sponsored a symposium on Domestic Violence in the Hispanic Community 'in an ongoing
effort to prevent and eliminate domestic violence and provide information on services for
domestic violence victims within the Hispanic community.
. ACF will work with Texas Instruments Education Foundation to build an early childhood health
'service cent~ in a highly populated Hispanic area of Dallas.
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Health Care Financing Administration (HCFA)
HCF A created a Hispanic Research Grant Program to encourage new Hispanic health service
researchers to pursue research issues that affect the Medicare and Medicaid programs; support ,
outside research in health service; and increase the pool of Hispanic researchers available to carry
out research activities.
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HCFA hosted a Data Users Conference' that provided opportunities for Hispanic researchers to
work with HCFA staff to develop a greater understanding of existing research priorities and
opportunities; enhance the, capacity of Hispanic researchers to participate in the broad array of
HCFA program activities; and increase the Hispanic researchers' capacity to conduct health
service research using HCFA data.
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Health Resources and Services Administration (HRSA)
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Special Projects of National Significance currently funds two demonstration projects of
innovative methods of delivering care to persons with HN infection and AIDS in South Texas.
Two projects funded through this program include: Proyecto Salud y Unidad en la Familia which
seeks to optimize health and human services delivery systems in South Texas, and La Frontera:
HIV and the BorderlMigrant Families of South Texas, whictr seeks to addressupderserved '
Mexican-American migrant and seasonal farm workers.
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Office ofMinority Health (OMH)
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, OMH announced entrance into an umbrella cooperative agreeme.nt with the National Latino
Children's Institute (NCLl). This will establish a broad programmatic framework in' which
specific projects are funded. The purpose is to assist NLCI to 'expand and enhance its activities
aimed at improving the general welfare of Latinochildren throughout the country in areas such as
health promotion, disease prevention, and education .
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�National Institute ofHealth (NIH)
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NIH laUnched a Hispanic Communications Initiative that calls for the routine dissemination of
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health information to Hispanics using culturall~ and language apprppriate techniques, sucl]. as t.he
mass media (radio, television). The initiative' also developed a NIH Hispanic Website and home
page, and geneml and ethnicprint media. . . . . \
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. As part of this initiative,. NIH recruited a Hispanic bilingUal coordipator and initiated an eight
page supplement of health information inPro S~lud, a bimonthly Spanish-language publication.
distributed IflS a free insert.in Spanish-language ~ewspapers and magazines in cities with large'
Hispanic populations. Fourteen institUtes and cJnters are actively participating in this initiative.
NIH
d~veloped a Spartish,languagekid's page
<r:niehs.nihgO~/kidspanliodshtm).
I
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NIH launched the national disstm'lination strategy (or Salud para sq Corazon to address the
'cardiovascular helfllth heeds of the Latino cornnfi'mity. ." ". ' . ;·1 '"
"
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Nil,
'The N'
' nstItute IS 1 ' , th' ahonaI H'Ispamc I ders Ip ImtIatIye on Cancer.
' p anmng. e
.
. .'. .
il 'h'
ahona I CancerI '
The purpose of this outreach initiative is to add~bss the cancer pr:ev~ntion and control needs ,
within Hispanic communities. Goals and objecti!ves are achieved tltrough the establishment of
. ,cancer prevention and control coalition~; the in~olvement of Hispahic community leaders i:p.
,
Hispanic community cancer'control coalitions; ~nd the developmerlt and support of cancer control
interventions and outreach activities in HisP,aniJ'1 communities throJghout the United States and
ruert~.Rico: ' ' , , '
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•The National Heart, Lung; and Blood Institute p,lans to support at'l~ast 25 hew-Hispanic
.
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investigators through the Research Supplements for Underrepresented Minorities.
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Substance Abuse and Mental Health Services Aaministration (SAMHSA)
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' S AMH'SA' awarded' $15 mI'11" m commumty actIon"grants to 11 HI Ispamc commumty-b as~ d
.
Ion
,
organizations in 1998. These grants support the ~evelopment and iIhplementation of exemplary
prevention and treatment practices for Hispanic Ikdults arid adolescdnts with mental health and/or,
, substance abuse problems; including childrenaJd adolescents with Iserious emotional
disturbances and the~~ families.. " . .
'II, ..
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The Community Mental Health Services for Children and Their Fafuilies is a program for
children with serious emotional disturbances an~their families. ThJ program launched a national,
. effort to improve outreach to the Hispanic populktiOh: Outreach m~terials, which have been
distributed to more tftan· 900 organizations and rl\edia out1et~ for di~trjbution to families, include:
a free SpaI;1ish-English guide to assist families a~ they seek help fori children with emotional and
behavioral problems; and tWo posters called "HJw Are You" and .aow Important Is Your Mental'
Being.'"
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CONTRIBUTIONS TO mspANIC SERVING INSTITUTIONS (HSIs)
. Total awards to HSIs for: 'Research and Development, Program Evaluation, Training, Facilities
and Equipment, Fellowships, Recruitment and !PAs, Student and Tuition Assistance, Scholarship,
AdministrativelResearch, Infrastructure
'
TOTAL
•
iAwards to HSIs
$95,627,000
Awards to HSIsas
a % of total awards
" 0 IHEs
,
1.1%
In FY98, HHS provided $102.8 million in support of HSIs for a wide variety of activities,
including service projects, health professions training, biomedical research and development,
tuition assistance, and fellowship and scholarship programs. This is a 20 percent increase over the
1997 projection. In addition, HHS plans to provide $15.8 million in education-related activities '
for Hispanic Americans. Further, HHS plans to provide about $6.7 million in FY98 to Hispanic.
Serving Health Professions Schools.
HHS adopted a 3 percent annual furiding goal for HSIs.
:.
HHS supported the development of the National Association of Hispanic Serving Health
Professions Schools (NAAHSPS) as a vehicle to promote the entry of Hispanic students into
. health careers.
'
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The Food and Drug Administration plans to implement a minority facultY fellows program to
identify and select faculty members from HSIs for temporary employment during summer breaks
, and sabbaticals.
.
Through a cooperative agreement with the Hispanic Association of Colleges and Universities
(HACU), the Office of Public Health and Science will launch a capacity-building project with a
'
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selected number ofHSIs.
The Center for Substance Abuse Prevention developc:;d ,the Minority Health Initiative which
focuses on Minority Serving Institutions, inCluding HSIs and Hispanic Serving Health Profession
Schools (HSHPS).
•
•
,Awards to Institutions
Awards to IHEs for
of Higher Education
Hispanic ilctivities
(IHEs)
$8,854,267,000
$19,645,002
o
EMPLOYMENT OF mSPANICS
At HHS, Hispanics represent 2.9 percent (1,499 out of 51,642) of career employees and 2.9
percent (92 out of 3, 144) of non-career employees.
HHS developed the Best Practices Portfolio for R~'cruitment and Employment Strategies for
Hispanic and Other Minority Population which is geared toward addressing the under
representation of Hispanics in its work environment.
HHS developed a report entitled Enhancing Hispanic 'Representation that will be used as a
27
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blueprint for improving the hiring and retention of Hispanics.
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Through the DC Partners in Education,the National Institute of Child Health andHuman
. Development (NICHD) staff visits MOiltgome~ Blair High Schoo', an institution With a large
Hispanic student population, to instruct student~ regarding the application process for the NICHD
Intramural Training Award (IRTA) summer prJgram.Hispanic students serving as summer
interns in the IRTA program are able to suppledtent their formal education with exposure to
~areer OPportu~itie,S in biomedical research'i ' .
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HHS,developed a cooperative agreement With HACU to increase faculty and student internship
students from .
HSIs.
opportunities within HH~. HHS provided inteni'ship opportunities for 37.,
,
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FUTURE INVESTMENTS
HHS will undertake the folloWi~i activities iI. r9 and 1;'1'00:' ..
•
In FY99 and FYOO, HHS plans to provide $77'19.7,391 and $83,858,166, respectively, in sUPPQrt
of HSls to conauct various activities, inclUding ~ei:vice projects, bi~mieaical research; and
development, health profession training, tuition!hssistance, and sch6larship programs. HHS will
increase the number of awards to Hispanic Amehcans Via the Nati6nal Health Service Corps
'
Scholarship Program and other student tuition ~~sistance and scholhrship programs.
HHS will establish an environmental medicine
'medi~~l reSident~..
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~nd al1i~d health in~ernshiP program for Hispanic
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HHS will increase the applicant pool of Hispanic Americans for health profession schools,
particularly medical schools.
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HHS will encourage instittitions of higher learning to build and'~tr~ngthen theirgerontology ,
programs and educate their students in effeCtiveiways ofservingoltler Americans, in particular,
Hispanic Americans.'"
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HHS will provide ilccess to culturally appropriate educational pro~ams and m,aterials.·
i~cl~ding
HHS will create. a data ,source and network of Jentors from the HiJpanic community,
.
faculty.afhealthprofession schools and practiciAg health care providers, that will provide support
to Hispanic college students throughout their ac~demic career ana 6ntry into the health
professions. . '
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HHS will work to increase the involvement of Hispanic American graduate students ip maternal
and chi14 health research activities~
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d~velOP
HiSP~icA:merican
'HHS will.
activities with
organizations land me,dical faculty to
, enhance the partic,ipationofHispanic American womeniil the U.S.,health workforce.
OPPO~itiestar~eted
~erican
'HHS will workto.incteasethe number oftrairiing
at Hispanic
medical students and residents through the Cent'brs for Excellence in Women's Health.
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HHS will implement a process for communicating oil a routine basis with Hispanic faculty,
28
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students, and organizations that represent and facilitate involvement of Hispanics in health and
human service issues.
HHS will develop and expand an up-to-date Website that provides information on the Hispanic
. Agenda for Action and the White House Initiative on Educational Excellence for Hispanic
Americans.
.
HHS will launch Hispanic educational initiatives. to ilicrease the number ofHACU interns within.
HHS and the number of Hispanic faculty and other professionals on advisory bodies and peer
. review corrimittees .
. HHS will .provide technical assistance to Hispanic researchers to increasdheir ability to design
,
and manage health services research projects ..
•
•
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HHS will expand the pool of investigators trained to address gaps in knowledge related to the
health care of Hispanic populations and build the capacity ofHSIs and HSHPS to undertake
health services research.
HijS will develop and test qualitY measures to address ·cultutal competence in the· delivery of care.
to Hispanic populations.
HHS will use linguistically and culturally appropriate early childhood development approaches
and create an environment of acceptance that supports and respects culture, language, and
ethnicitY in all Head Start programs~
HHS will encourage local Head Start gra1}tees to reach \lIlderserved populations, including
Hispanics, as they develop plans to expand Head Start enrollment and support current programs
that need to serve new Hispanic populations within their communities.
HHS will assist health profession schools to support programs of excellence in health education
for Hispanic individuals in allopathic and osteopathic medicine, dentistry, and pharmacy in order
to strengthen the national capacity to train Hispanic students in these professions.
.•
POINT OF CONTACT
"
Guadalupe Pacheco
Special Assistant to the Deputy Assistant Secretaryfor Minority Health
Department of Health and Human Services
(301) 443-5084
29
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DEPARTMENT OF HOUSING A~ URBAN DEfELOPMENT (HUD)
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FY1998 Annual Performance Report Summary
"II
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EXEMPLARY PROGRAMS/ACTIVITIES
The Youthbuild program'offers young adults, a es 16 to 24, the opportunity to gain leadership
~kills', earn a high. school diploma or'GED; leatxla valuable. trade, lind provide much-needed
housing to families n~tiO~Wid~. ,
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More than $170 million in grants have been maoe under Youthbuil1d since its inception in 1993,
enabling over 7,800 young people to take part iA building' orrehabi'litating more than 3,650
houses and apartment units in their commtinitie~. of the 7,800 youths served by Youthbuild, an
estinuded 1,170 are Hispanic;
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Campus of Learners is an initiative designed ta provide public housing residents with an
opportunity to live in a college-like setting that IS focused on learning. The initiative is part of a
larger effort to transfonn public housing and stibulate welfare ref6nn. Local public housing ,
, au~orities raise money from private and publi61:partners to fund th~ initiative. The Campus of
, ~arners designation enhances the public housing authorities' (PHA) ability to set up creative
,
partnerships with local schools, vocational cent~rs, community colieges, universities and
corporations..
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The program's 25 nationwide complexes offer academic classes, job training,' and computer
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classes for adults, youth, and teens. PHAs designated for the progrpm work closely with local
school districts to develop curricula, strengthen:parent-teacher relationships, establish 'after school '
activities, 'create educational classes, and encoutlage parental invol"enient. Campuses draw on the
resources of the, universities, vocational or tec~ical institutes, and bolleges through the creation
of specialized education'and technology'classes~ Finally, the businJss community and other
.
private partners provide mentoring for children bd adults, tdecorrimunications resources,
apprenticeship programs for youth, job training~and employment opportunities for adults.
w~
Septemb~
numb~
The first 25 sites
announced on
27, 1996, A
of these housing
de"elopments serve a large proportion of Hispahic residents. For eXample,91.4 percent of the
,
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residents in East Los Angeles' Nueva Maravilla housing developm~nt, and 70 percent of the
.
residents in San Diego's Vista de Valle housing tlevelopment are H~spanic.,
•
PROGRAMS/ACTIVITIES
I
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HUD has increased its efforts to raise the Latino cori:nnunityis awareness about its programs and the
rights of Latinos under the Fair Housing Act thi0th the followmg atvities; . .
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--Briefings by senior HUD officials in Spanish with Hispanic rbedia (Univision,
Telemundo, Latinonewspapers, radio};
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..:~Translation ofHUD publications and fonns into Spanish
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--Partnerships with Latino advocacy ~r'ganizations to examine existing outreach
strategies to improve Hispanic awareness of housing and community
development activiti~s and programs
HUD staff nationwide have ,attended both national and local Latino conferences and workshops
hosted by organizations including the League of United Latin American Citizens, the National
Council of La Raza (NCLR), and the U.S. Hispanic Leadership Conference (USHLC), providing
training, counseling, and consultative services. Assistant Secretary Cuomo and HUD Assistant
Secretaries have met with numerous Hispanic leaders across the country in an effort to educate
and promote increased home ownership among Hispanic A..rQerican com:[~1Uhities.'
.
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Huo is making every effort to ensure .that new publications containing fair housing information
•
are translated into Spanish, available on the HUD Web site, and through RUD's Toll-Free
Bilingual Housing Discrimination·Hotline. The Fair Housing and Equal Opportunity-(FHEO) ,
office has also been working closely with HUD's new cadre of Community Builders to 'increase
FHEO's outreach, informing individuals of their rights under the Fair Housing Act, answering
questions and providing information regarding the complaint process and the availability of
competitive grants.
Other examples of HUD's outreach efforts to the Hispanic community include: .
--Appointing officfalliai~onsto org<l;nizations serving the Hispanic community
by HUD state, offices.
. ,.
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--Proactively encouraging Spanish-speaking staff members of FHEO to
participate in community a~tivities at;ld assist with any questions or fair housing
. complaints from the general public. .
.
---eroviding technical assistance to Hispanic communitY and na~onal
organizations for designing workshops and targeting them to the Hispanic
community and being responsive to requests from the Hispanic community ..
--Providing'significant amounts ofHUD staff time to raise funds for Hispanic
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youth schol~ships. .
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FHEO has been working to provide technical assistance to a number of Latino communities.
Highlights of this work include:
--Nueva Esperanza, Inc. (New Hope) isa cOInmunity development corporation
(CDC) based in one of the poorest neighborhoods of Holyoke, Massachusetts .. '
The focus is to increase affordable rental housing in this community through
Section 8 and several tax credit projects. Nueva Esperanza also provides
critically needed sociarservices in this impoverished neighborhood. The main
social service program is called Arco Iris (Rainbow), an educational and cultural
training program for children and adults. In addition, a subsidiary group called
Voces de Esperanze (Voices of Hope) provides GED classes, day care, tenant
. 'counseling; and police' mediators.
.
--HUDis working in collaboration with the Western Massachusetts Hispanic
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Chamber of C(}mmerce to create the Holyoke Latino ProfessiopalBusiness
Center project, a $12 million. Plans call f& the renovation ofla 45,000 square
, foot historic b~ilding in d~wntown Holy<!k~J the expansion of 10plus businesses',
'and the creation of 166 jobs. 'The I:Iolyoke FHA is also receivi~g technical
assistance related to its HOPE VI project'irilthe Churchill neighborhood of ;
,
Holyoke, which contains the largest percentage of Hispanics iii the city along
, ' with the highest incidence of poverty and 'p~blic safety issues: I ,',
R~sPOnding agre~nient
HlJD';
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goal to
"rein~enl"ilselrlbe~
seITe cojunitieS.
it' eniered into a
cooperative
with the National HispaAic Housing Counc,l (NHHC) t9 conduct a study
of Hispanic participation in federally funded hohsing programs. ~is 18-month, $310,000 study'
examines several HUD programs in-depth, morlitors programs in six high profile metropolitan
"
areas, analyzes key housing and demographic i¥omlation, and stu~ies the role of non-"
governmental housing agencies. The NHHC wi11 report on,the res~ltsofthe studyto HUD,and
other decision makers, as well as recommendati,bns and best practi?es for how HUD can improve
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services 'to Latinos in several key housing activibr areas.,'
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The NHHC study will offer a compreh:Usive JalYSiS of the
factors that discourage and
prevent Hispanics from participating' in federall~ funded housing programs and recommend best
practices fodmproving HUD's servicMo Hispa~ics in the future.
The Community Builder J:eIlows Prqgram enables HUD to reach o:ut to communities and
" coordinate the provision,of resources in a new Jay. Community Bllildersilre meeting with local
governments and community organizations to h~lp them better acc~ss HUD prop.ucts imd .
services. They improve customer service by sere-ing as HUD's "front door" and single access
point the Department's'programs and serviceJt acting as faciIitat6rs of creative planning for
, local communities. The fellows are highly skillda profeSsionals dispatched in all 81 ofHUD's
field offices and headquarters. To date, 84 Latiribcommunity Builders (10.7 percent of total)
have been hired to help communities tackle co~unity dev'eIopment challenges across t~e
, country and,tailor strategies to better meetlocal nOll:sing, economici development and home
ownership needs.'
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As part of the national model for more responshre government, HUD's s.torefront offices, called
HUD Next Door, are being created around the, c~untry. The storefr6nts are in easily accessible,
, consumer-friendly service centers in downtown rusiness districts where people can walk in to get
~nformat~on a~out progr~s and.a7ti~ties. A ~4~~our touch sc~een tomput~r in sidewalk ,
'
mformatIOn kiosks prOVIdes famIhes mformation m both Enghsh and Spamsh.
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The Joint CommUnity Development (JCD) Pr~gram is a one-time f~nded program that provided
3-5 year grants of~p to $2.5 million to.five uni~ersities that fomie9 partnerships with their
'
communities and local governments to address lbcal community revitalization needs. '
. .
32
-~Two
onth~lIispaniCCommun;ty:
•
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JeD progra;'; projectsfocused
The University ofDlinois
Chicago program included renovation of aI I " the PUsen neighborhood in. Chicago to 'I
building in
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be used for arts-bas,ed vocational programming. Subsequent to the renovation, the program
assisted in developing culturally based'pro~ams for neighborh~od residents through
partnerships with the Mexican Fine Arts CeMter, the Mexican Folklorico Dance Company, the,
Latino Expenmental Theatre Company, and 'the Curedas Classitas. Programs included a , '
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business incubator fot local artists, an arts academy for neighborhood youth, a multi-use
assembly center for the cOInriiunity, and culturally'based arts-in-:-education programs.
The University of California at Berkeley program focused 'on the predominantly Latino Fruitvale,
district'of Oakland; the site conducts commercial revitalization, environmental restoration, and
park deVelopment activities in collaboration with the Spanish-Speaking Unity Council and other"
local organizations. ,
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The Public Housing Drug Elimination Program (PHDEP) grants support a variety of efforts by
public and Indian housing authorities to reduce or eliminate drug-related crime in public housing
developments. PHDEP gTants, ranging from $50,000 to $350,000 annually, help housing
authorities, resident management associations, and local communities to plan and carry out a
wide range of measures that combat crime and drugs, ranging from basic security activities to
, recreational and educational activities. PHAs can also use the grants for job training or to hire
residents as security guards and drug counselors. Some groups,have used drug elimination grants
for special youth activities, including sports, gang prevention, Boys and Girls Clubs, and Boy
Scouts and Girl Scouts.
"
In 1997, the four states with the largest concentrations ofHispanic Americans (California"
Texas, Florida, New York) received one quarter, or $63 miNion, ofthese funds.)
The Fair Housing Initiatives (FHI) helps to reduce housing discrimination in Hispanic .
communities throughout the nation. ,The FHI program provides resources for testing, counseling,
outreach and investigations dealing with housing discrimination. It empowers communities and
community-based organizations to identify and fight housing discrimination at the local level by
forging a powerful partnership with the federal government. It has always been a FBI priority to
conduct outreach to new immigrant populations. Recently, FHEO convened a ,civil rights summit
in conjunction with its annual FHAP and FHI conferences' in Kansas City. Three HIspanic
. organizations-League of United Latin-American Citizens (LULAC), National IMAGE, and the,
Coalition of Hispanic Organizatiqns-:- served on the planning committee.
'
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Applicants are encouraged to apply for HUD funding under the following categories: (1)
,
Education and Outreach; (2) Fair Housing Organizations; (3) Pnvate Enforcement Initiative; and
(4) Administrative Enforcement Initiative. In FY 1998, HUD awarded FHIP grants to 48 private
'
fair housinggroul's and organizations nationwide for a total of $15,000,000.
Following are afew eXamples of 1998 FHIP grantees providingsignijicant impact for Hispanic
ComtrlUnities:
.
--Latinos,United of Chicago received ~100,000 to develop a comprehensive Latino suburban fair
housing program that empowers Latinos to exercise their fair housing rights and to access
housing of their choice. 'Large numbers of Latinos are moving to Chicago suburbs. Many
suburban municipalities have adopted discriminatory provisions or taken exclusionary actions to
targetsix suburban
discourage Latino residency' in their'communities. Latinos United
communities for its fair housing initiatives of en~orcement ~nd outreach
will
--Fair Housing Center ofToledo (FH~T) rec,eived $300,000,to enhance its fair housing programs
and combat illegal housing practices and to affirmatively further fair housing. The FHCT will
33
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also b:e abl~ t~ enter i~to p~rtn~r~hip~ with ~o IP~vate enforce~~~t organi~~tions and ~xp~nd
upon Its eXlstmg relationshIpS with FHAP agencIes and other CIYl:C and rehglous orgalllzatIons.
l
~e two partners, Fann Labor Resea~ch Project and La Posada are organizations that provide
multiple services for the Hispapjc community. By networkingwitq these two organizations, the
, FHCT willbe able to educate the local Hispani~ population:as wel1 as new immigrants of'
Hispanic descent about equal housing opportun'ities and the proces's of filing a complaint with
FHCT Sh~uld an act of discrimimition occur.
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'. HUD continues its leadership role iri the Colonias Interagency Task Force, ,and as evidenced
below, is committed to helping to improve livirilg.coJ;lditions in theSe areas., . ."
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. --HUD set aside $5 million of a $25 million FYjp8 rural and tribal appropriation for a HUD
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coloniasinitiative; The funding is providing assistance to organizations addressing the housing
needs of colonias residents 'in rU:ralareas, there~y enabling them tOI increase the stock of .
affordable,safe, sanitary housing in the coloniat Both non-profit ll;nd for-profit private
organizations applied fo~ funds. '. . ..' ,
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:'~HUD's Office of University Partnerships administers the Commupity Outreach Pa~ership
Center programs under which universities and dbUeges work in alliance with residents,
organizations and local governments to addressl1a wide range of cotnmunity development needs ..
The program spe<;:ifically identifies colonias as Jreas to receive support, and so far thr~e
institUtions including the Texas A&M Universi~ system, the Univ~rsity of Texas-Pan American;
and the University of Texas ,at Austin, havewoJcompetitive grantSto work.with the colonias.
.
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CONTRIBUTIONS TO mSPANIC SERVING INSTITUTIONS (HSIs)
. Total awards to HSls for:: Research and Develo~ment, Program E~aluation, Training, FaCilities
and EqUIpment, Fellowships, Recruitment and IFAs, Student and T.uition Assistance, Scholarship,
Admin~~trativelResearch, lnfra~tructure
. 11: .'. ': :.
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iA~ards toIHEs
fi IIH"
.
Awards to institutions of
iHigher Education (IREs)
Awards to HSls as:a %
. iA}Vards to' HSls ~ftotal awards to'$Es
,
~c~vltles
' II $2,300,000 ... ,$3,800,000
32%
I
0~1. ,.I~alllc
,
. TOTAL
I
$12,000,000'
~e
HUD', contnbution, to HS!, represent a ,ignifJani in"ea,e from·
$240;000 or .7 percent
reporte~ in fY96.
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HUD, implemented the HSI Work-St~dy Program. The pro~am prQvides grants to low-income
st~dents preparin? for career~ in co~unity de~elop~ent, ~dminis~ati.on ofjustice, early
chIldhood education, and SOCIal delIvery. It focuses solely on communIty college and targets
Latino-serving schools and the popUlations theyl1serve. Grants c,Oinihg from this pro~m total $3
million and will help 114 students at 13 commurlity colleges. All s~dents receiVing grants are
"
low-income and many~re Hispanics.
.1
• .' ,EMPI:.OYMENT OF mspANies' .. ,
, At Hoo, Hispanics represent'6.S. pe;cent (611 outof 9;355) of carefr empioyees and 7.2 p:er~ent
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(39 out of 539) of non-career employees.
,The Commuriity Development Work-Study Program provides fellowships, including work
stipends, to minority and economically disadvantaged students in masters degree programs
related to community development. In the future, annual reports will require recipients to report
the number of Hispanic stuoents participating.
• FUTURE INVESTMENTS
Outreach'
e
In 1997, HUD created the Center for Community and Interfaith Partnerships to foster deeper
, partnerships with faith-based organizations, community organizing networks, community
development corporations, and other nonprofits across the country. The Center will host a
Summit of Latino Faith-Based Community Development Organizations in the fall 1999. This
summit will be the first ofits kind, and bring together Latino organizations from across the
country.
"
Objectives include:
--To expand the Center's network of constituents to include Latino faith-based
community development organizations, thereby diversifying participation in the
Center's and HUD's programs
-"Jo provide education ~d training to participating groups
--To identify, communicate, and facilitate the replication of best practices within
the Latino community
--To determine research needs relevant to the practices of Latino faith-based.
community development organizations
--To establish a formal network of Latino faith-based and community
development orga~izations, possibly including a newsletter and/or listserv
e
--To determine how the Center and HUD can better support the efforts of Latino
faith-based community development organizations, and to implement a strategy
along these lines
Under the U.S.-Mexico Bi-NatioJ¥l1 Commission, HUD and its Mexican counterpart SEDESOL
work cooperatively on housing and urban development issues'ofmutual interest. The agree~ent
focuses on four areas of U.S.-Mexico cooperation: urban planning and development in the border
region, metropolitan planning and administration, housing financing systems, and housing market
statistics. FY99 programs will include a series of actions to help Hispanic communities on both
sides o~the U.S.-Mexico border wor:k together on common problems and learn from each other.
The programs for 1999/2000 include:
--The California-Mexico Border Conference for local officials in both nations to
allow them to, discuss ways to collaborate and co~rdinate programs to deal With
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regional challeng~s affecting the Latino community. .
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--A Municipal Border Exchange and cooptation Program
will encourage
local officials in both nations to share inforfuation and work together on "smart
growth" initiatives for communities,.metro~olitan financing stFategies, and public
participation in'local planning and policy ~~king.
!
--The Pilot Cross-Border Urban'Planning ptgram to promote improved
communicatioll and collaboration between ~ister cities along tHe U.S.-Mexico
,border. This will build on the successful efforts of Laredo, Texas, and Nuevo
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Laredo, Me~dco; fo build joint urban develQ~ment plans.
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--An anaIYSIS 0 f ,th e border's Impact on ur ~p' frastructure an ddeveI'
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th~ United States and Mexico, to be undertaken with an eye towards facilitating
joint planning and development. '
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The establishment of these projects resulted frotp a series of meetings in the pas~, year in Laredo,
Nuevo Laredo, and Washington, D.C. convenedlby the Commission's Housing and Urban
Development Working Group. The meetings ex~lored many issues:including: establishing the
framework for the joint planning of urban devel~pment projects;} addressing urban problems
including lack of affordable housing, unemplo~ent and pollution bused by border industries; ,
and data and statistics for housing markets and ~ousing finance, all !important issues affecting the '
Hispanic American community.
HUD'wiIl continue to reach out to the Hispanic community ~ougq Spanish language and Latino
targeted publications, apd radio and. television stktionsaround the c'ountry:In 1999, HUD will
invest over, $1. 14 million in over 150 .Hispanic ~Fblications nation~ide" including EI Diario and
La Prensa m New York, La Opinion m Los Angeles and La Raza m ChIcago.
~"
Through the Federal Housing Admini~tration (FHA), HUD will alsb advertise in hundreds of
Spanish language television and radio stations promote housing 6wnership opportunities as
well as other issues relating to housing and econbmicdevelopment.; HUD's FHEO division has
also Widely distributed publications in Spanish ~at o.utline a person's rights under the Fair
, Housing Act and has established a bilingual hotline for filing housing discrimination complaints
(1-800-669-9777).
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Housing Development
For FY99, HUD 'win~ward $523~il1ion'for.revlta1izationgrants, ahd$60 million for demolition
grants across the country through its HOP!;: VI P.togr(lm which works to revitalize 'distressed
, public housing with large minority populations through new const:r4ction and programs for
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For FYl?99, HUD will anno~ce app~oximatel~ $2~ m~Ilion in gra*ts t~ ~e~te jobs, spark
economIC development and bUild and Improve housmg m rUral commumties m 29 states and
Puerto Rico. Local rural non-profit orga,nizationJt Native American ;tribes, community
development corporations, state housing finance hgencies, and state:community development and
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economic development agencies are receiving capacity building support and innovative housing
and economic development funds.
.
Because the Department recognizes the significant unmet need for housing and economic
development in the colonias and in farmworker communities, applicants who propose to do work
in these communities will receive special factor funding points during the competition for these
funds.
Research
a
As part of President Clinton's One America initiative, HUD has initiated nationwide study of
discrimination in housing rentals and sales. The multi-million dollar study, will investigate
discrimination in as many as 60 communities and is expected to provide statistically valid
natIonal estimates of discrimination against Hispanic households. In addition, in-depth studies in
communities with significant HispaniC populations will investigate specific local market practices
such as steering to particular neighborhoods or differential treatment oflow~income Latinos
relative to their higher-in~ome counterparts. .
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Support for HSls
A new program for FY99 is the Hispanic SerVing Institutions Assisting Communities. Under this
initiative, 14 Hispanic-serving institutions of higher education will receive $5.6 million from
HUD for two-year grants that address community development needs, with activities done in
partnership with local governments and neighborhood residents. HUD will coordinated an
extensive outreach campaign for this initiative: announce grant recipients in September 1999.
Employment
HUD will publish its Hispanic Employment Strategy Plan. The goal ofthe initiative is to increase
the number of Hispanics in the workforce across the board and at all grade levds through a
variety of proactive strategies.
•
POINT OF CONTACT
Ricardo Perez
Office of the Deputy Secretary
Department of Housing and Urban Administration'
(202) 708-2063,
and/or
Ana Marie Argilagos
Office of Policy Development and Research
Department of Housing and Urban Development
(202) 708-4230
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'. DEPARTMENT O~ INTERIOR (DOl)
. . FY98 Annual Performknce Report SUinmary
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EXEMPLARY PROGRAMS/ACTIVITIES
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PROGRAMS/ACTIVITIES
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All DOl bureaus/agencies have supp0'1.ed an,dicontributed resou~ces to the following
conferences:
:
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Excelencia en Educacion: The Role of Parents in theEduca~ion oflTheir Children Conference
H~~se
Seri: response to the challenge presented by thl White
Iniliative on .
Educational Excellence for Hispanic Ame~Fans, DOl has .bee~ a leader among,
federal agencies partnering with the WhiteHouse Initiative in the delivery of this
critically needeq conference series. lnteriorl~ involvement.incli.lded conducting.
workshops at each conference related to its 'high-profile K-12 programs that
· bene'fit the Latino community and providin~ ,priority' funding for each .
conference. Programs highlighted have incl'Uded: Parks as Cla~sr06rps, Earth
Stewards, Gateway'Ed~cation Center, Yo~IChild isa Student Ambassador, the
· Dare Program and EnVlronmental Educatlon Programs. Plans ~e underway to
continue DOl support for this conference s~es.
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National Hispanic Sustainable Energy and Envfronmental Conjer4nce
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DOl expanded its support for this one-of-a-kind conference. The conference
focus is to educate the Hispaniccol!U"unitrilabout enviromnenial issues and to
inform Hispanic students and enviropmenta:l professionals abo*t many career
minority business, and educational opportunhies with the feder~l government, ' .
national laboratories, Corporate Americaarla state and local gqvernment. While
,all DOl bureaus supported the conference, ~pbstantial finans:ial: support came
.from the Bureau of Land Management, Bureau of Reclamation: and the National
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Park Service, making it possible for over 2 students.to particrpate.
Hispanic Association ojColleg~sand
Resources and Cultural Heritage
lP(HACU) International Conference on Natural.
Unive:rsities
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, Through the leadership o{the Bureau ofLtmd Management (BLM) and the
· Bureau of Reclamation, and a cooperative a~eement with HACU, many DOl
bureau's have play-ed key roles in developing this conference. Three different
conferenc~shave providedstudep.ts witJt th~ opportunitY to ne~ork and eilter
into a "mentorship pipeline" that has assistea many college stU4ents in securing
internship and employment opportunities thl-oughoutDOI. The 1international
conference theme draws national and intern~tional participants 'from high
schools, higher education, business,'non-prJfit organizations and federal, state,
and local governments.
:
BUREAU BY BUREAU CONTRIBUTIONS
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National Park Service (NPS)
The NPS Parks as Classrooms program provides curriculum-based programs that meet the needs.
oflocal schools while providing educational opportunities for a national constituency. Parks as
Classrooms is a decentralized program that encourages parks or groups of parks to work with
local school districts to iritegrate park themes into multi-disciplinary curricula and to share those
results nationally. This program is reaching increasing numbers of Hispanic students. A sampling,
. of Parks as Classrooms programs with Hispanic themes are: . ' .
•
. Chami:zal National Memorial in conjunction with other "Border Parks (Carlsbad
Caverns National Park, Big Bend National Park, Ft. Davis National Historic Site,
and Amistad National Recreation Area) offers teacher worksh6ps based on Texas
curriculum units on border studies.
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The San Antonio Missions offers grades 4-6 programs that.emphasize Hispanic
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cuiture and history.'
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Amistad National Recreation Area is developing traveling trunks that teach about
ecology and archeology and are being designed for use in both the United States
and border communities in Mexico.
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Guadalupe Mountains National Park is developing a traveling trunks focusing on
history and geology. Materials will be offered in both English and Spanish.
Big Bend National Park offers resource based-educational programs to schools in'
both the United States, and Mexico. Materials and presentations are in English
and Spanish.
Cabrillo National Monument, working with several· parks in California, Flori(ia,
New Mexico and Arizona, is developing a Web-site that focuses on early Spanish
exploration. When completed, it will have widespread appeal to Hispanic and
Native American students.
Bureau ofLand Management (BLM)
e
BLM provided an Executive-on-Loan employee to HACU headquarters in San Antonio. This
executive' supports HACU's mission by assistingHACU in-enhancing its day-ta-day relationships.
with th~ federal government.
.
'BLM provided Ricardo Dow y Anaya, associate professor at New Mexico Highlands University,
with an Intergovernmental Personnel Act (IPA)lFaculty Fellowship assignment. Major
accomplishments under the IPA were the establishment of the Student Ambassador Leadership
Training Development Center (SALIDC) initiative and development of BLM's HSI, .
accomplishment.reports and plans. (See Employment of Hispanics for SALIDC description.)
BLM developed a Power Point package on the Diversity Leadership Network and the Student
Ambassador Leadership Training and Development Center for future presentations to federal and
,
state partners, including the Hispanic c o m m u n i t y . '
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BLM provided technical assistance and' advice to HACU in its effort to solicit funding from
various foundations.
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· U.S. Geological Seryice (USGS) .
USGS-established a cooperative agreement with the University oflArizona directed by the
' ... i
Arizona Cooperative Fish and Wildlife Unit fo~used on Hispanic ~d Native 'Americ~ students
at the undergraduate'leveL The objectives ofth~ agreement are to ~ssist students in completing
· their Bachelor of Science degree and continuin~.to graduate scho~l. This support creates faculty
groups and assists.in employment ac~ess and m:aduate entrance. ,:.
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• ' CONTIuBUTIONS TOm~p~~ SERVIfG INSTITUTIONs (H~Is~ :: '.
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Total awards to HSls for: Research and Devel?pment, Program EvaluatIon, Trammg, FaCIlItIes .
and Equipment, Fellowships, Recruitmentand IPAs; Student and Tuition Assistance, Scholarship,
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AdministrativelResearch, Infrastructure
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Awards to Institutions of IAwardslto IREs for
Higher Education (IH~s) lHispanicl Activities
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TOTAL
$29,O59,3~7
utilized~lectrortic
The NPS
their mailing list.
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..... $,~,292,913
coL~ication
mail to improve
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~wards to
HSls.
i $1,942,424
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IAwards to HSls as.~ %
pf total awards to~SIs
7%
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with kSIS and added 30 HSIS to
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• EMPLOYMENT OF m;SPANICS
The DiversitY Internship Program provides a pipeline of students for exposure to DOl and its
· progr~ms and an opportunity for DOrmanager~ and super:visors to, learn .first parid the wealth of
· resol.lrces available through HSls, Historically Black Colleges andlUniveTsities (HBCU)~ aild
Tribal Colleges and Univ~sities (TCV).
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The program is centJ::ally managed by DOl's Office of Educational :Partnerships in cooperation
wIth the HACU, Minority Access, Inc., Haskel\!Indian Nations U~iversity, the Student
Conservatio!l Associationaild the Was!1it,lgton ~enter for Academic Interns. These partners
, recruit,screen and pay a stipenq to students frotk their Hispanic Serying, Historically Black, and
Tribal Colleges and Universities, and ot~er inst~tutions of higher e~ucation,resp~ctively, to serve·
internships at DOIsi~es in the Washington, D.~. area and'field loc;tions acroSs AI:nerica.
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·The pumberof stUdents who received valuable laining and experience from the Diversity Intern
Program increased from 16.in 1994(the first ye~r of the program) 1i 1 in 1998. Of the1
· total, 30 were Hispanic.
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The Student Ambassador Leadership Training and Development'Center' (8ALTDC) encompasses
, all levels of the educational process including c!bmmunity leadership and cultural preservation. Its
focus is to position and promote t]:1e effective nibntoring ofstudents by students, faculty and field
experts while bringing the community 'intp the ~ducationalprocess~ A significant outcome of the'
HACU 12th Annual Conference jIi FY 1998 wJs the SALTDC init,lative. BLM delivered the pre
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�employment model training program to students and faculty participants at the conference. The
SALIDC initiative is tied to BLM's HACU initiative. It includes over 30 schools representing all
minority serving institutions (HSIs, TCUs, and HBCUs), as well as people with disabilities. The
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HSIs SALTDC student pipeline' follows:
Middle School 750
High School 464
CollegelUniversity 62
Interns 11
SCEP6
Outstanding Scholar 2
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The Equity Leadership Program (ELP) is an intra-agency netWork that moves to identify, educate,
nurtute and place future leaders from all ethnic groups into natural resources, agricultural
sciences and related fields. The ELP presents a partnership model of cooperation and
.. collaboration and provides a vehiCle to coordinate and combine recruitment efforts by pooling
funds, sharing limited resources, coordinating messages and materials, sharing ideas and
strategies and developing a systematic approach. ELP partners wish to expand beyond
relationships with their three bureau partners within 001 and the Department of Agriculture
(USDA). This expansion would include all of 001 and USDA bureaus with offices in California,.'
to create interdepartmental initiatives. This vision creates new links with a consortium of
governmental agencies and private entities interested in working towards the stated purpose and
goal of equity leadership.
In cooperation with the Office of Personnel Management, 001 provided funds for four
employment kiosks located on the campuses of: UniversitY of Puerto Rico at Mayquez; New
Mexico Highlands University; University of New Mexico; and CalifornIa State Polytechnic
Ins,titute.
.
Whenever possible, DOl advertises vacancies as "all sources"to allow applicants from any non-'
federal source, including students, faculty, staff, and administrators, as well as current federal
employees to apply for positions in 001, and adveitisesvacancies to coincide with career fairs.
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001 continues to increase 'its recruitment efforts at Hispanic conferences, job fairs and career
fairs (for example, HACU Annual National Conference,the HACU International Conference and
the National Association ofHispanic Publications Annual Career Fair). Also, full-page'
recruitment ads are placed annually in Hispanic Magazine. As a result, information about' 001
employment opportunities is reaching greater numbers of HispanIcs..
BLM has created Hispa~ic recruitment opportunities at the following conferences, workshops,
seminars, and/or strategic planning sessions.
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--HACD's Hispanic Leadership Forum
--HACD's 12th Annual Conference. BLM sponsored 25 students and presented
HACU with a $40,000 grant for an annual $3,000 tuition assistance award to an
.individual Hispanic student pursuing a degree in a natural resources discipline .
. .--National Environmental Careers Conference
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":,,:'!-a Llave Youth Leadership Conference.(middle and high schopl students)
. --Student Conservation AssoCiation,
--DOl Diversity Intern Program
. --BLM International: Camino Real Conferences, planning acti~ties, program
development.,'
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-~Executive Leadership Development and IDiversity Training a~d Recruitment
Conference'
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--IMAGElHi?panic Coalition
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BLM contacted and supplied recruitment infonnation and follow~~p communications to over 250
.
Sh!dents representing over 35 HSls. This inclu~td sponsoring 63 students to conference- and
. career fair-related activities.
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FUTURE INVESTMENTS
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The Department of Interior will undertake the fqllowing activities in FY99 and FYOO:
Larg~t ClaS~initiatiVe. i~itiative '~emonstrate
DOl will launch the America's
lbe
will
DOl's
commitment to education arid employment throhgh capacity buiidinR.of educatiorial partners~ips
and.programs specific to DOl's mission. The fo&rmajor components of America's Largest
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Clas~oom will include but not be limited to:-Do/I's Diversity Inteqt Program, DOl's Education's
COOL (Education's Conservation, and Culturallppportunity Outrefch Locator),'DOI's K-16 .
Educ!'\tional Programs, and, America's Largest <1i:lassroom Annual Education Conference.
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The goals of America;s Largest Classroom initiative are:
d~velop
~artnershiPs.and
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Jis~ingOneSamong:
--To
new
strengthen
higher education
institutions, communities, K-12 schools, and bul~ines~es ,in order to;in~rease
opportunities that focus on excellence for all stu~ents including stu$:ients of color to
·enterand succeed as members OfD6rSWOrkfie .
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--To support coalitions that bring together divJse orgapizations that pool th¢ir
resources tQ design long-term community/institiltional structures atid partnerships
thatdemonstrate the abil{tYto impact system ctJinge to complemerit POI's mission
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--To provide evidence that coalitions build programs that create success through.
POI's education and employm"11t pipeline .
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--To disseminate the impact ofthe efforts, as well as institutionalization and
sustainability of vehicles of success
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--To create an atmosphere that fosters self-respect and pride in work and achievement
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--To encourage mutual transfer and sharing of scientific and cultural information and
data'
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As part ofthe America's Largest Classroom initiative, DOl wili convene an aimual National
Education Conference beginning in the fall of 2000. The conference will complement and showcase
DOl bureaus, educational partnerships and programs that support, comple~ent, and build national
coalitions for the advancementof students of color. DOl's America's Largest Classroom initiative
will also join the W.K. Kellogg Foundation and its commitment to coalition initiatives that promote
.
educational excellence for Hispanics and all people of color.
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A final component of the America's Largest Classroom initiative is Education's COOL (Education's
Conservation and Cultural Opportunity Outreach Locator). This Internet database and '.
communication system is near completion. A key feature of the web database is a Diversity
Register that hosts the resumes of primarily but not exclusively minority candidates interested in
DOl jobs. This tool is intended to provide a pool of qualified Hispanic and other minority .
candidates for job opportunities at DOL The Diversity Register will be made available in·
September 1999 and administered by the Office of Educational Partnerships. DOl bureau managers
will be able to use the Register to identify qualified individuals for vacancies in their bureaus and
offices. Other features include searchable infonnation on DOl partner organizations, DOl and
partner events, and minority higher education institutional projects sponsored by DOl grants; "
Education's COOL will later have the ability to track and assist in the career progression of students
employed throughout DOl, present research topics for students and faculty specific to DOl skill
needs, and provide infonnation on DOl) support ofK-16 educational pr~grams.
DOl and MACU entered into a multi-year Memorandum of Understanding (MOD) intended to
empower the Hispanic American community to attain educational excellence and to contribute
. positively to the fulfillment of DOrs mission. The MOU calls for the development of an action
plan, which has been completed, with three focus areas. The MOU and respective action plans are
coordinated and administered by DOl's Office of Educational Partnerships ..The following are the
key actions in each area:
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Career and Educational Opportunities
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--To increase and track the number of interns hired by DOl after graduation or hired
under the Student Career Experience Program (SCEP) or Student Temporary
Employment Program (STEP) and the number of SCEPs and STEPs converted to
career conditional positions .
--Develop a brochure and other marketing materials to educate DOl employees and the
public about the DOl Diversity Intern Program.
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Outreach and Information Exchange Opportunities
--DOl and HACU will develop and implement a marketing approach for publicizing
. .
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this MOU.
--Interior will develop and distribute a t:esource guide to educate employees about the
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Hispanic community and educational resources.·
--DOl will collect data on the number of Hispanic National Internship Program (HNIP)
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interns hired under SCEP and establish ~ centralized plan to increas~ the mimber of
HNIP participants in SCEP. "
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--Ensure that all HSIsare knowledgeable about tlie benefits of Office ofPersonnel
Management (OPM) Educational Information Ki~skSand the ECOOL Website.
lnstitu~ionai Cap~city Buil~ing,
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, -.<ProVlde IP,A aSSIgnments to HACU and HA~U Imember mstItutl0l1S.
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--Formalize the framework of a HACU Faculty and Student Exchange Program.
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--PrOVI'de capaCIty bUIldIng an d traInIng regardIng grants' d fieII ow~ Ip Opportur;ItIes
an
for. BACU member facultY, .staff and stu4ents.
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Other DOl/Bureau Activities
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In FY99, the Bureau of Reclamation (BOR) will enter into a partnership agreement with New
Mexico Highlands Univ~sity, an HSI in
Veg~s, New. Mexico: !
Las
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A $400,000 grant will make possible for New !exico Highlands Dniversity's overall Natural
,Resources Management Program and Engineerin~ Program to: .
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--develop and irriplement an undergraduate degre~ program in natural resource .
management with major water resourcesthapage&ent components; !.
th~
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--streng,then
Bachelor of Science in Engineerlg
program
a ci.rrriculum
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relevant to Reclamation's mission and the water r~sources nrogram', and,
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.,.-recruit and prepare underrepresented students for'careers in water r¢sources "
management engineering andgeneral,sc~en¢es. ~"'"
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BOR plans to expand usage of the Student CareeFI Expenence Program (SCEP) over the next
several years. This will not only provide more opportunities for all c91lege-age students of diverse
backgrounds; it will help the Bureau to create opp'ortunities for students, specifically from HSIs and
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the Hispanic community for years to come.,
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Minerals Management Service (MMS)
In FY99, MMS Pacific Outer Continental Shelf RegiOl}'in Camarillo, 'California formally will,enter
into a cooperative agreemerit with Oxnard Comm~nity College, in its association with the MOU
partnership with HACU. This agreement will acc~mmodate a vari~tY of programs and target a
!I '. .
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number of collab~rative projects that include:
--contractual se~ces for the ~e~elop,m~n~~f advellrtlsl~g ~d outreacih mater:l~ls;
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--Hispanic-staffed internships, students wit4 disaBilities internships,~nd other special
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projects including MMS com}:!uter donation;
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--development of educational materials and teacher training;
--utilization of the
44
tal~nts of a local HACU~memJer community college; and
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--collaboration for video production assistance from students in the HACU-Oxnard
Community College Television Production Department. (The MMS used this
assistance at the recent MMS-sponsored California Islands Symposium.)
MMS will enter into an agreement with New Mexico Highlands University to provide potential
accountants, auditors, and computer specialists. If additional funding becomes available, MMS will
conduct on-campus workshops and seminars on careers in the energy industry.
MMS will develop a College Mentor Program that will pair HSI graduates with HSI schools for the
purpose of maintaining an information and operational link with the bureau, student, and school.
"MMS will enter into an agreement with New Mexico Highlands University to provide potential
accountants, auditors and computer specialists. If additional funding becomes available, MMS will
conduct on-campus workshops and seminars on careers in the energy industry .
•
MMS will also' develop a College Mentor Program that will pair HSI graduates with HSI schools
forthe purpose of maintaining an information and operational link with the bureau, student and
school.
The National Parks Service (NPS) will continue to target Hispanic audiences in its recruitment
efforts. The efforts will include the posting of vacancies with the professional interest groups of the
American Association of Museums. In this case, the professional interest group is the Latino
Network Professional Interest Committee. After the HSI mailing list is complete, they will be able
to targetannouncements to HSIs as appropriate. NPS will also advertise in the Affirmative Action
Register. NPS will mail applications to minority schools, including HSIs, for diversity scholarships
to attend the National Preservation Conference in Washington, D.C., in October 1999.
•
POINT OF CONTACT
SylviaJones
.
Office of Educational Partnership'
Department of Interior
(202) 208-3254
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�DEPARTMENT (i)F JUSTICE (DOJ)
, FY98 Annual perf~rtance,Report Su~mary
•
EXEMPLARY PROGRAMS!ACTIVITIES
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The Office of Juvenile Justice and Delinquenc I Prevention's Juvenile Mentoring Program
. (JUMP) supports one-on-one mentoring pro~ms for youth at risk of educational failure, '
dropping out, ofschoo'I, or involvement inde1i~quent activities, including gang~ and drug abuse.
JUMP brings together responsible adults and at~risk youth in need; of positive role models.
p~rsonal
a~
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The progra!U promotes
and social resJonsibility as 'Yel} increas,ed participation.in
, elementary and secondary education while, di~+uraging the use of illegal drugs and, firearms,
involvement in violence; and other delinquent ~ctivity.
", JUM:P
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The fi0, owmg " . programs suppo
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atmolyout:
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:..-Latino Mentoring Program, Family Servi~es, Inc. in Providence, Rhode Island,
links at-risk Hispanic youth from the Provi~ence.school District with mentors
fromthe business and education communi~.
i'
Elem~ntary
--Mentor M,atter operates in'the washingtol and Union
Schools in '
Visalia Unified School District, CaliforniaJ!HispaniC students ~ho are at riiik for '
Poor academic achievement andJ'uvenile dime attend this school and live in,
.
Linnell. Labor Camp, a'migrant labor settlement.
:
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Sist~s
serv~s
~ges
--Big
located in Philadelphia, pennllivania,
Hispanic females
10-18. The program promotes self-esteem ~nd self~confidence'and highlights
educational and career opportunities in an £ffort to prevent teen pregnancy, "
school dropouts, and delinquency.
~
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.-The George Gervin Youth Center in San r-ntonio, Texas, seives Hispanic youth
in Page Middle School anci Brackenridge High SchooL Most of these young
people live in the crlme-ridqen Victoria C9frts where approximately 34 per~ent '
of youth are dropouts and,teen parents. The program introduces them to work and
summer jobs and attempts to motivate thecA. to stay in school and stay away from
crime.
•
The Office of Justice Programs (OJP).Weed ana Seed, a community-initiative, aims to prevent,
control, and reduce violent criine, drug abuse, ~nd gimg activity in'targeted high-crime
neighpomoodsacross the country.
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, The Weed ,and Seed strategy involves a two-pronged approach: law enforcement agencies and
,
prosecutors cooperate in "weeding out" crimin~ls who participate in violent crime and drug
aouse, attempting to prevent their return to the bgeted area; and "seeding" brings human services
to the area, eilcompassing prevention, intervep~'on, treatment, and;neighborhood revitalization. A
community-orientated policing component bridges weeding 'and seeding strategies.
!
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At each program site, the V;S. Attorney plays a central role in organizing a steering committee
and bringing together the communities with other Weed and Seed participants. The U.S. Attorney
also facilitates coordination of federal, state, and local law enforcement efforts. Through
cooperation, sites, can effectively use federal law in weeding strategies and mobilize resources for
seed programs from a variety of federal agencies.
Currently, there are over 170 Weed and Seed sites around the nation. Below are some examples
of educational programs that serve significant numbers of Hispanic youth.
Phoenix, Arizona (Capitol MalllOakland University Park; Hispanic Population:
55 percent). Valley of the Sun YMCA implements a Future Leaders Project
which provides 28 neighborhood youth ages 13-17 with job training and
weekend employment opportunities. This is designed t.o introduce teens to a work
environment and work etiquette while in tUrn raising their aspirations.
'
Participants receive employment training and employment certification. The
Downtown Neighborhood Learning Center (DNLC) pro~ides basic adult
education (GED), I:;nglish language, computer sl{ills, and pre-employment,
training.
•
Oxnard, California (Hispanic Population 95 percent). The Tezacatlipoca Project'
is a culturally based college-level program providing fifty-four hours of Hispanic
art and history from the Pre-Columbia~era to, the present day; The'Alternative
Weekend Program is geared towards third.;, through eighth-grade students who ",
have disciplinary problems. Participating 'students mu~t sign a contract for thirty "
days and must achieve perfect attendance as well as improvement in grades and
skills. Barrio Productions provides training in video production. As part of the
program, university students teach youngsters to write and edit scripts and
produce commercials and public service announcements. Using donated material,
the Build a Computer Program teaches children as young as ten the basic skills in
computer construction. Students take home the built computer, and it becomes
their family'S property
•
•
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PROGRAMS/ACTIVITIES
" The Office of Juvenile Justice and Delinquency Prevention Court Appointed Special Advocates
(CASA) Program has volunteers that are appointed by courts to investigate,.evaluate, and
recommend what is in the best interest of abused and neglected children. They conduct
interviews, review records, present reports and generally monitor a child's situation.
CASA activities include:
--CASA published a manual, "Achieving Diversity" which addresses the issues
of cultural competence for volunteer trainers serving Hispanic youth.
(
runs
public awareness
--CASA publishes information materials in Spanish and
and volunteer recruitment messages on Spanish-speaking radio and television
stations.
47
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--Four percent of CASA volunteers and 10 Ipercent of children served by the .
C~SA program are Hispanic.,
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The Office of Juvenile Justice and Delinquenc>j Preventioq Children's Advocacy Center (CAC)
targets youth who have been victims of abuse ~d.neglect. In 1998, four program grantees began
to address issues of access by Hispanic popula40ns. Efforts have i!lcluded promoting the
development of bilingual resourcesand marketftng materials and convening a symposium on
cultural competence.
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The Office ofJuvenile Justice and Delinquency, Prevention Youth:for Justice Law Related
Education Program (LRE) helps young peoplel~void delinquent 'behavior and ~evelop the
knowledge, skills, and attitudes of effective citizens. In 1998, the LRE program was introduced
into HispaI)ic districts by state LRE coordinatok As part of this program, youth summits have
also been conducted and have proven to be·a sJccessful tool for i*reasing and strengthening the
I
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partnerships between Hispanic youth and their bommunities.
ofInvestig~tion (FBI) fieldlmces
'i"
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The Adopt-A':'Schoolprogram is a mentoring ld ed~~ational pro~~m designed'to give socio-
•
Federal Bureau
economically disadvantaged students, inch.idin~ Hispanics,incentives to improve academically,
to gain an understanding of good citizeqship; a~d to learn about tne role of the FBI in law
enforcement and the criminal justice system. S~me participating schools with-large Hispanic
student enrollment are: Rio Grande High ScJ1o~l; New Mexico; 'R~mona Elementary School, El
Paso,}.'exas; Luis Munoz Marian Eletpentary School; Sa.n Juan, Pperto Rico; and Santa Teresa
. HighSchool, San Francisco, California.
.
Bureau of Prisons (BOP)
.BOP staff from the Federal Correcti~nal Institution in Saffo<i; Arizona, partnered'with the
Graham County Juvenile Probation Office that!lserves predomina~tly Hisp~nic juveniles. BOP
staff providedmentoring services and trips to Hayden Arizona where young Hispanics learn of .
the importance of staying in school and stayin~ out of trouble. Edy.,ard James Olmos was featured
in the program.
Drug Enforcement Agency (DEA)
DEA's Houston Bivision sponsored Good Gang Multi-Cultural Youth Summit, a one-day event to
educate .students (2400:'3200, 80 percent minotlity) about the dangers ofdrug and abuse and gang
violence. This event encourages youth to stay schooL
. '.
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• , CONTRIBUTIONS TO mSPANIC SERVING INSTITUTIONS (HSIs)
, Total awards to HSIs for: Research and Development, Program Evaluation, Training, Facilities
and Equipment, Fellowships, Recruitment and IPAs, Student and Tuition Assistance, Scholarship,
AdministrativelResearch, Infrastructure
Awards to Institutions of
IAwards to IHEs for
Higher Education
'
~ispanic Activities
IHEs)
TOTAL
•
•
Awards to
HSls
Awards to HSIs as
a % of total
awards to IHEs
$74,827
EMPLOYMENT OF mSPANICS
At DOJ, Hispanics represent 12.4 percent (13,118 out of 105,374) of career employees and 3.3
percent (four out of 12) of non-career employees.
DOJ participated in a number of recruitment fairs at HSIs and conferences sponsored by national
Hispanic organizations. DOJ also placed employment-related advertisements in several Hispanic
publications to augment its outreach efforts.
U.S. Marshall Service (USMS) Student Career Experience Program, a cooperative education
pro~p1, targets college students pursuing criminal justice or political science degrees. It is used
as a'recruitment tool, targeting schools with significant minority population and women to
increase diversity in the USMS workforce. The program has established agreements with John
'
Jay School of Criminal Justice and Mercy College both HSIs.'
BOP has established and utilized a register of qualified bilingual applicants to fill correctional
officer positions. Available to all BOP field offices, these registers have proven effective for
reaching qualified Hispanic applicants with Spanish language skills. .
•
•
BOP established cooperative education program agreements with nine HSIs. This is a student
employment program whereby, when all of the program requirements are met, students may be ,
non-competitively converted to career-conditional appointments in the competitive service within
120 days.
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FUTURE INVESTMENTS
DOJ will continue current programs and activities.
DOJ will support Presidential Executive Order 12999, Educational Technology: Ensuring
OpportunitY for All Children in the Next Century by seeking to provide surplus computer
equipment to HSIs that meet qualifying criteria as well as to elementary schools that serve at-risk
students, many of whom are Hispanic.
49'
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...
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POINT'OF CONTACT
Cannen G .Mendez
, EO Manager
E
Department of Justice
(202) 6Hi4812
and
Office of Justice Programs/Office of Congressional and Public Affairs
(202) 307-0703
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DEPARTMENT OF,LABOR (DOL) ,
FY98Annuai PeJ:'formance Report Summary.
.
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EXEMPLARY PROGRAMS/ACTIVITIES
DOL funds and operates 118 Job Corps centers across the country, providing residence and
training to 65,000 disadvantaged young people. Sixteen percent of the young people served, or
10,400 youth, are Hispanic. The mission of Job Corps is to attract eligible yOl;1ng adults and teach
them the skills they need to become employable and independent through iritensiv~ and fully
supervised programs in educational'and vocational training, work experience, physical
rehabilitation and'development, and counseling. Residentialliving, support services (including
health care), nutritious meals, sports 'and recreation are provided.
• . PROGRAMS/ACTIVITIES
The Employment and TrainIng Administration's (ETA) Youth Opportunity Area Demonstration
provides services to youth in high-poverty areas located in Empowerment Zones. Each program
site has established a work-site learning program connecting youth to the classroom while
, integrating academic and vocational education, with private sector employers as partners.
Participating cites include: New York, New York (50 percent Hispanic participation); Houston,
Texas (47 percent Hispanic participation); Los Angeles, California (40 percent Hispanic
partic!pation)..
The Pension and Welfare Benefit Administration (PWBA) serves the Hispanic community in two
areas: educating Hispanics about pension, health care, and other employment benefits, and
increasing the number of minority and small business employees who are covered by and
participate in benefit plans. To accomplish its goals, PWBA: "
--Recruits Spanish-speaking pension benefit advisors and investigators to better'
.serve the Spanish-speaking population.
-Makes available in Spanish several of it publications including the Top Ten
Ways to Beat the Clock and Save for Your Retirement and Women and Pensions. ,
•
DOL's Transition Assistance Program provides over 8,500 Hispanic veterans with vital labor
market information; individual occupational assessments, and other important information to help
them move from the military to the civilian work force.
DOL's Women's Bureau co-sponsored a conference with the Hispanic Women's Network and
Mountain View College (an HSI) to increase the availability of employment information to high
school juniors and seniors, pregnant and parenting teens, college students and women in the
'
community. The College and Career conference entitled
Steps for Success provided information on non-traditional careers, resume writing, public
speaking, financial aid and scholarship opportUnities, single par!!!1t child support and custody
legal issues, finding child care and other topics. Approximately 85% of the conference
participants were Hispanics.
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The Women's Bureau co~sponsored with the N~;W Me~ico Commission on the Status of Women
and the AlbuqtierqueTechnical Vocational Institute (an HSI) the Women in Transition
Conference. The conference promoted educ~tio~, infonnation and resources available to women
in various stages of employment. Approximatel~ 42 percent of the conference participants were
'
,
Hispanic welfare recipients, iow-income, mothds or underemploye~ women.
wo~e~'s
th~ ,Chi~agO
Bureau collaborated with
Interfaith Committee on Worker Issues to
, The
. printthe Worker's Rlghts Manua~, a resource ~ide that addresses basic workplace rights and
'
contaCt points at federal and state agencies., The!!guideis used to, reach out to minprity,
" ,
immigrants and female workers; and is availabld in Spanish. . :
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The Women's Bureau collaborated with the Ohie Hispanic Coalition on its project, Ohio Hispanic
Leadership Program, to assist Hispanic women developing their ieadership and networking ,
:
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skills. The program consists of three weekend tr~ining sessions.
ih
B~e~u promot~d
w~men
non-traditional LpIOyment for
through awards to two
The Women's
grantees that serve Hispanic women, Mi Casa R~source Center in .Qenver, Colorado, and the
'
.
National Council of La Raza (NCLR) in Washirikton, DC.
c~reer confere~cein
The Women's BUreau 'co-sponsored it non-tradit1nal
Yuma; Arizona.
Hispanics represented most of the 350 participaJts.: ArizonaWesterh College'provided workshops
in. English and Spanish.
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• . CONTRIButiONS TO
SERVING INSTITUTIONS (HSIs) .
, Total'awards to HSIs for: Research and Develo~ment, Program Ev::tluation, Training, Facilities
,
and Equipment, Fellowships, Recruitment and mAs , StUdent and Tuition Assistance , Scholarship•
AdministrativeiResearch, Infrastructure
!
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Award~lto IHEs
A,wardsto Institutions of·
~or His~anic' '
: ~igher Education (IHEs) . • ,.11
,~,
~ctivItIe.s
TOTAL
$10,182,768
\1
1
AwardsI to HSIs
' $978,940
A,\Vllrds to HSIs
~s a% of total
~wards to IHEs
9.6%
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The Office of Small Business Programs (OSBP) coordinates DOL's activities related to HSIs.
OSBP coordinated the DOL exhibit and develop~d the DOL workshop at •the annual Hispanic
.
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• ,
Association of Colleges and Universities' (HAC~ conference. Through the exhibit and
'
. workshop, OSBP provided infonnation on DOL employment, grant,' and program opportunities.
OSBP also maintains a database of HSI contact iAronnation for DOt:s.olltreach efforts. '
DOL dOMted 91
microco~puters valu~ at $?OO ileaCh to two HSI s, (}avilan College in .Gilroy,
•
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CalIfornIa, and St. Augustine College mChIcag9. Illmois .
•
~MPLO~NTOFmSPANICS'
DOL offic~als attel1ded numerous j~b fairs that target Hispanics. DQL also participated in several
, national Latino advocacy organization conferenc~s such as NCLRaiid the National Association .
of Federali Hispanic Executives (NAFHE).
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�DOL's Hispanic Employment Program Manager, in conjunction with IMAGE, coordinated a job
fair in San Diego, California: One hundred Hispanic outstanding scholars were brought to the job
fair where they were interviewed by federal managers for job opportunities throughout the '
,
,
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government.
DOL's Human Resource Center expanded its database of recruitment sources. The database has
over 140 Hispanic recruitment contacts at colleges and universities, placement centers, and
professional organizations.
DOL advertised job opportunities in several magazines that reach a large number of Latinos such
,as Saludos HisparlOs, Hispanic Business, Hispanic Times, and Minority Engineers.
DOL purchased a Federal Employment Infotn;lation Computer Kiosk and placed it at Bernard M.
Baruch College, City University of New York (an HSn.
•
DOL and HACU completed five cycles as partners in the HACU National Internship Program.
During FY1998, DOL hired 32 HACU interns.
The Human Resource Center developed the Manager's Guide to Staffing Tools and Pay
Flexibilities which provides general information on the most frequently used recruitment sources
and tools. The guide includes information on the Student Career Experience Program, the
BllinguallBicultural Certification, the Outstanding Scholar Authority, the Student Temporary
Employment Program,and the Summer Program. It is expected that with this information on
hand, managers will be more inclined to use the various hiring authorities available to address
their agency's under-representation problems.
DOL is authorized to use an applicant background questionnaire with its job announcements..
Collected data from the questionnaire will allow DOL to assess which sources are the most
effective in relaying information about its job opportunities.'
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FUTURE INVESTMENTS
DOL will undertake the following activities in FY99 and FYOO:
•
The Department of Labor, through the ETA, will provide $1.25 billion over five years to increase
long-teim employment of youth ages 14-21 who live in Empowerment Zones, Enterprise
Communities and high-poverty areas .
OSBP plans to participate in other HSI-related conferences, such as the College Fund's
Department of Defense Historically Black Colleges and UniversitiesiMinority InstitUtions
technical assistance workshops. The conferences will help OSBP identify needs, interest, and
capabilities ofHSIs and develop effective ways to share informatiori and increase their
participation in DOL programs.
OSBP will coordinate with the Equity Research Corporation (ERC) on the development of an
internship program tailored to the Department of Labor's needs and interests for consideration for
next year's summer internship programs.
PWBA plans to translate into Spanish what You Should Know about YourPension and plans t~
53
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devejop Spanish-language public service annoi.:mcements that emphasize the importance of saving
i
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for retirement ~nd protecting retirement benefi~s. - ,
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POINT OF CONTACT
Polin Cohen '
,
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Chief of Staff to the Assistant Secretary for Veterans' EmploymeritandTraining
Department of Labor
. (202) 693-4700 '
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DEPARTMENT OF STATE
FY98 Annual Performance Report Summary
.., EXEMPLARY PROGRAMS/ACTIVITIES'
..,
PROGRAM~ACTIVITIES
For FY98, the Department of State focused on outreach to colleges and universities with large
Hispanic enrollment and partnerships with Hispanic professional organizations to increase the
number of Hispanics applying for career opportunities within the Department. (See below for
Employment of Hispanics activities)
.
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CONTRIBUTIONS TO mSPANIC SERVING INSTITUTIONS (HSIs)
Total awards to HSIsfor: (Research and Development, Program Evaluation, Training, Facilities
and Equipment, Fellowships, Recruitment and IP As, Student and Tuition Assistance,Scholarship,
AdministrativelResearch, Infrastructure).
"
OTAL
o
WARDS TO
STITUTIONS OF
IGHER
DUCATION·(IHEs)
$13,861,000
WARDS TO
EsFOR
ISPANIC
CTIVITIES
$359,800
WARDS TO
SIs
$114,500
WARDS TO
SIs AS A %OF
OTALAWARDS
OIHEs
1%
EMPLOYMENT OF mSPANICS
At the Department of State, Hispanics represent 3.8% (494 out of 12,808) civil service and
foreign service employees. .
.
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As part of their Strategic Recruitment Plan, the Department of State visited 14 HSIs.
.
Recruitment trips included participation in career fairs, information and workshop session on
career opportunities, and individual meetings with students, faculty, and administrators; These
efforts, in conjunction with the Department's participation in national Hispanic association
conferences (i.e., National Council ofLa Raza, U.S. Hispanic Leadership) and placement ofjob
advertisement in Hispanic publications (i.e., Hispanic Times, Latino Voice), have resulted in an
increase in the number Hispanics taking the Foreign Service exam and participating in
Department employment programs.
.
!
The Department of State assigned five Senior Program Service officers as Diplomats in
Residence (DIRs) to HSIs. DIRs are responsible for developing and maintaining an active
outreach program on behalf of the Department of State and its career opportunities.
e,
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FUTURE INVESTMENTS
,
The Department of State will undertake the following activities in FY99 and FYOO:
The Department of State will seek assignment
e
to sm: as Diplomats in R~sidenc~ a~ ~SIS.
J~portunities for Senior Foreign Service Officers
II
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The Department of State WIll continue to advertise employment opportu:mtIes m Hlspamc servmg
educational and professional pu~licati~~s. ..
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The Department of State, will continue to concentrate recruitment efforts at, 15 HSls located in
Arizona, southern California, Florida, Illinois, ahd Ne~York. Recruitment objectives,include: "
(1) increasing the number of Hispanic students ~pplying for and receiving intemships;.(2)
increasing the number of Hi spariics talcing and ~assing the Foreign, Service examination; (3)'
, educating university faculty and administrators ~n'programs and career oppor1:wliiies; (4)' ,
:·jnforming HSls of the availability of the approJ,hate,Department flinding opportunities via grants,
',.
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contracts, and cooperative agreement.
The Department of State will increase outreach activities to Hispanic professional, educational,
and community organizations. In FY99, the 'D~l>artment will participate and present at the annual
Hispanic Association of Colleges and UniversitIes conference in San Diego, California, the
Hispanic Leadership Conference in Chicagl), Ill~nois, and the Hispanic MBA conference in
Dallas.
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POINT OF CONTACT
Gloria Jackson
Department of State
(202) 647-92~5 '
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DEPARTMENT OF TRANSPORTATION (DOT)
, FY98 Annual Performance Report Summary
•
EXEMPLARY PROGRAMS/ACTMT,lES
Sponsored by the 'Federal Transit Administration,the Tren Urbano Univ~sity ofP,uerto
RicolMassachusetts InstitUte of Technology Professional Development Program is a laboratory
, for engineering, architecture, and planning stUdents to develop professional expertise in transit '
planning, design, construction, operations, and management. This.is a collaborative effort among
the Puerto Rico Highway and Transportation Authority, th~ University of Puerto Rico and the
Massachusetts InstitUte of Technology. The program began in 1994 with 10 students from the
University of Puerto Rico and MIT. As of August 1998, 124 students have participated in the
'
program with, 76 percent being Hispanics.'
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The Los Angeles County Metropolitan Transportation Authority (LACMTA) Career Academies
Program is a Federal Transit Administration-funded joint venture program between the Los
Angeles County Mass Transit Administration and the Los Angeles Unified School District in
California. The Program prepares over 500 high school st.udents for future transportation careers
through academics, vocational education, and work experiences, that ensuring the type of
education and training the student receives matches existing o,r future career skills.LACMTA
offers internships to students during summer v(ication or traditional school break periods. The ,
current participating education institutions are Locke High School in the Watts CommunitY where
47 percent ofthe students are Hispanic; North Hollywood High School, with 7·0 percent
Hispanics; and Wilson High School in East Los Angles, with 90 percent Hispanics.
•
PROGRAMS/ACTIVITIES
The Center for the Advancement of Hispanics in Science and Engineering Program Memorandum
of Understanding with DOT aims to increase the participation of Hispanics in the fields of
science; math, and engineering. The program provides engineering and scienl;e majors and
, advanced high school students with on-the job training in engineering and scientific organizations'
to channel them toward professional success and advancement '
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• CONTRIBUTIONS TO mSPANIC SERVIfG INSTITUTIONS (HSIs)
,
Total awards to HSIs for: Research and '
Develbpment, Program Evaluation,Training, Facilities
.
o·
' .
and Equipment, Fellowships~ Recru~tment and IPAs, Student imd Tuition Assistance, Scholarship, !
AdministrativelResearch, Infrastructure
''
, Awards to Institutions of
aigher Education (IHEs)
TOTAL
I'
.',
~wards to IHEsforHispanic lA, d t
IA,t' 'ti,l
"m w arso,
mC IVl es
"
i[Jl
"
II
"
ILl-SIs
51~4,1l3
" ,599,511,767
~Es
~
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3%
52,499,101
!I :
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iA~ards to HSlsias a
Yo oftotal awards'to
, I
,
Six Hispanic Serving institutions are p~icipating in the Office ofSmall md Disadvantaged '
Business Utilization (OSDBU) Entrepreneurial11Training and TechD.ical Assistance Program. The
program focuses on providing transportation-rdlated assistance an(Lprocurem~nt information to '
small, womeIJ.:-,ownedand disadvantaged busin~sses in their 'geographic areas. The program also
provides training and development to students in transportation-related fields through the, use,of
internships, and fosters interdisciplinary oppoiihnities for college~tudents. . '
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• EMPLOYMENT OF mSPANICS
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At DOT, Hispanics represent 4.6 percent (2,894 out of 61,697) of career employees and 6.1
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p~rcent (4 out of 65) of non-career employees.
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DOT increased'Hispimic employment by 11 percent fromFY95
Federal.Trans~t
th~
to FY98..',
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Administratil,
Cardozo Senior High School provides
Sponsored by the
summer emp~oyrriePt aJ}d training opPo:runitie~ in ~ansportation .t~ inner-city ,high school
students and Introduces them to thevanous careers m transportatIon technology~ From FY94
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through FY98, 85 Hispanic students participatd~ in the program. ,
,.
FQTuRE INVESTMENTS
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DO'F will undertake, th%llowing activities in f'Y9 and FYOO:
,
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DOT will expand participation by DOT org~nizations in HACD's National Intern Program and
Hispanic Sar of the Dig1rict of Colwribia Intem~ Mentoring Program,
.
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DOT will achieVe Department-wide particiPatibn in the Center' for . the Advancement of Hispanics
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in Science and Engirieeril,lg, Educating YOlfng Engineers Program and the ,Federal Employment
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Infori:nationTouch-ScreenInitiative.
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DOT will continue to work toward achieving 40ntinuo!JS, stabIe :ource of ';"ding to implement
initiatives for Hispanic Americans and HSIs unGer the Garrett A. Morgan TechnolQgy and
Transportation Futures Program,
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wil~
~apture program~financial,
"''
Hispanic~~ri.can
DOT
estabIlsh systems to
and
or HSI '
participation in reporting data for all initiatives tontained in DOT's 1998 Federal Program
58
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Inventory.
DOT will ensure that a process is in place to guarantee the accuracy' of reported information.
DOT will continue to investigate and implement initiatives to increase Hispanic employment
within the Department. DOT will achieve this throtlgh educational partnering, targeted outreach
activities and the development of collaborative efforts with private industry, state and local
governments and interagency initiatives to increase the number of Hispanic Americans that
participate in educational programs, summer internships,. faculty exchanges, and other avenues.
.
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DOT will place five Federal Employment Inforri1ati~nTouch-Screens at minority serving
institutions, three of which are HSIs ..
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POINT OF CONTACT
Arlene A. Patel
Program Manager
Department of Transportation
(202) 366-5455 .
•
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DEPARTMENT OF TREASURY,
FY98 AnnualPerformaJce Report Summa:ry
,
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EXEMPLARY PROGRAMS/ACTMTIES
•
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PROGRAMS/ACTIVITIES
"
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The Touch-Screen Computer Kiosk Program was designed in 1997'to provide employment
information to students who do' not have, access:lto computers or th~Internet Treasury signed an
agreement with-the Office of Personnel Management toplace twenty touch screen computer
kiosks at selected ~isp,aniC Serving Insti~ti~nsll(HSls) and Historitally Black Colleges and
UniverSities (HBCUs). Treasury selected the HSIs and the HBCUs to electronically make job and
internship opportunities available to students aJendingpostsecondary institutions with high
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enrollments of Hispanic and African Americanl~tudents. The Touyh-Screen Computer Kiosk
Program provides opportunities for students to find federal jobs that enhance their careers. The
computer kiosks broaden federal agencies' rec1itment sources for 'well-qualified candidates.
•
The Treasury/DC Partnership in Education (PIE) began in September 1995, in response to
Secretary Robert Rubin's desire to support urbJt renewal efforts in the District of ColUmbia by
helping to provide economic opportunity to yo~g high school pe~ple at risk of not having equal
access to professional employment. Treasury's PIE program'established partnerships with three
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District of Columbia's schools to start career ac~demies, a "school ,within a school.i' The
acadeIrties teach the basic high school curriculJb as well as an enhanced curriculum that enables
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students to plan and pursue their individual c;:areer goals. The PIE program provided more than
200 students with internship opportunities at th~ department and its bureaus, over the 1995;;1'998.
ul~
S~rvices
'In the fall of1998; Treasury's Third Career AJdemy and the
'and Legal
Academy
opened at Eastern High School. Treasury also s~onsors the Law, Justice and Security Academy at
Anacostia High School and the Business and FInance Academy. at Woodrow Wilson High
School. In addition, the Department provides g&vernment personnel on-site support through the
Intergovernmental Personnel Ac't. Many emplo~ees participate as r;nentors, tutors, and speakers at
.partner schools nationwide.'Presently, Treasu~ is working with the New York City Board of
.E;ducation to explore the possibility of sponsoring a business career academy in New York,in the,
fall of 1999.
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The PiE Technology S~pport Program provides computer assistance to fifteen Partner schools
WIthin the WashiI1gton, D.C. area. Assi~tance i~cludes providing Internet accessible computers to
students, and techriiCal support and Internettraihing to students and teachers, developing of .
school Web pages and creating links between s~hools.," .'
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In partnership with Treasury bureaus, Treasuryls, Office of Small Business 'Programs actively
, partiCipated in outreach activities targeting the ~mall business community, including women
owned and minority businesses. In FY98, trea~ury participated in 38 conferences throughout the
country. The conferences provided small busin~sses with information on how to do bUSiness with
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Treasury and other government agencies, acce~~ capital and credit; and refer businesses to other ' I
government agencies for assistance on busines~ start-up. This is a~complished through one-on- ' !
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one counseling at trade shows,by telephone, through email, and the like; participating in panel
discussions on procurement issues; and keynote speeches by senior Treasury officials.
The National Association of Hispanic Federal Executives (NAHFE) Partnership Agreement was
signed on April 21, 1998, to provide a framework for establishing a working relationship between
Treasury and'NAHFE in the recruitment, training, professional development, and retention of
Hispanic Americans at Treasury. Hispanics are the only under-represented group employed,
government-wide. This initiative provides information on recruitment, employment, and
procurement to Hispanic Americans who are interested in joining Treasury's workforce at the GS
13 through SES grade levels. .
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• CONTRIBUTIONS TO mspANIC SERVING INSTITUTIONS (HSIs)
Total awards to HSIs for: Research and Development, Program Evaluation, Training, ~acilities
and Equipment, Fellowships, Recruitment and IPAs, Student and Tuition Assistance, Scholarship,
AdministrativelResearch, Infrastrilcture
iAwards to InstitUtions of
iHigher Education (IHEs) .
TOTAL .
Awards to IHEs for
Hispanic activities
$3,706,139'
...
$124,064
IAwards to HSls
..
$611,414
Awards to HSls as
a % of total awards
oIHEs
16.5%
Treasury's contributions to HSIs have increased from .05 percent in FY93 to 16.5 percent in
FY98.
Treas~ry held recruitment activities at 40 HSls.
The U.S. Customs Service gave instruction on fighting against narcotic smuggling, as well as
, instruction in law enforcement subjects, mentorships, and peer counseling at two HSIs
, (Southwestern College and Imperial Valley College in CalifornIa).
• EMPLOYMEN:T OF mspANICS .'
, At Treasury, Hispanics represent eight percent of all employees (percentage career and non
career data was not reported).
•
Since 1996, Treasury has hired 39 students from the Hispanic Association of Colleges and.
Universities' National Internship Program (HNIP).
Treasury developed an informational directory of government-wide, paid internship programs for
postsecondary students to help those federal agencies interested in increasing their diversity. The
Office of Personnel Management included this directory in June 1998 on its USAJOBS Federal
Employment Information System.
Treasury signed a partnership agreement with the National Association of Hispanic Federal
Executives (NAHFE). NAHFE is a private, nonprofit professional organization made up of
federal employees at grades 12 and above. Through this partnership agreement, Treasury hopes to
increase Hispanic American awareness of procurement and employment opportunities at GS-13 .
through SES grade levels.
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Treasury advertised emploY.IDentvacancies by attending job fairs sponsored by Hispanic
organizations and placing ac;ls in'magazines"sudh as Hispanic Business, that ar~ widely circulated
wit~n the Hispanic comm~ity.
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Treasury utilized the Luevano Consent Decree ~ecial Appointing Authorities to increase the
representation ofHispanics, in FY97, by hiring 1290 HispaniCs under the BilinguallBicultural
authority, and 14 under the Outstanding Scholail authority. In FY98, the U.S. Customs Service
hired 116 Hispanics under the'BilinguallBicultJ.al authority, and five Hispanics under the
Outstanding Scholar authority.. ' .
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FY98 marked the fourth year.that the,Bureau o~Engraving and Printing's Western ,Currency
Fagility parti~ip,ated with.the p'~amond ~~n-Ja~~sH~ghSchool in the Adopt-A-Sch?ol Pro~
. for Partn~rship In EducatlOn. Diamonc;l HIll-JarvIS ijIgh School has about 700 students, of whIch
ap~roximately 85 .percen~ are Hispanic: Twe!vell~ummer in~~rns from this high sc~~ol ~ere
aSSIgned to work In a varIety ofnon-prOductlon~obs at the Western Currency FaCIlIty In 1998:
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FUTUREI~$TMENTS
FY99 investments to HSls
II
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Awards to HSls as
, Awards to Institutioris Of . Awards to IHEs for
~ % of total
Higher Education (IHEs) Hispani~ activities Awards to HSls
.
II
award~ to IHEs
TOTAL
$5,324,717
$739,714
13.9%***
$t02,516
*** Awards to HSI'sand awards to IHEs·for HJpanic Activities asapercentage of total awards to
IHE's: $842;230 (15.8%).
'
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POINT OF CONTACT '
. Linda L. Robertson
Assistant Secretary for Legislative, Affair'S and Public:Liaison
Department ofTrea~ury'
. (202) 622-1920
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DEPARTMENT OF VETERANS AFFAIRS (VA)
FY98 Annual'Perforniance Report Summary
• EXEMPLARY PROGRAMS/ACTIVITIES
.•
PROGRAMS/ACTIVITIES
Veterans Health Administration is establishing partnerships with the· American GI Fonirn and
other Hispanic national organizations to facilitate improving the healthcare of Hispanic veterans.
e
'. VA and the Hispanic Association of Colleges and Uriiversities(HACU) continue to foster
supportive relationships to ensure the Hispanic community equitably participates iIi VA's .
employment and education programs and c~m benefit from V A's resources and services. VA has
participated in and supported HACUs annual confer(mc~s. At HACU's 12th Annual Conference .
in October 1998, VA's Assistant Secretary for Public and Intergovernmental Affairs conducted a
workshop entitled "Veterans' EducationBenefi~s: the Montgomery GI Bill~" to encourage
Hispanic veterans to, utiiize education benefits within ten years of military separation.
;
• CONTRIBUTIONS TO mSPANIC SERVING INSTITUTIONS (HSIs)
Total awards to HSIs for: Research and Development, Program Evaluation, Training, Facilities
and Equipment, Fellowships, Recruitment and IPAs, Student and Tuition Assistance, Scholarship,
Admi.n.istrativelResearch, Infrastructure
Awards to Institutions
Awards to IHEs for
of Higher Education
aispanic Activities
KIHEs)
TOTAL
$1,63Q,922,000
. $25,432,000 .
!Awards to
~SIs
. $365,000
!Awardsto HSIs as a.
Yo of total awards to
mEs
.•022%
EMPLOYMENT OF mSPANICS
e
At VA, Hispanics represent 5.8 percent of career employees. VA did'not provide data 'on non
career employees.
VA purchased on-line 'service with the Federal Information Exchange System to advertise
employment opportunities in the Veterans Affairs Recruitment Bulletin, research grants,
fellowships, and other information for stu?ents and faculty at HSIs.
VA signed a partnership with the National Association of Hispanic Federal Executives (NAHFE)
to improve the representation of Hispanics at the GS-13 grade level or above. V A and' NAHFE
officials will work to identify specific' programs and initiatives that can support the goals of the
agreement.
. VA committed $500,000 to sponsor 50 Hispanic college students for the Summer 1998 HACU
National Internship program. Sponsorship of the summer interns is an outgrowth of VA's
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Memorandum of Understanding with HACU.The interns will complete a variety of
developmental assignments such as assisting iJ the preparation of audit reports, managing data
?a~es, conducting research and preparing anal~lses on cUrrent econmnic trends, arid, participating . i
In Intra-agency task ~oups. .
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V A participated in targeted National Hispanic conferences and job fairs and distributed it;s
Recruitment BulletiIi which provides vacancy Announcements and related information. '
•
FUTURE INVESTMENTS
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VA will expand many ofits existing programs ,and activities.
•. POINT OF ~ONTACT
•
Elljs Hodges Jones .
. Deputy Assistant Secretary for Equal Employn}ent
Department of Veterans Affairs ','
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(202) 273-7632 .
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�UNITED STATES AGENCY FOR INTERNATIONAL 'DEVELOPMENT
(USAID)
FY98 Annual Performance Report Summary
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EXEMPLARY PROGRAMS/ACTIVITIES,
PROGRAMS/ACTIVITIES
From FY96 to FY98, Hispanic entities and individuals have participated in USAID programs and
activities in the following broad areas: research and development in ~griculture; health and
population, educationlhuman resource deve10pmentand private sector development. Hispanics'
have also participated in USAID participant training programs and fellowship programs.
US AID ,awarded $7.5 million to Hispanic-own~d films for research and development.
• CONTRIBUTIONS TO msp ANIC SERVING INSTITUTIONS (HSIS)
,
Total awards to HSIs for: Research and Development, Program Evaluation,Training, Facilities
and Equipment, Fellowships, Recruitment and IPAs, Student and Tuition'Assistance, Scholarship,
AdministrativelResearch; Infrastructure "
'
Awards to Institutions.
IAwards to IHEs for
pf Higher Education
iHispanic activities .
IHEs)
.
TOTAL
' $502,463,300
$9,540,000
Awards to ,
HSls
$8,842,000
Awards to HSIs as '
a % of total awards
oIHEs
1.75%
In FY98, 4.3 percent 4:?r two HSIs out of46 IHEs were prime contractors. '
•
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.USAID met with the Hispanic Association of Colleges and Universities (HACU) to determine the
interests, capabilities, and experience of HSIs pertaining to internatiomil development. The
meeting led to a request to the College FundlUnited Negro College Fund, through the USAID~
funded activity, to obtain international institutional profiles from HSIs. Twenty-eight HSIs
provided profiles, which are available on the USAID Website at:
www.USAID:gov/GIHCD/capstat. '
• EMPLOYMENT OF mSPANICS
At US AID, Hispanics represent 2.1 percent (23 out of 1,078) of career employees, and 5.4
',
percent (three out of 55) of non-career employees.
"
In USAID Foreign Service, Hispanics represent 4.2 percent of career employees, and 7.1 percent
of non-career employees.
'
Hispanics represent 5.1 percent of US AID Administratively Determined Employees.,
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USAID Equal Employment Opportunity Pro~am (EOP) is in the process ofrevising the agency's
.
Federal Employment Affirmative Employmenn~Multi-year Program Plan for Women and
Minorities.(AEP), with focus on strengtheninglHispanic employment strategies.
. Specific strategies inClude:
--EOP will work to incorporate a revised nine-point Hispanic employment plan in the
agency AEP. "
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--EOP will promote increased utilization of Minority Serving Institutions MSls) in
USAID grants/contracts. EOP, in conjunction tith appropriate functional managers,
, will set goais. EOP will qlonitor and report prJ'gress to appropriat¢ offices and .
individualS..
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--EOP will facilitate increased dissemination of both general service and foreign
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service employment informati9n to HSls and Hispanic owned firms. EOP will "
monitor dissemination resuits and reportprogi~ss to appropriate individuals.
His~anic E~pIOyment
--EOP will promote inct:eased contact with fedtal
Program
Mangers regarding USAID, grants and co~trac,lactivities, and employment
0p.portunities. EOP will monitor results of these c01'~tacts and report progress to
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appropqate individuals'.
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--EOP will measure'the Federal Eqmil OpportUnity Recruitment Pr~gram(FEORP)
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progress towards goal accomplishment quarterly, and project rate of execution as it
relates'to goals. EQPwillreport findings and ibquest narrative justification where
target goals are not met.
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--EOP will review the FEORPreporting processes to ensure incorporation ofEOP
concurrence onfinal FEORP report.
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--EOP, in conjunction with agency'H~~an Resources Office~ (HR)'~mplan: budget,
and implement a Hispanic recruitment strateg~l that iricludes 1flrgeted 'contact and
nationwide networking with Hispanic organizations for foreign service positions.
Results of contact will be monitored and progr~ss will be reported to appropriate
individuals.
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-:-EOP will initiate internal ~ontact by bureaus ahd offices regarping agency under
.. rep~~se~tation of ~ispanics in both general sefice and foreign se~ce emplo~ent.
EOP WIll set-speCIfic goals (based on Equal:Employment OppOrtunIty CommIssIon
guidance1for hitjng of Hispanics. EOP will coptmunicate these goals to each bureau
. and office and will report goal accomplishment quarterly, proj,~ct rate of execution as
it relates to goals, and where appropriat~, requwst narrativejustification addressing
why target goals were not met and revise plans to reach e,nd-of-year targets.
••
-BOP wiJ; underU~ a ;hor~ugj1process~nalJSiS for puiposes ofider:tifying b2rri~s
that may impact Hispanics (and other minoritiJs). The analysis will include
departures from the agency; pefforrnance ratin~s, as well as, analysis of every phase
of the New Eritry Professionals (NEP) progrartl process. This pr06ess will ivclude
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professional surveys and interpretation of survey results. Those surveyed may include
cUrrent and/or fonner agency personnel, managers, and candidates.
•
FUTURE INVESTMENTS
USAID will undertake the following activities in FY99 and FYOO:
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USAID will continue to meet and work'cooperatively with HACU rePresentatives in the
identification ofthe interests, capabilities and experience of legislatively defined HSIs.
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USAID will continue to provide funding for the Minority On-Line Infonnation System (MOLIS)
that provides infonnation about USAID procurement and recI1,litment activities to minority
serving institutions, including HSIs .
USAID will ,,:"ork to assure that HSIs are infol:med of US AID fellowship and internship
opportuniti~s.
USAID will continue to explore ways in which USAID can award grants and cooperative
agreements to HSIs through limited competition.
Individual USAID Bureau Plans
The Bureau for Global Programs (BGP) will continue current activities and increase the number
of fellowships and internships available to Hispanic students.
The Bureau for Africa will attempt to identify Hispanic students who are interested iri
participating in their summer intern programs:
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The Bureau for Europe and New Independent States (EN!) will fonn a Minority Serving
Institution Committee (MSIs) to link MSIs with EN! assistance programs.
EN! will analyze the capacity ofHSIs and will conduct an extensive search of databases and
consult 'with HACU and other organizations to identify HSIs that have experience in the EN!
region and a strong commitment to and interest in international programs.
•
EN! will undertake an outreach program to visit HSIs and other MSls to give particular attention
to how the EN!, HSls, and other MSIs may cooperate. '
EN! personnel will attend as many HSI and other MSI-related meetings and conferences as staff
and budgetary resources will allow.
will
be encouraged to consider placing participants in HSIs for both '
EN! training contractors
long- and short-tenn training.
The Bureau for Latin America and the Caribbean will continue several ofits activities with HSls,
Hispanic American finns, and individuals.
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POINT OF CONTACT
Alfred Harding-
Minority Serving Institutions Coordinator
United States Agency for International D<:'weiop,ment
(202) 712-0064
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, CENTRAL INTELLIGENCE AGENCY (GIA)
FY98 Annual Performance Report Summary
...
EXEMPLARY PROGRAMS/ACTIVITIES
...
PROGRAMS/ACTIVITIES
CIA spearheaded an Intelligence Community Joint Recruiting Effort at the 1996 and 1997 San
Antonio Colleges and Universities Placement Association's annual recruitment fair. As part of
this effort, CIA donated over $200,000 of electronic equipment to Harlendale High School in San
Antonio, Texas, a schQol with over 50 percent Latino students.
e
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CONTRIBUTIONS TO mSPANIC SERVING INSTITUTIONS (HSIs) ,
Total awards to HSIs for: Research and Development, Program Evaluation, Training, Facilities
and Equipment, Fellowships; Recruitment and IPAs, Stu<lent and Tuition Assistance,'Scholarship,
AdministrativelResearch, Infrastructure
Awards to Institutions of
Higher Education (IHEs)
TOTAL
•
Awards to IHEs for
Hispanic Activities
$11,816,000
IAwards to
IHSIs
$100,000
Awards to HSIs as a
Yo of total awards to
WEs
.8%
EMPLOYMENTOFmSPANICS
At CIA, Hispanics represent 2.7 percent of career employees. (Data on the CIA workforce is
classified; therefore, percentage only is provided.)
CIA new Hispanic hires incre~sed to 5.8 percent from 4.4 percent in FY1996.
CIA Student Trainee programs continued to play an integral role in recruitment and hiring efforts.
Hispanic participation in Student Trainee Programs is identified belo~. (new entrants'in bold)
•
Total K;o-op 'HACU Summer Interns
48
10
11
5 (2)
FY96
19 (17) 6 (6)
FY97
58
10 (4)
22 (4) 4 (4)
7(0)
FY98
50
*Through July 31, 1998
IGraduate Fellows
6(0)
6 (3)
. 7 (2)
Stokes Scholars
'16 (2
17 (3)
10 (0)
CIA continued to visit and participate in university-career fairs to enhance its competitiveness in
the job market. In FY98, CIA recruited at seven H S I s . '
.
CIA provided sponsorship to the following professional conferences and societies:
--The Hispanic Engineering National Achievement Awards Conference
--Hispanic Association of Colleges and Universities (HACU)
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•-Society of Hispanic Professional Engineerrs (SHPE)
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CIA developed advertisements intended to attra~t minorities, including Hispanics,'and placed
advertisements in such publications as the 7th Annual Society for Hispanic Professional
Engineers Career Expo, Hispanic Business, Hiipanic Register, Hispanic Yearbook, and the .
MAES Engineer Society.
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FUTURE INVESTMENTS
. CIA will work to expand existing programs' and activities ..
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PO~:rOFCONTACT·
Office ofE~lllal Employment0pportunity
CIA
(703). 482·8682
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ENVIRONMENTAL PROTECTION AGENCY (EPA)
FY98 Annual Performance Report Summary
• EXEMPLARY PROGRAMS/ACTIVITIES
•.. PROGRAMS/ACTIVITIES
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EPA established the U.S.lMexico Border Program called'Border XXI. 'The program is a bi
national effort to address the environmental and public health challenges facing communities on
both sides of the U.S.lMexican border. The program is made possible by several organizations
including 6 federal agencies, several state agencies from Texas, California, New Mexico, and
Arizona, and seven academic institutions, including two Hispanic Serving Institutions (HSIs).
.,.
EPA's Border XXI program has accomplished the following: '
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--Formed the first ever Joint Advisory Committee for Air Quality Improvement between the
United States and Mexico
--Signed "Sister City Emergency Plans" between the cities' of Matamoras, Mexico, and
Brownsville, Texas; and Coahuila, Mexico, and Eagle Pass, Texas. Emergency plans address
international coordination requirements for responses to emergencies involving hazardous
substances.
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--WOlj(ed closely with hundreds of col~nias to provide waste water treatment and collection
s~stems. The program assisted over 86,000 colonia residents.
--Worked closely with the Mexican enforcement agency PROFEPA to conduct several joint-site
~ssistance visits and provide training opportunities related to maquiladoras and other related
industries. The effort also included helping maquiladora industries reduce wastewater and
hazardous and non-hazardous waste.
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• CONTRIBUTIONS TO mSPANIC SERVING INSTITUTIONS (HSIs)
•
Total awards to HSIs for: Research and Development, Program Evaluation, Training, Facilities
and Equipment, Fellowships, Recruitment and IPAs, Student and Tuition Assistance, Scholarship,
AdministrativerResearch, Infrastructure
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iAwards to Institutions
fofHigher Education
IJHEs)
TOTAL
$169,023,716
IAwards to IHEs for
Awards to
HSIs
~ispan~c activities
. $3,622,721,
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$3,129,U4
IAwards to HSIs as a %
pftotal awards to IHEs
1.85%
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EPA signed a formal Memorandum of Understanding (MOU) with the Hispanic Association of
Colleges and Universities (HACU) on May 2, 1997. EPA provided a $20,000 grant to support
HACU's second International Conference on Natural Resources and Cultural Heritage. EPA also.
presented several workshops on such issues as environmental justice at the conference.
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EMPLOYMENT OF mSPANICS
. , At EPA, Hispanics repre~ent 4.26 percent (750 out of 17,583) of career employees. No data on
non-career employees was provided.
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Since FY97; EPA's Hispanic workforce representation increased by nearly ten percent. This
represents the hiring of 70 additional Hispanicl~mployees.
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EPA entere 'a, t'hr'ee:,..year cooperatIve agreement WI'th the HACU' s N'atlonaI Interns• Ip 'Program.
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Since FY97, EPA has expended $136,000 on the internship program and has employed 15 HACU
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interns.
EPA launched its Professional Intern ?rogram in 1998. Hispanics represented 18% of the first
intern class.
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• ' FUTURE INVESTMENTS
•
EPA will dev,elop a strategic framework to support and expand its'effortsto be more responsive
to the needs and priorities ofthe Hispanic Co~munity. EPA's National Hispanic Outreach
Strategy will be a comprehensive and multijacJU;d approach that addresses the following areas:
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--Improving recruitment, employment, and advancement of Hispanics
-:Strengt~eIJing~ducati9nal p~erships .1. '.
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, --Increasmg access to economIC opportUm~les ' ,
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--.Enhancing communication andinteractiohs with the Hispanic community'
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EPA will augment its efforts to strengthen the pacio/ ofHSIs by establishing new partnerships
and ch(lnneling resources in approprJate ways l~o these institutionS. The following represent .
specijic goals for FY99 qnd ErOO;
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-~ EPA will work to increase HSI participation lin research gr~ntsby 50 percent and in fellowships
awards by 300 percent 'from FY98'levels in relJvant academic disciplines. EPA will accomplish
this objective by targeting and improving inforl'nation dissemination about grant opportunities
'
among HSIs.
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.,-EPA will sponsor ~t ieast one teclIDi~al assis,nce workshop about environmentally focused
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--EPA will enter into a minimum of three new Memoranda, of Uriderstanding with HSIs to assess
tlieir needs and resources, install employment ipformationkiosks, and disseminate information
abolit research grants, graduate fellowships and other ,opportunities .
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-~EPA~ill colle~t data on EPAlHSI relation~hips to identify areas where improvement is needed
as well as mo~el practices andprogratns.'
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EPA is committed to increasing the number ofpotential Hispanic applicants by providing
internships andfellowships to a greater number ofHispanic students. In this way, EPA will
afford students at different levels ofeducational a.ccomplishment the opportunity to build
relationships with EPA employees and create a pool ofpotential employees with previous work .
experience within the agency. The following represent specific goals for FY99 and FYOO: .
-.EPA will increase the number of Hispanic students who participate in internships, co-ops; and
. student volunteer employment programs by a minimum of 15% from FY 1998 levels. EPA will
accomplish this by increasing outreach efforts to HSls and the Hispanic students at other
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.universities.
-...EPA will increa~e the number ofHACU'interns bya minimum of50%from FY 1998 levels.
EPA will accomplish this by disseminating information about the intern program to E;PA
selecting officials more effectively.
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--EPA will increase by 50 percent the number of Hispanics benefiting fro~fellowship and
scholarship programs. EPA will accomplish this by increasing targeted outreach and capacity~
. building efforts to qualified students.
--EPA will establish a p~rtnership with a Washington, D.C. high school that has a large Hispanic
student population.
EPA will continue targeted recruitment ofHispanics and work to improve career-development
opportunities for EPA s Hispanic employees. Specific goals for FY99 and FYOO include:
--Developing a Manager's Toolkit for Hispanic Recruitment.
--Developing an agency-wide workforce development strategy and ensuring that Hispanics have
the opportunity to participate equitably.
--Partnering with the Office of Personnel Management to install.Fec1eral Employment.
Information Kiosks at a minimum ofthree HSls.
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.POINT OF CONTACT
Arturo Garcia-Costas'
Special Assistant to the Administrator for Administration and Resource Management
(202) 260-4600
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GENERAL SERVICES·ADMINISTRATION (GSA)
"
FY98 Annual PerlormaJce Report Summary .
II
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EXEMPLARY PROGRAMS/ACTIVITIES
.""
PROGRAMS/ACTMTIES
GSA's"
Consumer InJonliation Center publishes Lista de Publicaciones Federales erz Espafiol "
" para efConsumidor. The publication directs in~ividuals to specific contracts at federal agencies.
The infonnation in the pamphlet is set up by cdtegories (for example, dental, health, housing,
I("el, hobbies, and menlar heal!"),'
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GSA's Office of Enterprise Development focu~rs on programs, policy, and outrea~h to the small
business community. They ensUre that GSA is inclusive in its efforts to reach out to various
minority gr~ups.
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• GONTRIBUTIONS TO mSPANIC SERVING INSTITUTIONS (HSIs)
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GSA does not have the statutory authority .to use appropriatedfunds for grants to HSIs. .
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GSA proviqe.d several seminars on its Surplus " . Programs to HSls.·
rroperty " " .
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• . EMPLOYMENT OFmSPANICS
.
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" At GSA, Hispanics represent 4.8 percent (577 ,out Of 12,018).of career employees and" 12 percent
(four out of33) of non-careeremployees,
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GSA's Office ofInspector General (OIG) initiated recruitment efforts to seek talented Hispanic
.' employees.,
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GSA's Pacific Rim regional office posted recruitment annOtHlCements on its Web-site and those
of colleges and:universitieswith large Hispani~ "enrollments.:
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FUTURE INVESTMENTS
GSA does not have specific plans or programs for fY99 and FYOO.
•
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POINT OF CONTACT
. Rachel Hirschberg
GSA
(202) 501-3609
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NATIONAL AERONAUTICS SPACE ADMINISTRATION (NASA)
FY98 Annual Performance Report Summary
•
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EXEMPLARY PROGRAMS/ACTIVITIES
, El Ingeniero seeks,to instill an interest in mathematics, science and engineering careers in,
Hispanic junior high students and enhance their mathematics and scienc,e skills. The program
consists of two components: (1) the Summer Component and (2) the Alumni Component.'
, The Summer Component consists of three elements: (a) the Self-Awareness Element; (b) the
Career Exploration Element; and (c) the Mathema~icsand Science Enrichment Element. The
objectives of the Summer Component are: to reinforce the students' self-confidence, self-esteem,
and positive attitudes toward the world Of work; to provide the students with an introdllction to
the engineering occupation a:nd its career options; and'to increase the students' skills in
mathematics and science.
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The objectives of the Alumni Component are: (1) to reinforce alumni self-confidence, self
esteem, and positive attitudes toward school and work; (2) to maintain alumni group identity and
a mutual support network dedicated to mathematics and science achievement; (3) to provide
alumni with information regarding educational and career opportunities in mathematics, science,
and engineering; and (4) to motivate and increase the skills of the parents of alumni in working
with their children's educational concerns, The activities that have been used to accomplish these
objectives include: presentations of the summer projects; alumni/parent meetings; care,er and
" guidance counseling; and summer job and internship placement assistance.
'
Proyecto Access is an eight-week summer mathematics-based academic enrichment program for
middle school and high school students who are interest~d in science and engineering careers as
,
practitioners or teachers. ' A majority of the participants come from minority groups
underrepresented in science and engineering. The objectives of this program are the development
of abstract reasoning and problem solving skills essential for success in science and engineering
and awareness of opportunities in technological careers. The program is modeled after the
nationally recognized twenty-one year old Texas Pre-fres~an Engineering Program.
The program is conducted on the campuses of eight Hispanic-serving institutions in eight states
outside ofT~xas. These sites are located in the following cities: Bronx, New York; Chicago,
Illinois; Denver, Colorado; Jersey City, New Jersey; Las Cruces, New Mexico; Los Angeles,
California; Miami, Florida; and Tucson, Arizona. Progfam staff members include college faculty,
high school and middle school teachers and undergraduate engineering and sci,ence majors who
, serve as program assistant mentors. During the three summers of operation, 1,500 students have
participated in Proyecto Access.
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PROGRAMSIACTIVITIES
NASA createdtwo early childhood l~aming communitiesin South Bronx, New York The project
offers very young Latino students and, their parents an opportunity to gain exposure and insight
into computers. Students and their parents participate in academic enrichment and motivational
activities.
NASA funds the Cientificos Science Project that works to strengthen the science course offerings
75
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atthe National Hispanic University, establish laboratories, promote science through community
..
outreach, recruitI;I~s~anic stud~nts, and prepareilHispan~c scientists for SCientifi~ careers. . .
NASA hosted 20 workshops on Internet networking technology coupled with workshops on earth
and space science. The workshops were held inlNew York City, impacting 35 schools with 75
. .perce1)t Hispanic e~ollment..
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'. NASA held a Math/Science Awareness, Day program at the Science Academy of South Texas in
. Mercedes, Texas; 0ver 600 students from three Rio Grande Valley counties participated.
•
CONTRIBUTIONS TO mSPANIeSER~G INSTITUTIONS (BSIs)
Total awards. to HSls for: Research and Develqpment, Program ~valuation;Training, Facilities
and Equipment, Fellowships, Recruitment and liP As, Student and Tuition Assistance, Scholarship,
,
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AdrriinistrativelResearch, Infrastructure
..~
IAwards to InstitUtions
'Io'fHigher Education
.,
(IHEs)
TOTAL
$811,552,000
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Awards to HSIs as a
Yo of total awards to ..
Awards to HSIs
. HSIs
4.7%
$37,792,000
.
Awards to IHEs for.
Hispanic Activities
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II
.., $283,090
Intera:~tive
capabiliti~:S
NASA's
Video Teleconferencing Prtectheips determine. the
ofHSIs to' .
»
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implement video teleconferencing initiatives. The use of the techn~logy can facilitate .
.
comrriimication benyeen NASA ,and HSls. Theiproject allows HSlsto learn about the programs.
and resources available from NASA, other fed~ralag~ncies~ and public and private entities.
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NASA sponsored over 50 visits and meetings to provide HSIs with exposure to NASA's research,
education, and business opportUnities and to pr~mote the participation of HSIsin these
endeavors.'
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NASA conducted a technical ~ssistanceworksHop for FiSIs entitled'Hispanic-Serving Institutions
Doing Business with NASA. Over 30HSIs'participated in the workshop.
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NASA's'MinoritY University Research and Edlation
. and report~d the foll.~wing outcomes:.
II.
Progra~ solicited research projects at HSls"
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--Research work was conducted by 148 professional-level investigators,
including 104 faculty members, 27 researcli associates, and 17 postdoctoral'
fellows.
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-About 350 students participated in research activities.
d~cUme~ted
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iti 176 refereed papers or book
--Research accomplishments were
chapters. About 7;5 students were authors Jtd co-authors of these publications
p~pers bOOk~1iaPte~l, in~iuding
--An additional 107
or
37 student authors
. co-authors, were accepte4 fo~ publication duriIlg this period.
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EMPLOYMENT OF mSPANICS
At NASA, Hispanics represent, 4.3 percent (768 out of 17,393) of career employees and 6.1
percent (50 out of 816) of non-career employees.
NASA developed an internal Nine-Point Plan that integrates employment strategies with existing"
employment programs to increase the number of Hispanics in its employment ranks.
The plan includes the following strategies:
--Providing employment information to.students, faculty, and the Hispanic
community
e
--Using the Presidential Management Intern Program for recruiting, converting,
and advancing Hispanic college graduates
--Participating in the HACU National Internship Program
"
--Using the flexibi lity 'of the Student Employment Program to bring Hispanic
students into NASA's shortage category occupations, as well as other
occupations.
--Developing mentoring programs to motivate young people to pursue higher
education and federal careers
" "
--Promoting the participation of Hispanic employees in career development
programs
--Assessing NASA's needs for full-time, part-time, or collateral Hispanic
Employment Program (HEP) Managers and assuring that HEP Managers are
integral members o"fNASA's management team
"
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" --Incorporating these activities into NASA's Federal Equal Opportunity
Recruitment Program accomplishment report to OPM
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FUTURE INVESTMENTS
NASA will undertake the following activities in FY99 and FYOO:
NASA will facilitate research and development activities at minority institutions that contribute
substantially to NASA's mission. ($3 million is targeted in support of university research centers
at HSls; $3 million is targeted in support institutional research awards at HSls.)
NASA will work to create systemic and sustainable change at minority institutions through
partnerships and programs that enhance research and educational outcomes in NASA-related '
fields. (Partnership and PAIR Awards: $4.3 million is targeted in support of HSls in FY99 and
$1.5 million is targeted for FYOO)
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NASA will prepare faculty and students at minerity institutions to successfully participate in the
conventional, competitive and education grant ~rocess,. (Faculty awards for research: $4 million is
targeted in support of HSls.)
•
POINT OF CONTACT
Milagros Mateu
Univ~ity Program Specialist,
National Aeronautics and Space Administration
(202) 358-0954
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NATIONAL ENDOWMENT FOR THE ARTS (NEA)
FY98 Annual PerformanceReport Summary
•
EXEMPLARY PROGRAMS/ACTIVITmS
•
PROGRAMS/ACTIVITmS
•
CONTRIBUTIONS TO mSPANIC SERVING INSTITUTIONS (HSIs)
Total awards to HSIs for: Researchand Development, Program Evaluation, Training, Facilities
and Equipment, Fellowships, Recruitment and IPAs, Student and Tuition Assistance, Scholarship,
AdministrativelResearch, InfrastrUcture
•
TOTAL
•
!Awards to HSIs as a
Awards to Institutions of iAwards to IHEs for
Award to HSIs. Yo of total awards to
Higher Education (IHEs) !Hispanic activities
!HSls
.
$2,900,000
$88,000
$101,000
3.48%
EMPLOYMENT OF mSPANICS
At NEA, Hispanics represent. 7 percent (one out of 135) of career employees. There are no
Hispanic non-career employees.
•
FutuRE INVESTMENTS
NEA will undertake the folloWing activities in FY99 and FYOO:
NEA will encourage H$Is to apply for NEA grants through consortium partnerships with arts
organizations who are familiar with the application process. NEA will include examples of.
successful consortium partnerships and a list of Hispanic grantees.
•
NEA will continue to solicit names of potential panelists who are Hispanic Americans for the
NEA panelists database.
NEA will discuss the goals of the White House Initiative with Hispanic arts leaders around the
country.
NEA will investigate the potential use ofNEA's Historically Bla9k Colleges and Universities
mentorship program as a model that may be replicated for HSIs.
79:
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POINT OF CONTACT
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Silvio Lim·
National Endowment for the Arts
(202) 682-5727
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NATIONAL E,NDOWMENT FOR THE HUMANITIES (NEB) ,
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FY98 Annual Performance Report Summary
EXEMPLARY PROGRAMS/ACTIVITIES
, NEH p'rovided a $25,000 grant to Motheread, Inc. for the Abuela Project. The project Will
, develop a new curriculum, using Latino children's literature" for dissemination to 275 Motheread
teachers in the agency's network. The network inciudes teachers based in commUnitY colleges,
Title I elementary schools, family support agencies, and child centers across the nation. The
Abuela Project recognizes complex relationships between, one's native language, literature, and
the formulation of personal and cultural identity; diverse Latino storytelling traditions; and
Hispanic cultUral history of the United States.
•
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PROGRAMS/ACTMTIES
NEH conducted three symposiums with scholars knowledgeable about Hispanic American '
history, culture and institutions, including Hispanic Serving Institutions of higher education.
Presenters included: Carlos Cortez~ Professor Emeritus, University of California at Riverside;
Ramon A. Gutierrez, Associate Chancellor, UniversitY of California at San Diego; and Nicolas
Kanellos, Director, Arte Publico Press.
,Each of the three symposia was designed to provide advice and contextual information for NEH '
to use ilJ developing its response to the White House Initiative on Educational Excellence for
Hispanic Americans.,
NEH's Education division hosted a meeting with the Smithsonian Institution's national director
of the Inter-Univ~rsity Program for Latino Research to provide advice and contextual infonnation
about NEH. Like the symposia, this meeting was designed to help develop ofNEH's outreach
plan to underserved institutions, including Hispanic Serving Institutions.
•
NEH's chairman's office conducted an agency-wide forum "The Documentary History of '
Hispanic Americans in the U.S." Professor Nicolas Kanellos, a major scholar of Hispanic
American Literature and member of the National Council on the Humanities, provided
background information for NEH staff members on the .rich array of literary and historical
materials on Hispanics in th~ United States.
Approximately 25 Hispanic American scholars with disciplinary expertise in the humanities were
added to the roster from which NEH grant-making panelists are selected .
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CONTRIBUTIONS TOmSPANIC SERVI~G'INSTITUTIONS (BSb)
,
,
, : Total awards to HSIs for: . Research and Develqpment. Program Evaluation, Training, Facilities
and Equipment, Fellowships, Recruitment and liPAs, Student and Tuition Assistance, Scholarship,
AdministrativelResearch. Infrastructure
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Awards to InstitUtions of !Awards toilIHES f~r ,
aigher Education (IHEs) iHispanic .Activities ' !Awards to HSI~
,
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TOTAL
$52~,813
$31,240,634
te~hniial assista~ce
"Awards to, HSIs as
a % of total awards
oIHEs,
$745,857
2%
FundJci6npuertOrriqUefi~
NEHprovidecl
'to the
de las Humanidades'for its
program on Puerto Ric.o and, through the Funda~i6n, to numerous individuals, cultural, and
educationai institutions and organizations on th~ islarid. NEH provides two formula-related grants
of$394,046 and $87,754. ,
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EMPLOYMENT OF mSPANICS ,
..... "
AtNEH, Hispanics represent 1.9, per~ent'(three out 0[156) of career employ~es, and 100 percent
(on'e of one) of non-career employees. ,
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FUTURE INVESTMENTS
NEB will undertake ~he following activities in 1Y?9 and FYOO:,
' " . ' ',,'
. NEll will widely disseminate infotntation aboU\! the following NEH-funded
serve as models to follow for Apnl 1999 apphcatlonsto NEH: ' , '
"
gran~" These grants
"
, --Th~ Schools for aNew Millennium PI~ing grant was ~:war<;led to
'Bullard High School in Fresno; California in collaboration with California
State University'ilt Fresno. The Millenni~l Schools model,includes parent,
corh.tiluriity and business involvement add ,paves the way for easier school
to college transition f~~ Latino Sl\ldents"\,." ....
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--NEH supported Web',;,sites and CD-ROMs,on Hispanic-related topics for
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K-12 students. '
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--Language and cultural programs aimed at Spanish heritage students. ,
appr~riate
.NEH will include in its plan of ou_ch to HSIJ special mailings to
orgll!liZJItions and
groups. Mailings would provide information ab6ut NEH-funded seminars and institutes available
to ~college and school teachers, invitations to ap~ly to NEH grants and programs, an,d offers of
technical assistance for preparing grantapplicatihns. '
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NE'H WI'1'1 partICIpate" he HACU'mterns tp program, see k'mg at 1ea~t two stud ents.
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NEH will employ special hiring authority granted to OPM under executive Order 12900.
NEH will encourage applications to support major collaborative arrangements between Hispanic
serving schools and colleges.
NEH will implement an action plan for implementing Executive Order 12900.
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POINT OF CONTACT
Carole"M. Watson
Senior Advisor to the Chairman
. National Endowment for the Humanities
(202) 606-8314
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'. NATIONAL SCIENCE FOUNDATION (NSF)
FY98 Annual Per ormance Report
I,
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EXEMPLARY PROGRAMSiACTIVITIES
Urban Systemic Initiatives (USJ) provided $75.15 million.inFY98 to support 21 U.S. cities with
the largest numbers of school-age children livin~ in poverty (up to $3. million/sitetyear/5years).
USI catalyzes systemic change in K-::t2 scienc91andmathematics e,ducatioh and seeks toe~hance
educational productivity for groups traditionally, underrepresented in science and engineering by
supporting activities that align policy with prac~ce, implement,standards~based curricula, provide
professional development for teachersladm~nisJators; and realign existing programs. The .
following figures represent the numbers of His~ariic students, K- 12, who are enrolled in public
schools that participate in USJ.;'sponsored a~tivi~ies: Los Angeles (at 200~000); San J)iego (at
8,000); San Antonio (at 33,000); El Paso (at 10@,000); pallas (at 65,000); Miami (at 170,000);
"".,
. ' New York (at~80,000) and Ghicago (at35,000)lj'
.• Alliances for Min":ity Participation
(~P) pro~ded $26.26 million i~FY98to support 27
, projects at $1 million/year to strengthen anden~ourage baccalaut;e3:te degree attainment by
underrepresented students in science, mathema~ics, and engineering. AMP accomplishes this by
utilizing the knowledge, resources, and capabilities of a broad range oforganizations from
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acllderhic, federal, industrial, and private sectort·
Approximately 200,00.0 students are currently ¥ciPating in
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AM~ ac~yities~ and results clearly
demonstrate the effectIveness of strateglesbemg pursued. FQr example, the Flonda/Georgla
Alliance proposed the ambitious goal ofincreasIng the number of science\and engineering
1995, the alliance graduated
bacheIor's,degrees from 416 to 1,030 over.the 1:991.:9'6 period.
1,100 students, achieving its goal and more tha?r doubliiigits graduation rate in only four yeats. In
1996, the number of graduates reacheg a high of 1,605.
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AMP projects focusing heavily on Hispanic
stu~ents include:
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--The Ull.lVerslty 0 f Texas System AMP m coop,eratlOn Wit ten reglOnaI commumty co11 eges
from around the U.s.;-Mexico bord,er region (th~ project aims to graduate a minimum of 1,500
minority students in science, mathematics, engi~eering, and technology (SMET) fields by the
year 2002, which 'is an increase OF 70% over th~ 1995-96 baseline);
Allianc~s
--California
for Minority particiPatiJ involves 10 campuses of the California
'
,university system, and 50 public' and pri"\:ate inJtitiltions with the goal of awarding 3,500 bachelor
.,
of science, degrees bY.'the year 2000;
. ~-PueI1:o ~ico AMP, Phase 1'1 brings together n~tionallabotatori~s, local industries and 14
postsecondary institutions to increase the bachelor of science degrees awarded principally to low-, .
income and first-generation college students infuerto Rico; New Mexico AMP brings together
27. statewide public institutions (with New Mexico State UniversitY as the lead institution) for
rectuitmentlbridge programs,tnentoiing, distan~e learning opportunities and professional
.
conferences to increase the number ofbachelor~ degrees awarded in the state.
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Centers of Research Excellence in Science and Technology (CRE~T) provided $8.61 million in
FY98 to support eight centers, each of which serves as a hl).b forconductirig competitive research
at the most productive minorityjnstitutions, including those that produce well-trained doctoral
students in SMET fields. The center!) also serve as models for the integration of education and ,
research and' engage in interdisciplinary activities.
'
Two large-scale projects of the centers that focus on Hispanic students are:
,
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":-The Materials Research Center of Excellence at the University ofTexas-EI Paso, established a
nationally competitive research center in materials science to increase the number ofminority
researchers available to the nation.
--The Distributed Computing: Theory, Development and Application Center, managed jointly by
Florida A&M University and Florida InternatioilalUniversity with a 60 percent Hispanic
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enrollment, seeks to significantly increase minority participation in SMET disciplines and
promote minority participation in quality research activities.
•
PROGRAMS/ACTIVITIES
NSF has administered the Presidential Awards for Excellence in Science, Mathematics,and
Engineering Mentoring Program on behalf of the White House since the program's inception in
1996. The program is the nation's highest recognition award for excellence inmentoring students
from underrepresented groups (women, minorities, and persons with disabilities) in science,
mathematics and engineering fields. In each ofthe three award cycles to date, Hispanics have
been represented among the individual (ten maximum) or institutional (ten maximum) awardees.
The Rural Systemic Initiatives (RSI) continues to support five rural economically disadvantaged
regions to sustain improvement in science, mathematics, artd technology (SMT) curriculum and
instruction. RSI's UCAN Project (Utah, Colorado, Arizona, New Mexico) serves a large Latino
student population. Approximately 13,000 Hispanic K-12 students attend public schools that
participate in sponsored activities. Two new RSI awards were in FY98, one of which involved
activities affecting a substantial number of Hispanic K-12 students.
The Comprehensive Partnerships for Mathematics and Science Achievement (CPMSA)
components of
encourages school districts to integrate, system-wide approaches for enhancing
K-12 SMT education. CPMSA grant awardees with large Hispanic student enrollments include:
California (East Side Union High School District; Paramount Unified School District; Oakland
Unified School District); Texas (Brownsville Independent School District and the Laredo
Independent School District); Connecticut (Hartford school system); Col<;>rado (the Denver school,
system); and New York (Newburgh, New York City School District) .
all
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The Instructional Materials Development (IMD) initiative supports the development of materials
and assessment strategies to promote improvement of SMT instruction for all students at the K
12 level. Recent IMD projects focusing on the needs of Hispanic students include: the "Video
Encyclopedia of Physics Project" to provide middle and high school physics instruction and
language improvement skills to Hispanic students, and the "Sunflower/Girasol Science Discovery
Magazine" for Latino children.
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The Infonnal Science Education (ISE) initiative, provides support for projects that promote the
, understan~ing or science and technologythrou~ stimulating activities outside the fonnal
classroom. Recent ISEprojects that focus on th~heedsofHispanic students include: ., '
--EXCEL-MAS 1:S a ~ath and science progrk for at. risk Hispanic elementary and
middle school students and their parent~.
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'--The Hispanic Role Model and Science EducationOutreach Project develops
Spanish language radio programs on scienc~ education topics. Explorations: An
Ex,hibition About the Discovery, of Our W Jtld and of Worlds Beyond'is a
bilingual project involving a pennanent exIDbition at the Tech Ml.l;seum in San
Jose, California.
--Univ,erso and StarDate for the ClassroQm project at the Univ~rsity of Texas at
Austin, is an expanded Hispanic langilage s~-watching activity disseminated to
200 radio stations and includes a ,teacher gJide for classr(}om use.
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The Teacher an d Student Deve1opment Imtiatl'lle prOVl'd'es continumg support to expand' the
nation's ability to strengthen its K-12 instructional workforce through professional development
in-service tea<.;hers~ Recent projects, that focus on
activities, leadership training and workshQPs
the needs of Hispanic teachers and students include:
fqr
"--Funding to CUNY City College in coopJation with New York City School
District #2 to enhance the science content Jf middle school teachers
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--AX IMP2 summer development workshoJ,
--Teachers as Agents of Systemic Change 10rks with four school districts in East
, l,osAngeles, California, to .implement ~h,.ge in the secondary school'
,
mathematics program (258 teachers were involved)
' ,
' H Ispamc
'Ach"
" D Iscourse Learnmg
levement: A M afullematIcs '
--Increasmg '
II
Environment improves the ski~ls ofK-4 Hispanic students by strengthening
teachers' abilities in mathematics,
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--School-Based Elementary Restructuring Program
'--Finding a
w~y: ReachIng Young womeJ ofDive;s~ Ethnic and Racial
Background~,
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---,Sec~ndary Mathematics Improve~en~ ,oje~t provides ~eachers ofHi.spanic
gIrlS at the secondary school level WIth mstructional matenals and teachmg ,
strategies
-~Chicago Secon~ ¥athemat~cs Impr0'flementprojeet uti1i~es the ~SF
supported InteractIve MathematIcs Program for 200 teachers m,I5 ChIcago
, ' public high schools with heavy Hispanic efu.ollment
NSF's P.ro!?faln for Wo~en and Girls ~upports innovative project~ 'that increase the participation
86 '
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of women and girls in science and engineering through short and long-term academic
advancement and research-oriented activities. Recent projects involving Hispanic women and
girls include:
--Portfolios to Increase the Number of Women in Mathematics
--GllidingMathlScience Talented Girls and Women
::--Sisters in Science: Inter-generational Partnership
The Course and Curriculum Development (CCD) initiative supports projects aimed at making
major changes in courses and curricula with nation~l impact through wide dissemination of
products, In FY97, awards were made to four Hispanic Serving Institutions. CCD projec~s
focusing on Hispanic students include: .
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--A Unifying Curriculum for Multidisciplinary Studies in the Environmental
. Sciences
--Redesigning Introductory Level Physics Course for Non-Science Majors
--Astronomy and Writing: Anlnnovative Approach to-Science Instruction
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--AT-SLICE: Advanced Technologies and Simulations for Learning about
Interactions in Complex Environments
--Reforming Calculus InstrUction at the University of Puerto Rico in Mayaguez
•
CONTRIBUTIONS TO HISPANIC SERVING INSTITUTIONS (HSIs)
. Total awards to HSIs for: Research and Development, Program Evaluation, Training, Facilities
and Equipment, Fellowships, Recruitment and IPAs, Student and Tuition Assistance, Scholarship,
AdministrativelResearch, Infrastructure
Awards to Institutions of
Higher Education (IHEs)
TOTAL
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$2,396,778,000
,iAwards to HSIs asa
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Awards to IHEs for
% oftotal awards
Hispanic activities Awards to HSIs ' o IHEs .
$43,066,000
1.8%
NSF's Instrumentation and Laboratory Improvement (ILI) initiative supports the development and
use of modern instrumentation, application of new and current technologies, and laboratory
curricula that improve the understanding of basic scientific principles and extend the instructional
use of equipment by all undergraduates. In FY 1997, 12 Hispanic Serving Institutions (HSIs)
received ILI awards.
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NSFs Model InstitUtions for Excellence (MIE) program aims to increase the number and quality
of underrepresented mihorities in science, mathematics, engineering, and technology disciplines, '
.. and provides funds and technical assistance to help awardee institutions improve their facilities.
The MIE program supports four institutions, two of which are HSIs (Universidad Metropolitana '
in Puerto Rico, and the University of Texas at EI Paso).
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NSF's Faculty E~ly Career Development supperts the early development of academic careers in
, research and education. $3.2 million in FY97 I?l.ovided nine awards to HSIs, as well as.nine ' "
awards to 'Institutions of Higher Education whe~e the investigator ~as Hispanic.
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NSF's Research Experiences for Undergraduates' (REU)-Campus-based sites for groups of ten or
. more undergraduates who participate in the res~arch program of the host iristitution Three REU
site awards and eleven REU supplemental awJas.•were made to
Hispanic investigators and two
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HSIs received continuing site support for a total FY97 expenditure of $2.7 million.
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NSf's Equipment a,nd Facilities awards ehable institutions of higher education to acquire or
upgrade specialized equipment and instrumentition nec,essary for successful research activity. In
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FY97', fom ~SIs .(CityUniversi~ of New YorkiJs City Col~ege, E1-Pa~o Coun~ Cox:nmuni~ .
, College, Umversity of Puerto RICO at Mayaguez, and Flonda internatIOnal Umverslty) receIved
, ,$2.38 million in e'quipment and' facilities impro~ements.
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• ' EMPLOYMENT OF mSPNmCS
At NSF,Hispanics represent 1.7 percent (19 out of 1,I03)of career employees and 3.8 percent
(nine out of233) of non-career employees.
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FUTURE INVESTMENTS
NSF will undertake the following activities in lijY99 and FYOO, with continued critical attention
focused on promoting diversity in SMET education and the SMET workforce.
. Programmatic structure supporting NSF activitl!esfor w-oups underrepresented in science,
mather.natics, engineering, and tephnology eduJation (including Hispanic Americans) will remain
intacHor FY99 and FYOO. These include:
Minority Graduate Education (MGE) Program, established in 1998, supports the implementation
of innovative strategies for increasing the numger of minority doctorates in science and
engineering. The University of Puerto Rico ana Rice University are two key sites in this effort.
Growing a Diverse Professoriate: The Diversi~,Continuum Activity is a comprehensive, strategic
and systemic contiriuqrn that aligns selecte<;l NSF undergraduate and graduate programs (for
example, AMP, MGE, and CREST) designed t~ increase underrepresented minority participation
in the science, engineering and technology workforce, namely, the, professoriate. The University
qf Puerto Rico and Rice university,ar~two ke1 sites in this effort also.,
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Systemic reform programs at the K-12 leve1will continue to emphasize diversity early in the
. education pipeline, arid NSF willco~tinue sup&ort for utilization of communications technologies
to accommodate different learning styles and iJcrease access to high-quality materials.
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. Priority will be placed on quality science, matJlmatics, engineering; and technology instruction
and successful matriculation, especially at the tfudergraQuate and graduate levels, commingled
with opportunities for the integration ofreseardh and education' for minority students and faculty .
~partment
. NSF will continue j oint investments with the
of Education in a K-8 mathematics
initiative, and education and training technolo~ initiatives.'
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NSF will support strategies to accelerate the training and, development of teachers capable of ,
delivering standards-based K-12'education, with special attention on elementary and middle
school mathematics teachers.
, Newer efforts to provide outreach to llispanic Serving Institutions (HSls) include:
--A new initiative'to promote information technology network access for all minority serving
'institutions including all HSIs, Historicaily Black Colleges and Universities (HBCUs) and Tribal
Colleges and Universities (TCUs);
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'. --Hosting a major workshop at the 1999 National Conference of the Society for Advancement of
Chicanos and Native Americans in Science (SACNAS.;..The workshop is designed to provide'
extensive information about the grantsmanship process at NSF and networking opportunities with
NSF officials as a means to foster greater proposal submissions for science and technology
research and education from Chicano and Native American scientists, and opportunities to serve
as proposal reviewers in the merit review process;
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--NSF will continue participating in the National Summer Intern Program of the Hispanic,
Association of Colleges and Universities (HACU), as part of the NSF Summer Student Internship
Program which has also included undergraduate and graduate students from the Quality
. Education for Minorities (QEM) Program and the AAAS Entry Point! Program for students with
disabilities.
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Management Directions
As part of NSF's efforts to infuse diversity and maximum human resource development
throughout its internal operations and management, including recruitment, development and
training activities, NSF's Government Performance and Review Act (GPRA) performance plan
states, that in FY99:
--All recruitment for scientists and engineers must demonstrate serious efforts to
attract members from underrepresented groups at least in proportion to their
representation among doCtorate holders in the respective fields;
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--All new program announcements and proposed solicitations must include a
statement encouraging proposers to address improving the participation of
underrepresented groups in science and engineering in their research and
education activities; .
--Diversity among external experts such as advisory committee members and
panel reviewers must be increased across the Foundation; and
--One ofthe two criteria in NSF's peer review process addresses societal impact,
including diversity and human resource development, as one measure of proposal .
competitiveness.
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Accountability Measures within Programs
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NSF uses a varietY Of mechanisms to evaluate the effectiveness of,its programs. The NSF
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Directorate for Education and Human Resourc~~ has developed a program evaluation activity that
covers all ofits programs on a regular basis and that inCludes data collection systems.
Mechanisms used to assess program effectiven~ss include evaluations, impactstudies, and
program monitoring. For example, one,ofthe p¥ograms described in this report, the Alliances for
Minority Participation (AMP) program, has an ~nline data collection system.
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In a~ticip~tion o~NSF'~ first performance, r~o~·.un~er the GPRA, the agency will co~tinue to
refine an IncreasIngly ngorous approach to IdentIfying program outcomes and asseSSIng
accountability. The accountability continuum f&r SMET education at NSF incorporates (1)' ,
program and project monitoring; (2) indicator Jhd database 'design' and 'dev,elopment; (3) impact
'studies; (4) third-party program evaluations; an~ (5) program effectiveness reviews.
• POINT OF CONTACT
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Wanda E. Ward
. Assistant to the Deputy Director for Human'Resource beve~opment
NSF"
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(703) 306-1003
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, OFFICE OF PERSONNEL:MANAGEMENT (OPM)
FY98 Annual Performance Report Summary
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EXEMPLARY PROGRAMS/ACTIVITIES
OPM developed a Nine-Point Plan to improve representation and,advancement of Hispanics' in
the federal workforce. The project plan provides the framework for OPM to playa leadership role
in bringing together academia, community and professional organizations, and the federal '
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government for the advancement of Hispanics.
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To address the underrepresentation of Hispanics within its employment ranks, OPM developed a '
Ten P,oint Plan that focuses on three strategies: open recruitment, academic relations, and
employee development.
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Plan strategies include:
--OPM will recruit from all sources, for all position vacancies; including positions iri the Senior
, Executive Service (SES) and managerial positions at general serVice grades (GS) 13-15, except
when the director ofOPM approves a request to restrict eligibility tostatus candidates,
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Interagency Career Transition Assistance Program eligibles or OPM employees.
-OPM will recruit at the entry level for positions covered by the Luevano Consent Decree,
except when the OPM director approves a request to recruit at higher grade levels. '
--OPM will establish an intern program tQ recruit and develop groups of professionals and
administrative trainees who are willing to reloqate to OPM fiel410cations or headquarters.
--OPM will monitor the:composition of its workforce by office.
-~OPM will establish and recruit from all sources a full-time Hispanic employment program.
'manager for the national office.
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--OPM will establish an annual budget for recruitment literature, limited travel to recruitment
sites, and contracts for Hispanic Association of Colleges and Universities (HACU) national
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interns.
--OPM's Hispanic employment program managers will establish contacts and maintain relations
with local high schools and HACU members.
--OPM will use high schools and college cooperative education opportunities to bring students
from diverse backgrounds into the workforce and establish eligibility for non-competitive'
conversion. OPM will recruit Hispanic students and recent grad~ates who are interested in
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participating in student employment programs ~t OP~f.,
--OPM will in~lte its employees to apply directly for career development programs, in ~ddition to
being nominated by managers. OPM will establish formal mentoring programs and ask OPM
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employees to serve as mentors for graduates of1career development programs and other interested
OPM employees. OPM will ensure that Hispani~s at GS levels 13-15 receive full consideration
for developmental opportunities to enhance their leadership skills and for ~areer advancement.
dev~lo~
a program for its new supeLsors:to raise aw;reness of their rolesand
--OPM will
responsibilities for meeting OPM's strategic go~ls, including, recruitment and development of a
diverse workforce:OPM will arrange for periodic meetings with the Director and Deputy
Qirector and all OPM supervisors to review deJelopments and progress related to OPM's strategic
goals.,
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PROGRAMS/ACTIVITIES
opM chairs the White House Initiative on Educational Excellence,for Hispanic Americans' Inter
Departmental CoUncil on Hispanic Educational Improvement working group on Hispanic Federal
Employment.
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OPM conducted a workshop that p.,ovi,ded information, leadership, and assistance to federal . . '
agencies in planning for recruitment and hiringlbfHiSpanics. ' : . '
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". OPM Employ'ment Service worked with federa11'agenCieS in conducting seminars, workshops and
... " conferences that sttess<;:d the responsibility feddbl agencies should take in working with Hispanic
. Serving Institutio~s (HSIs).
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Programs included: '
, --N"ational Association of Hispanic Federal Executives
--~ternationalTrai~ing Conferences ~n Putli~personnel Administration
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--Brookings Institution Training for Federal Managers titled, "The Future of EEO
and Diversity in Government".
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OPM presented a senes of workshops for managerS,super.vIsors, and human resource speCIalIsts
intended to sensitize participants to the needs of employees as a result of the changing
.demographics, of the fedenil workforce.
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OPM linked recruitment ofHispanic, American students to the Federal Equal Opportunity
Recruitment Program. OPM contacted members ofHACU via the Internet and mail to alert them
to recruitment actions.
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OPM supported the government-wide USA JOBS system that provides general employment
information and ,specific job listings in a varie~offormats. OPM conducted a massiveawarenes§
campaign about this system, targeting special dmstituent groups such as ,Hispanic organizations.
QPM
arr";~ed
~embCr
for the detailofa Hispanic SES
from the Depmtment of Agriculture to
improve outreach with interested stakeholders, with a focus on minority interest groups.
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• CONTRIBUTIONS TO mSPANIC SERVING INSTITUTIONS (HSIs)
Total awards to HSIs for: Research and Development, Program EvaluatIon, Training, Facilities
and Equipment, Fellowships, Recruitment and IPAs, Student and Tuition Assistance, Scholarship,
AdministrativelResearch, Infrastructure. '
TOTAL
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IAwards to Institutions
for Higher Education
(IHEs)
$136,250
IAwards to IHEs
for Hispanic
~ctivities '
!Award to HSIs as a
Yo of total awards
Award to HSIs
oIHEs
$72,250
53%
OPM established working relationships with Hispanic Serving Institutions (HSIs) by placing six
Federal Employment Information touch screen computer kiosks at HSIs. OPM is pursuing more
partnerships to sponsor touch screens in more locations, and to supplement 23 institutions that
have either received or :will be receiving them already.
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• EMPLOYMENT OF mSPANICS
At OPM, Hispanics represent 2.7 percent (102 out of 3,722) of career employees and 10.5 percent
(two out of 19) of non-career enIployees.
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• FUTURE INVESTMENTS
OPMwill undertake thelol/owing activities in FY99 and FYOO:
OPM will work to implement its'Ten Point Plan (see Exemplary Programs and Activities) and
encourage all federal agencies to impleI?ent the Nine-Point Plan.
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• POINT OF CONTACT
Melissa M. Rodriguez ,
Hispa,l1ic Employment Program Manager, '
,OPM'
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�SMALL BUSINESS ADMINISTRATION (SBA)
'FY98 Annual Performau~e Report Summary
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'~XEM~~y ;R~~RAM~A=1----
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Under its outreach initiative to the Hispanic business community, SBA set a three-year goal in
1997: of increasing loans to Hispanic-ownedbu~inesses from 3,371 loans to nearly 5,200 annually
in the year 2000. If successful in ac~ieving this loan growth, SBA estimates that its loan program
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. will provide $2.5 billion innew loans to Hispan'ic-owned 1;>usinesses in 2000.. .
op~ned fi~e On~-S(op
Shop~in
new
Capilals
areas ,.nth high Hispanic American
SBA
populatIons: RIO Grande Valley, Texas; Los Adgeles, Cahforma; Houston, Texas; ChIcago,
Illinois; and New York. One Stop Capital Shop~ gather federal, state, and local agencies and
institutions. in one convenient location to addreJk the financial and techilicalassistance n:eeds of
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small businesses. In FY98 (3rd QUarter), 24,584 Hispanics were served.
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centJl (BICs) areas with high concentrations of
SBA opened three Business
Hispanic Americans: Miami; Florida; Albuquer~ue, New:Mexico; and Denver, Colorado.
Businesses have access to state of the art compJter hardware and software at these centers. BICs
also offer business managetJlent counseling to Bhsines~' people through a network of retired
business executives who assist entrepreneurs orllavariety of business plannirig topics. In FY98
(3rd quarter), 78,652 Hispanics were served.
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SBA's San Diego Qi~~ictOffice (SDDO) is paqnering with several organizations to teach
entrepreneurship to inner-City youths, the majo~ty of whom are Hispanic. As these programs
prove'successful, most cim be expanded nationJride.
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SDDO and Juilior Achievement are developing a program to teach entrepreneurship and to inner
city K-12 'students. San Diego Junior Achieverrlent annually involves about 13,000 students, half
of whom are Hispanic. After SBA's classroom ~ourses, students will visit SBA's Business
Information Center (BIC). Hispanic students~l1 r~ceivespecial assistance by Spanish-speaking,
"SBA staff and online resources translated irito'Spanish, including the Small Business Classroom,
Online Women's Business Center, and piasses dhbusiness plans. Much of Junior Achievement
training material is offered in Spanish~SDDO Jill judge student business plans.
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SDDO and Millenpiu11,l Entrepreneurs ~re deve,pping a program to; teach "ABCs of Small
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Business" and "How SBA can assist Young En1feprei1eurs" to high school students, 70 percent of
whom are Hispan~c. Millenni~mEntreprenew:!),lis a kids business camp, andis being expanded
throughout San DIego, Hawan, and the East Coast.
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Caftlps last three weeks during summer and cJstmas breaks, and will soon occur in the fall and
sprin~.. ~fter SBA's ~amp cl~sses, students visi~ISB~'SBIC w~ere they have access.to Spanish- ,
speaking SBA Staff and onhne resources translated mto Spamsh~ ,
SDDO's Small Business Development and Intelational Trade Center (SBDITC) is partnering
with the Youth Entrepreneurial Program and th~ Computers in our Future (CIOF) in San Diego's
San Ysidroai'ea. All of the youth are l!ispanic. "
JIbis program is;in expansion of the Community
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Computer Center (up to now for adults) to young entrepreneurs. The program utilizes hands-on
operation of a micro-business program to teach business skills. The program's first seven
. students, ages 16 to 20, are learning to operate and eventually acquire Casa Familiar's La
Esquina Snack Shop. The youths receive a crucial stipend as'~an added benefit. The ultimate
objective is to become a community technology resource.
• PROGRAMS/ACTIVITIES
SBA, through its Office of International Trade, signed an agreement with the Mexican
Government's National Bank, and "SECOFT," the Mexican government's equivalent of the U.S.
Department of Commerce, to bring resources together to stimulate trade. This agreement helps
any small business access the Mexican market where Hispanic Americans have a natural
interconnection.
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SBA signed 70 Memorandums of Understanding with national, regional; and community
Hispanic groups.
SBA offered management and technical assistance, counseling and training to 36,632 Hispanic
clients or 7.41 percent of the total 494,561 clients;·
• CONTRIBUTIONS TO mSPANIC SERVING INSTITUTIONS (HSIs) .
Total awards to HSIs for: Research and Development, Program Evaluation, Training, Facilities
and Equipment, Fellowships, Recruitment and IPAs, Student and Tuition Assistance, Scholarship,
AdministrativelResearch, Infrastructure
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Awards to Institutions of
Higher Education (IHEs)
Total
Awards to IHEs for .
~wards to HSIs as a %
Hispanic activities ~wards to HSIs of total awards to IHEs
$56,072,274
. $3,140,664
5.6% .
• EMPLOYMENT OF mSPANICS
At SBA, Hispanics represents 9.3 percent of all employees ..
• FUTURE INVESTMENTS
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. SEA will undertake the follOWing activities in FY99 and FYOO:
SBA will set aggressive goals for increasing the participation of Hispanics in SBA
entrepreneurial training programs.
SBA will pursue new partnerships with business and civic associations to increase awareness of
SBA's programs and services within the Hispanic community.
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SBA will reach out to resource partners to identify best practices and program improvements that
can further SBA's perfonnance vis-a.-visits goals.
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. SBA'will work to achieye a 10 percent level of funding for HSIs asa'portion oftotal SBA awards
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SBA will work to 'increase by 10 percent the number of Hispanic entrepreneurs and potential
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entrepren.eurs served by:SBA Small B~iness Ifvelopment Cente$, W omen's Business
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OwnershIp, SCORE chapters, and Busmess Information Centers.:
SBA's Office of Government 'Contracting and JinOrity Enterprise Development will work with
the Department of Commerce's Minority Busin~ss Development Agency to create an online Web
site for minority entrepreneurs and potential ent,eprenems. The Web site will include busin~ss
development information and access to counseling and advice especially targeted to minority
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entrepreneurs, mc Iud' H"IspanlC men an d wIIo m e n . ' . ,
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SBA will
ex~ahd outrea~h
in FY99.
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dis~tsed co~~ities est~blishing
to Hispanics in
by
One-Stop
Capitai Shops in each of the 20 new EmpowerrAent Zones that the administration will announce
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POINT OF CONTACT
Irma Mtiiioz Alexander'
National Director of Community Outreach
Small Business,Administration
Phone:(818) 552-3314
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SMITHSONIAN INSTITUTION .
FY98 ADliu~1 Performance Report Summary
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The National Museum of Ameriqan Art (NMAA) has created idel Corazon!,(http://nmaa
ryder.si.edulwebzine/), an interactive Webzine featuringLatino art from its collection. The.on
line magazine proVides curricular activities developed by and responsive to the needs of the K-12
learning community. idel Corazon! is a collaborative effort between participating schools arid
museum staffto create an engaging learning tool using techilology and Smithsonian primary .
. source materials. The NMAA collection includes important works that not only represent the
' ' diversity of Latino art, but reflect the historical contr~butions of Latinos to our society. -,
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EXEMPLARY PROGRAMS/ACTIVITIES
The National Zoological Park (NZP) program; Bringing Biological Sciences to the Latino
Community II, provides opportunities for Latinos students at all levels of schooling to conduct
research with staff scientists, who, themselves, interact with NZP visitors and participate in
outreach to elementary schools. At present, ten Latino students from high school to graduate
levels are being funded. They have all been placed with a mentor and are gaining experience at
the Zoo in their field of interest.
In 1998, in honor of National History Day, the Smithsonian Office of Education (SOE) launched
the website Impacto, Injluencia, Cambia-Science, Technology and Invention in Latin America
and thit Southwestern United States to highlight the achievements of Latinos in such disparate
fields as agriculture .and aviation. The SOE Web site receivesappro,;"imately 600,000 hits each
month, with about ten percent of that number visiting the Impacto site at
http://www.educate.si.edf:l/scitech/impacto/graphiciindex.html.
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The National Faculty-Smithsonian Institution Program for the Austin (Texas)1ndependent School
District teams classroom teachers with museiJm curators and university scholars: This ten-year
. professional development program~ sponsored by the Smithsonian Office of Education;'explores
. ways to use museum collections and exhibitions to infuse a multi- cultural approach into the "
teaching of the humanities. Thirty teachers from various schools participate eac\l year. In January
1999,200 teachers from throughout the Austin Independent School District participated in a
teacher i,nstitute on Latino history and culture.
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Since 1989, the National Science Resources Center (NSRC) has hosted Science Education
Leadership Institutes at the Smithsonian for teams from more than 300 school districts across the
United States, serving more than 6.7 million students in grades K-8, including 1.4 million (21
percent) Hispanic students. Leadership teams develop a five-year strategic plan to reform K-8
science education in their districts. A new initiative launched in 1998, Leadership and Assistance
in Science Education Reform (LASER), 'is focused on 300 additional school districts serving
approximately one million students in eight geographic regions. Three of the regions include
districts serving significant numbers of Hispanic students.
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The National Sciences Resource Center is also working with Bristol Myers Squibb Foundation to
r~fonn K-8 science curriculum for all students ih Puerto Rico. NSRC's Science and Technology
. for Children Curriculum Project has been translAted into Spanish for student use. It can be found '
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on the Internet at www.si.edu/nsrc. , ' . ,
The Center for Folklife Programs and Cultural Studies· Latino. Cultural Resources Network has
established a Folklife Field Research Series co~~isting of four folkiife field research training .
workshops held in Texas, Newl\fexico, and Colorado for students and educators. Participants
also learn differentfonnats for public programriling and develop projects for their schools and
communities. Two of the overarching goals'are ~o provide a compl~te flfieldwork to public
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program" educational model, and to instruct educators, cultural leaders, and c()mmunity
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organizers on how to initiate research in school~ and communities. .
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• CONTRIBU;IONS'TOmSpANIC SERYING INSTITUTIONS (HSIs) '"
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Th e S' hsoman lnstltutlon d"oes not' d ',graf(ts to m~tl utzons Of zgher ed ucatzon m genera I
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or to /:ISIs in particular. However, it is engaged in collaboration and partnership formation with
education irl$titutions; including HSIs.
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'Since 1995, the Center for MuseumBtudies has spon~ored the Inter-University Program for,
Latino Research Graduate Training Seminar, Interpreting Latino Cultures: Research and ,
Museums. Latino graduate students attend the ~bminar to explore issues of representation and
interpretation of cultural materials and,tradition~ in museums, followed by five ten-week
fellowships and one ten-week internship. The dbjectives of the, seminar are to introduce
participants to methods ofresearching and inteJ,reting museum collections relating to Latino·
history and culture, to offer general. guidance otl' designing and implementing research, and to
establish a network among students and faculty JI Fourteen students participated irl.19Q6 and
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fifteen participated in both 1997 and 1~98. The: seminar is now coordinated by the,Smitlisonian
Center fOF Latino Initiatives. For,more infonnation go to ww.w/si.edullatino. ' " ,
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Established in 1998, the Latino Studies FeJlowship Program in the Center for LatIno 'Initiatives,
offers'awards to Latino pre-doctoral students
post-doctoral or senior scholars who wish to
, pw:sueresearch rela~ed ,to L~tirio history, art, an~ culture using ,Smithsonian re~?-urces' while in
. ,residence at the InstitutIOn, as well as, through extended field work. Through this program, 11
"fellowships have been awarded.to outstanc;ling sbdents and scholars.' , , " .'
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el1o~ships ~ts'
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and
MinOrity!IntemshiP Prcigraffi providesopportunities for
, undergr,aduate and ~e~.rtning gr~duate stud~n~s I}O parti~ipate ~n a va~e~ of ongoingrese~ch and,
museum-related actlVltIes, under the supervISIon of Smlthsoman InstItutIOn staff. ApprOXImately
33 percent of the awar~,s are n:tade to Latino stu~ents each year. For more infonnation,visiUhe
program aH\YWW.sLed~research+studY):. II
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. Fellowships and:ihternships at the SmithsoniantInstitution are advertised broadly: Some targeted
, publicity efforts include ~dvertising in Latino-r~lated publications and participation in Latino- '
related conferences, such as the' national confer~nce of the Society for the Advanct;imerit of
Chicanos and Native Americans in Science. S~~cial mailings are made to HSIs and the Latino
Studies departmert,ts anq,centers at various:univ~ities. Opportunities are also featured on the ,
Center for Latino Initiatives Web site: www.si.Edu//atino.
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EMPLOYMENT OF mSPANICS
At the Smithsonian Institution, Hispanicsrepresent ,6:2% (243 out or' 3934) of career employees
and 8.6% (34 outof395) of non careeremployees. .'
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Overall employinentat theBmithsonianInstiriItion incre~sed by 32 from Septemb~r 1997 to
September 1998 (based on on-board staff on ,September 30 of each year). Latinos made up 20 of
the total number. Latinos ,a percentage of the staff increased by a small amount at the higher grade
levels and decreased atthe lower grade levels, and increased asa percentage ()fthe Wage Board
positions.
Vacancy announcements are advertised in Hi~~anicnewspaperSand Latino,:,specific professional
groups such as the Association of Hispanic Ferlerill Executives, Hispanics in Philanthropy and the
Hispanic LibraryiAssociation., The Office of Human Resources attends various job fairs,
including most recently the Hispanic Civil Rights AssoCiation meeting and the Eleanor Holmes
Norton Job Fair. 'The Smithsonian Institution is active, in the American Association of Museum
Latino Network Professional Interest-Committee:'
•
The Smithsonian Institution utiliies the Student'Employmeht Program (Cooperative Education)
as a tooi for recruiting Latinos into'the workforce: At this time, students are placed in the Center
- for Folklife and Cultural Heritage, the Center for Latino Initiatives, the Archives of American
Art. A student is shared by the Office of Contracting and the Office of Equal Employment. Two
students will begin working in summer 1999 at the National Museum of Natural History in
geology and environmental programs. Finally,three ,additional students have been identified to
work at the National Portrait Gallery, the National Museum ofAmerican History and the Office
of International Relation~'.:·
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The National Museum of Natural History participates in the national conference of the Society for ' '
, Advancement of Ch,icanos a~d Native Americans in Science (SACNAS) by hosting an exhibit
'
, booth and participating in workshops andspechil 'sessions to reach out to the Hispanic
,communities and provide information about careers atthe Smithsonian Institution.
In~luded in the performance plans of the museum, rese~ch institute and program office dir~ctors, "
is a requirement to be culturally diverse in employment decisions and in public programming.
. Hiring and promotion actions of each unit are assessed annually. Funding from a special Latino
Initiatives pool supplements Unit base funding to increase and enhance Latino ,programming and
, research on Latino-based collections.
•
•
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•
FUTURE INVESTMENTS,
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The Smithsonian Office of Education and the National Museum, of Natural History are
collaborating to produce a Web site to be lallnched in 2000 focusing on cultural interactions in the
North American Southwest from prehistory to the present, as seen in textile traditions of the
region. The material will align with national education standards in history, geography and the
arts and should be of special interest to HispaniC corinnunities. "
"
The Smithso~ian Institution will continue to implement ,its strategic plan, which includes
increasing the application of the Institution's unique resources to enhance K..,..12 education. This '
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iRcludes increasirig the;'quality andimmbei of partnerships with school districts across the, .
country,and the number of students andteachex'k with lic'cess to the Smithsonian's collections, .
. , exhibitions a~d other resources through electrQrlic 'and other me.~i~, ...... " ""7.:'
inolit~rthe implemen~~<?n
\ ," The 'Smithsonian InstitutioJ?, willcontinue to
of goals established in
1997 for Latino emploYment by providing.q<?9~rativ~ ed,ucationopp!;)rtunities; reviewing
emplo)'!llent practices at each of tlte mus~ums,. search institut~s and offices; and continuing
efforts toincr~ase th¢ number ofLatinoservi' ntern~hips and f~llowships across the InstitUtion.
In; FY99, the Institution expects:to re~ch 80 pentofitS goal to place ten students in the
cooperative program.
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The, Smithson,i!,tn Center for Latino Initiatives is; developing its Web site as ppt4 a source of
, information and a iesourcefor educators. ,Th~:febsitewill.featurelinks and connections .to
progr!lmsand.museums throughput ~he riation tHat provide valuabl€(.infoimation on Latino
collections and events, and will include virtual Jxhiblts of Smithsonian colle~tions and programs.
With approximately 40<n1i1lion,hits'pery~ar'onllie Smithsonian'svyeb site,'the?hltirio Center's" .
..Web, site snould ~raw muchattentioI1 ~d u~e n1tinoal~Y"
;
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Beginning in the summer of 1999, th~.National MuseurriofNatural History's Department of
, Anthropology is participating ,in a symposium o~gal1izedby the Mexico-NQrth Research Network,
a non.:.profit consortium of institUtions in the Arfterican'Southwest, that is de'signed to ,provide
Latinos~dents .with increased opportunitiesfo~le4ucation and professional ~ev~l<?pment.
. International research and. educational and Qutreach projects ''Yill b,e organized by the ~etwork,
which includes several major Latino-servingidhtutions 'in' the Southwest: ',,' ,
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Th~ S~ithsonian C~i~ Lati~oInitiatives;,pll1ost
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~eetillg ~.n:l~IY
f?r
a day-l,ong
'12, ,1999, with·
the Latmo LeadershlpPo}lCY Insti~te, for students from 1,-5, campuses, around the county,
of Ari~o~a, '"
including UCLA, Stanford,. University ' . ' II U:niversity.of~olorado, Ulliversity of Texas
,
.' ,
(Austin ,and EI Paso), Detroit, Miami Intematipniil, al1d Hunter 'College ~in New'York Students
learncabout the political processes al1d policies~fcuJtural representation in District of Columbia.
This is a year-Iong.project coordinated by the rribmbers of the Inter-University Program for
'.
Latino Research, and will culminate in a four-dly program the yeat 2000 when the participants '
'
will meet with national leaders '9f Latino prograbs. ' , . , .
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• ,POINT OF. ~ONTACT
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Mary Tanner
Office of the Provo'st _.,
Smithsonian Institution
202-357-2903
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SOCIAL SECURITY ADMINISTRATION (SSA)
FY98 Annual Performance Report Summary
•
EXEMPLARY PROGRAMS/ACTMTIES
•
PROGRAMS/ACTMTIES
The Social Security program is vitally important to Hispanics. While about half of all workers
have private pensions, less than one-third of Hispanic households have private pension coverage.
, The result is' that three in four older Hispanic households rely on Social Security for half or more
of their income, and one-third of older Hispanic householdsrely on Social Security for all of their
income.
•
•
•
The non-retirement Social Security benefits can l?e equally important to Hispanic workers and
their families. For an average wage-earner with spouse and two children, Social Security
survivors benefits and disability benefits are equivalent to $300,000 and $200,000 private
insurance policies, respectively. The importance of Social Security benefits to Hispanics is
underscored by the fact that more than half of all Hispanic households have families with
children, compared to less than a third of the general population.
a
SSA is working to meet the customer service needS of a growing Hispanic population. For
example, since 1988 our national 800 number has provided service by Spanish-speaking
employees, and we have recently added a 24-hour automated prompt service in Spanish. In
addition, all of our major public information materials are now printed in both English and
Spanish-language versions. .
.
SSA has an employee advisory gfoup--SSA's Hispanic Affairs Advisory Council--which
regularly meets with the commissioner of Social Security to assess and improve agency outreach
efforts to Hispanic communities throughout the country.
•
CONTRIBUTIONS TO mspANIC SERVING INSTITUTIONS (HSIs)
None reported .
•
EMPLOYMENT OF mSPANICS
At SSA, Hispanics represent 8.39 percent of career employees and 6.6 percent of non-career
employees. SSA increased the number of Hispanic employees by 23.3 percent since 1993.
In FY98, Hispanics represented 20 % of aU SSA new hires.
At the end of FY98, SSA ranked third among aU large federal agencies in the percentage of
Hispanic employees.
101
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SSA has the highest percentag~ of Hispanics fn Senior Executive Service (SES) positions in the
federal government.
SSA's Deputy Commissioner for Human Resour.ces co-chaired an Inter-Agency Task Forc£! that
,
,
n,
developed recommendations for the President's ~anagerrient Council (PMC) on ways to increase
representation of Hispanics in the SES. All oft&e Task Force recommendations were approved
by the PMC for implementation government:wi~e. In FY98, 189 (14.2 percent) of the 1,331
participants in SSA's Summer Aide Stay-In-SchJol Program were Hispanics.
,
I
• 'FUTURE INVESTMENTS
$SA,wi/l undertake the/ollowing activities in FK:?9 andFYOO:
,
,
""
I
j
SSl;\,will workto ensure that Hispanics beneftt fully. from Social Security programs and help
'. "
'
them make informed decisions about their finan~ial future.
'kn~wn!as
•
The Social SecuritY Statement, formerl;
the Personal Earnings and Benefit Esti;"'te
Statement prOVIdes a record of each worker's earnmgs and an estimate of the benefits that the
worker ,and his or her family may be eligible to ~eceive. It has been available on request for more'
,",
than ten years, and ,over the past four years worKers over age 40 have ,been automatically mailed a
Statement.'
,
,
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Beginning on October 1, 1999, all 125 million ljI.S. workers over age,25 will be mailed annually
a Social Security Statement. The Statements wi'1 be mailed about three months before the, '
worker's birth month. The Statements are available in Spanish upon request, but a Spanish-
'
language version will be mailed a;utomatically t~ Puerto Rico residents.
contin~e ~o
p~ese~ce, thrJgh speakers and exhibits, at major Hispanic
'
'
SSA will also
have a
conferences throughout the country.
," SSA will continue to emphasize the paqicipation of Hispanic youth in our Summer Aide and
, Stay-In-School programs.
'
•
POINT OF CONTACT
:.
Miguel Torrado
Office of Eivil Rights and Equal Opportunity
Social Security Administratiorl
'
,
(410) 965-197,7
and/or
Juan Lopez
Special, Assistant to the Chief of Staff '
Social Security Administration
(202) 358-6093
,
102
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UNITED STATES INFORMATION AGENCY (USIA) ,
FY98 Annual Performance Report Summary ,
• EXEMPLARY PROGRAMS/ACTIVITIES
• PROGRAMS/ACTMTIES
e
•
•
USIA participated in the American Council on Education's Educating One-Thir.d ofa Nation
Conference. USIA staff spoke to college and university presidents 'and program directors in
plenary sessions about USIA's interest in seeing greater minority participation in grant programs
and other activities.
USIA program announcements were placed in Hispanic magazine and will also be placed in the
Hispanic Outlook in Higher Education.
'
• CONTRIBUTIONS TO mSPANIC SERVING INSTITUTIONS (HSIs)
Total awards to HSIsfor: Research and Development, Program Evaluation, Training, Facilities
and Equipment, Fellowships, Recruitment and IPAs, Student and Tuition Assistance, Scholarship,
AdministrativelResearch, Infrastructure
"
,
~
..•.
-
TOTAL
Awards to Institutions
Awards ,to IHEs'for
of Higher Education
Hispanic Activities
IHEs)
,$94,000,000
:
Awards to,HSIs
Awards to HSIs as
a %'of total ,
awards to IHEs
' $1,727,000 .
1.8%
USIA funding to HSIs supported the following activities: .
--Thirty-two Fulbright students and senior scholars going to HSIs and/or coming
from HSIs
'
,
--Mini-grants for 11 other visiting Fulbright senior scholars to lecture and consult
at HSIs
'
,
'
--Three-year grant linking California State University-Fresno with the
. International Institute of Labor and Social Relations in Belarus to'foster faculty
and cUrriculum development'
'
--Grant to Pima County Community College District to continue to bring
individuals from NISto Arizona to experience American business, local .
, governance and American culture through meetings, internships, andjob
shadowing
103
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-":Grant to E1.Paso Community College to conduct a three-week training program
"
in the ElPasoregionJor.eight.civiceducato~s from Latin America,
.
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.".' .
. ".:' ':, US M' .
' N' M" S
. --Support to ew eXlCO tate mverslty to contmue operating a ..- eXlCO
Conflict Resolution Center, in association W1~"'th the Universidad Autonoma de
Ciudad Juarez
.
,
,
4
l
.
--Grants to a number of specialists from HSIs to conduct short-term speaking
programs abroad .
..
Under USIA's International Visitor Program, more than 500 visitors made professional visits at
HSIs 'during' FYI 998.. More than 20 HSIs in Ari~ona, California,. Flbrida, Illinois, New Mexico,
and Texas hosted these grantees. coming from thloughout the world in a wide range of ,.. ',
professional field~.
1.; "
..'
, ., , . , .
•
, USIA met with the Hispanic Association of Coll~ges and Universities (HACU) to determine
ways to reach out to the HACU members regarding grant opportunities and recruiting college ..,
intemsJioni HSIs.
'
,
I
A USIA di~ersity working group is examining How USIA can more successfully collaborate with
HSIs.
.
.
• EMfLOYMENT OF lllSPANIeS
At usiA, Hispanics represent 6.2 percent (167 out of 2,687) ofcaT(~eremployees and 8.1 percent
I
I
i
,I
(ten out of 167)ofnori-career employees.
• FUTURE INVESTMENTS
.USIA will Ulidertak.e the following activi~ies in lY99:
,
.
USIA will work to increase funding to HSIs by five to ten percent.
prt:si~Jts and program dir~ctors encouraging them to
. USIA will have specia, maiIjrigsto HSI
'. apply to host Fulbright scholars from abroad.
.
.
USIA will participate iIi ten statewide community college 90nferences across the United States
designed to provide information and technical a~sistance regarding grant opportunities in 'the .
international education field.,
.
..1'
". ' ' . . ~.'
.
.~
,J
I
USIA will make campus visits to selected HSIs in and around Houston, Texas and talk with
studeIIts, faculty, and staff about grant opporturiities. 'Officials will also work to gain a better
perspective regarding HSIs' intematiomll prografu interests and needs. .
. .
~ivil
16
I
increa~e
USIA will work with its Office fot
Rights continue efforts to
the number of
Hispanic employees working at USIA within thd ran~s of both the civil service and the foreign
service.
. ,
.
'
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. !
104
'.
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. .•
POINT OF CONTACT
.David Levin
Office of Academic Exchanges
USIA
. (202) 619-4360 .
•
•
•
105
�•
"By the Authority vested in me as President by the Constitution and the laws of the
United States ofAmerica, and in order to advance the development of human potential,
to strengthen the Nation's capacity to provide high-quality education, and to increase
the opportunities for Hispanic Americans to participate in and benefit from Federal
education programs, it is hereby ordered... "
President Clinton, February 22, 1994
•
•
Recognizing the importance of increasing the level of educational attainment for Hispanic Americans,
President Clinton established the White House Initiative on Educational Excellence for Hispanic
Americans through Executive Order 12900 in September 1994. Guiding the White House Initiative is
the President's Advisory Commission on Educational Excellence for Hispanic Americans, whose respon
sibility is to advise the president, the secretary of education, and the nation on the most pressing
educational needs of Hispanic Americans. The White House Initiative also provides the connection
between the Commission, the White House, the federal government and the Hispanic community
throughout the nation.
Current White House Initiative activities include initiating policy seminars, offering a national confer
ence series, "'Excelencia en Educaci6n: The Role of Parents in the Education of Their Children," focused
on improving the education of Latino youth by better engaging Latino parents, increasing understand
ing and awareness of Hispanic Serving Institutions (HSIs), and coordinating a new round of high-level
efforts across the national government to improve Hispanic education. These activities are driven by a
two-year work plan that provides a strategic and purposeful response for addressing the educational
challenges outlined hi the September 1996 President's Advisory Commission's report "Our Nation on the
Fault Line: Hispanic American Education." The report responds to the president's request to assess:
• Hispanic educational attainment from pre-K through graduate and professional school;
• Current federal efforts to promote the highest Hispanic educational attainment;
.. State, private sector, and community involvement in education;
• Expanded federal education activities to complement existing efforts; and,
• Hispanic federal employment and effective federal recruitment strategies
Assisting the Initiative address the many educational challenges facing Hispanics is the Inter
Departmental Council on Hispanic Educational Improvement. The Council-composed of high-level fed
eral agency representatives-is responsible for overseeing government-wide efforts to provide greater
opportunities for Hispanic Americans to participate in and benefit from federal programs designed to
improve educational attainment. The Council meets three times a year and relies on structured work
ing groups to develop interdepartmental strategies and programs.
Accelerating the educational success of Hispanic Americans is among the most important keys to
America's continued success. Please join us in ensuring educational excellence for all Americans.
The White House Initiative Staff
Sarita E. Brown
Executive Director
Deborah A. Santiago
Deputy Director
Maribel Rodriguez
Hispanic-Serving Institution Program Manager
Richard Toscano
Special Assistant for Interagency Affairs
(Annual Performance Report Coordinator)
Julie S. Laurel
Policy Analyst
��
Dublin Core
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Title
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Andrew Rotherham - Events Series
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Andrew Rotherham
Date
A point or period of time associated with an event in the lifecycle of the resource
1999-2000
Is Part Of
A related resource in which the described resource is physically or logically included.
<a href="http://clinton.presidentiallibraries.us/items/show/36330" target="_blank">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/612954" target="_blank">National Archives Catalog Description</a>
Identifier
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2011-0103-S
Description
An account of the resource
Within the Domestic Policy Council, Andrew “Andy” Rotherham was Special Assistant to the President for Education Policy from 1999-2000. Before working for the Domestic Policy Council, Rotherham was Director of the 21st Century Schools Project for the Progressive Policy Institute (PPI). This series of Events includes records relating to education events and the corresponding background materials. The records include reports, memoranda, email, congressional correspondence, press releases, and speech drafts.
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
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William J. Clinton Presidential Library & Museum
Format
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Adobe Acrobat Document
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20 folders in 3 boxes
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Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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[White House Initiative on Education Excellence for Hispanic Americans 1998] [Report]
Creator
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Domestic Policy Council
Andrew Rotherham
Event Series
Identifier
An unambiguous reference to the resource within a given context
2011-0103-S
Is Part Of
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Box 14
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2011-0103-S-events.pdf">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/612954">National Archives Catalog Description</a>
Provenance
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Clinton Presidential Records: White House Staff and Office Files
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8/23/2013
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2011-0103-Sb-white-house-initiative-on-education-excellence-for-hispanic-americans-1998-report
612954
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https://clinton.presidentiallibraries.us/files/original/ee49768772690ae60986263c908644b2.pdf
7a223ea435005520d7789fec21f03a45
PDF Text
Text
WithdrawallRedaction Sheet
Clinton Library
DOCUMENT NO.
AND TYPE
DATE
SUBJECTrrlTLE
Schedule of the President for September 30, 1999 (partial) ( 1 page)
001. schedule
09/2911999
RESTRICTION
P61b(6)
COLLECTION:
Clinton Presidential Records
Domestic Policy Council
Andrew Rotherham (Events)
ONBox Number: 17351
FOLDER TITLE:
National Education Summit
2011-0103-S
rcl64
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(3)]
Freedom of Information Act - [5 U.S.C. 552(b)]
PI National Security Classified Information [(a)(1) of the PRA]
P2 Relating to the appointment to Federal office [(a)(2) of the PRA]
P3 Release would violate a Federal statute [(a)(3) of the PRA]
P4 Release would disclose'trade secrets or confidential commercial or
financial information [(a)(4) of the PRA]
P5 Release would disclose confidential advice between the President
and his advisors, or between such advisors [a)(5) of the PRA]
P6 Release would constitute a clearly unwarranted invasion of
personal privacy [(a)(6) of the PRA]
b(1) National security classified information [(b)(1) of the FOIA]
b(2) Release would disclose internal personnel rules and practices of
an agency [(b)(2) of the FOIA]
b(3) Release would violate a Federal statute [(b)(3) of the FOIA]
b(4) Releas~ would disclose trade secrets or confidential or financial
information [(b)(4) of the FOIA]
b(6) Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
b(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
'b(8) Release would disclose information concerning the regulation of
financial institutions [(b)(8) of the FOIA]
b(9) Release would disclose geological or geophysical information
concerning wells [(b)(9) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed
of gift.
PRM. Personal record misfile defined in accordance with 44 U.S.C.
2201(3).
RR. Document will be reviewed upon request.
, II
'
:
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'
�"
. THE TRIP
of
THE PRESIDENT
to
PALISADES, NEW YORK
September 30, 1999
Staff Copy
�Table of Contents
Thursday, September 30, 1999
PALISADES~
NE\V YORK
Address National Education Summit
Event Memo
Tab A
Remarks
TabB
To Be Forwarded
Participants List
TabC
New York Background
Political Background (including "hot issues")
CEQ Hot Issues
TabF
Accomplishments
(
TabE
Cabinet Affairs Hot Issues
.j
TabD
TabG
�I'll'
I
I
'
I
I
WithdrawalIRedaction Marker
Clinton Library
DOCUMENT NO.
AND TYPE
001. schedule
DATE
SUBJECTffITLE
RESTRICTION
09/29/1999
Schedule of the President for September 30, 1999 (partial) (1 page)
P61b(6)
COLLECTION:
Clinton Presidential Records
Domestic Policy Counc,il
Andrew Rotherham (Events)
OAlBox Number: 17351
FOLDER TITLE:
National Education Summit
2011·0103·S
rcl64
RESTRICTION CODES
Presidential Records Act· [44 U.S.C. 2204(a)]
Freedom of Information Act· [5 U.S.C. 552(b)]
PI National Security Classified Information [(a)(1) of the PRA]
P2 Relating to the appointment to'Federal office [(a)(2) of the PRA]
P3 Release would violate a Federal statute [(aX3) of the PRA]
P4 Release would disclose trade secrets or confidential commercial or
financial information [(a)(4) of the PRA]
P5 Release would disclose confidential advice between the President
and his advisors, or between such advisors [a)(5) of the PRA]
P6 Release would constitute a clearly unwarranted invasion of
personal privacy [(a)(6) of the PRA]
b(l) National security classified information [(b)(l) of the FOIA)
b(2) Release would disclose internal personnel rules and practices of
an agency [(b)(2) of the FOIA]
b(3) Release would violate a Federal statute [(b X3) of the FOIA]
b(4) Release would disclose trade secrets or confidential or financial
information [(b)(4) of the FOIA]
b(6) Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
b(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
b(8) Release would disclose information concerning the regulation of
financial institutions [(b)(8) of the FOIA]
b(9) Release would disclose geological or geophysical information
concerning wells [(b)(9) of the FOIA]
C. Closed in a'ccordance with restrictions contained in donor's deed
of gift.
PRM. Personal record misfile defined in accordance witb 44 U.S.C.
2201(3).
RR. Document will be reviewed upon request
, II'
I
I
I
:,
�SEP2S
'Thursday. Sepfember 30,1999
SCHEDULE OF THE PRESIDENT
FOR
THURSDAy! SEPTEMBER 30, 1999
FinalSchedule
SCHEDULING DIRECTOR:
PRESS DESK:
.
STEPHANIE-5TREETI
'
,
HOME:
(0 0
OFFICE:
202-456-2823
WHCA PAGER:
4824
KAREN'BURCHARD
HOME:
202-456-7193
OFFICE:
4769
WHCAPAGER:
TRIP COORDINATOR:
LAURA GRAHAM
703..21'2-7642
HOME:
OfFICE:
WHCAPAGER:
WEATHER:
WASHINGTON, H.C.
lllii7(]):&illl
t]
Mostly cloudy with isolated showers,
becoming partly cloudy in the afternoon.
Windsouth atlO to 15 knots, becoming
nofthwestatl2 to 20knots in thea'Hernoon.
Low 58°F, High 70°F. .
PALISADES, NEW YORK
Goudy with scattered showers and isolated
thunderstorms,becoming mostly cloudy
by late ,afternoon: Winds south at 10 to 15
!mots, becomingnQrth west at 15 to 25 knots by
iateaitemPOI1. , ILow57°F. High 70"F.
September29, 1999 (6;18 PM)
�Thursday, September 30,1999
SCHEDULE OF THE PRESIDENT
FOR
THURSDAY, SEPTEMBER 3D, 1999
Final Schedule
11:30
12:00
am
pm
BRIEFING
OVAL OFFICE
Staff Contact: Joe Lockhart
12:05
12:15
pm-:
pm
STATEMENT
PRESS BRIEFING ROOM
Remarks: Terry Edmonds·
Staff Contact: Joe Lockhart
OPEN PRESS
12:25
pm
THE PRESIDENT departs The White House via motorcade en route the
Reflecting Pool
[drive time: 5 minutes]
12:30
pm
THE PRESIDENT arrives the Reflecting Pool
12:40
pm
THE PRESIDENT departs the Reflecting Pool via Marine One en route
Andrews Air Force Base
[flight time: 10 minutes]
12:50
pm
THE PRESIDENT arrives Andrews Air Force Base
1:05
pm
2:00
. pm
. THE PRESIDENT departs Andrews Air Force Base via Air Force One en
route Stewart Air National Guard Base
[flight time: 55 minutes]
THE PRESIDENT arrives Stewart Air National Guard Base
Greeters:
2:15
pm
Brigadier General Thomas Maguire, 105 Wing
Commander, Stewart Air National Guard Base
LTC James Kavin, United States Marine Corps
Representative
THE PRESIDENT departs Stewart Air National Guard Base via Marine
One en route State Park Landing Zone
[flight time: 25 minutes]
.
September 29.1999 (6:18 PM)
�Thursday, September 30,1999
2:40
pm
THE PRESIDENT arrives State Park Landing Zone
Greeters:
State Senator Thomas P. Morahan
State Representative Samuel Colman
State Representative Alexander J. Gromack
County Executive Scott Vanderhoef
George O. Darden, Chair, Rockland County Legislature
Kenneth P. Zebrowski, Majority Leader, Rockland County
Legislature
Rockland County Legislator Ellen Jaffee
Rockland County Legislator Dr. V.J. Pradhan
Deputy Sheriff Paul Adler
Sheriff James F. Kralik, Rockland County
Orangetown County Supervisor Thorn Kleiner
House Speaker Sheldo!, Silver (T)
House Majority Leader Michael J. Brahman (T)
House Minority Leader John J. Faso (T)
Haverstraw Supervisor Thomas Lawless (T)
Rockland County District Attorney Michael Bongiorno (T)
Rockland County Legislator John Murphy (T)
Rockland County Legislator Chris St. Lawrence (T)
Glenville Town Supervisor Wayne Wagner (T)
2:50
pm
THE PRESIDENT departs State Park Landing Zone via motorcade en
route IBM Palisades Executive Conference Center
[drive time: 5 minutes]
2:55
pm
THE PRESIDENT arrives IBM Palisades Executive Conference Center
Greeter:
3:00
3:45
pm
pm
Bob Schwartz, President, " Achieve"
ADDRESS NATIONAL EDUCATION SUMMIT
WATSON ROOM
IBM Palisades Executive Conference Center
Remarks: Paul Glastris
Staff Contact: Bruce Reed
Event Coordinator: Laura Graham
EXPANDED POOL PRESS
Note: There will be approximately 150 guests in attendance.
Governor Hunt announces the President onto stage.
Governor Hunt makes brief remarks and introduces the President.
The President makes remarks and departs.
September 29,1999 (6:18 PM)
�Thursday, September 30, 1999'
3:50
3:55
pm
pm
POLICE/ DRIVER PHOTOGRAPHS
HALLWAY
4:00
pm
THE PRESIDENT departs IBM Palisades Executive Conference Center
via motorcade en route State Park Landing Zone
[drive time: 5 minutes]
4:05
pm
THE PRESIDENT arrives State Park Landing Zone
4:15
pm
mE PRESIDENT departs State Park Landing Zone via Marine One en
route Stewart Air National Guard Base
[flight time: 25 minutes]
4:40
pm
THE PRESIDENT arrives Stewart Air National Guard Base
OPEN TO BASE PERSONNEL
Greeters:
LTC Charles Farrow, Support Group Commander
LTC Dennis Kugler, Logistics Squadron Commander
Note: There will be approximately 200 guests in attendance.
5:05
pm
THE PRESIDENT departs Stewart Air National Guard Base via Air Force
One en route Andrews Air Force Base
[flight time: 1 hour]
6:05
pm
THE PRESIDENT arrives Andrews Air Force Base
6:20
pm
THE PRESIDENT departs Andrews Air Force Base via Marine One en
route the Reflecting Pool
[flight time: 10 minutes]
6:30
pm
THE PRESIDENT arrives the Reflecting Pool
6:40
pm
THE PRESIDENT departs the Reflecting Pool via motorcade en route
The White House
[drive time: 5 minutes]
6:45
pm
THE PRESIDENT arrives The White House
7:45
pm
HOLD EVENING
BCRON
THE WHITE HOUSE
WASHINGTON, D.C
September 29,1999 (6:18 PM)
�Thursday, September 30, 1999
HRCRON
NEW YORK
September 29,1999 (6:18 PM)
�A
�THE WHITE HOUSE
WASH I NGTON
September 29, 1999
ACHIEVE, INC. NATIONAL EDUCATION SUMMIT
DATE:
LOCATION:
EVENT TIME:
FROM:
I.
September 30, 1999
IBM Palisades Executive Conference Center
Palisades, NY
3:00pm - 3:45pni
Bruce Reed
PURPOSE
To address the 1999 National Education Summit sponsored by. Achieve, Inc.; the
organization formed after the 1996 summit to help states and the private sector coordinate
efforts to improve the performance of America's students and schools.
II.
BACKGROUND
You will travel to the Palisades Executive Conference Center in Palisades, New York and
address the 1999 National Education Summit. The audience of approximately 150 people
will include governors, business leaders, and education professionals. ~s is the third
national education summit since the Charlottesville summit in 1989, and the first since
the founding of Achieve, Inc.
At the 1989 summit, raising student achievement was at the top of the agenda. The
summi~ produced the National Education Goals and committed the nation to a ten-year
effort to reach those goals. The goals encompassed a variety of areas, but the common
theme was increasing" student learning. After the 1989 summit some states began the
process of defining academic standards and building support for standards-based reform.
Your leadership in enacting Goals 2000 helped give states the capacity to undertake this
process. In 1994, again with your leadership, standards-based reform was incorporated
into the Elementary and Secondary Education Act.
By 1996, only a few states had measurable academic standards in place and even fewer
had systems for holding schools accountable to those standards. At the same time, public
concern about the quality of schools was growing and the push for alternatives such as
school choice was gaining momentum. At the second National Education Summit in
1996, the push for results and achievement continued, but the focus shifted from broad
goals to specific measurable standards. Each governor invited one CEO from his or her
�state who was a key actor on education; together the governors and CEOs pledged to
undertake specific action steps. Governors pledged to develop academic standards and
business leaders pledged to make academic achievement count in the hiring process.
The purpose of the third summit now is to define what educational changes are needed to
make standards a meaningful reality in the day-to-day business of schools. The summit
will focus on teacher quality, standards for teachers, and teacher preparation. Rewards
and consequences for performance will be discussed, as will the issue of school choice
and promoting school choice in a context of strict accountability. The summit will also
examine how to build and maintain public support for standards and the hard work of
school reform.
In your remarks you will highlight the role you have played in the standards mo~ement
through Goals 2000 and the Elementary and Secondary Education Act Reauthorization in
1994. You will also highlight the commitment your Administration has made to
investing in education, including your class size reduction proposal, after-school and
summer school programs, charter schools, and educational technology. And you will call
attention to the focus you have placed on accountability through your Education
Accountability Act, which calls for turning around low-performing schools, increasing
teacher quality, ending social promotion, instituting discipline policies, and issuing
school report cards for parents. With recent congressional action in mind, you will
emphasize that we need to demand more :from our schools and invest more in them.
III.
P ARTICIPANTS
Stage Participants:
GovernorJames Hunt, North Carolina
Governor Tommy Thompson, Wisconsin
Lou Gerstner, IBM
Program Participants:
YOU
Governor James Hunt, North Carolina
Audience Participants:
See attached list. '
IV.
PRESS PLAN
Expanded Pool Press.
2
�V.
SEQUENCE OF EVENTS
YOU will arrive to the IBM Palisades Exec':ltive Conference Center and proceed to
the stage.
YOU will be announced onto the stage by Governor James Hunt.
Governor James Hunt will make brief remarks and introduce YOU.
YOU will make remarks, work a ropeline, and depart.
VI.
REMARKS
To be provided by speechwriting.
VI~
ATTACHMENT
- Participants List.
3
�B
(
�THE REMARKS
FOR THE EDUCATION SUMMIT EVENT
WILL BE FORWARDED
�c
�1999 National Education Summit Attendees
Special Guests
Secretary Richard Riley
Chairman William F. Goodling
David Gergen
Governors (28)
Gov. Tony Knowles, Alaska
Gov. Mike Huckabee, Arkansas
Gov. Gray Davis, California
Gov. John G. Rowland, Connecticut
Gov. Thomas R. Carper, Delaware
Gov. Jeb Bush, Florida
Gov. Roy Barnes, Georgia
Gov. Frank O'Bannon, Indiana
Gov. Paul Patton, Kentucky
Gov. Parris N. Glendening, Maryland
Gov. Argeo Paul Cellucci, Massachusetts
Gov. John Engler, Michigan
Gov. Marc Racicot, Montana
Gov. Mike Johanns, Nebraska
Gov. Jeanne Shaheen, New Hampshire
Gov. Christine T. Whitman, New Jersey
'Gov. George Pataki, New York
Gov. James Hunt, North Carolina
Gov. Bob Taft, Ohio
Gov. Frank Keating, Oklahoma
Gov. Lincoln Almond, Rhode Island
Gov. William J. Jan.klow, South Dakota
. Gov. Mike Leavitt, Utah
Gov. James S. Gilmore, Virginia
Gov. Gary Locke, Washington
Gov. Cecil H. Underwood, West Virginia
Gov. Tommy Thompson, Wisconsin
Gov. Jim Geringer, Wyoming
Business Leaders (33)
Robert Gottstein, Iditarod Properties, Alaska
Joe Ford, Alltel Corporation, Arkansas
Monica Lozana, La Opinion, California
4
�David Shimmon, Kinetics, California
Kyriakos Tsakopoulos, AKT Development, California
Robert Furek, Heublien, Inc. (retired), Connecticut
Kurt Landgraf, DuPont Corporation, Delaware
Leonard Miller, Lennar Corporation, Florida
Kent Nelson, UPS, Georgia
Steve Ferguson, Cook Group, Inc., Indiana
Raymond Mason, Legg-Mason, Maryland
John Davis, American Saw and Manufacturing, Massachusetts
William Berkley, Tension Envelopes, Missouri
Rick Hayes, US West, Montana
Bob Bell, Greater Omaha Chamber of Commerce, Nebraska
Andy Leitz, Hadco Corporation, New Hampshire
Art Ryan, Prudential Life Insurance Company, New Jersey
Louis V. Gerstner, Jr., IBM, New York,
Bob Ingram, Glaxo Wellcome, Inc., North Carolina
1. Billie Ray, Bellsouth-NC, North Carolina
John Pepper, Proctor & Gamble, Ohio
Joseph Gorman, TRW, Ohio
Timothy Smucker, JM Smucker, Ohio
Keith Bailey, Williams Companies, Inc., Oklahoma
Stanley Goldstein, BRT, Rhode Island
Chuck Lee, GTE, Texas
Eric Schmidt, Novell Inc., Utah
Kerry Killinger, Washington Mutual, Inc., Washington
John Warner, The Boeing Company, Washington
Dennis Bone, Bell-Atlantic -- West Virginia, West Virginia
Larry Weyers, WPS Resources Corp., Wisconsin
Michael Cudahy, The Endeavors Group, LLC, Wisconsin
Mike Ceballos, US West - Wyoming, Wyoming
. Chief State School Officers (Invited by Governors) (20)
Richard Cross, Commissioner, Alaska
Ray Simon, Director of Education, Arkansas
Gary Hart, Secretary of Education, California
Theodore Sergi, Commissioner, Connecticut
Tom Gallagher, Commissioner, Florida
Suellen Reed, Superintendent, Indiana
Wilmer Cody. Commissioner, Kentucky
Nancy Grasmick, Superintendent"Maryland
Robert Bartman,Commissioner, Missouri
Nancy Keenan, Superintendent, Montana
Douglas Christensen, Commissioner, Nebraska
John Lewis, Chairman, State Board of Education, New Hampshire
5
�David C. Hespe, Commissioner, New Jersey
Michael Ward, Superintendent, North Carolina
Susan Tave-Zelman, Superintendent, Ohio
Peter McWalters, Superintendent, Rhode Island
Terry Bergenson, Superintendent, Washington
John Benson, Superintendent, Wisconsin
Education Representatives Nominated by Governors (7)
Peg Bradley, GEP A, Delaware
Gary Carlston, Deputy Superintendent, Utah
Floyd Coppedge, Secre~ of Education, Oklahoma
Ron Newcomb, GEPA, Georgia
Michael Sentence, GEPA, Massachusetts
Scott Jenkins, GEP A, Michigan
Rita Meyer, Chief of Staff, Wyoming
Education Leaders (Invited by Summit Co-Sponsors) (25)
Lynn Babcock, National Association of Elementary School Principals
Molly Broad, University ofNorth Carolina
Benjamin Canada, Superintendent, Portland Public Schools
Gaston Caperton, The College Board
Bob Chase, National Education Association
Joseph Cirasuolo, AASA
Rudy Crew, Chancellor, New York City Public Schools
Paula DiPerna, The Joyce Foundation
Roger Erskine, Seattle Education Association
Sandra Feldman, American Federation of Teachers
Joel Fleishman, Atlantic Philanthropic Service Company
John Gardner, Milwaukee School Board
David Hornbeck, Superintendent, Philadelphia Public Schools
. Joanna Kalbus, Association for Supervision and Curriculum Development
Barbara Kelley, National Board for Professional Teaching Standards
Ginny Markell, National Congress of Parent and Teachers Association
Mary Ellen Maxwell, National School Boards Association
Becky Montgomery, The Council of the Great City Schools
Tom Mooney, American Federation of Teachers - Cincinnati
Rod Paige, Superintendent, Houston Independent School District
Hugh Price, National Urban League
Judith Stiegler, National Association of State Boards of Education
Jill Tarule, University of Vermont
Tom VanderArk, Gates Educational Initiative
Curt Voight, National Association of Secondary School Principals
6
�Education Resource Representatives Participating in Summit Sessions (13)
Gordon Ambach, Council of Chief State School Officers
Anne Bryant, National School Boards Association
Don Cameron, National Education Association
Chris Cross, Council for Basic Education
Denis Doyle, School net, LLC
Chester Finn, The Thomas B. Fordham Foundation
Kati Haycock, The Education Trust
Roberts Jones, National Alliance of Business
Mark Musik, Southern Regional Education Board
Lauren Resnick, University of Pittsburgh
William Schmidt, Michigan State University
Warren Simmons, Annenberg Institute
Marc Tucker, National Center for Education and the Economy
7
�D
�September 29, 1999
MEMORANDUM FOR THE PRESIDENT
FROM:
Minyon Moore and Craig Hughes, Office of Political Affairs
SUBJECT:
New York Briefing
NEW YORK STATE PRESIDENTIAL RESULTS
1992
Clinton
.Bush
Perot
1996
3,444,450
2,346,649
1,090,721
50%
34%
16%
Clinton
Dole
Perot
3,756,177
1,933,492
503,458
58%
30%
8%
New York gave the Clinton/Gore ticket the largest margin of victory in the country (a plurality of
1.8 million votes). The President and the Vice President won 52 of 62 counties statewide.
RECENT PRINCIPAL TRAVEL
YOU were in New York City on September 21 to address the United Nations General Assembly.
YOU' and the First Lady were in Skaneateles August 30-31 for vacation and exploratory
committee events.
YOU and the First Lady were in the Hamptons for a DNC retreat on August 28-29.
The Vice-President was on Long Island on September 21 for a private meeting and a Gore 2000
fundraiser.
The First Lady was in New York City on September 21-23 for exploratory committee events
and a fundraiser to benefit Rep. Carolyn McCarthy (D).
The First Lady was in New York City on September 13-14 for exploratory committee events.
The First Lady was in Long Island and New York City on September 8-10 for exploratory
committee events.
UPCOMING PRINCIPAL TRAVEL
The Vice President is in New York on September 30. He has a breakfast with 200 CEO's in
New York City and then travels to Amsterdam, New York for community empowerment events
with HUD Secretary Andrew Cuomo. In the evening he returns to New York City for press
interviews and a Gore 2000 gala.
The Vice-President will be in New York on October 5. He will attend an event at Attorney
General Eliot Spitzer's farm, a women's lunch, and a fundraiser for the Westchester County
Democratic Party.
.
�YOU will be in New York City on October 7 for a DSCC fundraiser hosted by Dennis Rivera
and an event to benefit the Hispanic Legal Education Fund. YOU will then give the keynote
address to the Empire State Pride Agenda Dinner.
The Vice-President will be in New York City on October 7 for a Gore 2000 lunch.
The First Lady will be in New York City on October 24 for a DCCC reception hosted by Rep.
Rangel (D).
1998 ELECTION RESULTS
Governor George E. Pataki (R) breezed to a second term as New York's governor, defeating
New York City Council Speaker Peter Vallone (D) 55% - 32%.
In one of the most closely watched Senate races in the country, Senator Al D'Amato (R) was
defeated by Rep. Charles Schumer (D) 54% - 45%. Schumer was the recipient of a tremendous
amount of Administration travel, including four separate visits by the First Lady. In the·
unusually bitter and costly campaign, D'Amato may have sown the seeds of his own defeat after
his highly publicized labeling of Schumer as a "putzhead" and his imitation of Rep. Jerrold
Nadler (D) as "Jerry Waddler." After being slammed for missing votes while campaigning,
Schumer effectively snatched the momentum in the final weeks and portrayed D'Amato as an
unethical liar.
State Comptroller Carl H. McCall (D) handily defeated Bruce Blakeman (R) 64% - 33% to "'rin a
second term.
In a race that was not officially. decided until December 15, former Assistant Manhattan District
Attorney Eliot Spitzer (D) defeated incumbent Attorney General Dennis Vacco (R) by
approximately 26,000 votes out of more than four million cast.
The status quo prevailed among New York's congressional races, with every incumbent member
being easily reelected.
2000 CONGRESSIONAL RACES
At this early date, it appears that once again the vast majority of New York's Members of
Congress will cruise to re-election. There are two exceptions:
r
t
Congressional District
Republicans irate over Rep. Michael Forbes' (D) party-switch are taking steps to oust him in the
2000 election, setting up a special fund targeted at beating him. The NRCC set up a special fund
to gather cash for the yet-to-be-determined Republican candidate. Reps. Tom Reynolds (R) and
John Sweeney (R) are spearheading the effort.
2
�Rep. Forbes is getting help from Minority Leader Dick Gephardt, who has asked members of the
Democratic caucus to make the maximum contribution possible to Forbes' campaign. Gephardt
wrote in a letter that "Michael's district is extremely competitive and this will be his toughest
campaign ever. .. J believe we have a responsibility to help him with a smooth political
transition." Rep Charles Rangel (D) sent out a similar letter. DCCC spokesperson John Del
Cecato called the anti-Forbes fund "a tyrannical tactic of a vindictive Republican party."
As of June 30, Forbes had $224,00 cash-an-hand and expects to need more than $1 million to be
competitive in a race that may include a primary. Potential Democratic primary challengers
include retiring Senator Moynihan's Chief of Staff Tony Bullock and the late-Rep. Bella
Abzug's daughter, Liz Abzug.
On the Republican side, Suffolk County Clerk Edward Romaine is expected to announce his
candidacy later this month. Other possible Republican candidates mentioned are Brookhaven
Town Supervisor Felix Grucci and fonner Forbes Chief of Staff Diana Weir.
7t11 Congressional District
Rep. Joe Crowley (D) may face a heated primary from politicians upset at how fonner Rep. Tom
Manton (D) handpicked Crowley for the job in 1998. Manton "decided to retire after the filing
. deadline had passed, which meant that the Queens County Democratic Party, which Manton
controls, would decide the nominee. Manton picked Crowley, who then won the general
election.
Three Queens Democrats are considering challenging Crowley Assemblywoman Cathy Nolan
and Councilmen Walter McCaffrey and John Sabini. In an extremely unusual arrangement, they
have jointly hired Celinda Lake to take a poll later this month testing each of them against
Crowley. The thre~ will then unite behind the strongest candidate if they decide to challenge
Crowley.
Defeating an incumbent is never easy, and this case is no different. Rep. Crowley will have T9m
Manton and the Queens County Democratic Party behind him, which gives him a big advantage
over any challenger. As of June 30, Crowley had $310,000 cash-an-hand.
2000 SENATE RACE
With Senator Daniel Patrick Moynihan (D) retiring next year, this. seat has become a top target
for both parties. On the Republican side, New York City Mayor Rudolph Giuliani (R) is almost
certain to run and Rep. Rick Lazio (R) is keeping his campaign alive in case Giuliani decides not
to run.
Giuliani's campaign received a huge boost on August 6 when Governor George Pataki (R) said
that Giuliani had "earned the right" to be the Republican Senate candidate from New York and
said he would ask Rep. Lazio to delay his scheduled announcement and await the mayor's
decision. Pataki's bombshell caused Rep. Lazio to suspend his campaign. Lazio said he will re
enter the race if Giuliani does not fonnally announce in a "timely" fashion.
3
�On September 14, Quinnipiac College released a poll showing the First Lady leading Mayor
Giuliani (R) by 1%. The poll of 913 registered New York voters was conducted from September
9-17.
General Election Matchup
Now 7/99
Hillary Clinton
45% 45%
44% 45%
Rudolph Giuliani
On September 15, the Marist Institute released a poll showing Mayor Giuliani (R) leading the
First Lady bY,9%. The poll of 717 registered New York voters was conducted from September
14-15.
General Election Matchup
Now 7/99
49% 47%
Rudolph Giuliani
40% 41%
Hillary Clinton
Men
55%
37%
Women
43%
42%
NYC
30%
60%
Upstate
55%
32%
Burbs Latino
62% 34%
28% 58%
2001 NEW YORK CITY MAYORAL RACE
Although no one has officially announced their intentions to run, New York City Comptroller
Alan Hevesi (D) is leading New York City mayoral candidates with $2.2 million in his campaign
coffers. Public Advocate Mark Green (D) trails with $1.3 million. Bronx Borough President
Fernando Ferrer has $1.15 million. City Council Speaker Peter Vallone (D) has just under
$700,000, and City Councilman Ken Fisher (D), former City Councilman Sal Albanese (D), and
Deputy Mayor Fran Reiter (R) each have less than $100,000 ..
In an uncommon show of unity, Hevesi, Green, Ferrer, and Vallone appeared at a September 15
press conference with the First Lady to attack the Republican congressional budget.
HOT ISSUES
Despite Mayoral Protests, Museum Proceeds with Controversial Exhibit
On September 28, The Brooklyn Museum of Art, defying Mayor Giuliani (R), decided to open a
controversial exhibit that includes a dung-splattered painting of the Virgin Mary and pig halves
in formaldehyde. The show, entitled "Sensation: Young British Artists from the Saatchi
Collection," is scheduled to open October 2 at the Brooklyn Museum of Art.
Despite threats by the Mayor to withhold the museum's $7.2 million in funding, officials, by a
vote of 29-1, -- the 1 being Deputy Mayor Joseph Lhota (R) -- decided to open up the exhibit to
people under 18. The Mayor has responded by stopping the Museum's monthly check of almost
$500,000.
On behalf of the Museum, First Amendment lawyer Floyd Abrams has filed an injunction in
Brooklyn federal court to stop the city from cutting off funds. The suit claims that though the
city has no obligation to fund art, it cannot use funding as a coercive means to control its content.
4
�City Council Speaker Peter Vallone (D), Public Advocate Mark Green (D) and Brooklyn
Borough President Howard Golden (D) all said that, while they were disgusted by descriptions of
the exhibit, the city should not pull funding. On September 27, the First Lady remarked on the
controversy, saying that while she opposed Giuliani's threat to yank the exhibit's funding,
personally she found it to be deeply offensive and would boycott the show.
First Lady Speaks Out In Favor of Raising Minimum Wage
.On September 28, the First Lady expressed her support for the minimum wage bill authored by
Senator Edward Kennedy (D) arid Rep. David Bonior (D). The bill would raise the minimum
wage from $5.15 to $6.15 an hour, and would affect 12 million workers. Mayor Giuliani (R),
commenting on the bill, said that while he has not studied the issue enough, he opposes the idea.
Giuliani Urges Clemency for Pollard .
On September 27, Mayor Giuliani (R) urged the President to grant Israeli spy Jonathan Pollard
clemency. Pollard, a former civilian US Navy intelligence analyst, has been serving a life
sentence since 1987, a longer sentence than any other US citizen convicted of spying for a US
ally. Giuliani's plea could boost his Jewish support going into his 2000 Senate campaign against
the First Lady.
Encephalitis Outbreak
On September 28, The Centers for Disease Control announced that birds carrying West Nile-like
encephalitis could be spreading the disease through their annual migrations. CDC officials are
testing birds from Maryland to Florida for signs of the disease. The disease is transmitted from
bird to mosquito to human, not bird to human or human to human. So far only a dead bird in
Westport, Connecticut and another in Scarsdale, New York have tested positive for the strain
outside the New York City metropolitan area.
On September 27, the CDC .reclassified the strain of encephalitis that has infected 37 and killed
. four, as West Nile-like instead of"St. Louis." The miscategorization has been blamed on the fact
that the two strains are easily confused in lab tests. .This new strain has never before been seen in
the Western Hemisphere. In response to the virus, the city doused all five boroughs, including
Central Park, with mosquito-killing insecticide. The city is worried that \\:,et conditions brought
on by Hurricane Floyd will assist in the disease's spread.
Schumer and Silver Debate Rail Funding
On September 27, Senator Schumer (D) publicly criticized Assembly Speaker Sheldon Silver's
(D) plan to hold up the development of the Long Island Rail Road (LIRR) - Grand Central
Station connection until funding for a full-length Second A venue subway is approved.
.'
Silver argues that a Second Avenue subway is needed to handle the 12,000 additional Long
Island riders the LIRR-Grand Central Connection would cause. Schumer argues that while a
full-length subway under Second Avenue would be a good idea, Silver should not hold up the
LIRR-Grand Central connection's development. MTA ChaIrman Virgil Conway has called a full
length Second Avenue subway "pie in the sky."
5
�The Clinton Administration has given a $44 million federal grant to help finance the LIRR
Grand Central connection.
4 New York andS New Jersey Counties Get Federal Aid Due to Hurricane Floyd
You declared Federal disaster areas in four New York counties and eight counties in New Jersey.
The declaration made homeowners and businesses in those counties eligible for Federal disaster
relief, which could include housing grants, low-cost loans and other assistance to speed recovery
from the stonn.
In New York, the declaration covered Orange, Rockland, Putnam and Westchester Counties. In
New Jersey, the disaster areas were Somerset, Bergen, Essex, Mercer, Middlesex, Morris,
Passaic and Union Counties.
As of September 20, 67,000 still had no electricity and many still were without gas. As of
September 23, more than 1,200,000 people in 46 New Jersey 'towns were warned to boil water
. for three minutes before using it, after floodwaters overwhelmed a Treatment plant.
Anti·Smoking Advocates Push for New York City to be Smoke Free
Anti-Smoking advocates are pressing the city to strengthen the 1995 Smoke-free Air Act to ban
smoking in bars, private offices and all restaurants. Currently, smokers can smoke in restaurants
with fewer than 35 seats, in ventilated "smoking rooms" and in bars.
At a press conference last week, Mayor Giuliani hinted that the anti-smoking advocates might be
going overboard, and City Council Speaker Peter Vallone (D) is worried that bars would suffer
financial burdens if they are turned into smoke-free zones.
Regents OK Tougher Teacher Standards
State education officials unanimously adopted a series of refonns on September 17 aimed at
improving the quality of the state's teaching force and holding the universities that train them
accountable for high standards. The measures will require higher scores on a tougher state
certification exam and threaten teaching colleges with closure if less than 80 percent of their
graduates pass the test.
'
While they are in college, future educators will be required to major in the field in which they
will- teach, rather than education, and will no longer be able to pass muster with watered-down
courses like "Math for Teachers." The program, which was first proposed more than a year ago,
will be phased in through 2004. It affects roughly 200,000 teachers and the 116 public and
private teaching colleges in New York who train them.
In 1998, the Regents approved a harder state certification exam to prepare teachers for the more
difficult tests their students had to take. The Regents have made it harder to pass the exam,
requiring 5 to 15 ~ercent more correct answers on the weighted exam.
6
�Small Crowd Turns Out for Peaceful H~rlem Rally
The Second "Million Youth March" on September 3 drew about 2,000 people to the streets of
Harlem after weeks of name calling and a public dispute with Mayor Giuliani over obtaining a
pennit for the rally. 1,500 police officers - or almost one officer per demonstrator monitored the
rally. No conflicts were reported. This year's crowd was barely a third oflast year's turnout of
6,000.
E. Coli Outbreak
Scores of people in Washington County became ill, and one girl died, after they attended the
Washington County Fair during its final weekend August 28-29. State health officials believe
water contaminated with manure from dairy barns at the fairgrounds is the likely cause of the
outbreak ofE. coli 0157:H7, virulent bacterium most often found in the intestines of cattle.
a
The outbreak, which affected at least 159 people, caused Health Commissioner Dr. Antonia
Novello to urge parents to keep their children out of school and day care if the have diarrhea in
an attempt to contain the disease. Dr. Novello said heavy rains on August 26 might have set the
conditions for the contamination by creating run-offfrom the dairy barns into the fair's water
supply.
Police Kill "Hammer Man" in Brooklyn
On August 30, four Brooklyn police, firing at least a dozen shots,killed an emotionally disturbed
man who was wildly swinging a hammer. Hundreds of residents, mostly Orthodox Jews,
gathered on the street and pelted police with debris after the shooting.
P9lice said the man, later identified as Gideon Basch, and was first warned, then maced, before
they opened fire. Police arrived after an anonymous caller complained about a hammer wielding
man, and found Basch and another man at the bottom of a flight of stairs. Basch was pounding
on the door with this hammer. Police screamed at him to drop the hammer, but he did not,
instead moving towards the police, who then maced him. That seemed to enrage Basch, who·
then came up the steps and was banging a policeman on the Wrist and shoulder with the hammer.
When the sergeant fell to the ground and Basch continued swinging, the sergeant and other
officers opened fire.
Neighborhood activists and critics of Mayor Giuliani, including fonner Mayor Ed Koch (D),
complained that this is yet another example of an over-aggressive police force using unjustified
force with deadly results. Koch noted that in this instance, as with the Amado Diallo case, the
police could have simply waited out the victim and brought the conflict to a peaceful conclusion
rather than forcing the action.
Mayor Giuliani and Police Commissioner Howard Safir defended the police, saying "had (the
cops not shot) we would probably have a dead police officer."·
7
�School Chancellor Holds Back 21,000 Failing Children
On September I, Schools Chancellor Rudy Crew announced that more than 21,000 public-school
children in the third, sixth, and eighth grades are being held back, despite summer school efforts
to get them promoted. More than 14,000 of the students ignored mandated summer school or did
not take the required exams.
White Mob Beats African American Man in Long Island
On September 2, a white mob ch,ased and beat a black man and his two white friends who
wandered into a Long Island bar for a drink. The group of 30 men and women shouted "Kill the
nigger! String him up!" as they kicked and pummeled Gregory Jean-Pierre. Suffolk County
District Attorney James Catterson said it was "an absolute terrorist act ... .it is unparalleled in my
experience in Suffolk County .. .it won't be tolerated."
The melee began at the Roadhouse Pub on Route 25 when Jean-Pierre, Peter Wolfinger, and
Brian Moran walked in and ordered drinks. Jean-Pierre was the only Afncan American at the
bar. Patrons immediately began insulting Jean-Pierre. The owner of the tavern blocked the door
until the three men could escape into Wolfinger's truck, and the victims drove across the street to
Wolfinger's business. The mob followed them, broke down the door, and assaulted them,
according to Wolfinger. Wolfinger suffered minor bruises, but Jean-Pierre and Moran required
hours of surgery. Three people were arrested and charged with first-degree riot, assault,
aggravated harassment and burglary. They were being held in lieu of $250,000 baiL The police
are seeking up to two dozen other'suspects.
New York Public Schools Principal Shortage
New York Public Schools will start the school year with over 144 interim principals in charge.
This is a total of 13% of the schools that do not have permanent principals hired yet. The posts
are not allowed to be filled until applicants have gone through a complex screening process. The
schools are also lacking approximately 400 assistant principals citywide. The shortages stem
from ongoing restructuring in the city's schools under the leadership of Mayor Giuliani and
Chancellor Rudy Crew.
Budget Deal Reached
On August 5, the state legislature tied the record for the latest budget by reaching a deal on the
$73.3 billion budget 126 days after the April! deadline. Without any deal in place, frustrated·
Senate Majority Leader Joseph Bruno (R) adjournedthe Senate for the session but the Assembly
stuck around for hours and negotiated a final solution to both the budget and other important
legislation. With the Senate out of town, though, a special session will need to be called
sometime this fall or early next year in order to pass the legislation. Highlights of the final plan
include:
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$1 billion in increased spending for education and Medicaid,
$375 million in tax cuts,
$40 million 'for vehicle and factory emission and pollution control,
$20 million to link state and local government computers to an intranet system,
$19 million to make state computers Y2K compliant,
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$13.2 million to begin to phase out the State Police's aviation system,
$10.5 million for an English proficiency program,
$1.7 million for a theft and fraud prevention program,
1% per gallon reduction on beer excise taxes,
2.5% reduction on taxes for boxing and wrestling matches,
$500 tax credit for individuals and companies that purchase defibrillfltors,
Delay in the elimination of the 4% sales tax on clothing,
Authorizing two tax-free shopping weeks in September and January,
Approving the sale of the state-controlled Medical Malpractice Insurance Association,
The other major highlights of the last-minute negotiations include:
• Stiffening penalties for blocking abortion clinics,
• Giving greater protection to victims of stalking,
• Expanding the state's database of criminal DNA specimens to include white-collar crimil).als,
• Deciding not to permit New York State to join the Powerball Lottery.
POLITICAL DATA
Governor:
U.S. Senate:
George Pataki (R)
55% in 1998
Charles Schumer (D)
54% in 1998
Daniel Patrick Moynihan (D) 55% in 1994
U.S. House:
State Senate:
State Assembly:
Electoral Votes:
19D/12R
26D/35R
98DI52R
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CONGRESSIONAL DELEGATION
Senator Daniel Patrick Moynihan (D)
. Rep. Michael P . Forbes (D-O 1)
Rep. Peter King (R-03)
Rep. Gary Ackerman (D-05)
Rep. Joseph Crowley (D-07)
Rep. Anthony Weiner (D-09)
Rep. Major Owens (D~11)
Rep. Charles Rangel (D-I5)
Rep. Eliot Engel (D-I7)
Rep. Sue Kelly (R-I9)
Rep. Michael McNulty (D-2I)
Rep. Sherwood Boehlert (R-23)
Rep. James Walsh (R-25)
Rep. Thomas Reynolds (R-27)
Rep. Jolu;1 LaFalce (D-29)
Rep. Amory Houghton Jr. (R-3I)
Senator Charles Schumer (D)
Rep. Rick Lazio (R-02)
Rep. Carolyn McCarthy (D-04) .
Rep. Gregory W. Meeks (D-06)
Rep. Jerrold Nadler (D-08)
Rep. Edolphus Towns (D-IO)
Rep. Nydia Velazquez (D-12)
Rep. Jose Serrano (0-16)
Rep. Nita Lowey (D"18)
Rep. Benjamin Gilman (R-20)
Rep. John E. Sweeney (R-22)
Rep. John McHugh (R-24)
Rep. Maurice Hinchey (D-26)
Rep. Louise Slaughter (D-28) .
Rep. Jack Quinn (R-30)
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�STATE CONSTITUTIONAL OFFICERS AND LEGISLATIVE LEADERS
Governor:
George Pataki (R)
Lt. Governor:
Mary Donohue (RJ
Alexander Treadwell (R)
Secretary of State:
Eliot Spitzer (D)
Attorney General:
State Comptroller:
R Carl McCall (D)
Speaker of the Assembly:
Sheldon Silver (D)
Majority Leader of the Assembly:
Michael Bragman (D)
Minority Leader ofthe Assembly: Tom Reynolds (R)
Joe Bruno (R)
Senate Majority Leader:
Martin Connor (D)
Senate Minority Leader:
NEW YORK AT A GLANCE
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New York has an estimated population of 18,185,000, making it the 3rd most populous
state in the nation.
46% of the registered voters in New York are Democrats, 30% are Republicans, and 24%
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are Independents.
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Turnout in 1998 comprised 41% of the voting age population, compared with 47% in
1996,38% in 1994, and 52% in 1992.
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69.3% of New Yorkers are ,White, 14.3% are African American, 12.3% are Hispanic, and
3.7% are AsianJPacific Islander.
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13.1 % of New York residents are age 65 or older.
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49.9% of New York residents are married, while 23% have children.
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25% of New Yorkers have a college degree, while 75% have a high school diploma .
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�E
�~XECUTIVE OFFI'CE OF THE PRESIOan
C:JUNCIL ON
=i"NIRONME~TAL
QUALITY
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September 29. 1999
MEMORANDUM FOR THE PRESIDENT
~ ,::ott
FROM:
GEORGE T. FRAMPTON, JR.
Acting Chair
SUBJECT:
EDUCATION AND NEW YORK ENVIRONMENTAL HOT ISSUES
County Payments Legislation: Education and Environment
Currently, federal law directs that 25% of timber harvest receipts from individual National
Forests go to states and counties for expenditures on public purposes, such as schools and
hospitals. Given the decline in timber harvest on federal lands, this linkage has created budget
shortfalls for local governments. Additionally, linking county payments to harvest levels
unnecessarily creates an incentive for pursuing timber sales regardless of environmenta:l or
recreation impacts.
For the past two years, the Administration budget has carried a proposal to delink federal
payments to counties from timber harvest levels. Instead, a flat payment would be made to the
county on an annual basis based on a formula calculated in several different ways, at the county's
discretion. Over the next five years, this proposal would result in payments $259 million higher
than would occur under the current formula. Under the Administration proposal, the payments to
states would be part of Federal entitlement spending, annually provided to States and counties,
independent of any Congressional or agency action.
While everyone agrees that the current situation is not a good one for county governments, there
is no consensus that delinking payments from harvest is the right approach. Many county
governments and the timber industry are supporting a bill introduced by Congressman Boyd (D
FL) and Deal (R-GA) that would continue the linkage between harvest levels and payments. In
Congressional testimony, a USDA witness said that Secretary Glickman would recommend that
you veto this legislation. In addition, the witness expressed the Administration's support for a
bill introduced by Congressman DeFazio that reflects our proposal, but it is not yet widely
supported.
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For reasons not clear to us, the National Education Association (NEA) has gone on record
supporting a group known as the National Forest Counties and Schools Coalition, which supports
proposals that retain the linkage. NEA's endorsement of this position has been effectively used
to convey the message that the education community opposes our proposal. We are working to
understand their rationale and formulate a proposal that is acceptable to the education
community.
If asked, you should say that you firmly believe county governments should have fair and
predictable payments, and that linking their budgets to fluctuating timber harvest levels
Recycled Paper
�works against that goal. In addition, you should say you support Rep. DeFazio's legislation
and agree with the Chief of the Forest Service's views and that it makes little sense for the
education of rural schoolchildren to be beld bostage to productive timber sales.
Mosquito-Born Disease
In New York City earlier this month, an infectious disease outbreak caused four deaths and
sickened at least 33 people. Health officials say the outbreak, initially diagnosed as St. Louis
encephalitis, a mosquito-borne illness, is much broader than originally suspected. Upon
discovery of hundreds of birds dying from the fever in the region, officials have reclassified the
disease as a rare African and Asian virus known as West Nile Fever. It is suspected that
migratory birds are carrying the virus as they move south. Mosquitoes are still the culprits in
delivering the disease to humans.
,With confirmed cases in separate areas of the city, Mayor Giuliani ordered health officials to
spray every borough with the insecticide Malathion. In subsequent news coverage, reporters
have linked this outbreak to global warming; pointing out that an increased spread of infectious
diseases is consistent with what scientists expect in a warmer world.
If asked about the outbreak, you should say tbat health officials with the Centers for
Disease Control and Prevention are doing everything they can to better understand tbe
cause and effects of this disturbing rasb of infections and to alert bealtb officials in otber
states to be on the lookout for possible spread of the virus.
If asked about tbe outbreak's link to global warming, you sbould say that wbile there is no
definitive proof that tbis incident was a result of global warming, a warmer climate does
pose a higber risk of such outbreaks, placing greater strain on tbe public healtb system to
anticipate and respond.
Doppler Radar/Gateway National Recreation Area
The Departments of Interior and Transportation jointly announced an agreement two weeks ago
to protect the park values at Gateway National Recreation Area (NRA) and allow an interim and
near term installation of a Doppler radar system to provide additional protection to travelers at
JFK and LaGuardia Airports. This Doppler radar equipment is important to detect wind shear
and advise incoming aircraft of that danger.
The radar tower will be sited, on an interim basis, on land currently managed by the FAA at
Floyd Bennett Field inside the boundaries of Gateway NRA. At the same time, the FAA land
will be transferred to the National Park Service, to be managed as a part of Gateway NRA. The
FAA further agreed to remove the tower and restore the site to open grassland as soon as
alternative technology is available, but no later than 20 years from the siting of the tower.
In addition, the FAA will provide screening and landscaping of the tower, and other mitigation
projects including public education and outreach regarding the use and safety of the tower and
Recycled Paper
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aviation technology, and enhancements to the current Gateway NRA site including the Ecology
Village area and the archery and fishing areas.
If asked, you should say that this is an important cooperative effort to provide a workable
solutipn to a very difficult situation. The solution willprotect the safety of the flying public
and ultimately result in a significantly improved park and recreation area for local citizens.
Clean Air Lawsuit
New York State announced earlier this month that it will sue 17 coal-burning power plants in
Indiana, Kentucky, Ohio, Virginia and West Virginia to force them to upgrade their emission
control equipment. New York Attorn~y General Eliot L. Spitzer said these older power
plants installed new equipment to increase their output of electricity but have not sought new
pollution pennits or added pollution controls as required by the federal Clean Air Act.
Spitzer said he is pursuing the individual lawsuits because "legal maneuvers" by upwind states
and a breakdown of direct negotiations in August have delayed U.S. EPA action to combat the
pollution. The State of New Hampshire is considering joining this lawsuit.
If asked about this lawsuit, you should say that the United States is not a party in the
lawsuit. EPA and the Department of Justice are currently studying this issue.
Port of New York and New Jersey Dredging
Three years ago, the Vice President joined Representative Frank Pallone and Clean Ocean
Action in announcing an agreement that closed the controversial Mud Dump Site, began a
cleanup oftoxic dumping grounds, and strengthened protection of New Jersey's coast. With the
leadership and support of Governors Whitman and Pataki, these environmental goals have been
,achieved while protecting the region's economy and working families whose livelihoods depend
on a vibrant Port of New York and New Jersey.
Representative Pallone and Clean Ocean Action now appear to be abandoning the agreement out
of concern that is being applied inappropriately in the case of a proposed pennit for the Castle
Astoria oil facility in Queens. The dispute is largely a technical one, focused on scientific
judgments about the suitability of the material for remediation. The scientific peer review of the
standards EPA is now completing will ensure that the standards are fully protective and reflect
the very best science in protecting New Jersey's coastal environment.
If asked, you should say we remain committed to the 1996 agreement. The Vice President
, has asked the Environmental Protection Agency and the Corps of Engineers to examine the
concerns that Representative Pallone and others have raised about the proposed Castle
Astoria permit, to ensure that any final decision is true to the letter and spirit of the
agreement.
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�THE WHITE HOUSE
WASH INGTON
September 29, 1999
MEMORANDUM FOR THE PRESIDENT
FROM:
THURGOOD MARSHALL, JR.
IRMA MARTINEZ ~'\
SUBJECT: HOT ISSUES-PALISADES, NEW YORK
North Carolina Flooding: Today, you signed an amendment to the September 16 major
disaster declaration for North Carolina which expands the scope of federal assistance authorized
for recovery efforts in the aftermath of Hurricane Floyd. This amendment authorized the debris
removal and emergency protective measures, including direct Federal assistance,.under the
Public Assistance program to be funded at a cost share of90 percent Federal funding and 10
percent non-Federal funding for all counties designated under the initial declarations. On
September 30, Director Witt and Administrator Browner will visit Raleigh, NC and surrounding
, areas to view the areas affected by the hurricane. (FEMA)
First Charter Schools: On June 16, the State ofNew York approved the creation of eight
charter schools -- five of them in New York City. NY officials said the schools would receive
about $6,000 in federal, state, and local funds for each pupil. Although the schools will be
publicly funded, they Will be free of many union, budgetary, and civil service restraints. Charter
schools must participate in statewide exams, and their charters can be revoked if they fail to meet
the academic standards laid out in their five-year plans. (DOEd)
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Potential Misuse of Education Funds: On June 18, Judith Johnson, Acting Assistant Secretary
for Elementary and Secondary Education, sent a letter to the NY State Department of Education
advising that actions by the NY legislature may raise a serious supplanting issue under the
Federal Class Size Reduction statute. Although legislators have not finalized the NY budget,
there have been reports that NY may shift $75 million in funds originally targeted for a statewide
class-size reduction proposal. If DOEd determines that NY is dropping the state funding because
of expected grants from the federal program to reduce class size, NY would be ineligible for the
federal money. (DOEd) ,
West Nile-like Virus: CDC continues to provide support to New York City and surrounding
,areas. The personnel will assist State and local health officials in determining the extent of the
outbreak, collecting diagnostic specimens, and performing additional risk-factor studies. CDC is
planning to publish an update on the outbreak in CDC's October 1 Morbidity and Mortality
Weekly Report. (HHS)
�E·Coli Contamination: New York is battling one of the worst outbreaks of E-coli
contamination in history with over 1000 reported cases, including two deaths. At the request of
the New York State Department of Health, the USGS provided infonnation on the
hydro-geologic framework and the ground-water flow system where the contamination occurred.
(DOl)
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�PRESIDENT CLINTON AND VICE PRESIDENT GORE'S
ACCOMPLISHMENTS: JVEW YORK
ECONOMIC OPPORTUl'I'lTY FOR ALL
., Unemployment Down to 5.2%: The unemployment rate in New York has declined from 8.3% to
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5.2% since 1993 .
627,600 New Jobs: 627,600 new jobs have been created in New York since 1993 -- an average of
97,808 per year, compared to an average of 129,850 jobs lost per year during the previous
administration .
628,300 New Private Sector Jobs: Since 1993, 628,300 new private sector jobs have been
created-an average of97,917 jobs per year, compared to an "average loss of 124,600 private sector
jobs per year in the previous administration .
55,300 New Construction Jobs: 55,300 construction jobs have been created in New York since
1993 -- an average of 8,618 jobs per year. In contrast, an average of 23,300 construction jobs were
lost each year during the previous administration.
553,000 Have Received a Raise: Approximately 189,000 New York workers benefited from an
increase in the minimum wage from $4.25 to $4.75 -- orfOctober 1, 1996. They, along with about
364,000 more received an additional raise-from $4.75 to $5.15 -- on September 1,1997.
Home Building Up 5.2%: Home building has increased by an average of 5.2% per year since 1993,
after falling over 14.1 % per year during the previous four years.
A $500 Child Tax Credit to Help Families Raising Children: To help make it easier for families
to raise their children, the balanced budget included a $500 per-child tax credit for children under
17. Thanks to President Clinton, the Balanced Budget' delivers a child tax credit to 1,727,000
families in New York.
• Business Failures and Bankruptcy Filings Dowll: Business failures have dropped 9.6% per year
since 1993, after increasing 35.1 % per year during the previous four years. Additionally,
bankruptcy filings have declined 20.6% per year since 1993, after increasing 10.8% during the
previous two administrations. [Oct. 98 data]
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• Over $25,000 ofReduced Federal Debt [or Every Family o[Four: The national debt will be $1.7
trillion lower in FY99 than projected in 1993 -- that's $25,000 less debt for each family of four in
New York this year.
• 3.2% Growth ill Total Bank Loans and Leases: New York has seen a 3.2% average growth rate in
total bank loans and leases per year since 1993. In contrast total bank loans and leasesfell an
average of3.9% per year during the previous administration.
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Growth il1 Commercial and Industrial Loans and Leases: Since 1993, New York has
experienced a 3.1 % annual growth rate in commercial and industrial loans and leases. In contrast,
commercial and industrial loans and leases fell an average of 5.5% per year during the previous
administration.
August 1999
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EXPANDING ACCESS TO EDUCATION
Over
000 Childrell ill Head
Over 45,000 New York children were enrolled in Head Start
in 1998. In FY99, New York will receive 5304.0 million in Head Start funding, an increase of
S 122.1 million over 1993.
More High-Quality Teachers·With Smaller Classes (or New York's Schools: Thanks to President
Clinton, the final FY99 budget provides for the first year of the President's new initiative to hire
100,000 new, well-prepared teachers, to reduce class sizes in the early grades to a national average
of 18. New York receives $104.5 million in 1999 to hire about 2,688 new public school teachers.
And, under President Clinton's proposal, New York would receive $127 million in FYOO to
support a total of 3,497 teachers ..
$35.2 Million ill Goals 2000 Funding: This year [FY99], New York receives $35.2 million in
Goals 2000 funding. This money is used to raise academic achievement by raising academic
standards, increasing parental and community involvement in education, expanding the use of
computers and technology in classrooms, and supporting high-quality teacher professional
development.
37.6 Million (or Technology Literacy: This year [FY99], New York receives $37.6 million for the
Technology Literacy Challenge Fund which helps communities and the private sector ensure that
every student is equipped with the computer literacy skills needed for the 21 51 century.
Connecting New York's Schools and Libraries to the Intemet: The E-rate program is part of the
Administration's effort to connect every classroom and library to the information superhighway,
giving every child access to the resources and knowledge available online. This program helps
schools and libraries by providing discounts of 20 to 90 percent on telecommunications services,
internal connections and Internet access - with the largest discounts going to the poorest urban and
rural schools. In the first year of funding alone, New York received over $164.5 million in E-rate
discounts.
$731 Million (or Students Most ill Need: New York will receive $731 million in Title I grants (to
Local Educational Agencies) providing extra help in the basics for students most in need,
particularly communities and schools with high concentrations of children in low-income families
[FY99]. This is an increase of $52.8 million over FY98 funding.
341,300 Students Will Receive Pell Grants This Year: This year [FYOO], New York will receive
$711.5 million in Pell Grants for low-income students going to college, benefiting a total of
341,300 New York students.
Expanded Work·Study To Help More Students Work Their Way Through College: The FY99
budget includes a significant expansion of the Federal Work Study program. New York will
receive $84.4 million in Work-Study funding in 1999 to help New York students work their way
through college.
Nearly 8,400 Have Served in New York through AmeriCorps: Since the National Service
program began in 1993,8,345 AmeriCorps participants have earned money for college while
working in New York's schools, hospitals, neighborhoods or parks. [through 11/98]
Tuitioll Tax Credits in Balanced Budget Open the Doors ofCollege lind Promote Lifelong
Learning: The balanced budget included both President Clinton's $1,500 HOPE Scholarship to
help make tne first two years of college as universal as a high school diploma and a Lifetime
Learning Tax Credit for college juniors, seniors, graduate students and working Americans
r
August 1999
�pursuing lifelong learning to upgrade their skills. This 20% tax credit will be applied to the first
S5,000 of tuition and fees through 2002 and to the first $10,000 thereafter. 344~000 students in
New York will receive a HOPE Scholarship tax credit of up to $1,500. 414,000 students in
New York will receive the Lifetime Learning Tax Credit. [fully phased-in FYOO estimate]
• Expanded Job Training to New York's Dislocated Workers: Thanks to President Clinton, the
FY99 budget includes a significant expansion in the dislocated worker program. New York will
receive $118.3 million in 1999 to help 70,090 of New York's dislocated workers get the training
and reemployment services they need to return to work as quickly as possible.
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FIGHTING CRIME AND VIOLENCE
Crime Falls 33% in New York: Since 1992, serious,crime in New York has fallen 33%. Violent
crime and property crime have also declined 39% and 32% respectively. [1992 and 1997 Uniform
Crime Reports]
Crime Has Dropped Sharply in Major Cities: In New York City, between 1992 and 1997, serious
crime, as indicated by the crime index, has declined 43%, with a 61 % drop in murder, and a 51 %
drop in robbery. In addition, serious crime has also declined 28% inRochester and 11 % in
Syracuse. [1992 and 1997 Uniform Crime Reports]
Juvenile Arrests Down ill New York: New York's juvenile murder arrests have decreased 89%
between 1992 and 1997. [FBI, Uniform Crime Report, 1992 and 1997]
10,554 More Police: The President's 1994 Crime Bill funded 10,554 new police officers in .
communities across New York. [through 7/99]
Buffalo Will Receive Targeted Funding to Hire More Commulli(y Police: Buffalo was selected as
a pilot city for the President's new effort to target high crime neighborhoods. The pilot program
will provide full funding for new officers by waiving the usual matching requirements. Buffalo
will deploy new officers to help meet the unique needs of its community, such as combating gangs
or targeting drug "hot spots."
Reducing Crime with Drug Courts: Working to reduce drug-related crime in New York, the
Clinton Administration has awarded Drug Court grants to the communities of Amherst, Ithaca,
Syracuse, Renssalear County, Rockland County, and Suffolk County. The Administration had
previously awarded grants to a number of New York communities including: Brooklyn, Buffalo,
Rochester, the Bronx, Niagara Falls, Oswego, Queens, Albany, Fulton, Lackawanna, Mayville,
Mount Vernon, New City, New York City, and. Tonawanda. Drug courts use the coercive power of
the criminal justice system to combine drug testing, sanctions, supervision and treatment to push
nonviolent, drug-abusing offenders to stop using drugs and committing crimes.
$15 Million to Combat Domestic Violence: Through the Violence Against Women Act, New York
received $15.1 million in federal funds in FY98 to establish more women's shelters and bolster law
enforcement, prosecution and victims' services.
Nearly $3.9 Million ill Grants {or Battered Womell alld Children: In FY98, New York received
$3.9 million in HHS's FamiJy Violence Prevention Program grants to assist women and children
fleeing domestic abuse, an additional $672,000 increase over FY97.
$32.7 Millioll to Keep Drugs & Violellce Out o/New York's Schools: New York receives $32.7
million in FY99 for the Safe & Drug Free Schools Program, which invests in school security and
drug prevention programs.
August 1999
�MOVING NE'" YORKERS FROM WELFARE TO 'VORK '
• 351,220 Fewer People 011 Welfare: There are 351,220 fewer people on welfare in New York now
than there were at the beginning of 1993 -- an 30% decline. [through 3/99]
• . Child Support Collectiolls Up 74%: Child support collections have increased by $359 rriillion---{)r
65% -- in New York since FY92. [through FY98]
• Encouraging Responsible Choices-Preventing Teen Pregnancy in New York: Since 1993,
President Clinton and Vice President Gore have supported innovative and promising teen
pregnancy prevention strategies, with significant components of the strategy becoming law in the
1996 Personal Responsibility Act. The law requires unmarried minor parents to stay in school and
live at home or in a supervised setting; encourages "second chance h~mes" to provide teen parents
with the skills and support they need; and provides $50 million a year in new funding for state
abstinence education activities. Efforts are making a difference, adolescent pregnancy rates and
teen abortion rates are declining. And between 1992 and 1997, teen birth rates declined 14% in
New York.
o $170.1 Million for New York Welfare-to-Work: In 1998, New York received $96.9 million in
Federal welfare-to-work state formula grants (the state matched $48.4 million in funding), helping
New York welfare recipients get and keep jobs. In addition, $24.7 million in competitive grants
were awarded to New York localities to support innovative welfare-to-work strategies and Native
American tribes in New York received $33,000 in Federal funding. Part of the President's
comprehensive efforts to move recipients from welfare to work, this funding was included in the $3
billion welfare to work fund in the 1997 Balanced Budget Act.
II
Helping People Get to Work: Through the Access to Jobs initiative, the Clinton-Gore
Administration is working with communities across the country to design transportation solutions
to help welfare recipients and other low-income workers get to and from work. Yonkers, Nassau
County, New York City, Syracuse, Buffalo, Rochester, Albany, Herkimer-Oneida County, Franklin
County, Hornell, Schoharie, Sulllivan County, and Ulster County have received a total of$3.l4
million this year to fund innovative transit projects.
INVESTING IN NEW YORK'S HEALTH
• Health Care (or Uninsured Children: The balanced budget included the largest single investment
in health care for children since the passage of Medicaid in 1965 -- an unprecedented $24 billion
over five years to cover as many as five million children throughout the nation. This investment
guarantees the full range of benefits-from checkups to surgery -- that children need to grow up
strong and healthy. It ensures that prescription drugs, vision, hearing, and mental health coverage
now offered at the state level are extended to millions of uninsured children. To expand health
coverage to more uninsured children in New York the balanced budget provided $255.7
million in 1998. This compares to the 1995 Republican plan vetoed by President Clinton that
would have denied health care coverage to 454,600children in New York.
• Helping Over 480,000 New York Women and Children with WIC: The Clinton Administration is
committed to full funding in the Special Nutrition.Program for Women, Infants and Children
(WIC). In FY98, New York received $274.4 million in total WIC grant funding, helping 482,900
women, infants and children in need receive health and food assistance, 53,000 more than in 1994.
August 1999
�More Toddlers Are Being Immunized: As a result of the President's 1993 Childhood
Immunization Initiative, childhood immunization rates have reached an historic high. According to
the CDC,by 1996, 90% or more of America's toddlers received the most critical doses of each of
the routinely recommended vaccines-surpassing the President's 1993 goal. In New York in 1997,
98% of two-year olds received the vaccines for diphtheria, tetanus, pertussis; 91 % received the
vaccine for polio; 94% received the vaccine for measles, and 93% received the vaccine for
Haemophilus injluenzae B, the bacteria causing a form of meningitis.
• Increased Funding for Ryan White by $935.1 Million: Between 1993 and 1998, New York .
communities received $935.1 million in Ryan White formula and other HIV / AIDS program funds.
This funding provides people living with HIV and AIDS medical and support services, including
the AIDS Drug Assistance Program which helps those without insurance obtain much needed
prescription drugs. [HHS, Health Resources and Services Administration, 12/98]
• Tobacco Plan Will Cut Smokillg and Premature Deaths by 35% in New York: The Clinton
Administration's tobacco proposal, combined with the recently enacted state tobacco settlements,
will cut youth smoking and resulting premature deaths 35% in New York by 2004. Between 2000
and 2004, 195,200 of New York's youth will be kept from smoking and 62,500 will be spared a
premature tobacco-related death. [Treasury Dept., 2/99]
• 7,570,000 Americam ill New York Cannot Be Assured They Have Patient Protectiolls: Even if
New York enacted all the protections in the Patients' Bill of Rights, 7,570,000 people in New York
cannot be assured they have the comprehensive patient protections recommended by the
President's Advisory Commission. This is because the Employee Retirement Income Security Act
(ERISA) may preempt state-enacted protections. That is why the President has called on Congress
to pass a federally enforceable patients' bill of rights so that everyone enrolled in managed care
may have a basic set of protections. Notably, 3,800,000 New York women are in ERISA health
plans and are therefore not necessarily protected. Women are particularly vulnerable without these
protections because they are greater users of health care services, they make three-quarters of the
health care decisions for their families, and they have specific health care needs addressed by a
patients' bill of rights.
G
PROTECTING THE ENVIRONMENT
• 27 Toxic Waste Sites Cleaned Up: Since 1993, the EPA has completed 27 Superfund toxic waste
cleanups in New York. The sites are located in Hauppauge, Glenwood Landing, Endicott, Shelby,
Hyde Park, Johnstown, Oswego, Ramapo, Hamilton, Holbrook, Granby, Conklin, Farmingdale (3),
Cold Spring, North Sea, Oyster Bay (2), Brewster, Deer Park, Hicksville, South Glen Falls, South
Cairo; Vestal, Warwick, and Woodside, Queens [through 6/99]. This is more than four times the
number of sites cleaned up in New York during the previous twelve years combined.
• $51.3 Million ill Safe Drinking Water Funding: This year [FY99], thanks to President Clinton,
New York will receive $47.2 million for the Drinking Water State Revolving Funds to provide
low-interest loans to municipalities to build, improve, and prevent pollution of drinking water
systems. In addition, New York will receive $4.1 million in Public Water Supply Supervision
grants to help monitor drinking water quality and enforce health standards.
• Revitalizing BrOJVI~fields Projects ill New York: As pa:rtofthe Clinton-Gore Administration's
efforts to clean up Brownfields, the EPA has awarded grants to communities in New YorkAugust 1999
�Buffalo, Ogdensburg, Utica, Yonkers, Elmira, Ne\v York City, Niagara Falls, Rochester, Glen .
Cove, and Rome-as well as Niagara and Ulster Counties, for environmental clean-up and
economic revitalization. These projects are intended to jump-start local clean-up effoI1s by
providing funds to return unproductive, abandoned, contaminated urban propel1ies to productive
use.
SPEARHEADING RURAL AND URBAN RENEWAL EFFORTS
• Revitalizing New York's Commullities: Harlem and the South Bronx were designated as
Urban Empowerment Zones in 1994 and were awarded $100 million to create more jobs,
housing, and economic opportunity. Already, Rite Aid, Blockbuster Video, the Gap and the
Disney Company have either opened Harlem stores or announced plans to do so. An
estimated $1 billion will be invested in Harlem over the next 10 years as a result of this
Empowerment Zone designation. In addition, Albany, Buffalo, Rochester, and Newburgh
were designated Enterprise Communities, and were awarded $3 million each to pursue
similar efforts. In 1999, Plattsburgh and New York CitylBrooklyn were designated Strategic
Planning Communities.
• Expanding tire Low-Illcome Housing Tax Credit Will Help Develop 9,200 To 11,000 New
Affordable Housillg Units ill New York Over tire Next 5 Years: Last year, the President and
Vice President pushed for a 40-percent expansion in the Low-Income Housing Tax Credit.
This year, the President and Vice President will try again to enact tax incentives to develop
affordable housing. In New York alone, this proposal would mean an additional 9,200
11,000 quality rental housing units for low-"income American families during the next five
years.
• Helping Rural New Yorkers: Since 1993, the U.S. Department of Agriculture has invested
more than $839.2 million in New York for rural economic development efforts including
rural water and sewer, housing and business assistance.[through FY98]
PROVIDING DISASTER RELIEF
". $347 Millioll ill Federal Emergellcy Assistallce: Since 1993, New York has received $347
million in disaster relief. This includes $68 million for severe winter and ice storms, high
winds, flooding, and tornadoes in 1998, and $123 million in assistance to recover from severe
flooding that occurred in January of 1996. [FEMA, 12/98]
EXP ANDING FUNDS FOR TRANSPORTATION IMPROVEMENT
• Over $6 Billion ill Federal Hig/nvayAid: Since 1993, New York has received over $6 .
billion in federal highway aid. Included in this funding is $47.5 million for emergency relief
in response to natural disasters and $5.1 million for scenic byways. These funds have helped
generate 254,021jobs. [through FY98]
• Over $438 Millioll ill Aviation Funds: From FY93-FY98 New York received over $438
million in Airport Improvement Program funds to help build and renovate airports, and, when
necessary, to provide funds for noise abatement to improve the quality of life for residents
who live near airports.
AugUSl1999
�• Over $5 Billion ill Trallsit Funds: Since 1993, New York has received over'S5.1 billion in
Federal Transit Funding. This has included 52.3 million in Livable Comniunities funds.,
• Saving Lives and Properties: In 1997 the United States Coast Guard saved 268 lives and
over 545.6 million of property it;! New York.
August 1999
��. rban experts
U
pick top factors
influencing future
Survey singles out
wealth disparity as
biggest issue in
cities' development
By Haya EI Nasser
USA TODAY
WASHINGTON - A growing gap·
.between the nation's haves and have
nots, an aging population and the In
ternet will be key factors shaping
Amencan metropolitan areas in the
next 50 years, a new sUrvey shows.
That's in stark contrast with the
past 50 years, when the national in
terstate system and federal housing.
programs played key roles, accord
ing to the survey to be released
Thursday at the Fannie Mae Founda
tion's annual housing conference
· here.
.
Amid growing national concern
over suburban sprawl, the survey of
urban experts concludes that govern
ment policies and technologic8.1
breakthroughs can tIigger a chain of
events that no one can predict
Take air conditioning. Widespread
in homes by the '50s and '60s, no one
could have known that it would push
people away from established cities
by making the scorching Sun Belt Iiv
. able and enclosed suburban shojr
ping malls possible.
"Air conditioning helped trans
form the most inhospitable sites for
human habitation in the country into
· some of our· fastest-growing met
ropolitan areas," says Robert Fish
man, a Rutgers University professor
and public policy scholar at the
Woodrow Wilson International Cen
ter for Scholars.
Fisbman conducted the survey for
the Fannie Mae Foundation, a national, nonprofit community develojr
ment organization. Although· the
foundation's sole funder is Fannie
Mae, the nation's largest provider of
home mortgage financing, it is an in
dependent philanthropy. The survey
results, listing the top 10 influences
shaping the past 50 years and the top
10 for the next 50 years, are based on
· '149 responses from leading urban
histonans, planners and architects.
Most of those polled predict that
suburbs will continue to thIive and in
ner cities will continue to deteno
rate. They rank growing disparities
of wealth as the No. I influence on
the way American metros will devel
op in the next 50 years.
That will lead to growing political
clout in new, far-flung suburbs, the
.continued crumbling of older sub·
urbs and a perpetual underclass in
central cities and doser·in suburbs.
"The suburbs rule. The suburbs
will continue to rule," Fishman says.
But how suburbs will· use their
growing dout is the question, he says.
Rather than promote rapid growth,
they may limit it and encourage the
resurgence of downtowns. /
"You can know that these things
should have inftuences, but you can't
predi(;t the specific forms that it's goL'lg to take:! !:a"y'5 Robert Lang, direc
tr, Of the Fannle Mae Foundation's
urban "nd metropolitan research.
"We c."tl1 know the Internet will have
What is shaping U.S.
metropolitan areas
TOp 10infiuences on the
Amencan metropolis of the· past
50 years:
1. Interstate Ilighways and
dOminance of the automobile
2. Federal mortgage financing
and subdivision regulation
3. De-industrialization of cen
tral cities
4. Urban renewal: Downtown
redevelopment. and public hous
ing projects
5. Levittown: The mass·pro
duced, suburban tract house
.6. Racial segregation and job
discrimination
7. Enclosed shopping malis
8. Sunbelt-style sprawl
9. Air conditioning
10. Urban nots of the 1960S
Top 10 most likely influences
for the next 50 years:
1. Growing disparities of
wealth
2. Suburban political majonty
3. Aging of the baby boomers
4. Perpetual "underclass" in
central and close-in suburbs
5. ~nvironmental and planning
initiatives to limit sprawl
6. Internet
7; Detenoration of post·1945
suburbs dosest to cities
8. Shrinking household size
9. Expanding superhighway
system to serve new cities on the
edge of old cities
10. Racial integration
an influence but not know what an In. ternet·dIiven metropolis of 2050 will .
look like."
Whether the Internet will push
. people farther away from cities by al
lowing them to work and conduct
business from anywhere remains to .
be seen. Other questions arise: Will
aging baby boomers stick to the sub
urbs or move downtown? Will small
er households make the suburban
single-family home obsolete?
Experts agree the federal govern
ment will play a smaller role in the
next 50 years. Only one federal policy
- building superhighways to con
nect far-out suburbs - made the top
10 list for the future.
.
For the past 50 years, the 41,000
mile interstate highway program of
1956 and the dominance of the auto
mobile rank No. 1.
Interstate highways led to the de
. industIialization of central cities. In
dustries looked for cheaper land and
. labor away from the city once they
could transport their goods by truck
instead of rail. That caused high un·
employment in the cities, which led
to the urban nots of the 1960s.
'IWo other federal policies also
rank high in shaping the past 50
years: low·interest Federal Housing
Administration loans that created the
postwar suburbs, and the landmark
1949 Housing Act that demoltsht,!
histonc buildings and entire city
neighborhoods to create high-lise
public housing projects in segregated
ghettos.
�ing
measure
of U.S.
education
Summit marks
progress~ seeks
better ways- to
make the grade
By Tamara Henry
USA TODAY
When the nation's governors meet this week
with CEOs and educators, bragging tops the agen·
da After
45 states have academic standards,
and 10,000 companies require school transcripts
of new hires - both key goals set three years ago
when many of these same leaders met
. . But the 1999 National Education Summit also
will be under the gun.
"Weare now facing the natural conSequences
of our success," says mM CEO Louis Gerstner,
who will co-chair the summit Thursday in Pal
isades. N.Y. "All of a sudden, people start to won
der whether the pain is worth it .
.
.
: "People are saying, 'Wait a
minute. Standards mean that
children may be told they are
.
not living up to what they are
supposed' to do: Parents are suddenly realizing
their schools aren't as good as they thought they
are. 1eachers are suddenly being asked to teach
to a set of objectives and be held accountable.
And so the system is beginning to say, 'Wow, you
really mean it This is hard.'"
Some educators, most of whom were left out of
the 1996 summit, complain that politicians and
businessmen treat schools as factOries with p~
duction goals. Without motivating students, teach
ers and other tront..Jine ,workers in American
education, the momentum for SChool improVe
ment will be lost.
Still, there's no denying aChievements since the
first summit in 1989, when President Bush called
the nation's governors together. They set eight
goals, but when national groups tried to develop
ways to measure progress, the effort faltered
amid fears that the goals were a backdoor Wfrj
for the federal government to exert control over
local school decisiOns. States then became the fo
cal point in the standards movement
In 1996, governors and 44 top U.S. corporate
leaders met to set up a system to help states out·
line what students must know and be able to do to
meet the education goals.. '
"What's hapPened in three years is staggering,"
Gerstner says. Some highlights:
.. Today, 45 states have adopted standards in
English, math, science and history/social studies,
up from 14 in 1996.
.. By 2000,48 states will test students in key
subjects to check progress toward state stan·
dards, up from 39 in 1996.
au.
".
.. 10.000 employers, ranging tor of the American Associa·
from many of the country's tion of School Administrators.
largest multinational corpora·
Houston agrees that the last
tions to thousands of small and ' summit was a catalyst for reo
midsize companies, now use ,form. But he says the governors
student records as part of their and CEOs were so focused on
hiring process to identity be- standards that they neglected
havior and work habits. Ini· those items that help "create
tially, about 3,000 used tran- schools that kids want to go to"
scripts.
and keep them "engaged in
The accomplishments were learning in a very meaningful
documented by Achieve, the way" - for example, offering
nongovernmental clearing- mUSiC, art, sports and other ex·
house created in response to tracurricular activities along
the '96 summit.
with the required math and sci·
The fallout from the success- ence classes.
es ~ leaders worried, howev·
"If we're not careful, we're
er. For example, tens of thou· going to squeeze all the life out
sands of schoolchildren ~ of what happens to children in
either "being left behind in schools," Houston says.
school by the tougher stan·
"We're going to put such an
dards or forced to attend sum- emphasis on apart of what
mer school.
. goes on in schools that the
Thousands more are leaving things that bring kids to
school without diplomas be- schools, that motivate them. we
cause they can't pass exit ex- don't have time for that. 'We
ams.
can't do that because we've got
. Achieve officials say that to get ready for the test'
when New YO~k state released
"To the degree that we make
results from Its new perfor- the mistake of moving in that
mance-based reading and writ- direction, we're going to risk a
ing assessment for fourth.grad- reaJ negative backlash from
ers this year, more than half the parents who say, 'Yes, we want
state's.students failed. Even in our kids learning, but we also
some affluent suburban dis- don't want them to be miser
tricts accustomed to 90% pass- able automatons.m
ingrates on a previous mini·
Leaders also may have to
mum-skills test, failure rates .weather controversy as the
reached 40%.
states are moving toward uniGerstner hears some educa· form, national standards - al·
tors and politicians saying, beit not standards dictated by
"Maybe we ought to back up."
the federal government as
He won't
some feared years ago.
"We've got to give everybody
Ten states have become,
members of a $2 million part·
a chance. . . .
:-We've got ~o.live through the nership to design a rigorous
pam of transition from a bot- eighth-grade math program
tom-<lf-a·barrel education sys- that allows states to compare
tem to a ~orld'<:lass education .performances.
system." ,
The states will tackle math
To move forward, Gerstner first because national and in
and Wisconsin Gov. Tommy ternational tests show that U.S.
Thompson, a Republican, have students' achievement in math
invited to the summit a variety begins to drop off'sharply after
of educators, including state su- fourth grade.
perintendents and the two larg"What makes this summit
est teachers unions..
particularly urgent is that, now
Thompson says that m 1996 that everybody's moving in (the'
"we di~ not have e~ough of ~e same) direction, we have got to
~ucatiOnal establis~ent m- get it right," says Robert
Vlted, and they got thell" noses Schwartz, the president of
out of joint a little bit We've Achieve.
~ed that by inviting them
"The not'lSG-good news is
all In. Everybody needs to help we've got a relatively short
time to really pull up our socks
push if we're going to be suc
and get with it" .
cessful."
. The summit's focus' will be
on "action steps" that strength· .
en the way states measure stu·
dent performance against their
,standards, help students find
better courses, improve teach
er quality and win greater pub
lic and parental support.
The task may be difficult,
says Bruce Fuller, a researcher
at the University of California,
Berkeley. "My own view is that
corporate leaders are advanc
. ng schizophrenic views of how
i
to reform schools.
"Half, like Gerstner, are
pushing for results through stiff·
er accountability and awarding
state governments more cen·
tralized control while eroding
the authority of local school
districts. The' other half of cor·
porate America pushes for
vouchers; a form of radical de
centralization."
.
In addition, Fuller says, Wit's'
, .impossible to genera1ize across
the states as to what form of
education reform is actually
being pursued."
Having educators at the sum
Ir'Jt table will help inject hu
,: '~'l.ity into the process, says
Paul Houston, executive direc·
�1996 National.Education Summit Policy Statement
The quality of our scho~ls is one ofthe issues fundam~tal to America's future and our quality oflife. The
primary purpose of education is to prepare students to flourish in a democratic society and to work successfully
in a global economy. Governors and business leaders recognize that our nation's future depends on all students
being able to perform to their highest potential. Our joint leadership in our States is imperative. Parents have the
primary responsibility to make'decisions about their children's education. States and localities are responsible 'for
providing high quality educational opportunities. The nation's Governors have made the strengthening of schools
a top priority. Business leaders understand that companies can be successful and the nation can be economically
viable only ifthe United States has a world-class workforce.
Notwithstanding the progress that has been made, we agree that substantial and focused efforts must be taken to
significantly accelerate student performance. In November 1995, the National Education Goals Panel marked the
progress made in achieving the goals at the midpoint between the time they were established and the year 2000,
when they are to be achieved. The report shows sqme positive developments, but it is clear that, at the current
pace, we will not meet these goals in any area. The report also shows that limited information is being collected
to help us understand how students are performing. While we remain committedto implement at the state and
local level the education goals adopted by Qovernors following the Charlottesville Summit in 1989, it is clear
that simply setting goals is not enough.
Why we have come together
As Governors and leaders of American businesses we have a stake in tile quality and performance otschools in
,this nation. We are united by bur civic responsibilities, our concerns as parents, and our common interest in
securing a prosperous future for our states and companies ill the twenty-first century. We are compelled by the
urgent need for schools tp improve and for student ,academic performance to rise. Students must be challenged to
perform at higher academic levels and be expected to ,demonstrate mastery of core academic subjects, In addition
to basic skills, all individuals must be able to think thei'r way through the workday, analyzing problems,
proposing solutions, communicating, working collaboratively and managing resources such as time" and
materials. Providing all citizens with the opportunity to develop these skills wi II give the people of our country a
competitive edge. Today's economy demands that all high school graduates, whether they are continuing their
education or are moving directly into the workforce. have higher leve~s of skills and knowledge.
Improving our schools for children is an investment in the futur~ that cannotbe postponed. The world and the
economy are changing rapidly. but many ofour schools have not kept pace. We believe that schools must be
more focused on the needs of students, parents. postsecondary educati~11 ipstitutions, and employers. States and
local school districts m~st implement the appropriate calendar, structure, !lOcI.. requirements for student
performance necessary to meet th,e needs onlle next c;entllry.
"
We do not prescribe change simply for the lialce of chang~. The only reason to undertak~ change is to improve
students' academic performance. To do that we must hetp states or local school districts develop a consensus on
what children should know and be able to do. To be sure, parents must playa key role in this process. We also
recognize that, because of our legitimate diff~rences In opinion regarding the eon!ent and methods of providing
education, building such consensus may be difflcult. but such difficulty should
deter us from achieving our
goal. Without such agreement from commlQlities, students al'!d teaql!'fs lack direcJ1ot,l and focus to their efforts.
This agreement will form the basis for developing high acad'emic content and skill standards. Governors and
business leaders must assist state or local school districts in developing assessments to measure student
achievement and to use such assessments as measurements for providing students and parents with continuous
feedback about student performance and specific areas where students may need some extra help. Finally, we
must put in place the technology, professional development opportunities, and curriculum that will enable both
parents and communities as a whole to hold their schools accountable.
'
not
Explicit expectations and school accountability
�We believe that efforts to set clear, common, state and/or community-oased academic standards for students in a
given school district or state are necessary to improve student performance. Academic standards clearly define
what students should know and be able to do at certain points in their schooling to be considered proficient in
specific academic.areas: We believe that states and communities can benefit from working together to tap into
the nation's best thinking on standards and assessments. We also believe that these standards and assessments
should integrate both academic and occupatiomi.1 skills. However, standards and assessments are necessary tools
to inform and direct our work, not an end unto themselves. We recognize that better use of technology, improved
curriculum, better trained educators, and other changes in the organization and management of schools are
necessary to facilitate improved student performance. However, without a clear articulation ofthe skills needed,
specific agreement on the academic content students should be learning, clear goals for what needs to be
accomplished,and authentic and accurate systems to tell us. how well schools and students are doing, efforts to
improve our schools will lack direction.
We believe that setting clear academic standards, benchmarking these standards to the highest levels, and
accurately assessing student academic performance is a state, or in some cases a local responsibility, depending
on the traditions of the state. We do not call for a set of mandatory, federally prescribed standards, but welcome
the savings and other benefits offered by cooperation between states and school districts and the opportunities
provided by a national clearinghouse of effective practices to improve ach(evement. But in whatever way is
chosen, standards must be in place in all of our schools and must be in place quickly.
Technology to give students the knowledge and skills they will need in the workplace
We are convinced that technology, ifapplied thoughtfully and well-integrated into a curriculum, can be utilized
as a helpful tool to assist student learning, provide access to valuable information and insure a competitive edge.
for our workforce. It can be used by trained educators in classrooms and other places students learn, such as in'
libraries, in museums, and at home. [nteractive learning.enables parents and educators to find new ways to help
students improve academically, while helping students learn to use the tools that are being used not only in
.today's high-technology workplaces, but increasingly in any workplace. We cannot reach higher standards
without developing new approaches and strategiesloheIp students, teachers, and parents. While not a silver
bullet, technology is one important tool to accomplish this.
Governors and business leaders need to support educators in overcoming the barriers that impede the effective
use oftechnology. Sljcl:! .barriers may include the complexities of planning for the acquisition and integration of
technology into classrooms and schools; the high costs of acquiring, developing, and maintaining it; tne lack of
school technology policies; resistance to change from individuals both within and outside the education system;
.
and most important, the need for staff development and curriculum change.
Why we believe in the us,r of stan~ards to improve student achievement
We endorse these efforts because we believe It will:
•
Help all students learn more by demanding higher student proficiency ~nd providing effective methods to
help students achieve higher standards;
.
.
.. .
.
•
Provide parents, schools, and communities with an unprecedented opportullity to debate and reach
.
agreement on what students should know and be able to do;
• Focus the education'system on understandable, objective, measurable, -and well-defined goals to enable
schools to work smarter and more productively;
•
Reinforc~ the best teaching and educational practices already found in classrooms and make them the norm;
and
•
Provide real accountability by focusing squarely on results and helping the public and local and state
educators evaluate which programs work best.
�Why we believe in the use of new technologies to improve student performance
We endorse these efforts because we believe that new uses of technology in schools will:
- substantially improve access to the best instructional methods and materials for all students;
, - give families greater access to tea~hers and schools to increase family involvement and improve student
learning;
,
-provide students with the hands-on experience to develop the knowledge and skills they will need to compete
successfully in the workplace;
"
-find and reinforce the best uses oftechnology that are already found in schools and classrooms and make them
the norm;
-serve as a driving force for innovation and creativity in order to restructure every aspect ofeducation, raise
academic achievement, and increase the efficiency of school administration;
-offer teachers access to specialized support, collegial relationships, and professional development to increase
their effectiveness with students; and
'
-provide new ways for students to work at their own pace, eliminating the ceiling for those who are already
performing well academically, raising the floor, and providing additional assistance to those who need it.
What we commit to do
Swift action must be taken to address these issues, While we commend those states and school districts that have
provided leadership to improve student performance, we urge greater progress, and for others, increased effort.
We believe that standards can be effective only ifthey represent what parents, employers, educators, and
community members believe children should learn and be able to do. However, the current rate of change needs
to be accelerated, and no process or time line should deter us from the results. We believe that Governors and
business leaders must provide powerful and consistent support to ensure that this effort moves forward swiftly
and effectively.
This summit is intend~ to demonstrate -- to parents, students, educators, and our constituents -- our strong and
nonpartisan support of efforts to:,
-set clear academic sta~~ards for what students ne~ to know pr'be able to do in core subject areas;
-assist schools in accurately measuring student progress toward reaching these standards;
, -make changes to curriculum, teaching techniques, and technology uses based on the results;
-assist schools in overcoming the barriers to using new te<.:hnology; and
."'
,
'.,'
-hold schools and students accountable for demonstrating real improvement.
What specific actions we will take
We commit to the following steps to initiate andlor accelerate our efforts to improve student achievement.
Implementing Standards. As Governors, we commit to the development and establishment of internationally
competitive academic standards, assessments to measure academic achievement, and accountability systems in
our states, according to each state's governing structure, within the next two years. For this purpose, we agree to
�the reallocation of sums sufficient to support implementation oftho~e standards within a clear timetable for a
full implementation. Such funds should be available for the essential professional development, infrastructure,
and new technologies needed to meet these goals.
Business Practices. As business leaders, we commit to actively support the work ofthe Governors to improve
student performance and to develop coalitions of other business leaders in our states to expand this support. As
such we will clearly communicate to students, parents, schools, and the community the types and levels of skills
necessary to meet the workforce needs ofthe next century and implement hiring practices within one year that
will require applicants to demonstrate academic achievement through school-based records, such as academic
transcripts, diplomas, portfolios, certificates of initial mastery, or others as appropriate. We commit to
considering the quality ofa state's academic standards and student achievement levels as a high priority factor in
determining business location decisions. We also agree to adopt policies to support parental involve~ent in their
children's education and in improving their local school. Finally, we commit to developing and helping
implement compatible, inexpensive, and easy-ta-use products, services, and software to support teaching.
Public'Reporting. As Governors and business leaders, we commit to be held accountable for progress made in
our respective states toward improving student achievement in core subject areas. First, we will establish an
external, independent, nongovernmental effort to measure and report each state's annual progress in setting
standards, improving the quality of teaching, incorporating technology, supporting innovation, and improving
student achievement. To review student academic progress, we will explore the use of a reliable bench marked
assessment. Second, we will produce and widely distribute in each of our individual states an annual report
showing progress made by both states and businesses in meeting our stated commitments and educating the
public on the importance of these issues. Outstanding reports will be recognized annually by the chair of the
National Governors' Association (NGA)at its Winter Meeting and will be widely disseminated within the states.
Third, reports will be released at a high profile televised media announcement in each state, and we will work to
coordinate the release nationally to help focus public awareness on this critical issue.
Information Sharing and Technical Assistance. As Governors and business leaders, we recognize that states
and communities will heed resources and technical assistance to develop and implement standards and
assessments, to ensur€; t~es~ standards and assessments are of high quality and truly world-class, and to ensure
that other parts ofthe education system reflect and reinforce these standards and assessments. Where
appropriate and useful, on a voluntary basis, we commit to work together to pool information resources and
expertise to move our states forward on this agenda. We also commit to designate an external, independent, non
governmental entity to facilitate' our work together on these issues, and provide guidance, help, and information
to interested states and school districts. The Summit Planning Committee within 90 days will design such an
entity and pres~nt it for adoption by the NGA Executive C<!mmittee which will then present it for en~orsement
to the NGA at the 1996 Annual Meeting. Finally, we commit to giving high priority to promoting professional
development of educators, including efforts to improve instructional methods that use new technologies to help
students achieve high standards.
Immediate Next Steps. As Governors and business le,aders, we c.omm,i* ~o return to our states and immediately
begin work on the tasks at hand. While. the specific actions will be differ~!1t in each state, Governors and
business leaders will engage in a wide variety ofactivities to achieve th~ p,~mmitments stated above. To the
extent necessary and not done already such ~ctivities may Include: ~rganizing town meetings to build public
support and engage parents and communities in improving student performance; reaching out to other
. Governors and other business leaders to identifY and adopt effective practices to improve 'achievement and look
for opportunities where states and businesses can work together, arranging for teaching professionals to visit
businesses throughout the states to help them develop a better understanding ofthe needs ofemployers;
organizing a state-level Education Summit to design a state-specific plan for. developing and implementing
standards and assessments; and reviewing current state efforts to report on educational performance and prepare
'
for the report of next year's release.
�• 199Q S~mmit
,
',http://www.summit99.org/summitJ99s ... 8tOd7852567ae0064356d?OpenDocument
'.
l
~'
Nati:iaJ
Edui!atitln.
About the Summit
Summit Agenda
The Press Room
I'articipants & Co-Sponsors
ndefing I\faterials
Educalional Technulogy Dem
:'StUrifQi;t' '
FAQ
Uoard MClnbers
1996 Summit
Site l\bp Iudex
The 1996 National Education Summit brought together '
governors and business leaders from over forty states.
Believing that educators and students need higher instruction
standards as' a prerequisite to achieving world-class academi
goals, the governors and business leaders met to jumpstart a
national effort to establish high academic standards and to
improve the uses of school technology as a tool to reach thes
standards.
The following policy statement, which resulted from
discussions at the Summit, identifies the commitments made
improving public education:
'
• Within one year, businesses participating in the Summit
would require job applicants to demonstrate academic
achievement through transcripts, diplomas, and
portfolios.
• Within two years, the governors would establish, within
their individual states, internationally competitive
academic standards, assessments to measure academ
achievement, and stringent accountability systems.
• When making business location decisions, businesses
participating in the Summit would place a high priority 0
,the quality of a state's academic standards and student
achievement. '
, Within one year, an external, independent,
non-governmental group would be in place to provide
, public leadership, a national clearinghouse, national an
International benchmarking, and technical assistance to
states. It would also sUPPQ[t the public reporting of the
annual progress on standar.ds-based reforms that each
stat~ and busil1esse~ had made.
Download the entire text of the 1996 Summit Policy Statemen
by clicking on the icon below:
:~"
~
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1 of 1
9/27/19993:10 PM
�·fAQ .'
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About the Summit,
Summit Agenda
The Press Room . Pnrtidpants & CO-Spoilsors
Hl'icfing Materials
Educational Technology Dem
FAQ
Frequently Asked Questions about the
1999 National Education Summit:
Well:ome
FAQ
Board Members
1996 Sunullit
Sitel\·fap Index
.
What is the National Education Summit?
Who will participate in the Summit?
Who is sponsoring the Summit?
Where and when will the Summit be held?
What is the agenda?
How can I obtain more information about the Summit?
How can interested parties who can't be at the Summit in
person follow the event's proceedings? ,
How will parents, students, teachers, and administrators
be connected to the Summit?
Please note thatthe content of this FAQ may change at any
time. Please check back regularly for up-to-the-minute
information on the Summit and related on-line events.
Q: What is the National Education Summit?
The purpose ofthe 1999 National Education Summit is to
identify the crucial next steps needed to make sure that all
students are achieving at highs standards in every American
School. The Summit aims to set a common agenda among th
groups responsible for implementing standards and accelerat
the pace of improvement in the nation's schools.
This summit is aqqut finishing the job states and school
districts have starteo to raise standards, measure performanc
against them, and ho.ld schools and students accountable for
their results. To enSure that our students actually reach
world-class standards, there are other chang'es we need to
commit to making. . .
...
"
',
,
.
With standards now set In rearlyevery state, and a growing
movement to put serious consequences in place for not
achieving those standards, the Summit will focus,on the urge
need to make standards the daily reality of schools.
'
Specifically, the Summit will address the following challenges
• Making sure that every state has a comprehensive
accountability system in place that reflects the best
practices of states in this country and lessons from othe
nations, including rigorous standards, well:-aligned
assessments, and effective incentives, sanctions and
supports;
..
.
• Bringing more and better prepared teachers into the
classroom and making sure they remain able to teach to
lof3
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·fAQ
About the Summit
Summit Agenda.
Tbe Press Room
UI"iefing Matedals
Parlitipants &: Co-Sponsors
I?ducatic)ual'H:!chnology Dem
FAQ
Frequently Asked Questions about the
1999 National Education Summit:
Welconie
FAQ
.Board i\'lembers
1996 Summit
Site Map Index
What is the National Education Summit?
Who will participate in the Summit?
Who is sponsoring the Summit?
.
Where and when will the Summit be held?
What is the agenda?
How can I obtain more information about the Summit?'
How can interested parties who can't be at the Summit in
person follow the event's proceedings?
"
How will parents, students, teachers, and administrators
be connected to the Summit?
'
Please note that the content of this FAQ may change at any
time. Please check back regularly for up-to-the-minute
information on the Summit and related on-line events.
Q: What is the National Education Summit?
. The purpose of the 1999Nationa I Education Summit is to
identify the crucial next steps needed to make sure that all
students are achieving at highs standards in every American
SchooL The Summit aims to set a common agenda among th
groups responsible for implementing standards and accelerat
the pace of improvement in the nation's schools.
This summit is about finishing the job states and school
distriGt~ have started to raise standards, measiJre performanc .
,against ttiEmi, 'and hold schools and students accountable for
their results. To ensljre that our students actually reach
.
. world-Glass standards; th~re are other changes we need to
.'
cOrllmlt to making.. '.' .
With standards now set In nearlY,every state, and a growing
.movement to put serious cons~quences in place for not
achieving those stand'ards; the Summit will focus on the urge
need to make standards the daily reality of schools..
. Specifically. the Summit will address the following challenges
• Making sure that every state has a comprehensive
accountability system in place that reflects the best
practices of states in this country and lessons from othe
nations, including rigorous standards, well-aligned
assessments, and effective incentives, sanctions and
supports;
• Bringing more and better prepared teachers into the
classroom and making sure they remain able to teach to
100
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�-fAQ· ,
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high standards;
• Improving instruction and reorganizing our schools to
assure that students can reach high academic standard
with extra time and support if they need it;
• Giving schools and parents choices about how they
reach high standards once we set them;
• Mobilizing public support for high academic standards
and holding scllools and students accountable for
reaching them, because this is vital to the nation's future
and to every single child's future.
Q: Who will participate in the-Summit?
Governors, leading corporate executives, and education
leaders will take part in the two-day event. For the first time,
the Summit will bring together all the key players responsible
for improving the nation's schools. A list of confirmed
participants will be made available in late September.
Q: Who is sponsoring the Summit?
The Summit is sponsored by Achieve, Inc., a not-for-profit
organization created as a result of the 1996 National
Education Summit by America's governors and corporate
leaders to provide advice and assistance to states on
education reform. Summit co-sponsors include The Business
Roundtable, the Council-of Great City Schools, the Learning
First Alliance, the National Alliance of Business, the National
Education Goals Panel, and the National Governors'
Association.
-.
Q: Where and when will the Summit be held?
The Summit will take place on September 30 and October 1,
and will be held at IBM's Executive Conference Center in
Palisades, NY. The Palisades site also was host to the 1996
National Education Summit.
.
Q:What is the agendil?"
Through a serl~s of disGusst~m groups, town meetings, and
technology demonstrations,$ummit participants will work to
formulate speGific set of commitments to mobilize the
education, gov~rril1lent and business communities in every
state toward helping students reach rigorous standards.
a
The event agenda is currently in draft form, and is subject to
change. Check back often to find out the latest information on
sessions and speakers.
Q: How can I obtain more information- about the Summit?
Summit99.org is the-best resource for anyone interested in
finding out more about the National Education -Summit. The
site will contain a wealth of Summit-related materials,
separated into the following sections: About the Summit,
Summit Agenda, Participants & Co-Sponsors, Educational
20f3
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Technol0 9 Demonstrations, Briefino Materials, and the Pres
Room. In t ese sections you will fin the event agenda, offlcla
news releases, the briefing book used by Summit participants
transcripts of selected remarks, news articles, and other
valuable information. Summit99.org is also the fastest way to
gain access to the newest event information, as most materia
will be posted to the site immediately after becoming publicly
available.
h
Q: How can interested parties who can't be at the Summi
in person follow the event's proceedings?
Summit99.org will host the Virtual Summit, a variety of
interactive features to accommodate educators, policymakers .
media, and other interested parties from around the nation
who would like to chart the event's progress.
Selected Summit sessions from each day will be Webcast live
Comments on issues confronted at the Summit will be
discussed in the threaded discussion rooms, and the site's
visitors are encouraged to voice their opinions or ask
questions of the Summit's participants via the On-line Forums
. Other Virtual Summit features will include transcripts from
selected speakers' statements, video clips, and a photo
gallery.
Q: How will parents, students, teachers, and
administrators be connected to the Summit?
In several ways. First, approximately one-third of the
participants'at this Summit will be education leaders including.
state and local leaders and national representatives of
teachers, parents, school boards, administrators, and all
sectors of the education community. This time, the Summit is
co-sponsored by the nation's leading education organizations
In addition, parents, students, teachers and administrators ar
expected and encoUiraged to participate in the Virtual Summit
activities that willbeHeatured on this site.·
,
.:
~
•• ,
~ • • • .c..
_.,"'.
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Pag~ Last Mod/jied:09124199 11:56:59 PM
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�Cc.
1999
National
Educatib
August 13, 1999
·Summit·
Sponsored by
Achieve, Inc.
Co-SPOIlSOrs
The Business Roundtable
Councilor the Great City Schools
'- Learning.First Alliaace
National Alliance or Business
National Education Goals Panel
Natiooal Governors' Association
Achieve. Inc. Board of Directors
Co-Chairs
Low. V. Gerstner, Jr.
Chai'7II(JfI and C.EO
JBM Corporation
Governor Tommy G. Thompson
State of Wisconsin
Co-\'ice Chairs
Governor James B. Hunt-Jr.
SIDle ofNorth Carolina
John E. Pepper
of t~ Boord
TIlt Procter & GaY/dlle u,,,,pany
Chairnum
Board Members
Phillip M. Condit
CliaiTTllll11 lind CEO
77u Boring Compa"y
?~
.The President
The White House
1600 Pennsylvania Avenue
Washington, DC 20500
Dear Mr. President:
1bree years ago a landmark gathering of governolS, business leaders
and educators came together to forge bipartisan agenda for
education reform. You addressed these leaders at the National
Education Summit, which produced' broad consensus about the need
for world class standards, high-quality assessments and the
. meaningful accountability systems needed to drive significant
improvements in student achievement.
a
One other important result of that Summit was the creation of
Achieve, an independent organization that helps states do the hard
work of implementing standards-based reform. We are encouraged
by some important progress that has been made since that 1996
Summit; in fact, virtually all states now have higher standards in
place. However, vast challenges lie ahead of all of us who are
.concerned about our children's future and our nation's public
schools.
Governor Gray Davi.
Stat. of California
Governor John Engler
Statt of Miclligan
George M. C. Fisher
Chairman and CEO
Easlmon Kodak u,ltifHmy
Governor Michael O. Leaviu
Sr(l!~
of Vial,
So Achieve, along with a group of key co-sponsoring organizations
from business, government and education is convening the 1999
National Education Summit. We are writing to you today to ask that
you join us once again, along with Secretary Riley,to address the
, vital changes needed to help our children reach world class
standards. T
1
ain be held in Palisades,
New York, n September 30-0ctober 1.
Governor Gary Locke
Stati 0/ VI'asllingW1J
Edward B. R.wIt, Jr.
.Chnirman fmd CEO
Siale Farm in.mrtl7lCe
Arthur B. Ryan
Because of your long-standing involvement in education reform, as .
a governor and as President, and your important role in each of the
last two national education sUminits, we hope you will address this
year's Summit as the luncheon speaker on October 1.
. CllIlirnUl1I (md CEO
Prudenlilll
, Summit Headquarters
400 North Capitol Street NW
.
Suile 1351
Washington. DC !?QOOI
Phone: (202) 624-1460
Fax: (202)624-1468
www.achieve.org
We look forward to your acceptance, and your participation at the
Summit.
~\l.O
�.
"
'
Sincerely yours,
7/~~
/~mmy
G. Thompson
.
~t~;:~~u~~~nsin
Z
JOhn~
Chainnan of the Board, The Procter &
Gamble Company
B/~
Governor James B. Hunt, Jr.
State of North Carolina
.
�Yesterday's Press Release
http://www.whitehollse.gov/library/PressReJeases.cgi?date= I&brieting=9
September 30, 1999
REMARKS BY THE PRESIDENT AT NATIONAL EDUCATION SUMMIT IBM
Palisades Executive Conference Center Palisades, New York 3:40 P.M. EDT
THE WHITE HOUSE
Office of the Press
(Palisades, New York)
September 30, 1999
REMARKS BY THE PRESIDENT
AT NATIONAL EDUCATION SUMMIT
IBM Palisades Executive Conference Center
Palisades, New
3:40 P.M. EDT
THE PRESIDENT: Thank you very much. Good afternoon, governors,
education leaders, business leaders. I am delighted to be here. I thank
my good friend, Governor Hunt, for his remarks. This year marks
20-year anniversary from the time you and Secretary Riley and I started
working together on education.
.
I want to thank Governor Thompson for his interest in this, and
so many other issues. Tommy Thompson is the first governor who told me
that he thought that he could really move, literally, every able-bodied
welfare recipient in. Wisconsin to work. And I think they've had a
91-percent drop in the rolls.. He nearly got it done. Congratulations,
that's an amazing achievement.
And I want to especially thank Lou Gerstner and all the business
leaders here, because you kept the idea of tte.summit alive and understood
the importance of consistent and systematic folf6w,,,::up with the governors,
with the educators. I am very grateful to you
. dplrig this. ~ost people
like you do a project like this for a year or two and then they
it
and go on to something else. And you haven't done it, and I'm very
grateful.
And for all of you who were here three and a half years ago, who
stayed involved in this, I thank you.
Governor Hunt -- I was watching him on the monitor outside -
talked about the issue and to
Nation At Risk
16 years ago, the
meeting we had 15 years ago.
first National Education Summit was in
Charlottesville 10 years ago this week. And some of us were there then.
President Bush, his Education Department, education leaders from around the
country, we were all together. And we came together to embrace the
and
fics of national education goals.
At the second summit, here in Palisades three and a half years
ago, we supported the idea that every state shOuld set standards. At this
third'summit I hope we will embrace with equal fervor the idea of
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accountability, for only by holding educators, schools, students and'
ourselves accountable for meeting the standards We have set will we reach
goals we seek.·
o
We
made significant progress, particularly in the ideas
governing the way we look a,t this. More and more, we're leaving behind the
old divisions between one side saying we need more money and ~he other side
saying we shouldn't invest 'any more money in our public schools, it's ,
hopeless.
By and large, there is a new consensus for greater inveitment
and greater accountability. Greater investment and higher standards and
higher quality teachers to
'
~tudents reach the standards; holding the
schools accountable .for the results -- that's the agenda of Achi~ve, the
agenda of our administration, clearly the right agenda for the United
States.
I think it is another mark of progress, and something that many
of you in this room can feel profoundly both proud of and grateful for,
that 10 full years afterl:harlottesville and now more than 16 years after
the issuance of the Nation at Risk report, there is still a passionate
sense of national urgency about school reform, and about lifting education
standards. And there ar~ people who get up every day full of energy about
it -- not cynical, not skeptical, not jaded, not tir~d; still eager to
learn.
in governors' offices,.people in the schools of our country,
bu~iness leaders, education leaders of· all kind. '
This is
ariastonishing thing.
You cannot think of a single
other issue that has had this long a life at this level of intense
commitment. And I think it is a tribute to the love of the American people
for their· children, a tribute to the understanding of the American people
of t~e importance of education in the
economy, and a sense that we
know that we have both the largest and the most diverse student popUlation
in our history.
But if you just think about how people
tiied of political
issues, how everybody is supposed to want to read something new in the
paper or seeing something new on ihe evening news, month in and month out;
and you think about how long ago it was when Governor Caperton there
decided to make all of his elementary students computer literate; how long
Goverri6r Engler has
in office; how long ago. it was that Secretary
Riley and Governor Hunt and I started fooling with all this -- ~nd the
country is as hot to do·the right thing, to improve the education of our
children today as it was the day after the Nation At Risk report was
issued. And that's a great source of comfort tome, and reassurance.
And
the business leaders, the educators and the political leaders here in this
room, and like-minded people throughout this country deserve a lot of
credit for that.
When I, came to Washington
and a half years ago, all of you
know that the number one problem I had to deal with was the deficit -
becaus~ we quadrupled the debt in four years, interest rates were high, the
economy was stagnant. We had to cut hundreds of programs, and we· were
determined to try to,do it in a way that would increas~ our investment, not'
decrease our investment in education at th~ national level, and to do it in
. a way that, spearheaded by secietary
to give you more flexibility,
but also ·to focus on the pressure points of reform that would likely give
us the greatest returns.
I am very grateful that. we have seen our deficit of $290 billion
turn into a surplus of $115 billion. This year we'll have ,the first
back-to-back surpluses in 42 years. Andtodai we learned we have the,
lowest rate of poverty in America in 20 years.
I am'verygrateful for
that.
But I'm also grateful that during this 'period we were able to nearly
double the federal investment in education, to help you provide your
children and your schools with more of the tools they need. We've
increased early childhood investment through Head Start. We've opened the
doors of college wide by basically modeling a national vers
.of Georgia's
HOPE Scholarship and providing tax credits for beyond the first two years
of high school.
"
.
We have increased Pell Grants and established education IRAs.
We've. begun to organize an army of tutors.
We nOw, have a thousand colleges
and universities, I believe in every state in the country, involving
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101111999 11 :03 AM
�Yesterday's Press Release
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themselves in America Reads, to try to make sure all eight-year olds can
read when they finish the third grade.
We've made an enormous amount of progress t and a lot of you have
been active on this, in hooking up everY,school and library in the coun~ry
to the Internet and with the e-rate making sure that the -poorest schools
can afford to parti6ipate in the informatipn superhighway.
,
Last fall we fought for and won,a big bipartisan consensus to
make a down payment of 30,000 teachers, on
100,000 more'teachers
out in the country to lower class sizes in
early grades. And we have'
supported a hugh increase in the number' of charter schools in America.
When I became President in Januar'y of '93 there was
one charter school
in the whole country, in the state of Minnesota.
There are now 1,300.
We're in, New York -- the New York legislature,I think, just
authorized the establishment of the first charter schools here.
In
California, they just took the cap off the number of charter schools .that
they could have. We still have a lot of interest in magnet schools and
other public school choice initiatives along with the other debates on this
subject.
But I think that we are well on our way to having 3,000 charter
schools in the United States by next
,which is the goal that I set !or
our administration when we started down this path six years ago.
'Now, in addition to what we've done, what's more important is,
what you've done and what the country's done. We have made truly
remarkable progress in the standards movement, thanks in no small measure
to the leadership'of governors and those of'you who gathered here three. and
a half years ago. Our Goals 2000 legislation and the reforms in Title I we
made have supported that,:
Today, almost every state has standards for what
childreri should know in English, math, science, history, social studies~
Next year, virtually every state will be testing students to see if they're
meeting the standard~.
Now, that is all very good news. My friend, Hugh Price, who is
back there to my left, leader of the Urban League, recently
,
observed that people didn't talk much about standards and test scores.50
years ago because the output of the
s -- whether it was good, bad or
indifferent -- more or less matched with the demands of a blue c611ar
economy that needed strong backs more than well-developed minds.
The
problem now,is that the economy has changed,much faster than the schools.
People used to say, you know, the schools just aren't what they
used to be.
The problem may be that too many of our schools are too much
like they used to be, but the world..the children move out into is not at
all as it used to be. And that, of course, ~s what a lot of you are trying
to help to change.
Now, as we move ~nto this period of bot only having standards,
but having accountability ~- that is con~eqtieqces for the failure to meet
them -- there will be p~ople who Will, first ot '~ll, be elated at the
. evidence of improvement, which you can ~ee all ov€!r the country where such
things have been done from California to Houstqn to Ch),cago to Dade County
to 'many other' places in the country. ThenthE!re wili b,e those who will'
want to shrink back because they fear the adverse consequences of failure
and many
really don't believe all kids cari le~rn •. ~I think it would
be a mistake to give into those
And one of the things that I would hope will come
of this
summit, Lou, is that all of you, in encouraging accountabil
--which is,
I know, something you believe
ask
not to be afraid when there
a~e consequences.
I just saw the results in New York City, where the first group of
children have gone -- didn't score at the appropriate level. They went to
summer schooli many that ,went to summer school are being'promoted --'but a
few that went to summer school aren't, and all the ones that refused to go
aren't.
And there may be some mistakes made.
But as long as we send the
message to these kids that we're doing this for you t this doesn't mean
there's something wrong with you, but we'll be hurting you worse if we tell
you you're learning something when you're not ,-- we'll be basically
participating in a fraud which t ultimately, will cost you more personally,
psychically and, of course, ev~ntually financially, 'than any pain that
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�Yesterday's Press Release
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comes in the moment.
But in order to do this, this whole issue will have to be
taken out of and
out of the closet.
Governors will have to look dead
.in the eye of some child that was held back and
that's okay, you can
do it, and lift them up. We won't have to pretend that there will never be
a moment of pain for anybody in any of this.
.
And, similarly, business people and governors will have to know
that we have done everything we absoluteJ:y can to give every kid we can the
chance not to be taken down by the system.
It's one of the thin~s that I
liked about Chicago, wh~re the'summer school now for .the children that
don't make the grade is now the sixth biggest school district in the entire
United States of America --the Chicago summer school, the sixth biggest
school district in America. Why? Because they don't want to brand the
kids as failures when the system didn't do for them what it should have.
And Sec!etary Riley and I have met with parents whose children
have been through the system there, incltidin~ parents of children who were
held back and had to go :to summer schooL '1 have been into a poor
neighborhood there where virtually all the kids had to go to summer school
in ~ couple of the classes.
because they believed the sys~em is
honest, and because they believe that the purpose
what is being done is
not for some politician or' educator to look tough or run up numbers in the
polls. or, say, have some easy sloganeering'answer, but the purpose is' to
make sure these kids learn what they need to learn to have good lives, they
support it.
They support the. standards; they support the mandatory.summer
schools; they support what's being done in the ~fter-school programs:
And it will happen everywhere in America.
But we alI have to
commit the truth about this. And we can't pretend there will never be any
painful consequences.
But where there are paihful consequences, all the
governors can do a world of good by going into those schools and saying,
I'm doing this because I want you to have·a good life; I'm doing this
because it's not too late for you.
This is just the beginning of your
life.
I'm doing this because your teachers and your principals and your
parents and the business leaders in this community, we care about your
fut~re and we're going to make this work.
And I hope we can do that.
Let me just· say very quickly, I think we have to have these basic
standards in every state and we have to make it possible, as Achieve has
recommended, not
know,whether the .standards are being met, but to
the parents some comparative information about how .children in other states
and other nations are doing,! think we have· to recommit ourselves to
extra support.
And Congress, when I sent this Education. Accountability Act to
Congress, saying that school districts accepting federal money must ensure
that teachers know the subjecttheY're teaching, have re~sonable discipline
codes, empower parents with report cares, have a strategy
and I think
is very important -- to turn around failing schools or close them down
and, finally, a'strategy to en(j socia.:). promotion that e~powers children who
aren't making the grade through the after-school pro<;Jrams, j:he summer
school programs, and all the re~t.
.
Now, we're having a big argument in Washington o.~ the budget
today.
I don't want to
into a partisan rerun of that, b~t let me just
say this. We can have ~he kind pf budget we need that.~il~ h~lpyou to do.
what you need to do without -- and we can meet the budget targets without
. coming up short in education, whether it's for Head
, or more
teachers, or the initiative to help states build and modernize 6,OOq new
schools, or the America Reads program, or this Gear Up program -- all of
which
supported last year, by the way -- to help mentor kids that'
are in trouble in junior high school, to
to get them into col
by
getting them over that rough patch.
So I hope w~ can get that done .
. I also wanted to say, emphasize' something that I' think is very
important. Our budget would provide
00 million to .help you turn around
low-performing schools.. I believe that it is not enough. to say, no social
promotion, strict accountability, and even summer school and after-school
programs for kids, unless there is a strategy to turn around the
low-performing. schools. And I know that in North Carolina, and in several
other places where this has been done
I mentioned them earlier; Houston,
40f6
10/1/1999 11 :03 AM
�Yesterday's Press Release
http://www.whitehouse.gov/library/PressReleases.cgi?date= 1&brieting=9
Dade County, Chicago, and there are other places --but there is evidence
now -- we don't have to question this
-- there·is.a lot of 'evidence
that these low-performing schools can be turned around.
I went to an elementary school in Chicago, in the Robert Taylor
Housing Project, where the reading scores had tripled and the math scores
had doubled in two years. Were they on a low base? Yes. Were they where
they ought to be? No.
But does it prove you can turn things around, even
in the most adverse circumstances? Absolutely.
So I think that if we're
going to have genuine accountability for standards, it is important that we
have something to
the schools around.
And, again, I say -- a lot of people in Congress don't want to
this accountability standard for federal funds because they say that
we shouldn't impose that on you.
But I think all of you know that the-five
elements in the federal bill were
ideas we got straight out of
local school districts and states. They weren't something that Dick Riley
cooked up.
It's something,that the Education Department developed based on
proven experience and results of
school districts and states.
MORE
Finally, let me just giv~ you something to feel good about again,
at the end.
In 1996, there were only 14 states with measurable standards.
Today there are 50; 'That's the good news.
Here's why you ought to focus
on acc6untability" In 1996, there were
11 states with syste~s that
identify and sanction low-performing schools.
Today there are only 16.
This is the hard
'
But, again~ I say, we've got to
the schools the t601s they
need to do the job. And the federal government has an important role to
play. We don't provide an enormous amount o~ the total funds for school,
but that amount was slipping for a while ~nd we got it going back up now,
And I feel very strongly, as the Secretary of Education, that with the
student population in history, and with all this educational
evidence about the benefits of smaller classes, and with the imperative of
ending the practice of social promotion, finishing the work
100,000
teachers, helping you to build 'or remodel 6,000 schools so they'll be
modern, and doing these other things are
important.
Now, let me just make one other
I'm encouraged by the
movement to standards in the three and a half years since you had your last
summit here, and you should be, too. That's a rather astonishing move.
And it shows what can happen if you meet in an environment 'where you've got
business and education and the political leadership working together, and
Republicans and Democrats leave the party labels, at the door, and everybody
just works on what's good for the kids.
But this is the hard part.
It:~ not an accident that weive gone
from 16 to 50sta~dards and 11 to 16 in genuine atcountability.
Ii's hard.
But you also can'take a lot
pride in the fact that you have evidence,
even in
urban areas with a 16t of trouble, where this ha~ worked.
And
the consequences are good.
Now, last February when the goverfiorswere in.the White House, I
just noted that 'it took 100 years for laws mandating compulsory-free
elementary education to spread from a few states ,to the whole nation. When
it comes to this accountability agenda, will we follow the model of the
last three and a half
with standards, and go from 16 to 50 in a
hurry, or will we go back to the model of the earlier time? I think all of
you know what we ought· to do'.
And I will say
, I think the fact that we have the largest
number
children in our
schools in history, I think the fact that
they are more diverse than ever before in terms of their backgrounds and
their languages is a godsend for us for the 21st century in a global
society
if, but only if, we prove not only that they can all learn, but
that we can teach them all.
We know they can all learn from -- you can do
a brain scan and determine that.' That's always been -- that's the wrong
question.
The question is, can we teach them all, and are we prepared to
do it, and are we prepared to have constructive compassion for their
present diffi<?ulties by having genuine accountability and also heartfelt
support.
50f6
10111199911:03 AM
�http://www.whitehouse.gov/library/PressReleases.cgi?date=1&brieting=9
Yesterday's Press Release
The reason .that there is still so much enthusiasm for all this
after
10 years· after the Charlottesville Summit, ·16 years after the
Nation at Risk, 20 or 30 years
ail the Southerners figured out that
it's the only way to lift our states out of the dirt -- is that everybody
knows that
down inside it's still the most important public work.
Thank you very much .. (Applause.)
END
.
4:10 P.M. EDT
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60f6
101111999 11 :03 AM
�School Construction Update
The House Ways and Means Committee reported out a $23 billion (over 5
years) tax extenders package on Friday. The President has said he will veto
this bill because it is not paid for.
In Committee Rangel offered a paid-for substitute that had many of the same
extenders as Archer but included an extension and expansion of his
Qualified Zone Academy Bonds (QZABs) from the current $400 million to
$1 billion. His package also included the first year of the President's tax
credit bond proposal to pay for interest on $11.2 billion of bonds. (The
original proposal called for '$24.8 billion over two years.) The Rangel
substitute was defeated by a party-line vote of 14 to 23.
Rangel will offer this same package on the floor when the extenders bill is
considered next week. The Senate will mark up a separate extenders bill in
the Finance Committee and we hope Senator Robb will offer the President's
school construction proposal there.
CONCLUSION: In order to keep the pressure on Congress to move a
school construction bill this year, it is important to tie our message to a
vehicle that has a real chance of enactment. Without that tie-in we appear
to be solid on our rhetoric but waivering on our commitment to make school
construction part of the end-game. Making school construction part of the
veto message on the tax extenders bill is one option. Another is to state that
any tax bill that we sign must include help for communities to build schools.
With either of these statements, we can rally folks to support our position.
�1999
National
Educati~
Summit
Sixteen years ago, an urgent wake-up call went out to Americans
about the declining quality of education in our nation's schools. A Nation at
Risk warned of "a rising tide of mediocrity that threatens our very future as
a Nation and a people." While significant progress has been made, the
threat remains.
Sponsored by
Achieve, Inc.
Co-Sponsors
The Business Roundtable
Council of the Great City Schools
Learning First Alliance
National Alliance of Business
National Education Goals Panel
National Governors' Association
Achieve, Inc. Board of Directors
Co-Chairs
Louis V. Gerstner, Jr.
Chairman and CEO
IJJM Corporation
Governor Tommy G. Thompson
State of Wzsconsin
Co-Vice Chairs
Governor James B. Hunt, Jr.
State ofNorth Carolina
John E. Pepper
Chairman of the JJoard
The Procter & Gamble Company
Board Members
Philip M. Condit
Chainnan and CEO
The JJoeing Company
Governor Gray Davis
State of California
1999 National Education Summit
Action Statement
Discussion Draft
o
There is abundant evidence, however, that our nation has now
awakened. We have awakened to the challenge of creating world-class
schools, but we are impatient with the pace of improvement and refuse to be
lulled into thinking that our re'cent military and economic supremacy
diminishes the need for reform. In fact, the American public demonstrates,
in response to every poll, that it clearly understands that our continued
economic vitality, social stability, and quality oflife depend on our ability
to improve our schools dramatically.
With strong gubernatorial leadership and business community
support, education officials in virtually every state have now developed and
adopted more rigorous standards. Most states have new assessments in
place or under development. Some states have begun to put consequences
in place for schools or districts failing to make progress. The commitments
made by the riation' s governors and business leaders at the 1996 National
Education Summit-commitments to higher standards, better assessments,
and tougher accountability measures-have clearly become central elements
in a nationwide campaign to improve scho.ol performance. Despite this
progress, the most difficult challenges for the movement for higher
standards still lie ahead.
Governor John Engler
State of Michigan
George·M.C. Fisher
Chairman and CEO
eastman Kodak Company
Governor Michael O. Leavitt
State of Utah
Governor Gary Locke
State of Washington
Edward B. Rust, Jr.
Chairman and CEO
State Fann Insurance
Arthur F. Ryan
Chairman and CEO
Pntdential
Summit Headquarters
400 North Capitol Street NW
Suite 351
Washington, DC 20001
Phone: (202) 624-1460
Fax: (202) 624-1468
www.achieve.org
We have come together to reaffirm our commitment to rigorous
. academic standards and to focus on the large challenges confronting states
and communities as they implement them. Raising standards and
developing tests has been the easiest part of the journey; the more daunting
task is ensuring that all students achieve these standards. While each state
will approach this problem differently, depending upon its unique
governance structure and reform history, all must develop strategies to
address three key issues: improving teacher quality, providing all students a
fair opportunity to meet higher standards, and holding schools accountable
for results.
DISCUSSION DRAFT
09/28/99
c_
NOT FOR QUOTATION
�Challenge: Improving Teacher Quality
We cannot expect students to meet rigorous academic standards unless we have a teaching
force equipped to teach to higher standards. The best state standards assume a depth of content
knowledge many teachers may not have .. Because of the shortage of qualified candidates, too many
teachers are required to teach subjects in which they have had little or no preparation, and the
schools whose students are in greatest need of well-prepared teachers have a disproportionate share
of those who are not fully qualified.
The problem ofunderprepared teachers is by no means restricted to veteran instructors.
Even though some states have had new standards in place or under development for most of this
decade, too few teachers entering the profession are well-prepared to teach to those expectations. In
many high-growth states and school districts, the demand for qualified teachers far outstrips the
supply, leading states to grant emergency credentials to people with insufficient preparation. In'
some states, a distressingly high number of graduates of approved teacher-preparation programs are
unable to pass state licensing exams-tests of reading, writing, and basic subject matter knowledge
that are in some cases less demanding than those that high school students will now be expected to
pass to earn a diploma. And in some areas, class-size reduction initiatives, coupled with explosive
growth in student popUlations, have inadvertently compounded the shortage of qualified classroom
teachers. This problem is further complicated by the fact that nearly a third of new teachers leave
. the profession within five years.
To ensure a high quality teacher in every classroom, governors, business leaders, and
education leaders will work together in our states to strengthen the entry and exit
requirements of teacher-preparation programs and require them to demonstrate that
graduates are prepared to teach to the state's academic standards. We will target our
professional development resources on programs that give teachers the content knowledge
and skills to teach to higher standards. And we will develop competitive salary structures in .
order to attract and retain the best-qualified teachers, with differentiated responsibilities and
pay for teacher leaders, and pay for both skills and performance.
To further this agenda, governors will work with their legislatures, state boards of
education, and local school districts to encourage the most talented, well-educated people from
diverse fields to enter the teaching profession, while putting mechanisms in place to ensure that all
teachers demonstrate that they have the content knowledge and expertise needed to help students
reach high standards. Business leaders, through statewide coalitions and local partnerships, will
help interested school systems and teacher organizations in at least 10 states incorporate pay-for
performance incentive plans into their salary structures, based on lessons learned from private
sector experience with such plans. Education leaders will develop salary agreements that provide
salary credit for professional development only when it is standards-based, linked to state and
district priorities, and part of a comprehensive, long-tenn school plan to raise student achievement.
Challenge: Helping All Students Achieve High Standards
We believe all students can meet rigorous standards and should be expected to do so. This
assertion flies in the face of conventional education thinking in the United States, but is taken for
granted in many other parts of the world. To make this a reality, we need to provide all students
DISCUSS[ON DRAFT
09/28/99
NOTFORQUOTATION
2
�access to high-quality instruction, a curriculum aligned with standards, and the time and extra
support they might need to meet the standards.
We need to hold standards and expectations constant for virtually all students while
encouraging much more diversity and choice among schools. Many of us believe that choice and
competition within public education is both healthy and desirable. Some of us believe that publicly
funded parental choice programs should be extended to private schools as well. And all of us
believe that students should not be trapped indefinitely in failing schools.
To help all students meet higher academic standards, governors, business leaders, and
education leaders will work together in our states to ensure that every school has in place a
rigorous curriculum and professional development program aligned with state standards and
tests. We will work to expand public school choice and give all schools substantiai flexibility,
freedom, and control over personnel and resources. We will develop extended~day and -year
programs for students at risk of not meeting promotion or graduation standards and mobilize
and train volunteer tutors from colleges and universities, businesses, faith communities, and
other organizations to give such students'the extra help they need.
To further this agenda, governors will work with their legislatures and state and local
education leaders to strengthen the quality of standards and assessments and eliminate or waive
regulations that inhibit state and local efforts to help all students meet them. Business leaders,
indi vidually and through business coalitions, will actively stand in support of governors and
education leaders as they strengthen the quality of standards and assessments in their states. And to
bolster those state efforts, businesses will encourage theiremployees to volunteer in their schools,
incorporate K-I2 education programs into their employee matching grants, and target their K-12
corporate grant-making and partnership activities to support standards-based reform. Education
leaders will launch a nationwide effort to ensure that virtually all children can read well by third
grade and master the fundamentals of algebra and geometry by the time they enter high school.
Challenge: Strengthening Accountability
Accountability is the cornerstone of standards-based reform. Historically, our education
system has operated with few incentives for success and even fewer consequences for failure. The
job security and compensation of teachers and administrators have, in large measure, been
disconnected from teachers' success in improving student achievement. Students, except for the
relative handful seeking admission to highly selective colleges and universities, have had little
reason to work hard in high school because access to further education or employment has not
depended on their performance in school. This must change.
To strengthen accountability for results, governors, business and education leaders will
work together in our states to create incentives for success as well as consequences for failure.
We wiJI couple increased accountability with increased fle,xibility and support for educators.
We will strengthen the ability of principals and teachers to select their own colleagues and
control school budgets as we hold them more responsible for results. We will provide students
who are at risk of not meeting academic standards opportunities for extra help and additional
learning time before we hold them back or deny them diplomas. We will recognize and
reward highly successful schools and intervene in low-performing schools with extra help and
DISCUSSION DRAFT -- NOT FOR QUOTATION
09/28/99
3
�resources. If such intervention fails, however, we will be prepared to close them and provide
parents and students other options.
To further this agenda, governors will benchmark their standards, assessments,
accountability systems, and perfOimance against other states and nations and will publicly report the
results. Business leaders will increase from 10,000 to 20;000 the number of companies that agree
to review high school transcripts as part of the initial hiring process, and they will work with state
and district leaders to introduce successful strategies for promoting continuous improvement.
Education leaders from our colleges and universities will work with K-12 leaders to align higher
education admission standards with new high school graduation standards and reduce or phase out
remediation at four-year institutions.
Staying the Course
Every public opinion survey taken over the past several years has shown overwhelming
support for higher standards for all students, coupled with stronger accountability for results. The
'public has been especially consistent in opposing social promotion and the practice of awarding
high school diplomas to students who are not prepared to succeed in college or the workplace.
We must build on this strong public support and not waver as states and districts phase in
challenging assessments and tougher promotion and graduation requirements. We must give parents
and the public a clear understanding of why it is so critical for us to expect better performance from
schools and students, and what the consequences will be both for young people and for society if we
lower our standards in the face of public pressure.
The commitments we make today are among the most powerful levers available to us to
raise student achievement. Each is already in effect somewhere in the United States. The problem is
that in too few places are these actions part of a comprehensive, long-term reform strategy. These
commitments reflect our understanding that raising standards and improving performance require
suppOl1 from public and private leaders and demand a willingness to be publicly accountable to each
other for results. Our states and communities need to rapidly and radically scale up the pace and
scope ofrefonn iftoday's students are to be prepared for full participation in the civic and economic
life of the first decades ofa new millennium.
Although the principal burden of responsibility for meeting these challenges falls on the
shoulders of those who work in and with our schools every day, leadership is essential. Summit
participants-governors, business leaders, and leaders of major education organizations-affirm our
commitment to work together and within our respective sectors to ensure that we successfully meet
and overcome the challenges facing the standards movement.
This work will be difficult, as all of us know. But there can be no turning back from the
ultimate destination: We must guarantee that all children leave school equipped with the knowledge
and skills demanded by the 21 st century. The stakes are very high. By providing strong leadership
and staying the course, we will ensure that our schools and their graduates again become the envy of
the world,
********************
DiSCUSSION DRAFT -- NOT FOR QUOTATION
09/28/99
4
�Departure
Statement
12:20 Departs WH
11 :45 Staff Vans
DepartWB
12:45 Arr Andrews
1:00 Departs
Andrews
5:10 Depart NY
2:55 Arrives IBM
6: 10 Arr Andrews
3:00 Address the
National Education
Summit (Watson
Room)
4:10 Departs IBM
5: 10 Departs NY
6: 10 Back at
Andrews
6:50 Arrives WH
�Addressing governors, business leaders and education leaders at the 1999 National Education Summit,
President Clinton today outlined his agenda for building a world-class school system: high standards,
accountability for results, and investment in proven strategies. Citing the widespread adoption of academic
standards since the National Education Summit in Charlottesville ten years ago, the President outlined the
critical next steps: holding schools accountable for results, and making critical- investments to help students
reach high standards. The President highlighted his own accountability plan and urged states and localities to
redouble their efforts to fix chronically failing schools. Finally, President Clinton called on education leaders to
resist efforts in Congress to cut education spending, and made clear that to improve our nation's schools we
need to invest more and demand more in return.
URGING STATES TO MOVE AHEAD ON THE NEXT PHASE OF STANDARDS-BASED REFORM.
As the President pointed out today, a national consensus has now emerged on the key role of standards in school
improvement. Forty-eight of the fifty states have developed statewide standards and have embraced standards
based reform as an effective strategy. Now, the President said, states should make those standards meaningful
by adopting measures to hold schools accountable for results and to turn around failing schools. Currently, only
19 states use public rating systems to identify low-performing schools and only 16 have spelled out the
consequences of school failure. The President urged the leaders assembled at the summit to accelerate the pace
of fixing low-performing school~. He said that the states and the nation have now entered the toughest part of
standards-based reform and urged education leaders 'not to shrink from the hard work ahead.
SHOWING NATIONAL LEADERSHIP ON SCHOOL ACCOUNTABILITY. It took over a hundred
years for laws mandating compulsory free elementary education to spread from a few states to the whole nation.
In today's competitive, information-based global economy, failing schools do not have the lu,xury of time. The
President has proposed a tough accountability plan that calls for identifying failing schools, making critical
investments to turn them around, and reconstituting or closing chronically under-performing schools. In
addition, the President's plan calls for increasing teacher quality, instituting discipline codes, issuing school
report cards, and ending' social promotion the right way, not by holding students back but by making sure they
get the help they need to succeed. But despite the national urgency of education reform - which today's
Summit demonstrates - Congress has failed to reauthorize the Elementary and Secondary Education Act
(ESEA), the principle vehicle for federal education programs~ which was last enacted in 1994 and is due for
reauthorization every five years. In fact, last week the Hous~Labor, Health and Human Services and Education
appropriations subcommittee passed a bill that underfunds a host of education priorities and provides none of
the funding requested by the President for turning around failing schools. Now more than ever, we need more
accountability from our schools-- and from our Congress ..
MAKING KEY INVESTMENTS TO STRENGTHEN OUR SCHOOLS. Along with high standards and
accountability, investing in proven strategies is a key component of improving schools. Improving teacher
quality, providing opportunities for extended learning in after- and summer school programs,offering options
for public school choice, and reducing class size in the early grades are essential and proven strategies to raise
student achievement. The President has repeatedly called on Congress to enact responsible legislation that both
invests in our schools and holds them accountable for results. The recent education spending bills passed by
Congress go in the wrong direction, and the President today urg~d the governors and other leaders to insist that
Congress leave politics at the schoolhouse door.
�Addressing governors, business leaders and education leaders at the 1999 National Education Summit,
President Clinton today outlined his agenda for building a world-class school system: high standards,
accountability for results, and investment in proven strategies. Citing the widespread adoption of academic
standards since the National Education Summit in Charlottesville ten years ago, the President outlined the
. critical next steps: holding schools accountable for results, and making critical investments to help students
reach high standards. The President highlighted his own accountability plan and urged states and localities to
.redouble their efforts to fix chronically failing schools. Finally, President Clinton called on education leaders to
resist efforts in Congress to cut education spending, and made clear that to improve our nation's schools we·
need to invest more and demand more in return.
URGING STATES TO MOVE AHEAD ON THE NEXT PHASE OF STANDARDS-BASED REFORM.
As the President pointed out today, a national consensus has now emerged on the key role of standards in school
improvement. Forty-eight of the fifty states have developed statewide standards and have embraced standards
based reform as an effective strategy. Now, the President said, states should make those standards meaningful
by adopting measures to hold schools accountable for results and to turn around failing schools. Currently, only
19 states use public rating systems to identify low-performing schools and only 16 have spelled out the
consequences of school failure. The President urged the leaders assembled at the summit to accelerate the pace
of fixing low-performing schools. He said that the states and the nation have now entered the toughest part of
standards-based reform and urged education leaders not to shrink from the hard work ahead.
SHOWING NATIONAL LEADERSHIP ON SCHOOL ACCOUNTABILITY. It took over a hundred
years for laws mandating compulsory free elementary education to spread from a few states to the whole nation.
In today's competitive, information-based global economy, failing schools do not have the luxury of time. The
President has proposed a tough accountability plan that calls for identifying failing schools, making critical
investments to turn them around, and reconstituting or closing chronically under-performing schools. In
addition, the President's plan calls for increasing teacher quality, instituting discipline codes, issuing school
report cards, and ending social promotion the right way, not by holding students back but by making sure they
get the help they need to succeed. But despite the national urgency of education reform - which today's
Summit demonstrates - Congress has failed to reauthorize the Elementary and Secondary Education Act .
(ESEA), the principle vehicle for federal education programs, which was last enacted in 1994 and is due for
reauthorization every five years. In fact, last week the House Labor, Health and Human Services and Education
appropriations subcommittee passed a bill that underfunds a host of education priorities and provides none of
the funding requested by the President for turning around failing schools. Now more than ever, we need more
accountability from our schools -- and from our Congress.
MAKING KEY INVESTMENTS TO STRENGTHEN OUR SCHOOLS. Along with high standards and
accountability, investing in proven strategies is a key component of improving schools. Improving teacher
quality, providing opportunities for extended learning in after- and summer school programs, offering options
for public school choice, and reducing class size in the early grades are essential and proven strategies to raise
student achievement. The President has repeatedly called on Congress to enact responsible legislation that both
inv<::sts in our schools and holds them accountable for results. The recent education spending bills passed by
Congress go in the wrong direction, and the President today urged the governors and other leaders to insist that
Congress leave politics at the schoolhouse door.
�Addressing governors, business leaders and education leaders at the 1999 National Education Summit,
President Clinton today outlined his agenda for building a world-class school system: high standards,
accountability for results, and.investment in proven strategies. Citing the widespread adoption of academic
standards since the National Education Summit in Charlottesville ten years ago, the President outlined the
critical next steps: holding schools accountable for results, and making critical investments to help students
reach high standards. The President highlighted his own accountability plan and urged states and localities to
redouble their efforts to fix chronically failing schools. Finally, President Clinton called on education leaders to
resist efforts in Congress to cut education spending, and made clear that to improve our nation's schools we
need to .invest more and demand more in return.·
URGING STATES TO MOVE AHEAD ON THE NEXT PHASE OF STANDARDS-BASED REFORM.
As the President pointed out today, a national consensus has now emerged on the key role of standards in school
improvement. Forty-eight of the fifty states have developed statewide standards and have embraced standards
based reform as an effective strategy. Now, the President said, states should make those standards meaningful
by adopting measures to hold schools accountable for results and to tum around failing schools. Currently, only
19 states use public rating systems to identify low-performing schools and only 16 have spelled out the
consequences of school failure. The President urged the leaders assembled at the summit to accelerate the pace
of fixing low-performing schools. He said that the states and the nation have now entered the toughest part of
standards-based reform and urged education leaders not to shrink from the hard work ahead.
SHOWING NATIONAL LEADERSHIP ON SCHOOL ACCOUNTABILITY. It took over a hundred
years for laws mandating compulsory free elementary education to spread from a few states to the whole nation.
In today's competitive, informatiqn-based global economy, failing schools do not have the luxury oftime. The
President has proposed a tough accountability plan th~t calls for identifying failing schools,' making critical
investments to tum them around, and reconstituting or closing chronically under-performing schools. In
addition, the President's plan calls for increasing teacher quality, instituting discipline codes, issuing school
report cards, and ending social promotion the right way. not by holding st~dents back but by making sure they
get the help they need to succeed. But despite the national urgency of education reform - which today's
Summit demonstrates - Congress has failed to reauthorize the Elementary and Secondary Education Act
(ESEA), the principle vehicle for federal education programs, which 'Yas last enacted in 1994 and is due for
reauthorization every five years. In fact, last week the House Labor, Health and Human Services and Education
appropriations subcommittee passed a bill that underfundsa host of educ'ation pri,orities and provides none of
the funding requested by the President for turning around failing schools. Now more than ever, we need more
accountability from our schools -~ and from our Congress.
MAKING KEY INVESTMENTS TO STRENGTHEN OUR SCHOOLS. Along with high standards and
accountability, investing in proven strategies is a key component of improving schools. Improving teacher
quality, providing opportunities for extended learning in after- and summer school programs, offering options
for public school choice, and reducing class size in the early grades are essential and proven strategies to raise
student achievement. The. President has repeatedly caped on Congress to enact responsible legislation that both
invests in our schools and holds them accountable for results. The recent education spending bills passed by
Congress go in the wrong direction, and the President today urged the governors and other leaders to insist that
Congress leave politics at the schoolhouse door.
�Addressing governors, business leaders and education leaders at the 1999 National Education Summit,
President Clinton today outlined his agenda for building a world-class school system: high standards,
accountability for results, and investment in proven strategies. Citing the widespread adoption of academic
standards since the National Education SU!lffilit in Charlottesville ten years ago, the President outlined the
critical next steps: holding schools accountable for results, and making critical investments to help students
reach high standards .. The President highlighted his own accouritability plan and urged states and localities to
redouble their efforts to fix chronically failing schools. Finally, President Clinton called on education leaders. to
resist efforts in Congress to cut education spending, and made clear that to improve our nation's schools we
need to invest more and demand more in return.
URGING STATES TO MOVE AHEAD ON THE NEXT PHASE OFSTANDARDS-BASED REFORM.
As the President pointed out today, a national consensus has now emerged on the key role of standards -in school
improvement. Forty-eight of the fifty states have developed statewide standards and have embraced standards
based reform as an effective strategy. Now, the President said, states should make those standards meaningful
by adopting measures to hold schools accountable for results and to tum around failing schools. Currently, only
19 states use .public rating systems to identify low-performing .schools and only 16 have spelled out the
consequences of school failure. The President urged the leaders assembled at the summit to accelerate the pace
of fixing low-performing schools. He said that the states and the nation have now entered the toughest part of
standards-based reform and urged education leaders not to shrink from ~e hard work ahead. .
.
SHOWING NATIONAL LEADERSHIP ON SCHOOL ACCOUNTABILITY. It took over a hundred
years for laws mandating compulsory free elementary education to spread from a few states to the whole nation.
In today's competitive, information-based global economy, failing schools do not have the luxury oftime. The
President has proposed a tough accountability plan that calls for identifYing failing schools, making critical
investments to tum them around, and "reconstituting or closing chronicalJy under-performing schools. In
addition, the President's plan calls fQr increasing teacher quality, instituting ,discipline codes, issuing school
report cards, and ending social promotion the right way, not by holding students back but by making sure they
get the help they need to succeed. But despite:the national urgency of education reform - which today's
Summit demonstrates - Congress has failed to reauthorize
f.:Jementary and Secondary Education Act
(ESEA), the principle vehicle for federal education programs, Which was last enacted in 1994 and is due for
reauthorization every five years. In fact, last week the House LaQor, Health and Human Services and Education
appropriations subcommittee passed a bill that underfunds a host of education priorities and provides none of
the funding requested by the President for turning around failing schools. Now more than ever, we need more
accountability from our schools -- and from our Congress.
. .
the
MAKING KEY INVESTMENTS TO STRENGTHEN OUR SCHOOLS. Along with high standards and
accountability, investing in proven strategies is a key component of improving schools. Improving teacher
quality, providing opportunities for extended learning in after- and summer school programs, offering options
for public school choiCe, and reducing class size in the early grades are essential and proven strategies to raise
student achievement. The President has repeatedly called on Congress to enact responsible legislation that both
invests in our schools and holds them accountable for. results. The recept education spending bills passed by
Congress go in the wrong direction, and the President today urged the governors and other leaders to insist that
Congress leave politics at the schoolhouse door.
.
�~
/",.,
/"'
.•
Confirmed List
9/27/996:00PM
1999 National Education Summit
Attendees as of 9/27/99
Governors (28)
Gov.
Gov.
Gov.
Gov.
Gov.
. Gov.
Gov.
Gov.
Gov.
Gov.
Gov.
Gov.
Gov.
Gov.
Gov.
Gov.
Gov.
Gov.
Gov.
Gov.
Gov.
Gov.
Gov.
Gov.
Gov.
Gov.
Gov.
Gov.
Tony Knowles, Alaska
Mike Huckabee, Arkansas
Gray Davis, California
John G. Rowland, Connecticut
Thomas R. Carper, Delaware
Jeb Bush, Florida
Roy Barnes, Georgia
Frank O'Bannon, Indiana
Paul Patton, Kentucky
Argeo Paul Cellucci, Massachusetts
Parris N. Glendening, Maryland
John Engler, Michigan
Marc Racicot, Montana
Mike Johanns, Nebraska
Jeanne Shaheen, New Hampshire
Christine T. Whitman, New Jersey
George Pataki, New York
James Hunt, North Carolina
Bob Taft, Ohio
Frank Keating, Oklahoma
Lincoln Almond, Rhode Island
William J. Janklow, South Dakota
Mike Leavitt, Utah
James S. Gilmore, Virginia
Gary Locke, Washington
Cecil H. Underwood, West Virginia
Tommy Thompson, Wisconsin
Jim Geringer, Wyoming
Business Leaders (32)
Robert Gottstein, Iditarod Properties, Alaska
Joe Ford, Alltel Corportation, Arkansas
Monica Lozana, La Opinion, California
David Shimmon, Kinetics, California
Robert Furek, Heublien, Inc. (retired), Connecticut
Kurt Landgraf, DuPont Corporation, Delaware
Leonard Miller, Lennar Corporation, Florida
Oz Nelson, UPS, Georgia
�Confirmed List
9/27/996:00PM
Steve Ferguson, Cook Group, Inc., Indiana
Chip Mason, Legg-Mason, Maryland
John Davis, American Saw and Manufacturing, Massachusetts
William Berkley, Tension Envelopes, Missouri
Rick Hayes, US West, Montana
Bob Bell, Greater Omaha Chamber of Commerce, Nebraska
Andy Leitz, Hadco, New Hampshire
Art Ryan, Prudential, New Jersey
Louis V. Gerstner, Jr. IBM, New York
Bob Ingram, Glaxo Wellcome, Inc., North Carolina
J. Billie Ray, Bellsouth-NC, North Carolina
John Pepper, P&G, Ohio
Joseph Gorman, TRW, Ohio
Timothy Smucker, JM Smucker, Ohio
Keith Bailey, Williams Companies, Inc., Oklahoma
Stanley Goldstein, BRT, Rhode Island
Chuck Lee, GTE, Texas
Eric Schmidt, Novell, Utah
Kerry Killinger, Washington Mutual,. Washington
Jolm Warner, Boeing Company, Washington
Dennis Bone, Bell-Atlantic--West Virginia, West Virginia
Larry Weyers, WPS Resources Corp., Wisconsin,
Michael Cudahy, The Endeavors Group, LLC, Wisconsin
Mike Ceballos, US West-Wyoming, Wyoming
Chief State School Officers invited by Governors (20)
(Note: other Governors are bringing education aides and staff)
Richard Cross, Commissioner, Alaska
Ray Simon, Director of Education, Arkansas
Gary Hart, Secretary of Education, California
Theodore Sergi, Commissioner, Connecticut
Tom Gallagher, Commissioner, Florida
Dr. Suellen Reed, Superintendent, Indiana
Dr. Wilmer Cody, Commmissioner, Kentucky
Dr. Nancy Grasmick, Superintendent, Maryland
Robert Bartman, Commissioner, Missouri
Nancy Keenan, Superintendent, Montana
Douglas Christensen, Commissioner, Nebraska
John Lewis, Chairman, State Board of Education, New Hampshire
David C. Hespe, Commissioner, New Jersey
Michael Ward, Superintendent, North Carolina
Dr. Susan Tave-Zelman, Superintendent, Ohio
Peter McWalters, Superintendent, Rhode Island
�Confirmed List
9/27/996:00PM
Ray Christensen, Secretary, South Dakota
Gary Carlston, Deputy Superintendent, Utah
Dr. Terry Bergenson, Superintendent, Washington
John Benson, Superintendent, Wisconsin
Education Representatives Nominated by Governors (8)
Peg Bradley, GEP A, Delaware
Gary Carlston, Deputy Superintendent, Utah
Floyd Coppedge, GEPA, Oklahoma
Ron Newcomb, GEPA, Georgia
Scott Jenkins, GEP A, Michigan
Michael Sentence, GEP A, Massachusetts
David Ice, GEPA, West Virginia
Rita Meyer, GEPA, Wyoming
Education Leaders invited by Summit Co-Sponsors (26)
Lynn Babcock, National Association of Elementary School Principals*
Molly Broad, University of North Carolina
Benjamin Canada, Superintendent, Portland Public Schools
Gaston Caperton, The College Board
Bob Chase, National Education Association*
Joseph Cirasuolo, AASA *
Rudy Crew, Superintendent, New York City Public Schools
Paula DiPerna, The Joyce Foundation
Mary Ellen Maxwell, National School Boards Association*
Roger Erskine, Seattle Education Association
Sandra Feldman, American Federation of Teachers *
Joel Fleishman, Atlantic Philanthropic Service Company
John Gardner, Milwaukee School Board
David Hornbeck, Superintendent Philadelphia Public Schools
Joanna Kalbus, Association for Supervision and Curriculum Development*
Barbara Kelley, National Board for Professional Teaching Standards*
Ginny Markell, National Congress of Parent and Teachers Association*
Becky Montgomery, The Council of the Great City Schools *
Tom Mooney, American Federation of Teachers - Cincinnati
Rod Paige, Superintendent, Houston Independent School District
Hugh Price, National Urban League
Richard Riley, U.S. Department of Education
Judith Stiegler, National Association of State Boards of Education*
Jill Tarule, University of Vermont
Tom VanderArk, Gates Educational Initiative
Curt Voight, National Association of Secondary School Principals *
�Confirmed List
9/27/996:00PM
* Elected President of national organization
�Confirmed List
9/27/996:00PM
Resource People for Breakout Sessions (12)
Gordon Ambach, Council of Chief State School Officers
Anne Bryant, National School Boards Association
Don Cameron, National Education Association
Chris Cross, Council for Basic Education
Chester Finn, The Thomas B. Fordham Foundation
Denis Doyle, Schoolnet, LLC
Kati Haycock, The Education Trust
Roberts Jones, National Alliance of Business
Dr. Lauren Resnick, University of Pittsburgh
Warren Simmons, Annenberg Institute
Marc Tucker, National Center for Education and the Economy
Dr. William Schmidt, Michigan State University
Staff to Board Members of Achieve and Co-Sponsors
Gene Carter, Association for Supervision and Curriculum Development -- staff
Mike Casserly, Council ofthe Great City Schools -- staff
Vincent Ferrandino, National Association of Elementary School Principals -- staff
Dane Linn, National Governors' Association -- staff
Ken Nelson, National Education Goals Panel -- staff
Gerald Tirozzi, National Association of Secondary School Principals -- staff
Patty Sullivan, National Governors' Association -- staff
Susan Traiman, The Business Roundtable -- staff
Brenda Welburn, National Association of State Boards of Education -- staff
Judy Wurtzel, Learning First Alliance -- staff
Sky Baab, Gov. Thompson
Steve Ciccone, Kodak
Matt Gandall, Achieve
Tom Houlihan, Gov. Hunt
Kevin Keane, Gov. Thompson
Stanley Litow, IBM
Debbie Marshall, Gov. Engler
Olivia Morgan, Gov. Davis
Mary O'Malley, Prudential
Ronn Robinson, Boeing
Bob Schwartz, Achieve
Bill Shore, Glaxo Wellcome
Joanne Snow Neuman, Gov. Leavitt
Bill Steiger, Gov. Thompson
Laura Sullivan, State Farm
�Confirmed List
9/27/99 6:00PM
George Tombaugh, P &G
Jennifer Wallace, Gov. Locke
Bob Wehling, P&G
Robin Willner, IBM
�1999 NATIONAL EDUCATION SUMMIT
DRAFT AGENDA
PALISADES EXECUTIVE CONFERENCE CENTER
PALISADES, NEW YORK
SEPTEMBER 30 - OCTOBER 1
TI-ILRSDA Y, SEPTEMBER 30,1999
12:30 p.m. - 2:30 p.m.
REGISTRATION
2:00 p.m. - 2:30 p.m.
OPENING PRESS CONFERENCE
2:30 p.m. - 5:00 p.m.
OPENING SESSION
• Conference Co-Chairs Report on Progress Since Last Summit and
Challenges Ahead
• Address by President Clinton
• David Gergen Leads Full Group Discussion
5:00 p.m. - 7:00 p.m.
RECEPTION AND STAND-ALONE TECHNOLOGY DEMONSTRATIONS
7:00 p.m. - 9:00 p.m.
DINNER AND CONTINUATION OF FULL GROUP DISCUSSION
FRIDA Y, OCTOBER 1,1999
6:30 a.m. - 7:45 a.m.
BREAKFAST.
8:00 a.m. - 8:30 a.m.
PLENARY SESSION
• Address by Chairman William Goodling, Committee on Education
and the Workforce, United States House of Repres€mtatives
8:45 a.m. -10:00 a.m.
SMALL GROUP DISCUSSIONS: TEACHING AND LEARNING
• Improving Teacher Quality and Helping All Students Achieve
10:15 a.m. - 11:45 a.m.
SMALL GROUP DISCUSSIONS: ACCOUNTABILITY
• Strengthening Accountability, Diversifying the Delivery System, and
Sustaining Public Support
12:15 p.m. - 1:00 p.m.
LUNCH
1:15 p.m. - 2:30 p.m.
TOWN MEETING: ACHIEVING RESULTS
• David Gergen Leads Full Group Discussion
2:30 p.m. - 3:00 p.m. .
CLOSING SESSION
Co-Chairs seek:
• Adoption of Agenda for Action
• Commitments to Mobilize Key Constituencies
3:15 p.m. - 4:00 p.m.
PRESS CONFERENCE
�.
_ SEP-27-1999
16:41
4CL HILTON BUSINESS CTR
Confirmed List
9/27199
I'" NatiGnal Educatioll Summit
Atteaidees as of
,'i'l'"
Gonmol'S (28)
Gov~ Tony Knowles. Alaska
Gov, Mike Hucka~ Arkansas
Gov. Gray Davis. California
Gov. 10hn O. Rowland, Connecmcut
Gov. Thomas R. Carper. Delaware
Gov. Jeb Bush, Florida
Gov. Roy Barnes, Georgia
Gov. Prank Orsannon, Indiana
Gov. Paul Patton., Kentucky
Gov. Algeo Paul Ce1lucc:i, Massachusetts
Gov. Parris N. Glendening. Maryland
Gov. John Engler. Michigan
Gov. Mate Racicot. Montalla.
Gov. Mike lohanns, Nebraska
Gov. Jearine Shaheen. New Hampshin:
Gov. Christine T. Whitman.. New lersey
Gov. GeorgePataki. New York
Go.". James Hunt, North Carolina
Gov. 'Bob Taft. Ohio
Gov. Frank Keating, Oklahoma
Gov. Lincoln Almond, Rhode Island
.Gov. William l.lanldow. South Dakota
Gov. Mike Leavitt. Utah
Gov. James S. Gilmore, Virginia
Gov. Gaiy Locke.. Washington
Gov. Cecil H. UnderwoOd. West: Virginia
. ov. TorrUny Thompson. Wisconsin
G
Gov. Jim Geringer. Wyoming
Business Leadets (30)
Robert Gottstei~ Iditarod Properties; ALaska
Joe Ford. AUtel Corportation, j\rlc3nsas
Monica Lozan, La Opinion. California
David Shinunon.. Kinetics, California
Robert Furek., Henblien, Inc. (mired)
Kurt Landgraf. DuPont Corporation., Delaware·
Leonard Miller, Lennar Corporation, Florida
O~ Nelson, UPS. Georgia
Steve rergt.ison.Cook Group, Inc., Indiana.
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. Continned List
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·9/27199
Chip Mason. Legg-Mason. Maryland
JOM Davis. American Saw I.nd ManufiI.ctliring Massa.chilsetts
lUck Hayes. US West, Montana
Bob,Bdl. ~ Omaha Chamber ofCoxiunerce, Nebraska
Andy Leitz. Hadco. New HAmpshire
Art R.yan. Pl1adentiaJ. New Jersey
Louis V. Cierstner. Jr. 18M, New Yorse
.Bob Ingram, Glaxo Welicome. In", North Carolina
1. Billie Ray, BeUsoutb-NC. North Carolina
lohn Pepper, P&O. Ohio
Joseph Gonnan. TRW, Ohio
Timothy Smucker, 1M Smudcer. Ohio
Keith Bailey, Williams Companies, Inc.. Oklahoma
Sumley Goldstein, BIlT. Rhode Island .
Chuck Lee. OTE. Te:cas
Eric Sdmlidt, Novell., Utah
Kerry Killinger~ Washingcon MUtual, Washington ",
lohn Warner. Boeing Company~ Washington
Dennis Bone. Ben-Atlantic-West Varginia. West Virginia
Larry Weyers. WPS Resources Corp.. Wisconsin.
Michael Cudahy, The Endeavors Group, LLC. Wisconsin
ChiefState School Officcn illvited by GovUllon (20)
(Note: other Govemors are bringing education aides and staff)
Richard Cross. Commissioner. Alaska
Ray Simon, Director of'Education. Arkansas
Gary Hart, Secretary ofEducation, California
Theodore Sergi. Commissioner, Connecticut
Tom Gallagher, Commissioner, Florida
Dr, SueJlen Reed.. Superintendent, Indiana
Or. Wilmer Cody, Commmissioner. Kentucky .
. r. Nancy Grasmick. Superintendent, Maryland
D
Nancy Keenan. Superintendent, Montana
DoUglas Christensen; Commissioner, Nebraska
John Lewis, Chairman. Stale 'Board ofEducation. New Hampshirc
David. C. Respe, Commissioner, New Jersey
RiCk Mills, Superintendent. New York
MichaeJWard, Superintendent, North Carolina
Dr. Susan Tave-Zelman. Superintendent. Ohio
Peter McWalters. Superintendent. khode Island
Ray Christensen,. Secretary. South Dakota
Gary Carlston, Deputy Superintendent. Utah
Dr. Terry'Bergenson. Superintendent, Washington
John Bensa'" Superintendent. Wisc;onsin
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... --. - -.
• Confirmed List
9127199
Eduuno. Leaden iDVited by SUDImit o"..Sponson (is)
.Lyaa Babcock. National Association ofBldrnentary School Principals*
Molly Broad. University of'Wonh Carolina
Benjamin Canida.. Supcrinteildent. Portland Public schools
Gaston Caperton. The CoJleje Board
Bob Chase. National Education Association'"
Joseph Cirasuolo. AASA·
Paula DiPerna. The Joyce Foundation
Mary.Ellen Maxweil. National School Boards Association
Roger Erskine. Seattle Education Association
Sanc:lra Feldman. AmeriCiall Federation ofTeadlers·
Joel Fleishman, Atlant1Q Philanthropic Service Company
John Gardner~·Mi1waukee School Board
David HornbeCk. Superintendent Philadelpbia PubliC: Schools
Joanna Kalbus. Association for Supenision and ~cu.lum Development·
Barbara Kelley. National Board for Professional Teaching Standards·
Ginny Markell. National Congre~ ofPamtt and Teachers Association'"
Becky Montgomery. The Council of me Oreat City Schools·
Tom Mooney, American Federation ofTeadlers - Cincinnati
}tad Paige, Superintendent, Houston Independent School District
Richard Riley. U.S. Department of Education
Rebecca Rimel, Pew Charitable TMts '
Judith Stiegler, National Association of State Boards ofEducarion*
Jill Tarule. UniversitY of Vermont
Tom VanclerArk.. Gates Edl.lGationai Initiative
Curt Voight, National Association ofSecondaty School Principals·
* Elected President of national organization
sere:!
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1......
TOTAL P.04
�·03/17/99 - Commentary: Establish a ... c Bill of Rights' - Education Week '
wysiwyg://5/http://www,edweek.orglew/1999/27price.hI8
TEACHER MAGAZINE
Establish an 'Academic Bill of Rights'
By Hugh 13. Price
President Clinton's p'roposed Education
Accountability Act has sparked the expected
bate over whether Washington should play the
of Big Brother orDaddy Warbucks in the
ongoing saga of public school reform. Whatever
side one picks, there's no question the education
standards movement is gaining momentum. With
one eye on the pupils and the other on the polls,
elected officials of all persuasions delight in
proclaiming the end of social promotion. Many
states have instituted tough new standards,
assessments, and sanctions for flagging students .
and schools. Those states that haven't yet are
scrambling to catch up with the crowd.
It's tim~ to call
timeout in the
pell-mell push
for education '
accountability.
And time to learn
some helpful
lessons from
history and other
American
institutions.
The trouble is that politicians and school administrators are going about
the business of improving things exactly backwards. The head of the
Virginia School Boards Association hit the mark when he said: "The state
insisted on testing first, training teachers second, and purchasing new
books and teaching materials third, which is the exact opposite of what we
. need to do."
,
N 0 sensibl~ corporati()o would revolutionize its product line this way. Of
course, corporations must know where the bar for beating the competition
is set. The next logical steps are to design prototypes, retool plants and
manufacturing'procedures, transform the work,culture, retrain workers,
and exhaustively test new products. all this before mass-proqucing the
new products fqr the market.
.
Fairness dictates that the standards movement also proceed sensibly, not
recklessly. It's time to call timeout in the pell-mell push for education
accounta~ility. Time foT, ~ so)arter sequence ofplars. And lime to learn
some helpful lessons from history and ()ther AmerIcan institutions.
o
This is a momentous time in the history of American public education.
When I was growing up in the 1940s and '50s, public schools were
, expected to educate a small percentage of supposedly bright kids
extremelywell.,Schools paid scant attention t9 those who struggled
. scholastically--as long as they didn't disrupt class. If they acted out,it was
off to reform school without so much as a due-process hearing.
Youngsters who weren't into school could stay on until they turned 16,
then dropout and join the Army or work at a nearby factory or back on
the farm.
That's the way sQciety wanted it, because the output of schools meshed
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�03/17/99 - Commentary: Establish a... c Bill of Rights' - Education Week
wysiwyg://5/http://www.edweek.org/ew/1999/27price.h18
with the needs .of the American economy for a handful of well-educated
. managers and hoards of willing blue-collar workers with strong backs and
a solid work ethic. As best I recall, nobody published test scores and
dropout rates back then.
What we expect of public schools has changed radically. We say all
children can leam--and they can. As a matter of equity, we expect schools
today to educate all children well. And they should. American industry
needs accomplished workers and energetic entrepreneurs for our economy
to maintain its competitive edge globally.
Without offering excuses for their inadequacies, the fact of the matter is
that society today insists that urban and rural public schools do something
that no ed:ucation system anywhere in the world has ever done. Schools
are now expected to educate all children well, regardless of ethnicity,
nationality, primary language, family circumstance, or socioeconomic
status. That's an awesome assignnient. But like it or not, urban and rural
public schools must master this assignment if they're to survive.
.
\
\
.
All of the ferment, the pressure, and the reforms focused on urban I
education are starting to payoff. Districts from New York City to
Chicago to San Francisco have begun reporting gains in reading and math
scores. This progress is critically important because it helps restore public
confidence in urban schools. Still, let's be clear about the challenge urban
and rural schools face: Modest gains in test scores may help politically,
but inching ahead won't prepare urban and rural children adequately for
the unforgiving world that awaits them after graduation from high school.
It's a world without the welfare safety net. A world, in other words, where
academic .preparation is the best preventive measure against poverty.
.
The achievement gap that afflicts urban and minority children looms as a
pervasive barrier to success. It's a distressing reality in urban schools and
even in some suburban districts. Equally alarming, the College Board
reports that the gap between urban and suburban students on the SAT has
begun widening again. And William Bowen and Derek Bok show, in their
recent book on affirmative action, The Shape o/the River, that the
performance gap even spills over into college~
Linda Darling-Hammond notes in The Right to Learn that evidence from.
countless school reform experiments confirms the fact that urban black
and Latino children can compete academically with white youngsters
when offered education ofcomparable quality. But, as she hastens to add,
minority students are caught in an unconscionable trap between lofty
standards and lousy schools. I say it's unconstitutional as well because
states and school districts are responsible for both.
How can urban children possibly meet high standards when, according to
. the National Commission on Teaching(& America's Future, as many as
half their teachers have little background in subjects like math and
science? What chance do the children have of meeting high standards'
.
when only one out offive.urban teachers even believes that his or her
pupils are capable of doiNg well in college? What chance do the children
have when they and their teachers are warehoused in mammoth schools
that are anonymous, dilapidated, and, to make matters worse,
pedagogically obsolete?
What chance do black and Latino children have of meeting exacting
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�93117/99 • Commentary: Establish a ... c Bill of Rights' - Education Week
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academic standards when they're systemically excluded from challenging
courses geared to those standards? According to the Education Trust,
high-scoring white and Asian-AInerican students are twice as likely as
high-scoring black and Latino youngsters to be assigned to
college-preparatory courses.
The only way to extricate urban youngsters from this trap is to establish
an "Academic Bill of Rights" for children based on what research tells us
will significantly lift the achievement levels of those who chronically lag
behind. IIi my view, every American child has a right to:
Quality preschool education that gets them off to a solid start;
Qualified teachers who genuinely believe their pupils can learn;
Access to challenging courses that help them reach their fullest potential;
Schools that are organized and outfitted for teaching and learning instead
of maintaining order; and
Constructive after-school and summer programs that promote academic
and social development while keeping students out of harm's way.
I've n'o illusion that these rights will be recognized, much less become
reality overnight. Nor will the impact, once they're implemented, be felt
instantly. So public schools confronted with stiffer standards must search
. simultaneously for strategies that will catapult urban youngsters ahead in
the near term.
Were there sure-fire answers to this daunting challenge, the achievement
gap would have narrowed already, if not closed entirely. That's why K-12 .
educators should look outside the usual boxe$ for promising clues. For
starters, I suggest they turn to their counterparts in the postsecondary
worlds of higher education and, heresy' of heresies, the U.S. military. Both
have estimable track records in hoisting the academic performance of
minority youngsters who have perfot:med below par and below their
potential.'
.
.
Take, for example, the pioneering \\I()rk of Uri Treisman of the University
of California, Berkeley, and now the University of Texas at Austin. He
was puzzled by why black ,undergrad,uates frequently trailed white
students in math. So be devised an intervenfioq that entailed getting black
students to study in groups, where'less able an~ c09fid~qt learners were
exposed to a rich environment of thinking, learning, and problem-solving
strategies.
.
Mr. Treisman's methods produced dramatic results. Black students under
his tutelage caught and sometimes even surpassed their white counterparts
academically. Other efforts, such as the Meyerhoff Scholars Program at
the University ofMaryland at Baltimore, the Mellon Minority
Undergraduate Fellowship Program, and the minority engineering
program at the University of Colorado, have dramatically narrowed or
even eliminated the achievement gaps between black and white
undergraduates.
30f6
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�03/17/99 - Commentary: Establish a ... c Bill of Rights' - Education Week
When taught in
settings attuned
to their needs,
with able
educators who
genuinely believe
- in them, urban
youngsters can
perform on a par
with their more,
advantaged
suburban peers.
wysiwyg:IISlhttp://www.edweek.orglew/1999/27price.h 18
According to Carole Morning of the rIigher
Education Extension Serv,ice, historically black
colleges and universities report similarly striking
results. For instance, Clark University in Atlanta
successfully shepherds black students through its
master's programs in math, computer sciences,
and the sciences and on to Ph.D. programs at
research universities. The university
accomplishes this even though the entering SAT
scores and exiting Graduate Record Examination
scores of their students often are rather low.
In The Shape o/the River, Messrs. Bowen and
Bok note that successful college programs have
several characteristics in common. They
.
typically: hold high expectations, with an emphasis on meeting
intellectual challenges instead of receiving remediation to reach minimum
standards; encourage participants to work in groups as a source of mutual
assistance and support; and involve parents and keep them informed so
they can lend continuous support.
Many undergraduates who soar thanks to these programs are products of
low-performing school districts. Emulating these inethods in elementary
and secondary education might give them a much earlier lift academically.
,
- Public schools should look as well to an unorthodox source in the
postsecondary sector--the military. When I 'was growing up in the 195'Os,
the Army routinely worked wonders with aimless teenagers who had
dialed out of school. Apparently, they responded well to the structured
lifestyle and discipline, the predictable opportunity -ladders, the mix of
educational and physical activity, and the sheer intensity of the
experience. Then the inilitary went upscale and stopped accepting school
dropouts. This shut off a ~ell-worn escape route from the farm and inner
city alike.
,. ._
In 1991, the National Guard reopened the pathway by launching its Youth
ChalleNGe Corps. The mission lS strictly dqmestic. Young people who've
dropped out of school g~t to spend ~ix months ~:m a military base. There
they are immersed in an intense human-development regimen, ranging
from responsible citizel}ship, preparation for the General Educational
Development exam, and job readiness, to cQmml.;mity service and learning
to succeed in complex institutions. The result~ thps J~..are mighty
impressive: The ChalleNGe Corps has graduated 13,000 young people in
six years. More than 9,000 of the graduates have obtained their GED
diplomas. The GED-attainment rate exceeds 70 percent, about equal to the
national average. And the retention rate is 91 percent for the most recent
class. That actually exceeds the national high school completion rate.
- An assessment of the corps' 5,000 most recent graduates, as of June 1995,
shows that 43 percent were employed, 22 percent were attending college,
- 14 percent were pursuing vocational education, 12 percent had returned to
high school, and nearly 9 percent were serving in the military.
The ChalleNGe Corps reaches a mere fraction of the dropout popUlation.
Given its strong track record, it should be expanded exponentially. What
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with all those "weekend warriors" and mothballed military bases, there's
capacity aplenty already in place to take the corps to scale.
.
.
.
Bringing the concept closer to home, school districts and the. National
Guard could jointly establish nonresidential variations of the corps that
would embrace essentially the same philosophy, curriculum, and regimen.
National Guard officials envision these as academies that run from about
7 a.m. until 8 p.m. This kind of partnership has precedent. Last fall, the
Massachusetts National Guard and the Springfield (Mass.) Urban League
launched a charter school.
A third place worth prospecting for clues is a systemic demonstration
under way in urban districts themselves. It's an initiative of the College
. Board known as Equity 2000. The board, which straddles the worlds of
secondary and higher education, persuaded a half-dozen districts to
"operationalize" the adage that "all children can learn.".In this instance,
they're to learn algebra and geometry.
To my mind, Equity 2000 is the most audacious urbanschool reform
initiative undertaken to date. Why? Because the focus is districtwide
instead of hot -house experiments in a handful of schools. Because the
academic subject it's tackling is one of the toughest. And, most important,
because the participating districts and the College Board must close that
exasperating gap between lousy schools and lofty standards. Imposing
stiffer math standards doesn't suffice. To succeed, the districts must figure
out how to retool the attitudes and skills of teachers and guidance
counselors, restructure curricula and schedules, provide supplemental
reinforcement for sluggish learners, and persuade--and equip--parents to
do their part.
The College Board reports that the results to date in the six districts are
encouraging. From its inception in 1991 through 1997: Ninth grade
enrollnient in Algebra 1 or higher ipcreased from 50 percent to 87 percent
ofall students. It jumped from 45 percent to 86 percent of
African-American pupils; from 40 percent to 87 percent of Latino
students; 63 percent to 95 percent of Asian-American $tudents; and 59
percent to 85 percent of white students: Enr<;>llment in geometry or higher
soared from 39 percent to 67 percent of students in the pilot districts. The
lift occurred among all students, and the proportions were actually highest
among African-American and Latino yourigsters.
Although the passing rates declined a bit, vastly mor~ youngsters were
enrolled in algebra and geometry by 1997. As a result,:-nearly 4,000 more
9th graders actually passed algebra by the end of 1997 than were even
enrolled in the course at the start of Equity 2000 in 1991. Much the same
is true of geometry.
'
To be sure, many students have yet to master the subject matter. Even so,
Equity 2000proves beyond a shadow of a doubt that vastly more urban
youngsters can handle those tough courses that they've seldom been
allowed to take. Given the higher standards being set by states and the
higher stakes for urban students, these patterns of exclusion are
unconscionable and, the evidence shows, indefensible.
A final source of clues to improved achievement lies in the research on
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school facilities. Low-income and minority youngst~rs. tend to fare better
in small schools (up to 800 students or so) than in large ones. Good
teachers doubtless benefit, as well. Yet urban students by and large are
consigned--actually, "sentenced" might be more apt--to mammoth schools
with enrollments of several thousand.
America routinely mothballs obsolete facilities, be they factories, prisons,
or military bases. These days, the U.S. Department of Housing and Urban·
Development is even demolishing those horrid high-rise public-housing
projects that were obsolete the day the builders broke ground. So before
President Clinton and Congress decide to provide federal aid to fix the
leaky roofs on massive, pedagogically obsolete school buildings, .let's
pause to assess whether there's a more productive use of precious federal
support for school facilities from a child's perspective.
And if state governments can float hundreds of billions in bonds to build
new prisons, why can't they also issue b.onds to decommission antiquated
schools? Convert them to condos. or demolish them if there's no
'
alternative use. Then use federal aid to help erect a new generation of
smaller, state-of-the-art schools that are truly pupil- and teacher-friendly.
.
"
The moral of these illustrations is simple. When taught in settings attuned
to their needs, with able educators who genuinely believe in them, urban
youngsters can perform on a par with their qlore-advantaged suburban
peers. If urban public education is to enjoy the continued respect and
support of parents, then the schools must help children reach their fullest·
potential. 'Parents, taxpayers, and employers must be content with nothing
less.
The public education establishment says it's fighting for its life against the
advent of voucher~ and so-called education savings accounts that spell
doom for public scho61s,~ But the battle that really counts for now is the
civil war wit4in fublic education. I speak of the struggle between the
forces of renewa and the forces of inertia. Urban public education has no
, future unless the forces of renewal prev~il 'Wd the children win.
Hugh B. Price is th~ presideqt of the National Urban League In 'New¥ork City.
,
,
'
On the Web
Hugh B. Price writes a weekly column on :various Issues (not necess~rily about
education), "To Be E ua "for the National Urban Lea ue.
'
,
lona
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9/29/1999 5:27 PM
�-1999
National
EducatiOn
Summit
Sponsored by
Achieve, Inc.
September 27, 1999
Co-Sponsors
The Business Roundtable
Council of the Great City Schools
Learning First Alliance
National Alliance of Business
National Education Goals Panel
National Governors' Association
Achieve, Inc. Board of Directors
Co-Chairs
Louis V. Gerstner, Jr.
Chairman and CEO
IBM Corporation
Governor Tommy G. Thompson
State of I#sconsin
Co-Vice Chairs
Governor James B. Hunt, Jr.
State ofNorth Carolina
John E. Pepper
Chairman ofthe Board
The Procter & Gamble Company
Board Members
Philip M. Condit
Chairman and CEO
The Boeing Company
Governor Gray Davis
State of California
Governor John Engler
State ofMichigan
George M.C. Fisher
Chairman and CEO
Eastman Kodak Company
Dear Colleague:
On behalf of the Achieve Board of Directors and the Summit co
sponsors, we look forward to seeing you this Thursday at the 1999 National
Education Summit at the Palisades Executive Conference Center in New
York. We expect approximately 100 governors, business leaders, and
education leaders to join together to make higher standards and better
performance the daily reality in our nation's schools.
Attached is a discussion draft of a proposed Action Statement. This
Statement has been worked on over the last several months by Summit co
sponsors; as well as aides to governors, business leaders, and educators, and
iirefiects their input. We believe it also reflects a shared commitment to
prepare our children for the challenges of the next milleniumby outlining
concrete steps we can all take to strengthen and improve teacher quality,
student learning, and accountability so all students can meet higher
standards.
We urge you to take the time to read the Statement and the briefing
book sent out under separate cover, so that you can come to the Summit
prepared to work together to improve our schools.
Sincerely,
Governor Michael O. Leavitt
State of Utah
Governor Gary Locke
State of Washington .
Governor Tommy G. Thompson
State of Wisconsin
Edward B. Rust, Jr.
Chairman and CEO
'State Farm Insurance
Arthur F. Ryan
Chairman and CEO
Prudential
~
Summit Headquarters
400 North Capitol Street NW
Suite 351
Washington, DC 20001
Phone; (202)624-1460
Fax: (202) 624-1468
www.achieve.org
?::::: .
Louis V. Gerstner, Jr.
IBM Corporation
�1999
National
Educati~
SummIt
Mr. Andrew Rotterham
Old Executive Office Building
Room 217
Washington, DC 20502
Sponsored by
Achieve, Inc.
Co-Sponsors
The Business Roundtable
Council of the Great City Schools
Learning First Alliance
National Alliance of Business
National Education Goals Panel
National Governors' Association
Achieve, Inc. Board of Directors
Co-Chairs
Louis V. Gerstner, Jr.
Chairman and CEO
IBM Corporation
Governor Tommy G. Thompson
Slate of rVisconsi12
Co-Vice Chairs
Governor James B. Hunt, Jr.
Slate ofNorlh Carolina
John E. Pepper
Chairman of the Board
The Procter & Gamble Company
Board Members
Philip M. Condit
Chairman and CEO
The Boeing Company
Governor Gray Davis
State of California
Governor John Engler
State ofMichigan
George M.C. Fisher
Chairman and CEO
Aas/man Kodak Company
Governor Michael O. Leavitt
State of mah
Governor Gary Locke
State of Washington
Edward B. Rust, Jr.
Chairman and CEO
State Farm Insurance
Arthur F. Ryan
Chairman and CEO
PTUd~/ial
Summit Headquarters
400 North Capitol Street NW
Suite 351
Washington, DC 20001
Phone: (202) 624-1460
Fax: (202) 624-1468
www.achieve.org
September 28, 1999
Dear Mr. Rotterham,
I was thrilled to hear that the President will be joining us at the National
Education Summit on Thursday, September 30. Enclosed are the Summit
agenda and briefing materials that went to all Summit participants. Also
enclosed is the draft action statement we hope the governors, CEOs, and
education leaders will discuss at the Summit and, ultimately, agree to
support.
Please let us know if you need any additional information. I look forward to
seeing you at the Summit.
2~~
Matt Gandal
Director, Achieve, Inc.,
Washington Office
�At a Glance
Who We Are
The governors and corporate leaders who met
at the
1996
National Education Summit created
Achieve's unique benchmarking system was
developed in
1998
during initial reviews of
standards and assessments in Michigan and North
1999,
Achieve, Inc. to help states and the private sector
Carolina. In summer
meet the commitments they made to improve
states -
the performance of America's schools and students.
-
Achieve is an independent, bipartisan, nonprofIt
standards and assessnlents at an intensive weeklong
organization led by a board of directors made up
meeting.
of six governors and six corporate leaders.
Achieve helps states raise academic standards,
Achieve helped four
Illinois, Indiana, Oregon and Pennsylvania
benchmark their English language <Irts and math
Achieve's Benchmarking Initia~ive helps
states answer critical questions such as:
measure performance against those standards,
establish clear accountability for results and
strengthen public confIdence in our education
system. To do this, we:
• How do our standards compare with
highly regarded standards from other states
and nations?
• Have we made tough choices about what is
D sel've as a national clearinghouse on
standards, assessment and accountability;
D help states benchmark their standards and
assessments against the best in the country
and the world;
III build partnerships that allow states to
most important for our students to learn?
• How well do our assessments measure the
expectations in our state standards?
• What changes can be made to strengthen
the quality and alignment of the standards
and assessments?
work together to improve teaching and
learning and raise student achievement; and
01 provide sustained public leadership and
To take part in the Benchmarking Initiative,
call Achieve's Washington, D.C., office..
advocacy for the movement to raise stan
dards and impl'ove student performance.
State Policy Reviews
At the request of Ohio's outgoing governor,
Achieve's Work
Achieve convened a panel of national experts to
Benchmarking Initiative
review and assess the state's education reform
Businesses recognize benchmarking as a valu
able tool to see how their products or services
strategy. The review team interviewed
60
key
stakeholders across Ohio. Achieve's report,
stand up against the competition. Is quality high
A New Compact for Ohio's SchooJs, praised the
enough? Are customers getting good value? Can
state for significant new investments in Head
we do better? When it comes to education stan
Start, early childhood education, classroom tech
dards and assessments, state poIicymakers face
nology, urban districts and teacher preparation.
similar questions. Achieve helps states compare
But Achieve also pointed to some weaknesses in
their standards and assessments with the best
Ohio's standards, assessment and accountability
examples in this country and abroad.
policies. The report offered concrete suggestions
for strengthening these and other key elements
�Electronic Clearinghouse
in the state's reform strategy. The state's largest
Achieve has most states' standards in English
newspaper called the recommendations "a neces
sity" for Ohio's future, and business leaders have
language arts, math, science and history/social
joined with the governor and education leaders
studies available on a fully searchable Web site
to address the findings and recommendations
(www.achieve.org) that allows visitors the oppor
outlined in the report.
tunity to explore how different states treat the
State and private-sector leaders in Illinois and
same subject matter. Achieve is working to add
several other states have requested similar policy
sample assessment items, model lesson plans and
reviews.
examples of student work to this database to show
how standards come alive in the classroom.
Mathematics Achievement Partnership
In May, Achieve and
10 leading states
announced the Mathematics Achievement
Partnership, an unprecedented initiative designed
to help states work together to raise expectations
and measure results using a comillon, interna
tionally rigorous yardstick. This Partnership is a
direct response to the poor performance of
American students on international tests such
as the Third International Mathematics and
Science Study (TIMSS).
Over the next three years, the Partnership
will develop:
II a syllabus or other materials outlining the
core concepts students need to learn to meet
internationally competitive mathematics
standards;
III concrete guidance on how to strengthen
middle school math curricula and instruc
tion to help students achieve world-class
standards; and
II an internationally benchmarked eighth
grade math assessment that will allow
states to measure the progress of their
students and schools annually and compare
the performance of their schools with
those of other states.
The states joining Achieve in the Partnership
are Illinois, Indiana, Maryland, Massachusetts,
Michigan, New Hampshire, North Carolina,
Vermont, Washington and Wisconsin .
•
Achieve, Inc.
WASHINGTON. D. C.
400 North Capirol Street, NW • Suite 351 • WaShington, DC 20001
Phone (202) 624-1460 • Fax (202) 624-1468
CAMBRIDGE
8 Story Street' First Floor· Cambridge, MA 02138
Phone (617) 496-6300· Fax (617) 496·6361
�: -"
1999
""\
. National
~~·Educati~
. Summit
"
_"_
"
Briefing Book
PHOTOCOPY
PRESERVATION
�About Achieve, Inc.
Achieve's three principal purposes are to:
Achieve is an independent, bipartisan,
nonprofit organization created follow
ing the 1996 National Education
Surrunit, when the nation's governors
and corporate leaders came together
to focus the country's attention on
the urgent need to improve the
performance of America's schools.
• serve as a resource center to states on standards,
assessments, accountability and technology;
• help states benchmark their academic standards,
assessments' and achievement against the best national
and international examples; and
• provide sustained public leadership and advocacy
on behalf of the movement to raise academic
standards and improve student performance.
PRESERVATION
�1999
National
EducatiOn
Summit
'I .
Sponsored by
>,:
r
,:rJ.
Achieve, Inc.
Co-sponsors
The Business Roundtable
Council of the Great City Schools
Learning First Alliance
National Alliance of Business .
Ncit;onal Education Goals Panel
National Governors'Association
) ~(
d
\ i·'.'l·
c
I
I
I.
L
PHOTOCOPY
PRESERVATION
�Summit Headquarters
Achieve,'lnc.
400 North Capitol Street NW
Suite 351
Washington, DC 20001
Phone: (202) 624-1460
Fax: (202) 624-1468
www.achieve.org
PHOTOCOPY
PRESERVATION
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1999
National
Educat~Jll
Summit
September 30-0ctober 1) 1999
Palisades) l'-lew York
Sponsored by
Achieve, Inc.
Co-sponsors
The Business Roundtable
Council if the Great City Schools
Leaming First Alliance
National Alliance if Business
National Education Goals Panel
National Govemors) Association
Briefing Book
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Letter From the Summit Co-chairs . , . . . . . . . . . . . . . . . . . . . . ............................ 1
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..... .ii
Section I: The State of the States: A Progress Report
A Decade of Reform .. . . . . . . . . . ................................................1
Progress Since the 1996 Summit .................................................. .4
Are We Seeing Better Results? ...................................................10
Challenges Ahead .............................................................13
Section II: Issue Briefs
Introduction ................................................................19
Strengthening Accountability ............................... : .................... .20
Helping All Students Achieve .................... ................................28
Improving Teacher Quality ......................................................36
DiversifYing the Delivery System ................................................. .46
Sustaining Public Support .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
. ....... .51
Section III: Public Opinion
Standards and Accountability: Where the Public Stands -
a report from Public Agenda ............. 57
Section IV: Viewpoints
Introduction ................................................................63
Making Mid-course Corrections in Standards-based Refonn by Ronald A. Wolk ................ 64
The Role of Higher Education in the Standards Movement by Kati Haycock . .................. 71
The Marriage of Standards-based Reform and the Education Marketplace by Chester E. Fhm,jr. ..... 78
Linking Information Technology to Accountability by Denis P. Doyle ........................ 86
Section V: Resources ............................................................ 93
'C
1999
National
Education Summit
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Dear Colleague:
A litde more than three years ago, the nation's governors and business leaders came together at the 1996
National Education Summit. The Summit provided an opportunity to jump start education reform efforts
around three core principles:
• Reforn1 begins with a commitment to set the highest academic standards.
• Quality assessments are essential to measure progress against those standards.
• Implementation of comprehensive systems is required to guarantee full accountability for results, start
ing with real improvement in student achievement.
In order to sustain the pace of refonn, Summit participants also agreed to create a new nonprofit, inde
pendent organization called Achieve to assist states and business leaders in this. work. As we' review out·
progress, it is important both to acknowledge what we have achieved during the past three years and identity
the steps we need to take to accelerate our reforTn efforts.
Virtually every state now has academic standards in place. Businesses are increasingly demonstrating their
support for standar~-based reform by demanding records of high school performance - not simply diplo
mas - before they hire graduates. This is meaningful progress, which must be followed by immediate
actions to increase the rigor and effectiveness of the standards, align high-quality assessments with those stan
dards, and provide accountability for results.
Because education is first and foremost a state-led activity in this country, we have called the nation's
governors back together. The governors will be joined once again by business leaders whose partnership in
this effort is vital to broad-based public support. This year, key education leaders, whose work is critical to
the goal of raising student achievement, also will be full participants in our deliberations.
The following materials provide essential information that will help us examine and formulate our
commitments on critical issues. It is time to chart a course for improvement and make the changes needed
in teaching, learning and accountability that will help our children reach their full potential. We look for
ward to working with you at the 1999 National Education Summit, where we will craft the agenda for
the coming years.
Sincerely,
Louis V. Gerstner, Jr.
IBM Corporation
Gov. Tommy G. Thompson
State of Wisconsin
1999
National
Education Summit
�Acknowledgments
The 1999 National Education Summit Briefing Book was prepared by the staff of Achieve, Inc., with
help from Communication Works and KSA Group. Although several of the Sunmlit co-sponsoring orgalliza
tions provided ideas and infonnation for these materials, Achieve is fully responsible for the final content.
ThisBriefing Book would not have been possible without the dedication and hard work of many indi
viduals and organizations. Achieve, Inc., would like to thank all those who contributed ideas, research and
writing to this book and reviewed and commented on early drafts.
The State if the States: A Progress Report was authored by Matthew Gandal of Achieve, with help from
Katie Sergent-Cour and Jennifer Vranek of Achieve. Laura McGiffert, Jennifer Schimmenti, Toby Romer,
Ethan Cancell and David Farbman of Achieve conducted additional research. The authors are indebted to
Michael Casserly of the Council of the Great City Schools, Enlily Wurtz of the National Education Goals
Panel, Craig Jerald of Education Week, and Milton Goldberg and Aimee Rogstad Guidera of the National
Alliance of Business for their contributions.
The Issue Briefs were prepared by Robert Rothman (Strengthening Accountability), Julie' Miller (Helping All
Students Achieve), Millicent Lawton (Improving Teacher Quality), Rochelle Stanfield (Diversifying the Delivery
System) and Andy Plattner (Sustaining Public Support). Editing was conducted by CommUilication Works.
The following senior staff members to the Summit co-chairs were extremely helpful in the final review
of these materials: Stanley Litow and Robin Willner for Mr. Louis V. Gerstner, Jr.; Schuyler Baaband
William Steiger for Gov. Tommy G. Thompson; and Thomas Houlihan for Gov. James B. Hunt, Jr.
Finally, special thanks to Joanne Olson of KSA Group and Maya Chenault of Achieve for managing the
design and production of these materials.
I 999" Nat ion a lEd u cat ion
Sum mit
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The. State of the States: A Progress Report
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The 19905 and, indeed, the 20th century are
ending on an historic and positive note for educa
tion policymaking. Tins is not because everything
is fine in our schools - we know this is not the
case. It is because In little more than a decade,
politicians, education leaders and business leaders
across the country have formed a consensus about
how to improve our schools. Standards, assess
ments and accountability have become the educa
tion reform strategy of choice, and unlike most
education reform proposals, it looks as though the
idea of standards-based reform has considerable
staying power.
The need for higher acadennc standards
became a national issue in 1983 following the
publication of A NatiOri at Risk. This federal
report delivered the jarring message that most.
American youngsters were achieving far below
their potential, and their mediocre performance
posed a serious threat to the nation's economic
prosperity and civic well-being. Momentum con
tinued to build in 1986, when the nation's gover
nors issued Time for Results, a bipartisan report
calling for greater educational flexibility at the
local level in return for stricter accountability.
1989 Summit
In 1989, President Bush and the nation's gov
ernors held the first-ever National Education
Summit in Charlottesville, Va. Raising academic
achievement in schools was at the top of the
agenda. The Summit produced an unprecedented
set of broad education goals and conmntted the
nation to a 10-year effort to measure progress
toward those goals. The goals emphasized the
importance of young children's readiness for
school, high school completion rates, adult literacy
and school safety. But the thread running through
•
Section
I:
all of the goals was the importance of improved
student learning.
The 1989 Summit was particularly notewor
thy for two reasons. First, it was a sign that gover
nors were moving beyond their traditional state
leadership roles into the national policy arena,
forging a bipartisan agreement around a national
set of goals. Second, the very concept of goal set
ting signaled a shift away from the traditional
emphasis on educational inputs toward an
approach that measures and values results.
After the 1989 Summit, some states began
the demanding process of defining state aca
demic standards and building public support for
standards-based reform. Business leaders also
began to focus their efforts on improving stu
dent achievement in each state. But standards
setting proceeded slowly and fitfuJJy. By the
time of the second National Education Summit
in 1996, few states had clear, measurable aca
demic standards in place, and even fewer had
systems for holding schools accountable for
meeting those standards. The result:
• The acadennc achievement of most Amer
ican students continued to be shockingly
low. Scores on national and international
tests as well as reports from universities
and employers indicated that most young
people were entering college and the
workplace inadequately prepared.
• Across schools and school districts, students
were held to dramatically different stan
danIs. Low standards were a particular
problem in poorer communities, where dis
advantaged students often were not
Progress
Report
~------~--------------------------------
�•
·1
expected to take challenging courses and
reach high levels of achievement.
in both of
directions have been
ve and imprbssive.
• As American families became more
mobile and students changed schools at
much higher rates, the lack of consistent
standards across states and school districts
made the transition very diffIcult both for
students who moved and for their new
classmates.
The p,rticipario\, ofbo.ine" ie,de"hip in the
Summit brought a new sense of energy and
11nlerlCV to the table.1 For most companies, com
and a fast-grpwing economy meant that a
was too long to wait for significant educa
improvement. But the involvement of the
siness community also added an element of
I
~~l1Ll~"l support and legitimacy that was not there
National business leaders were staunch
"~~".~"p,"" of efforts tb set goals, define standards
measure progress\ in education. These ideas
were part of reir culture.
• Without clear academic standards and
achievement targets to serve as a guide,
critical elements of the education system
such as curriculum, assessments and
teacher training were not aligned well
and sometimes worked at cross-purposes.
Since the movem.ent for higher standards
I
states and schchol districts across the coun
have focused atte~tion on student achieve
I f ' £'
.
and on the regular flow 0 1I1l0nnatlOn
whether student learning is improving
I
•
time. While in 1989 some states reslste d
I
c6mt)arlmg their students' performance, cI' .
almmg
comparisons to b~ unfair, today, many states
I
.
,,"ilr'''....·'''' this informatIon and, I'k e b usmesses,
I
I
. a benefit to benchmark'mg tI ' stu dents '
lelr
to that of others'.
• Parents and the public were growing
increasingly concerned about the quality
of public schools and questioning how
their tax dollars were being spent. Some
began to look for alternatives.
1996 Summit
In March 1996, the nation's governors
came together once again, this time with
prominent business leaders, to organize the sec
ond National Education Summit in direct
response to these problems. The 1996 National
Education Summit, held at the IBM Executive
Conference Center in Palisades, N.Y., contin
ued to focus on results over inputs but shifted
the emphasis from broad goals to speciflc, meas
urable standards. Every governor invited one
CEO who was a key player in the state's educa
tion reform, and together they pledged to
undertake specific action steps to defIne aca
demic standards and hold schools accountable
for results. Governors pledged to develop aca
demic standards and translate them promptly
into state policy, and business leaders pledged to
make academic achievement, as reflected in stu
dent transcripts, count in the hiring process.
I
Another Summit?
Over the past dec1de, the education land
e has been changetl irrevocably. Education
risen to the top of Ithe list of the public's pol
interests, and it has stayed there. The current
effort has been the longest and most COll
in history. Enoqnous progress has been
in forming a con;sensus on the need for
standards and in efforts to define
standards should {nclude. But the job is far
finished.
Ith standards nor set in nearly every
, there is an urgen need to make them the
reality of schools and chart the course for
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I 9 9 9 Nat ion a I'
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serious changes in order to reach those stan
dards. As quickly as possible, we must answer
crucial questions:
• What changes need to be made within
schools to ensure that all students meet the
new standards?
• How do we prepare teachers to teach to
higher standards, and must we raise stan
dards for teachers as well?
• What types of rewards and consequences
for performance need to be in place to
encourage schools and students to take the
new standards seriously?
• How do we promote greater choice and
diversity among schools while maintaining
strict accountability for results?
• How do we ensure the kind of strong pub
lic support necessary to succeed in these
efforts?
These are the challenges that lie ahead as
states and communities strive to achieve the
higher academic standards they have set. It is in
this context that governors and business leaders
have invited education leaders to join them in a
third National Education Sunmlit to examine
what's working and agree on what remains to be
clone to make America's schools second to none.
•
Section
I:
___
__
___
Progress _Report _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __B
_________________________________________
~
~
�..........--...............'.
,.1
:.
Progress Since the 1996 Summ
,
The 1996 National Education Summit suc
cessfully brought more than 90 governors and
business leaders together to pledge their support
for higher standard~ and greater accountability in
schools. Each group committed to take specific
actions in the years that followed.
Governors pledged to:
• Put higher academic standards in place.
• Create better assessments to measure
achievement of those standards.
• Establish accountability systems whereby
performance would be reported publicly
and schools and students would be held
responsible for results.
Business leaders protnised to: "
• Expand state and local business coalitions
to support efforts to raise academic stan
dards and achievement in schools.
• Change hiring practices to pay closer
attention to students' academic achieve
ment, thereby sending the signal that hard
work in school pays off in the workplace.
• Make the quality of states' educational
standards and performance a key factor in
decisions to open new facilities or expand
eXlstmg ones.
In a historic move, governors and business
leaders at the Summit also committed to form a
new national organization to help state policymak
ers develop and implement rigorous standards,
assessments and accountability systems. This organ
ization, Achieve, Inc., was officially chartered in
1997 and is led by a bipartisan board of directors
made up of governors and corporate CEOs.
L-_____________________________________
1999 National
Standards
BetWeen 19961nd 1999, refornl advocates
a tremeddous amount of work in states
!
set new achievenlent standards in the core aca
mic subject areas. \In 1996, only 14 states had
"ri{'\t"\"tpri standards in, English, mathematics, science
history/social st~dies. As of the 1999 Summit,
I
states have adopt~d standards for what students
learn in each\of the core subject~, and four
are in the process of completing such stan
Within the n~xt year, we expect that 49
will have acad~mic standards in place in
I
schools in the four core subjects.
Lnd,nls
The pmpo<o of
i, 'impl" to cl,,,,ly
""u,",de\. to sch~ols and the public what stu
are expected tol know and be able to do at
checkpoints during their education. AccomI
f./il"'U·' ,~ this goal has been hard but valuable work.
Most states begal ambitiously, taking the
to engagb educators and the public in
discussion of Jhat matters most in chil
's education. StaJdards setting became not
a bureaucratic \activity conducted inside
governments, btit rather a democratic one,
I
d¢.s;lgTled to foster dialbgue about the knowledge
I
skills students need to be successful and the
....q<u,l",''"', needed in schools to enable students to
. I
such expectatIons.
I
In many states, setting standards has sparked
~"JJ'H""" and disagree~ents about what should
should not be ex~ected of students. Califor
is a notable example. The Legislature estab
ed a special com~ission and charged it with
'"',VUHJ''''' new standards for California's
o...."v'no. The cOl11l11isJion, which included
university piofessors, business leaders,
ntatives of cOl~munity groups and others,
the task very
sly, looking across the
J
Educa
ion Summit
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dialogue have led to more effective reforms.
Over the last several years, 46 states have
their standards after considering con
structive criticism and looking at standards in
other states. Since the AFT began issuing its
report in 1995,21 states have improved their
standards dramatically in the AFT's view. There
is more room for improvement, to be sure
only 13 states' standards receive high marks
from both the AFT and Fordham. But states
have managed to make substantial progress in a
relatively short period of time.
country and around the world to better under
stand what was expected of students In other
states and nations. The commission took more
than two years to fmish drafting the standards,
and during that period, debates raged across the
state about the content and rigor of the pro
posed standards. The arguments were so heated
and the stakes so high that a variety of national
organizations and scholars from across the coun
try weighed in. Californians still may disagree
on some of the details that made it into the final
set of academic standards, but most agree that
there are few issues in education more worthy
of such public dialogue than what we expect
students to learn. '
Commitment to Standards
..
The debates within states have been fueled
by a series of national reports issued by groups
such as the American Federation of Teachers
(AFT) and the Thomas B. Fordham Foundation.
These organizations have developed their own
criteria for what high-quality academic standards
should look like and have graded the standards in
each state based on those criteria. The reports
have attracted significant media attention and
raised the levels of dialogue within states. They
also have created some confusion, as the' organi
zations have not alway~ agreed on what strong
standards should look like.
. .g
C \II
1<1
... ...
\II
-0
<1/
...
c:>
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40
'.is
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30
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... <1/
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20
.&. ...
... C
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10
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0
1996
2000
Sources: Achieve~ American Federation
of Teachers
Measuring Achievement
In most states, the push to set standards has
been followed closely by the development of
new assessments to measure how well students
meet the standards. In 1996, 39 states gave at
least one assessment at the statewide level. Such
assessments usually were used to take the tem
perature of schools and districts, rather than to
measure and report achievemei1t against stan
dards. Often, the only exams with consequences
for performance were the minimum-competency
tests that less than half of the states required stu
dents to pass to earn a high school diploma.
Although the debates have slowed the
reform process in some states, the resulting
heightened awareness and more sophisticated
Section
...
<1/
0.<1/
Achieve, as part of its mandate from the
governors and business leaders who created it
after the 1996 Summit, helps states take a serious
look at the quality and alignment of their educa
tion standards and tests by comparing these to
the best examples in the United States and
abroad. Through Achieve's benchmarking initia
tive, more than 20 states have received candid,
confidential information about how to improve
their standards and assessments.
•
49
50
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Progress
-------------------------------------------
Report
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�:.
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As standards have made their way into
schools, states have designed new assessments to
measure their standards. By 2000, 48 states will
assess reading and mathematics in elementary,
middle and high school. A majority of these state
assessments report student perfomlance against the
state standards. The other two states, Iowa and
Montana, require districts to measure and report
student achievement.
States have been slower to develop standards
based tests in science and social studies. Only 17
states measure these subjects in elementary, middle
and high school, although 12 more plan to do so
in the next several years.
States and school districts have always relied
on test scores as an indicator of student perform
ance, but the last several years have seen a push
for more rigorous tests that measure performance
more accurately against the standards states have
put in place. With the pursuit of higher ,~tan
dards, we have seen a move away from norm
referenced" tests that simply report student
perform-ance based on how students compare to
the "average_" Instead, most states are moving
toward tests designed to measure student per
formance against a set standard
being "above
average" on a bell curve is no longer good
enough. Students must now demonstrate that
they have learned what they were supposed to
- not just that they are doing better or worse
than other students. And, with standards-based
exams, educators have the tools they need to
gauge students' progress and focus instruction in
order to help students meet the standards.
With the rise of new state assessments, we
also have seen a move away from tests that rely
solely on multiple-choice questions. Instead, states
are building in performance .items designed to
measure students' abilities to write essays, solve
complex math problems and show how they
arrived at their answers.
nvestment in Assessment
estimated
spending on assessments, SO states
$165 million
996
$330 million
_~-=
Achieve
Despite states' investment in new tests, serious
;§ueSll'()11S remain ab6ut the quality of the new
states arcl using and the extent to
they align with states' standards (see pages
4)_ But judging I rom the initial resultS in
f
states, it seems\the new tests are more c,hal
than the old ones. Not unexpectedly, of
states that have il1stituted new assessments
the early 19905) nearly all of them have
r)!."Ar.-",rl scores that *ere lower than scores on
tests; in ma9Y cases, the scores were sig
lower. As snates continue to raise e:x'Pec
.
1
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the real measure of success will not be
I
test scores look like in the first year, but
·
I"f
w,11etJher they lmprove SIgt11icantIy over t'lIne.
AccouLabilitY
.
As the public has Igrown increasmgly conabout educatidnal quality, more states have
I
'
en steps to hold scftools and students account
for performance. \The most conIDlonly used
of states' accoUlitability policies is public
r".'"y·t'·!n of test scores and other perfom1ance
Thirty-six states bow issue some form of
card that measutes the perfol1nance of each
I
.
based on a variety of indicators, mcI ud'mg
results. Tenkears ago, ~nly a handful
publicly dlssem1l1ated achievement data
regular basis.
I
Although the quality and quantity of the
. 11 being repbrted varies from state to
I
.
sta ,the fact that
'. ement data IS now
1
on
Summit
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publicly available has begun to change the
nature of conversations in statehouses and
school buildings. Educators and poHcymakers
are focusing 011 results, asking tougher questions
about why results are not as high as they should
be and beginning to pay closer attention to
what needs to change in schools to raise
achievement.
School Accountability
When it comes to establishing real accounta
bility for results, public reporting is only the first
step. The next logical step is to dispense rewards
or consequences for performance. In this arena,
the number of states drops dramatically:
• 19 states use a rating system to publicly
identifY low-performing schools and then
provide assistance to those schools to help
them improve;
• 16 states have put consequences in place for
schools that £ail to make adequate progress;
and
• 14 states provide rewards to schools that
make significant progress from year to
year.
The good news is that these numbers rep
resent significant progress over the last several
years. In 1996, only seven states issued rewards
to high-performing schools. Few provided
assistance to low-performing schools, and only
. 11 had sanctions in place for those that were
persistently low-performing. It is also worth
noting that several states recently have passed
accountability legislation or are in the process
of developing such legislation, so the number
of states with rewards and consequences likely
will grow in the near future.
The reality, however, is that most states do
not have serious measures in place to hold
5 e c t ion
I:
schools accountable for results. And of those that
do, relatively few actually have used their author
ity to intervene in f.ailing schools.
Student Incentives
Most states have come to recognize that put
ting standards and tests in place, and even holding
schools accountable for overall gains in perform
ance, is not enough. States also are creating
incentives for students to meet higher sta.ndards.
Twenty-four states have put graduation tests in
place that students must pass to receive a diploma
(three more states plan to do so in the next sev
eral years) and six states have instituted policies
that counter "social promotion," requiring stu
dents to meet the standards in key grades before
being promoted to the next grade.
States that are attaching high stakes to stan
dards and tests are doing so to motivate students
to work harder and, ultimately, to help ensure
that all students meet the standards. However,
simply putting new exit or promotion gates in
place without providing students with the help
and support they need to meet the standards is not
prudent policy. Only 19 states are requiring and
funding schools to provide low-achieving students
with targeted assistance such as tutoring and sum
mer school.
In many ways, the school districts with the
greatest barriers to raising student achievement
those in the big cities struggling against poverty
and limited English proficiency - have led the
way in holding students accountable for meeting
higher standards. In Houston, officials have built
th~ district's policy around the Texas state assess
ments, requiring students to meet the state stan
dards for mathematics and reading before moving
to the next grade. Chicago's stand against sociaf
promotion, requiring mandatory sununer school
for students who score too low on standardized
tests, also has received national attention. At least
35 of the nation's largest urban school systems
Pro. g res
III
5
Rep
0
r t
�sirrrilarIy have adopted policies to end social pro
motion, and 21 have instituted summer school
programs for students who fall behind.
Role
of the Business Community
At the 1996 Summit, business leaders pledged
to support states in their efforts to raise education
standards. Specifically, CEOs agreed to expand
state and local business coalitions to provide
political support for standards-based reforms and
to make student achievement a factor in hiring
decisions.
IImerrlbers. These coalitions are dedicated to work
with educators ~nd elected officials to improve
"C'",U'~lH achievement. Business coalitions have
significant rdles in shaping education
!"",·fr",.", policies thrJughout the 19905, and in sevstates
Kentutky, Maryland, Massachusetts,
Carolina, Tekas and Washington
the
ofbusi~ess has been critical to the
ccess of the reforms to date.
Partnering for Reform
Since the Sumrrrit, the Business Coalition for
Education Reform, a group of 13 national busi
ness organizations managed by the National
Alliance of Business, has increased its network of
state and local business coalitions from 100 to 600
\
Incentives and
.s:.
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Accountability measures
50
45.
40 i
35 ~
30 L
.
In Washinf:,'1:on state, the Partnership for
l b usmess
,..~r·111f·10 was created and funded bv the '
I
' .
""ln1T..., with theI sole purpose of supportmg
state's efforts to put higher standards and more
,,"",''''UY''''I'> assessmehts in place. The organization
led a statewide
engagement campaign
new expectations and
in the face of disappointing
':..
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.1996
.1999
Sources:Achieve, Edu(otion WeeJc.
National Governors' Associadon
1-______~________________________9_9 ______t_i_o n_a_I_Edu~c~a~·~i~o~n__
1 _9 N a
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s~u_m _m i_t~__________________________
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--------------------------------------------•
d
Making Academics Count
Getting into a good college may motivate
some high school students to work harder, but
many students fail to see any tangible reward for
mastering difficult coursework. In fact, research
demonstrates that 84 percent of high school stu
dents say they would work harder if they knew
that employers were paying closer attention to
their academic performance.
II
The campaign also is working to improve the
quality and usefulness of high school transcripts.
A task force of corporate human resources direc
tors, higher education admissions officers, educa
tors and business leaders are reviewing current
high school transcripts and developing recom
mendations for making them more useful and
meaningful.
Business leaders know that external incentives
for students are essential. One of the most visible
business-led activities that grew out of the com
mitments made by CEOs at the 1996 Sunmut has
been the campaign to encourage employers to
review student transcripts and ac:idemic records
when hiring. This effort; the Making Academics
Count campaign, is a direct response to a specific
challenge put before the 1996 Summit attendees:
Send the message to students that hard work in
school will pay offlater.
In 1996, few American comparnes systemati
cally reviewed the academic achievement of high
school students as a regular part of their hiring
practices. In some cases, the infornlation was not
readily available to employers, or if it was avail
able, it was not very useful. In other cases, there
were perceived legal barriers to reviewing aca
demic records and using them 1\1 hiring decisions.
The Making Academics Count campaign was
launched to address these challenges.
IBM, Eastman Kodak and BellSouth are
among the comparnes that have provided national
leadership for this important effort. The goal was
to have 10,000 companies of all sizes asking for
student records and other profiles of academic
performance as part of their hiring practices. As of
August 1999, that goal has been achieved, and the
number of employers participating is expected to
keep growing.
•
Section
I:
Progress
Report
~------~----------------------------------~
�':..
,
Are We Seeing Better Results?
The central purpose of setting standards and
developing assessments and accountability systems
is to raise student achievement. So it is reasonable
to step back from all the work in states and dis
tricts and ask whether it is making a difference.
Signs
of Progress
There have been some significant bright
spots that seem to indicate education refonn
efforts are paying dividends. Many of the states
with new assessments have reported strong
achievement gains since the tests were first
implemented, indicating that progress toward
higher standards is being made. Some states also
have shown significant gains on the National
Assessment of Educational Progress (NAEP)
math and reading assessments.
North Carolina and Texas have made
impressive gains on NAEP and their own state
assessments, and many attribute those gains to a
standards and accountability strategy that has been
in place for more than 10 years. Colorado, Con
necticLlt, Kentucky and Michigan also have
improved student results on their tests and
NAEP, suggesting that reforms in those states
might be making a difference.
We also are seeing signs of progress in big
city school districts around the country, particu
larly those that have instituted standards and
accountability measures or have been the benefi
ciaries of strong state policies. Chicago, Commu
nity School District 2 in New York City,
Houston, Philadelphia and San Francisco are
among the urban districts that have recorded
impressive student achievement gains over the
last several years. District 2's most recent per
formance on the New York state exams was in
surrounding subur-
Although we c~n point to pockets of note
gain, the ovbrall achievement of American
~LU'U\"HC' over the last 20 y~ars has given us little to
",,-"I',-",.ILdL',-". The Etilurb to spur real national
I
is made more troubling by the pace
change in the ecdnomy, which is far outstripany differences !registered in schooling.
it is hard to find data on the overall
nt of Amdrican students that reflects
I
riprtn,rrr'~l-,rp solely over the last three years, what
I
know from NAEP, the Third Intemational
I
",~><"H"'H"""'''~ and Scipnce Study (fIMSS) and
sources is that progress in student achieve
through the mid-1990s was too slow:
College readinLs - It is clear that students
not entering conkunity colleges or four-year
,,,<t1t'1tU''n< equipped !With the knowledge and
they need to succeed. According to the
B. FordhamlFoundation, remediation
place in all public community colleges, in
out of five pubiih four-year institutions and
more than six out bf 10 private four-year insti
I
. In 1995, alm6st 30 percent of first-time
those w~o typically started higher
I
C<;t'.JCdUVU directly after completing high school
in at least on~ remedial course.
I
Success on the jrb --:- Businesses also are
tll,,('flt1£' recent graduates unprepared for the
I
'"":fa,,,,u, of the new workplace: A recent survey
the American Man~ge111ent Association of
i ' ,
I
than 1,000 companies found that more than
nn'p_thu'r1 ofjob appli~ants are tumed away
U'"'I>-'''"''-"
they do not hkve the math and reading
continued on page 12
I999
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Nat ion a lEd u c a
ion Sum m it
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"d
Staying'the Course in North"Carolina and Texqs
New evidence is emerging that strong and sustained refo~s focused on standards, assessment an~
: accountability can raise student achievement dramatically, North Carolina and Texas in particular have
been praised for making great strides in improving student achievement Both states have realized
impressive gains on their state assessments and the NAEP assessme,nts, And there is evidence that disad
vantaged students are progressing much more rapidly than ever before. -
Dr. David Grissmer of the RAND Corporation analyzed the two states' education refonn efforts to
identifY key factors in their progress. In a report published by the National Education Goals Panel, Griss
:, mer found that the rapid achievement gains are not related to traditional policies such as ,increased spend
ing, smaller classes or more qualified teachers. Instead, he argues that :the Impressive results have come
, about as a result of the comprehensive and sustained approach each state h~~ taken to improving its schools, ,
'. relying heavily on standilrds, assessments and accountability as thefourida,tion for other refonns.
'I
What specific refonns have North Carolina and Texas undertaken that
,
to be making a difference?
!II Grade-by-grade standards with aligned textbooks an,d curricula;
• expectations for all students to meet the same standards;,
• statewide assessments closely linked to the standards;
II! a'ccountability linked to the assessments, with rewards and consequences for perforniance;
• deregulation and, increased local flexibility to
'
~eet the standards;
"
• computerized feedback systems and achievement.data used for continuous improvement; and
• reallocation of resources to ~chools with more disadvantaged students.
,Achievement Gains in
NQrth Carolina and Texas
100
90
80
11 70
r:
III
60
"l
i..
.... 50
0
r:
40
:!l
30
III
II.
20
10
0
78
..
,It is clear that putting in place a comprehen':'
-sive, approach to reforming schools with stan
dards, assessment and accountability as the _
centerpieces is not easy, and sustaining such an
agenda over the long haul is even more difficult.,
But the successes enjoyed by North Carolina and
,
,
TeXas in raising achievement prove that this is
the strategy thai will maketbe real difference for
children.
.
Proficient
on state
assessment in
North Carolina·
<
Other states have implemented some of
these policies, without always seeing similar
res~ts. ~t sets North Carolina and Texas apart
is the comprehensive nature of these policies
and, just as important, the ability of the states to
sustain these policies over time. Even as political '
'aclrnillistrations have changed, governors and
business leaders have stayed the course.
Passing state
assessment in
Texas··
Sources! North Carolina Department of Public
Instruction, Texas Education Agency
·AII students~ ~es 3-8 - reading and mathematics
I
_
nAil students. grades 3-8.. 10 - reading. writing and mathematics
Section
I:
Progress
II
Report
�II
~
.
~,~
skills they need to do the jobs they seek. Just three
years ago, this figure was only 19 percent.
TIMSS - Evioence from TIMSS, a major
lintemational study ~f mathematics and science
l~eaChing and learnirlg in more than 40 nations, is
I~qually disturbing: WruIe American students did
Jelatively well on thie fourth-grade math and sci
I nce assessments, pllcing near the top of the par
k
11. . . natIons, t HIey droppe d to bl ow the
t:1Clpatmg .
e
IJ
.
al averag<t m eIg t grade andlid
I. 'hh
mtemat:1on
s
near the bottom of the performance charts
the end of their Jecondary schooling.
NAEP
No more than three out of 10 stu
dents in the fourth, eighth, and 12th grades could
perform at the proficient level or above on the
NAEP math and science tests. The history results
are even more disappointing, with only 17 per
cent of fourth-graders, 14 percent of eighth
graders, and 11 percent of 12th-graders scoring at
or above proficient. The best NAEP results came
in reading, with 31 percent of fourth-graders, 33
percent of eighth-graders, and 40 percent of 12th
graders scoring as proficient readers or better.
I.
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States With Significant Achi
on NAEP Tests
,
MT
NO
.0 . . . . .
HI
I>
i
•
States that have shown statistically significant progress on
the NAEP grade 4 reading assessment, 1992-1998
(CO, LA, UT)
States that have shown statistically significant progress on both the
NAEP grade 4 reading assessment and grade 8 mathematics assessm.
States that have shown statistically significant progress on
the NAEP grade 8 mathematics assessment, 1992-1996
(AR, DE, HI, IN, ME, MI, NE, RI, TX, WV)
States that have not n>rtirin,terl in NAEP or have not shown
significant progress on I
(CT, KY, NC)
I
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Source: National Center for Education Statistics
ion Summit
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Challenges Ahead
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Rigor - Standards that are set too low will
not challenge students to work harder and will
not encourage schools to improve at a fast
enough pace. In fact, such standards could have
the reverse effect. Recent evaluations of standards
and assessments conducted by Achieve indicate
that most states have not set their academic expec
tations high enough, particularly when compared
with those of other industrialized nations. For
example, while the top-achieving Asian and
European countries expect their students to learn
algebra and geometry in middle school, very few
American states make this the focus of their math
standards and assessments at those grade levels.
Perhaps the greatest indicator of progress over
the last decade is also the most underappreciated.
The need for higher standards in our schools is no
longer the subject of great debate. Policymakers of
most ideological stripes agree that standards, assess
ments and accountability systems are the necessary
foundation for improving schools. Business leaders
have stepped forward to support these efforts,
fully appreciating the role that standards play in
their industries. Voices of protest within the edu
cation community have become the exception,
not the rule. And public complacency about the
quality of local schools has given way to a sense of
urgency and support for higher standards. In
essence, we have moved from the question of
whether we need more challenging standards to
how we are going to meet them. This has
brought a whole new set of challenges to light.
Quality vs. quantity - In an effort to
accommodate a diverse set of views about what
should be included in standards, some states have
failed to make tough decisions about what is most
important for students to learn. The result: volu
minous standards that compel teachers to try to
rush through the curriculum to cover everything,
rather than encouraging them to focus in greater
depth on the most important topics.
Achieve has called the 1999 National Educa
tion Summit to focus public attention on these
challenges and help governors, business leaders
and education leaders share effective strategies for
dealing with them. What are these challenges, and
what will it take to overcome them?
If standards and assessments are going to serve
as the roadmap for all other school reforms, it is
absolutely essential that they be of high quality.
Otherwise, states may find themselves unwittingly
moving in the wrong direction. States must not
consider the job finished once the standards are
set. Standards and assessments need to be bench
marked and upgraded continually, or they will
become inadequate indicators of achievement.
An equally grave mistake is writing standards
in such vague language that they can be inter
preted very differendy within a state. This has
been a particular problem in states trying to walk
the line between state standards and local control
of curriculum. Standards that are too broad con
vey very litde useful information to teachers and
parents about what is most important to learn, and
they give no indication of what will be tested on
the state assessments. The result: confused students
and parents, frustrated teachers, and diminished
enthusiasm for reforms.
Although nearly all states have put standards
and assessments in place, serious questions about
the quality of standards and assessments remain:
Alignment - Assessments that do not
measure a state's standards adequately will pro
vide educators and the public with misleading
I. Continuous improvement of standards
and assessments
Section
I:
Progress
.13
Report
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results. Few would argue with this. The problem
is there are wildly different notions among the
states of what it means for a test to be aligned
with a set of standards. In Achieve's benchmark
ing work with states, we have found that strong
alignment is the exception, not the rule. For a
variety of reasons, most assessments do not meas
ure states' standards with an adequate level of
depth or rigor.
Comparability - With 49 different sets
of standards in place (or in development) across
the country and a variety of different tests used
to measure those standards, it is impossible to
compare the achievement of individual students
and schools across state lines. Test results in
California cannot be compared to results in
Michigan, because the content of the tests is so
different.' There is not much appetite among
states for a top-down national test developed by
but there is consider
the federal
able interest among states in working together
to create such tests from the bottom up.
Achieve has launched such an effort in mathe
matics. (See sidebar, page 16.)
2. Strengthening accountability
Even the best standards and assessments will
lead to very little change if there are no incen
tives or consequences for performance. As the
late Albert Shanker used to say, the first thing
students want to know when they are given a test
or an assignment is, "Does it count?" When it
counts, they pay closer attention and try harder.
In many ways, the same is true of adults in the
education system.
Accountability is on the education agenda in
nearly every state. The challenge now is to put real
meat on the bones of state accountability policies.
Better reporting - Although most states
issue annual reports that include test scores and
performance, both the qual
and the extent to which it
the public vary consider
the most effective public
use such
as test scores, lo',L,LULld
and dropout rates, and other indicators to
10w-perfonJung and high-performing
'UIV')!>. More and l~lOre states are taking advan
of the Internet ~nd other media to reach a
audience wit~ these accountability reports,
if the informatidn is not clear and understandI
, it will have little impact.
Real consequeLces - Public reporting is a
compone,it of an accountability system,
it is not suf6ciel~t. Without specific rewards
consequences for perfornlance, there is not
incentive tor slchools to change. The
I
ltnrm~«l·ve achievement gains in North Carolina
Texas are attribu1table largely to the compre
I
. nature of their accountability systems
I
know that their perfornlance on state
counts, and schAol officials understand that
are rewards fori progress and penalties for
p':eJrslsterlt failure, Fewer than half the states attach
I
real consequenct;s to school performance, and
a handful have ~ven their policies real teeth.
has a system asl comprehensive as those of
Carolina and Texas.
I
Role of employers and higher
don - No n{atter how extensive its poli
, the K-12 education
cannot build
. an elective accounta b·l' system on
tir . 1
sustam
1 lty
own. Yet states a,~d districts still are approach
1 the reform proceks in this manner. With a
notable exceptiohs, employers and college
l
,";pu,,·,,·'v, offices are being left out of the
U 11'," UHH·
equJtibn, The very institutions
high school stt1d~nts and their parents pay
.
1
.
c Iosest attention t.o are not payl11g muc h
rrF'nnrm to the results of states' new high school
As note& earlier, the business C0111
ion
Summit
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munity has begun a nationwide campaign to
encourage companies to make student records a
£1ctor in hiring decisions. That is an important
first step. Now it is time for the higher educa
tion community to follow suit by connecting
college admissions with performance on states'
new high school assessments.
3. Helping all students achieve high
standards
Setting standards and measuring student per
formance against standards are not ends in them
selves. The aim of standards-based reform always
has been to ensure that students reach the new,
more rigorous benchmarks. Data from NAEP
and the experiences of states that have intro
duced new assessments aligned to rigorous stan
dards tell us that reaching these new targets for
achievement will be a substantial challenge for
many, if not most, students and schools. When
New York state released results from its new
performance-based reading and writing assess
ment for fourth-graders earlier this year, more
than half the state's students failed. Even in some
affluent suburban districts accustomed to 90 per
cent passing rates on a previous minimum skills
test, f:1ilure rates reached 40 percent.
Results like these demonstrate that, for
schools, "business as usual" will not succeed in a
system driven ,by standards, assessments and
accountability. States need to encourage schools to
change the ways in which they operate. In this
effort, states should be guided by a growing con
sensus in research abolIt the traits that effective
schools share. In addition, states should consider
specific interventions that have shown promise.
For example, students who cannot reach standards
in the typical school day and year will need
extended time before and after school, on week
ellds, and over the summer to master content.
Students must know that £1iling to meet standards
h:lS consequences
retention in a grade, for
•
Section
I:
but they also must have a £1ir chance
example
to catch up.
4. Improving teacher quality
The interaction among teachers and students
in millions of classrooms remains the essential
aspect of schooling. It takes only common sense
to know that students will not reach high stan
dards by themselves. A study using Tennessee's
state test showed that an effective teacher makes a
40-point difference in the results oflow-achjeving
students. And in Dallas, students that started with
the same reading performance ended up 35 points
apart depending on whether they had three effec
tive teachers or three ineffective teachers in a row.
In many ways, however, the nation is£1iling
to recruit exceptional teachers, keep them in the
classroom and make them better on the job.
Consider:
• Schools will need about 200,000 new
teachers a year for the next decade, in part
to make up for the 20 percent of teachers
who leave the classroom within their first
three years in the profession.
• More than a quarter of secondary school
teachers in most subjects have no college
major or minor in the subject they are
teaching. The figure jumps to over 50 per
cent in history and science.
• Only four out of 10 teachers surveyed last
year by the National Center on Education
Statistics reported feeling very well prepared
to implement state or district standards or
new methods of teaching. Sixty-one per
cent of the teachers had participated in no
1110re than eight hours of training on deliv
ering standards-based instruction in the pre
vious year, and only 7 percent of those
teachers believed the training had improved
their teaching significantly.
Progress
Report
------------------------------------------
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----.---------------------------------~---------+------------------.-
Achieve's Mathematics Achievement Partnership ,
,
In May, Achieve and 10 states announced the Math~batics Achievement Partnership, an unprecedented
initiative designed to help states work together to raise e~pectations and mea~ure results using a rigorous,
internationally competitive yardstick. This partnership is direct response to the poor perforn1ance of Amel1
can students on national and international tests such as th~ Third Intemation~ Mathematics and Science
k
I
II
Study (TIMSS).
Why is Achieve working with these 10 states? AlthoUgh states are cormnitted to raising education stan
dards, concerns about the comparability and rigor of the ~tates' strategies for ilnproving education are begin
ning to surface among education policymakers. for exanlble, in some states, inore than 80 percent of students
are meeting the state standards, while in other states the i~st m;tiority of students are failing. While states have
made great'progress in developing education standards a~~ tests, there is no Jay to compare results across
state lines against a C01111110n high standard. Govemors, educators and busines~ leaders want to know: Have
we set the b" too high? Too low? How do we know?
1
The Mathematics Achievement Partnership will
design a rigorous eighth-grade assessment that states
can use to compare their performance with each
other. To support states as they raise the bar for
mathematics achievement, Achieve also will identifY
instructional materials and professional development
strategies that will help teachers and students meet
the high standards.
~~-
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-~-
-I ------ -
'
Founding Partner States:
• Illinois
• Indiana
• Maryland
• Massachusetts
• Michigan
• New Hampshire
• North Carolina
• Vermont
• Washington
• Wisconsin
Over the next three years, Achieve "vill develop:
• a syllabus or other materials outlining the
. ,I .
, ..
.
core concepts students need to learn to meet ll1ternatIOnally competlflve mathematICS standards;
• concrete guidance on how to strengthen middle Jbhool math curricuila and instruction to help
students achieve at world-class levels; and
I
I!
• an internationally benchmarked eighth-grade mat11t assessment that w~lI allow states to annually
compare the performance of their schools with tlili1[ose in other states. I
I.
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II
I.
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I.,
~-----------------------------~--------------------------~.
The solutiom oc, complex; mismg entry
standards into the teaching profession, for exam
pie, could deplete the pool of potential applicants. In the same way, opening new avenues
into teach~ng must include equal attention to
high licensure standards. States should address
these issues with a comprehensive recruitment
1999
National
ttegy th.t consid1 both gu,lity ",d supply.
II
I
®nce in the classroom, teachers need more
Jlpportunities to improve their practice ernbed
Jed in the daily opetation of the school and tied
Q
1
'
'rectly to the content they teach, The classroom
ot be a dead end when it comes to profes
s~onal development.
Education
II
Summit
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5. Sustaining public support
A well-placed sense of pride grows from
looking back over what has been accomplished
in education reform in a relatively short span.
But leaders in government, business and educa
tion so responsible for this improvement cannot
afford to let pride be replaced by satist'lction.
While this report can point to progress in many
states, such progress has come in bits and pieces.
And though some can claim to be moving in the
right direction, no state should claim to have put
in place all that is needed. The consequences of
these missing links are clear in the most recent
NAEP reading results. Even with growth from
four years ago, in no state are more than half of
the fourth- and eighth-graders proficient readers.
The plain £'lct is that the demands of economjc
and social changes still outpace the ability of
American schools to deliver.
Inherent in the idea of high standards is the
notion of their public acceptance. To drive stu
dents, teachers, schools and school districts, stantests
dards must be a widely valued currency.
that measure them and the accountability that
flows from them have to be seen as ('lir and
appropriate. Parents have to want children to
reach the standards. Employers must see the con
nection between states' standards and a better
workforce.
As states put new, tougher tests in place,
addressing public expectations has become a top
priority. States must make a strong case for
standards-based reform, particularly early on,
when many students may fall short of the
benchmarks. In states such as Maryland, Massa
chusetts and Washington, education officials
and the business community have developed
eftective ways of delivering their beliefs about
high standards to the public. Their success has
come down to explaining standards and tests
well and repeatedly.
Conclusion
The 1999 National Education Summit
comes at a pivotal time for American education.
As we turn the corner into the next century, it
is clear that a growing economy and a high
technology, information-driven society will
continue to challenge Americans to know more
and do more. Today, 80 percent of sustainable
jobs require some education beyond high
school, whereas at the turn of the last century,
only 3 percent of high school graduates went on
to higher education. Almost two-thirds of
today's workforce needs advanced reading, writ
ing, mathematical and critical-thinking skills,
compared to only 15 percent of workers just 20
years ago.
•
Section
I:
The American spirit has always been marked
by aspiration, innovation and forward thinking.
As the nation approaches the 21st century, we
should recognize how far we have come in mak
ing schools better, but we must finish the task we
have started. Our accomplishments to date are a
source of genuine optimism. They show how
committed Americans can be to the task at hand,
and they show that higher standards and account
ability yield results. States, their leaders and their
citizens want higher standards, and they deserve
schools that can help children achieve them.
p,.og,.ess
------------------------------------------~
Repo,.t
------------------------------------------~~
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Issue Briefs
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Introduction
TItis section
.
.
.... i
if the Brirftng Book is designed to pro
vide a backdrop jar the discussions and action steps that
are the jocus if the 1999 Summit. While not intended
to be exhaustive, these issue bri¢ highlight the central
challenges jacil'Ig ~I:overnors) business leaders and educa
tion leaders as they move to implement higher standards
and raise achievement in schools. For more itiformation
on these issues, see the Resources section at the back of
this book.
Strengthening Accountability
Accountability is the "engine" of the stan
dards movement. Now that virtually every state
has adopted standards for student achievement and
most have developed assessments to measure stu
dent performance against the standards, it is time
to hold districts, schools and educators responsible
for results. What are the ingredients of a compre
hensive accountability system, and how many
states have put such systems in place?
Helping All Students Achieve
The paramount objective of standards-based
reform is high performance for all students. As
states and districts put higher standards and
tougher tests in place, they must pay careful
attention to helping students achieve those stan
dards. States will need to provide students with
access to better courses and increased instructional
time, including after-school tutoring and summer
school. They also will need to explore more
sophisticated uses of technology and smaller
classes to engage students who might otherwise
not be learning. The real challenge will be to lift
the academic proficiency of the more than 12
million impoverished and disadvantaged young
mathematics
people who struggle with
and science. These children have the most to
gain from a system that expects more of them.
Section
II:
Issue
Improving Teacher Quality
No improvement is more critical to the SllC
cess of the standards movement than making sure
that there is a competent, conurutted teacher in
every classroom. Nothing else we do will signifi
cantly improve schools if they are r~ot staffed with
competent teachers. Many states and districts are
upgrading the process by which we recruit, pre
pare and keep good teachers. But the pace of
improvement is lagging £1r behind the need, and
an impending teacher shortage heightens the
urgency.
Diversifying the Delivery System
Advocates of the "marketplace" strategy of
reform argue convincingly that school choice can
potentially open up the system, create healthy
competition and offer diverse educational oppor
tunities to a diverse student body - aU within the
context of standards-based refoml. But choice is a
complicated and controversial issue, and not all
who £wor greater choice embrace standards and
accountability. The challenge for states is how to
provide parents and students with greater choices
while maintaining strict accountability for results.
Sustaining Public Support
Public support is vital to the success of
standards-based refoml, and polls have shown that
such support has been increasing. But now the
movement is entering the accountability phase in
which consequences exist for schools and stu
dents, and some observers fear a backlash will
develop. To combat this, states should develop a
public engagement strategy now. A few, along
with some school districts, are blazing the trail.
They're learning that it is important to provide
plenty of reliable info[111ation, encourage public
participation in the discussion and manage the
conversation.
Briefs.
Introduction
II
.
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. . .II_ _ _ _ _ _ _ _ _ _ _ _
Strengthening Accountability
1
Accountability is perhaps the hottest issue in
education policy right now, and for a simple rea
son: Policymakers recognize that setting stan
dards and measuring performance are not
enough. Virtually every state has adopted stan
dards for student performance, and most states
have developed methods of measuring student
performance against the standards. But that alone
has not improved performance. The next crucial
step is to hold educators and students responsible
for results by attaching real consequences to
meeting the standards.
Although some states have had accountability
systems in place for some time, few states have
put all the pieces together. As an Education Week
survey found, although 48 states currently test
students and 36 publish annual report cards on
individual schools, fewer than half rate the per
formance of all schools, only 16 have the power
to close or take over failing schools, and only 14
provide monetary rewards for high-performing
schools. The National Governors' Association
reports that slightly more than half the states
27 - require or will require students to pass state
tests in order to graduate from high school. Only
six states require educators to take achievement
on the statewide tests into consideration when
making decisions about promoting students to the
next grade.
It is one thing to talk tough about accounta
bility, but it is something else to put comprehen
sive accountability systems in place and enforce
them. The current gap between the rhetoric in
favor of tough accountability and the reality of
where states are today reflects the very real chal
lenges states £lce in measuring performance and
attaching rewhrds or penalties to the results. In
I
.
many cases, states h '
ave Just put 111 pIace new
assessments, aAd their rigor and the degree to
I
which they align with standards vary. States also
need to build ~upport among educators - and
I
the public - for the new system~.
States and lChOOI districts are just beginning to
attend to the elbments that will make accountability:
systems effectiVf' such as providing the professional I:
development tHat teachers need to teach to the stan
dards. And statef are just starting to think of ways to :
build bridges to \the business conm1Ul1ity and higher:
education so that all sectors send a common mes- ;
sage to schools ~ld students about learning.
I
While it mL be too early to judge the results
I
that most states' \accountability systems are proI
ducing, it is clear that establishing comprehensive
accountability p1licies, and building and sustaining ,
support among ~ducators and the public for those '
I
I
policies, can lead to higher performance.
Who Is Accounlable?
In many res~ects, the renewed emphasis on
accountability steIns from Time fin Results, the
1986 report froml the National Governors' Associ
ation. In that re p 1rt, the governors proposed what
they called a "hoise trade": They said they would
relax rules and re~lations for schools. and provide
them the flexibilitY they needed to improve
schooling for theit students. But, the governors
said, they would I{old schools strictly accountable
for results.
As states move toward creating the systems
envisioned by that \report, they are doing so in
somewhat different ways. One of the key issues is
I
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1999
National
Education
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lEIl!
Summit
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deciding who is accountable for results. The most
effective and fair approach is to hold accountable
both schools and students, though few states have
designed incentives and consequences for both
(see page 25).
Many states have focused on institutions
schools and school districts
as the units of
accountability. Their reasoning is that schools are
responsible for educating students, and if students
fail to reach high levels of performance, it is the
school or district that should answer for that fail
ing. Moreover, they believe, districts and schools
are more likely to try to improve themselves if
they know there are rewards for meeting stan
dards or penalties for not doing so. The range of
school accountability measures includes publicly
rating schools' performance from unsatisfactory to
exemplary; offering positive incentives to spur
enthusiasm and support for reaching higher stan
dards; establishing intervention probrrams to assist
staff in schools with consistently low performance;
and instituting more drastic measures for schools
that fail to improve, such as closing them down or
"reconstituting" their management and staff
Maryland is one state that began by holding
schools accountable for performance and more
recently has turned its attention to incentives for
students. In the early 19905, the state developed
an innovative, performance-based assessment in
grades 3, 5, and 8 that is designed to assess school
performance; it cannot produce scores for indi
vidual students, as each student takes only part of
the assessment. Schools that are designated low
performing receive mandatory assistance from the
state and, if they fail to demonstrate improvement
on the assessment over time, they can be closed
down and reopened under new management.
II: Issue
Briefs
More than half of the states require students
to demonstrate that they have met the state's stan
dards in order to graduate from high school. Cali
fornia is one of the more recent states to approve
such a policy under the leadership of Gov. Gray
Davis. Beginning in 2004, seniors will have to
pass an exit exam before getting a diploma. Cali
fornia's accountability plan, approved by the Leg
islature, also will hold schools accountable for
student achievement.
Some states are not waiting until high school
to hold students accountable. They are moving to
curb "social promotion"
the practice of passing
students to the next grade regardless of perfoDll
ance. At least six states and a growing number of
school districts now require students to pass a test
in order to advance to a higher grade at one or
more points in their school career.
Accountability for What?
Although the new accountability systems are
all based on student performance, how states
define and measure student performance varies
widely.
For the most part, states lise statewide tests to
measure achievement as part of their accountabil
ity systems. By the year 2000, all states except
In order to motivate students to work harder
in school and take academic standards and assess
ments more seriously, Maryland is now develop
Section
ing a series of high school tests that students will
have to pass to graduate. For years, the state has
required that students pass a set of basic-skills tests
in order to get their diploma, but in 1997 the
state board of education agreed to phase in more
challenging high school exit examinations that
align with the high school standards. Under cur
rent plans, students in the class of2005 must pass
end-of-course exams in three subjects - govern
ment, English, and either algebra or geometry
in order to graduate from high schooL Ultimately,
Maryland students will have to pass 10 tests during
high school in order to brraduate.
•
Strengthening Accountability
�.
II
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example, South Carolina rates schools as impro~ing if their g~in in performance exceeds what ;
might be ex~ected based on previous perform- !
ance. Other ~tates consider schools' demographics
when calculdting their progress over time. Indi-:
ana, Kansas. ~nd New Mexico take into account,
the poverty 1f the student population in calcula~ing performance.
Iowa and Montana will have statewide tests in
English and mathematics. The tests include com
mercially available tests, such as the Stanford
Achievement Test and the TerraNova; cus
tomized versions of such tests that are specially
designed for states; and assessments developed by
states to align specifically to their standards.
I
States also use measures beyond test scores in
calculating perforn1ance. Kentucky, Louisiana and
Washington, among other states, measure atten
dance and dropout rates. Several states, such as
Indiana, Kansas, New Mexico and Rhode Island,
consider data from site visits as well.
I
Truth and Consequences
I
The consequences attached to student
rewards for high performance
achievement
and interventions or sanctions for low perfom1 I
ance - are 1here the rubber meets the road in i
accountability, But it is here where the gap
between rhet6ric and reality yawns the widest.
I
_
Education Week's comprehensive analysis of the 50
states' efforts tb reform public schools, Quality "
Counts '99, refeals that while most states publicly,
report school perfonnance, relatively few have
established cOlfprehensive policies- with real con-:
sequences for schools and students.
t-
The process by which states decide "how
good is good enough" on the statewide assess
ments varies. According to Education Week, 17
states compare schools against an absolute stan
dard, nine states compare schools' annual per
formance against their past performance and two
states compare schools against similar schools.
I
Texas takes a unique approach to the prob
lem of setting standards for its schools, one that
combines a concern for high standards with an
emphasis on equity. The state sets an absolute
passing rate arid judges schools according to the
percentage of students who pass - both in
terms of schools' total enrollment and for
socioeconomic and ethnic subgroups. The pass
ing rate schools must reach to avoid the label
"low-performing" has risen by five percentage
points a year over five years. For a school to
earn a high rating, the overall passing rate must
exceed state standards and so must the passing
rate for African Americans, Latinos, whites and
economically disadvantaged students.
Reporting AJievement to the Public
I
Perhaps die most widely used consequence
is the least sev1ere: publicity. A m;0ority of states:
I
h
pro duce " report card s" on sc I100Istat provl'd e;i
information td the public about the schools'
performance dn statewide exams and other
measures. Wh~n these are made public, espe
cially in the mbdia, they can spur teachers and
administrators Ito act. But in some states, it is
not clear how ~ublic such report cards truly
are, and their quality and usefulness vary
widely. One rdcent study found that few par
ents, taxpayers lor educators had actually seen
.
the school report cards and, moreover, that the
information th~y provided was not what par
I
ents were looking for.
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1
States that look at improvement over time
consider schools "successful" if they register gains
as compared to previous performance and
"unsuccessful" if scores stagnate or decline. For
1999
National
While moJ states issue report cards, only
19 states actuall~ rate their schools as low
performing, satisfactory or exemplary. This is a
Education
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critical step to establishing real rewards and
sanctions for schools, and, at the very least, such
ratings can help the public make sense of the
data on the report cards.
Anecdotal reports from states suggest that
reporting results will
educators' attention
and spark action. The
of adverse publicity
- being labeled a "school in crisis" or a "Iow
performing school"
seems to encourage prin
cipals and teachers to aGt to improve schools. In
Georgia, for example, the number of schools
that have prepared improvement plans since the
state began publishing report cards in 1996 has
increased by 300 percent, according to the state
department of education.
Intervening in Failing Schools
Once schools are labeled low-performing,
what happens to them? Interventions in low
performing schools typically come in two stages:
assistance to help' schools improve and penalties
or sanctions for schools whose performance does
not improve rapidly enough.
Nineteen states provide or require districts to
provide direct assistance to low-performing
schools. Assistance comes in many fonm, but the
more effective strategies include some or all of the
following:
• sending external review teams to the
schools to analyze poor perfomlance and
make recommendations;
• requiring schools to develop and imple
ment improvement plans or comprehensive
school refonns that are focused on helping
all students reach the state standards;
• providing additional funding and/or profes
sional development for school staff; and
Section
II: Issue
Briefs.
• assigning expert principals and teachers to
assist school leaders and teachers in making
the changes to curriculum, instruction, pro
fessional development and school organiza
tion that are necessary to raise student
achievement dramatically,
Kentucky's Highly Skilled Educators Program
and Washington's Mathematics Helping Corps are
two examples of interesting ways states are begin
ning to help turn around low-performing schools.
Nevada, New Mexico and New York maintain
lists of research-based whole-school reform mod
els and require failing schools to adopt one of the
approved models, and New Jersey is funding
whole-school reform in its poorest districts.
When achievement £lils to improve after ade
quate time and assistance, states should take the
necessary actions to ensure that students will not
be trapped in £liling schools. These actions, or
sanctions, come in different forms, and some are
stronger than others. Sanctions that states may use
include:
• revoking a school's accreditation status;
• reconstituting schools by replacing the prin
cipal and teachers;
• taking over or closing persistently t1iling
schools; and
• allowing parents and students to enroll in
other schools.
Sixteen states have the authority to reconsti
tute, take over or close £liling schools, and seven
states grant parents and students the option of
transferring to another school. A few states require
districts to intervene in £liling schools, and four
can impose sanctions on districts when the dis
tricts' schools persistently underperforn1. How
ever, only a handful of states - New York,
Strengthening Accountability
�To date, though, there have been few effo~ts
to enlist businesses and higher education institu~
tions into edbcation accountability systems. On~
notable exce~tion is the Business Coalition for i
Education Rbform, a coalition of 13 national ~
business orga!nizations managed by the National
Alliance of~usiness, which has spearheaded a :
campaign to encourage employers to ask for hi~h
school transcfPts when hiring. Their goal is to
encourage stlfdents to take challenging courses ,
by showing students that their hard work will :
payoff in th~ workplace. The campaign, know~
as Making A6ademics Count, was launched to :
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I
fulfill a comnptment made by corporate leaders I
at the 1996 National Education Summit. The I
campaign set :out in 1997 to have 10,000
employers as~ng for school records, and it
I
reached its
in August 1999.
Oklahoma and Texas among them
have actu
ally exercised their legislative authority to dose or
reconstitute schools.
When there is substantial evidence of dis
trictwide failure to raise academic achievement, 12
states have laws on the books to intervene in dis
trict management. In 1996, Maryland assumed
some responsibility for the Baltimore public
schools in partnership with the city because so
many of the district's schools were fuiling. Simi
larly, New Jersey took control of three major
urban districts nearly 10 years ago, and is just now
beginning to relinquish authority over the districts'
schools. While the results from such takeovers
have been mixed, states deserve credit for taking
responsibility for improving the schools whose stu
dents are most likely to be low-achieving.
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gd(
Higher education has played an even smaller i
role in holdin~ students accountable for meeting I
performance standards. (See Kati Haycock's essay:
on page 71.)
most states, there is a substantial ,
I
gap between ",(hat students are expected to maste~
by the end of high school and the entrance
I
requirements {or two- and four-year colleges and;
universities. Inl fuct, very few states have systemati~
cally articulateS the connection between the
i
requirements ~or high school graduation and col- !
lege entrance. ~n Oregon, K-12 education leadersi
and higher edJcation officials are working
I
together to try\to bridge the gap. Under Oregon's:
Proficiency-based Admission Standards System
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(PASS), schedu,led to be implemented in 2002,
state-sponsored colleges and universities will admit:
students based 1m demonstrations of specified
.
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knowledge anq skills, rather than on course credits l
and admissions \tests. The idea is to hold students I
accountable for learning by rewarding them with I
college admissidm if they reach challenging stan- :
dards. ColoradJ, Georgia, Maryland and Wiscon- i
I
sin are develop~ng similar policies.
Recognizing and Rewarding Success
Positive incentives that reward schools for
high achievement are less common than inter
ventions, but they are an important part of a
comprehensive accountability system. According
to Education Week, 14 states provide cash awards
to highly successful schools, and several of these
states, such as North and South Carolina, couple
the rewards with public recognition. Some states
also provide waivers from state regulations for
schools rated "exemplary." Only Kentucky,
North Carolina and Texas offer monetary
rewards to schools based on their performance
under the states' accountability systems.
Iil
The Role of Higher Education and Business
While most of the interest and activity around
accountability has centered on states' K-12 sys
tems, other institutions, chiefly higher education
and business, also have a role to. play. By the sig
nals they send to students, colleges and universities
and employers can enhance or impede states'
efforts to hold students accountable for their
learning.
1999
National
contimled on page 26 ;
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Accountability: Putting the .Pieces Together
A comprehensive accountability system should include a combination of incentives, rewards and
consequences for both schools and students. While states have made progress in establishing some of
these ~ey elements, relatively few have put all the pieces together.
Two reforms in particular .:...- publicly reporting school achievement and administering high
school exit exams for students - are taking hold, with over half the states requiring school report
cards and implementing tests that students must pass to graduate from high school.
But there bas been much less movement in other critical areas. What should a comprehensive
accountability system include?
• Student incentives, such as graduation and/or promotion exams;
• report cards that report achievement and other infon11ation for individual schools;
• ratings that classifY schools based on perforn1ance;
• assistance for low-perfornnng schools to help them improve;
• rewards for lnghlysuccessful schools, including monetary bonuses and public recogtntion; and
• sanctions for chronically fuiling schools, including takeovers and reconstitution.
Only five states these
together.
Indiana, Maryland, New Mexico, North Carolina and Texas -
50
45
40
.t:.
... 35
'j
30
GI
td
... 25
....
0
.. 20
GI
.c
E 15
z 10
have put .all
Accountability in
the 50 States
36
11'1
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5
0
School
report
cards
School
report cards
and exit exams
School
report cards,
exit exams
and ratings
School
report cards,
ratings,
exit exams,
assistance
to schools,
rewards and
sanctions
Sour<:es:Achieve. Educadon Week,
National Governors' Association
Section
II: Issue
Briefs.
Strengthening Accountability
25
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What Challenges Remain?
Policymakers who view accountability as the
critical linchpin of standards-based reform see it
not as an end in itself, but as a potent tool to
bring about high levels oflearning among all
students. Businesses have long known that
accountability is the key ingredient to improved
perfomlance. Clear and comprehensive systems of
accountability that have real teeth will send a
powerful signal about the importance of meeting
higher standards and should focus resources to
enable schools to reach the goals.
In order to make accountability systems effec
tive, though, policymakers need to attend to some
important challenges.
• Ensure the quality of standards and
assessments. In an accountability system,
assessment infom1ation is critical in driving
decisions about students and schools. More
over, as educators well know, what gets
tested gets taught. But if assessments do not
provide valid or reliable information or if
they fail to measure challenging standards,
then the accountability system's effective
ness is compromised.
Achieve, Inc. is helping states address the
quality of their assessments through its
benchmarking process. By providing candid
information to states about the extent to
which assessments measure challenging
standards and can drive improvements in
teaching and learning, the organization
helps states understand what they need to
do to focus educators' attention on the
content that matters.
• Build the capacity of schools and dis
tricts to educate students to rigorous
standards. Although teachers and
administrators in most schools need help
1999
National
in teJhing to rigorous standards and :
reorgailizing schools to focus on studenJ
learning, persistently failing schools pose.
the gr6atest challenge. Significant and ;
I.
..
Iong-term mtervent]On IS necessary to
help t~ese low-performing schools
develo~ the capacity to succeed. But as i
noted ~bove, fewer than half the states
have p1olicit;s to provide that intervention.
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In their efforts to provide the level of assis.,.
tance shhools need, states should recruit
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co11eges an d umversltles to pIay a mdJor
role. h{ El Paso, Texas; Long Beach, Cali£,;
and a ILmber of other cities, universities i
are teaAling up with local school systems to
enable ~eachers to help students reach chaIT
lenging standards.
.
I
Similarly, students also need support if they
are to Iheet those standards. Early estimates
suggest Ithat in some states, large numbers of
students are likely to fuil the examinations
I
that will soon be required for graduation
I
from high school. In order to avoid such al
disaster; states need to get more serious
about ihtervention. Students who are not i
!11eetin~ standards deserve extra time and I
extra help - they should not simply be
I
:
promoted on to the next grade for anothe~
teacher to worry about.
• Establikh and enforce real conseI
quenc~s. The ultimate question states and,
school districts face when establishing
,
accountability policies is what to do for
schools Ilor students that consistently fail to
i
measure tip. Many states are recognizing
that it iJ unfair to pass students along to the
I
.
next grade or allow them to graduate
;
unprepdred. Instead, they are drawing the
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line in the sand and saying that promotion.
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and graduation must be earned, for the
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good of the students.
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A similar line must be drawn when it
comes to low-performing schools. Schools
that persistently fail to educate their stu
dents cannot be allowed to continue to do
so indefinitely. The futures of too many
students are at stake.
• Maintain public support. Like any
attempt to shake up the status quo,
accountability t1ces resistance, and over
coming that resistance requires support. In
many places, accountability measures have
sparked a backlash - from parents angered
that their children may not graduate from
high school, from teachers who doubt the
credibility of a testing system and from
people who fear the loss of their neighbor
hood school. Some states have reversed
course in the face of potential opposition,
but those that have stayed the course have
substantial student achievement gains to
show for it. They demonstrate that a com
mitment to standards and accountability
over the long haul can produce results.
Section
II: Issue
Briefs-.
Strengthening Accountability
�Helping All Students Achieve
I
use "whole-school" refoml, which offers a com
b'matlOn 0 f t1 1 · ·
.
iI
lese mterventlOns.
Standards and assessments playa powerful role
in holding students and schools accountable for
progress in achieving high standards. They also
help identifY what areas of teaching and learning
need to be improved and which interventions are
most successful. The standards that have taken
root in 49 states have made it clear that all chil
dren need to be brought to observably higher lev
els of performance and that we must do more to
eliminate disparities in schools' abilities to achieve
results for students from all backgrounds.
Getting StuCients Beyond Grade Level
Just as a ~sing tide lifts all boats, a properly ,
implemented Istandards strategy should benefit alII
students, not just those with the most potential. !
While school~ and students are taking steps for- i
ward, the refJrm movement still has a great deal i
of work ahea~. To succeed in the long nm,
standards-bas~d reform must work even for the I
most at-risk sJudents - the more than 12 milliOl~
impoverished land disadvantaged young people ;
who do not read well enough to do grade-level i
work and
struggle with mathematics and sci~
I
,
ence. Most o£ these students attend schools in
'
inner cities an8 poor rural areas, and they drop I
I
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out at the earliest opportunity or get promoted I
through gradJation, without ever havi~g learned;
:
the basic skillsl
As the Progress Report (Section I) at the
beginning of this Briefing Book shows, states and
districts are making some progress in raising
achievement, but still have nliles to go. What
gives the most cause for hope is that pockets of
excellence can be found in some of the most
impoverished cOllUnunities.
whb
What are some schools doing that is causing
young people in some of the most difficult cir
cumstances to achieve at higher levels? In part,
there is evidence that students - especially
Mrican American and Latino students - are sign
ing up for tougher courses, and researchers and
educators have found that students who take more
advanced courses generally improve their per
formance on tests. The simple fact is that students
cannot !naster essential knowledge if they don't
take the necessary courses.
I
National
:
More than half the fourth- and eighthI
graders in the Ination's urban public school dis- I
tricts fail to re1ach even minimum standards on !
national tests in reading, math and science,
I
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according to the National Assessment of Educa- I
I
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tional Progress (NAEP). Urban students perfor1ll~
far worse, on ~verage, than children who live I
outside central cities on virtually every measure
of academic pkrformance. In urban schools that
enroll high pe~centages of students who live in I
poverty, twoJhirds or more of students £1il to ;
i
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.
reac h even the "b aSlC "1 eveI on natlOnaI tests,
I
meaning that Jhey probably cannot do work
appropriate to their grade level.
I
Interventions that have led to these improve
ments include programs that inject more rigorous
course content into curricula, provide technical
assistance to teachers and staff, reshape the use of
school time, offer nontraditional approaches to
learning to meet the needs of young people, and
1999
I
However, a recent report by the Education I
Trust offers evidence of how high standards can I
Education
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yield impressive results. An analysis of 1998 stu
dent achievement data in Kentucky revealed that
the achievement gap separating low-income stu
dents from other students could be closed if low
income students received high-level instnIction.
Some high-poverty schools in Kentucky even
outperfornled some of the state's most affiuent
schools on the state's assessment. According to the
report:
• five of the 20 elementary schools with the
highest reading scores in the state were
high-poverty schools;
• six of the 20 elementary schools with the
highest mathematics scores in the state were
high-poverty schools; and
• 13 of the 20 elementary schools with the
highest writing scores in the state were
high-povertY schools.
What Makes a Good School?
Refonl1 advocates hope to break new
ground with at-risk students by changing the way
traditional schools are governed, organized and
operated. By rethinking how the learning envi
ronment should be structured, educators are dis
covering the characteristics of schools that are
most effective in raising student performance for
a broader range of students.
Another study by the Education Trust, Dis
pelling the Myth: High-Poverty Schools Exceedi~g
Expectations, identifies the characteristics of top
performing high-poverty schools. By analyzing
survey data from 366 elementary and secondary
schools in 21 states, the study found six important
characteristics common to these schools:
• extensive use of state/local standards to
design curriculum and instnIction, assess
student work and evaluate teachers;
Section
II:
Issue
Briefs.
• increased instructional time for reading and
mathematics;
• substantial investment in professional devel
opment for teachers that focuses on
instructional practices that help students
meet academic standards;
• comprehensive systems to monitor individ
ual student perfonnance and provide help
to struggling students before they fall
behind;
• parental involvement in efforts to get stu
dents to meet standards; and
• accountability systems with real conse
quences for adults in the school.
Other investigations of what makes schools
effective by researchers such as Paul Hill and
Joseph Johnson support many of these same find
ings but also emphasize the importance of decen
tralized decisionmaking and school-level control
over resources.
These principles are not new. Business leaders
recognize that some of the most successful corpo
rations are characterized by a clear sense of mis..:
sion, effective quality controls, a sensitivity to
their market and a commitment to involve
employees in decisionmaking. What is new is that
educators are using these ideas to reach students
who might not otherwise succeed 1n traditional
schools.
Tougher Courses Lead to Better Results
As a first step in the transfonnatiol1 process,
states and school districts must make clear that
high academic standards are for all students,
including minorities 'and disadvantaged students,
That means eliminating low-level coursework that
fails to challenge students and introducing more
rigorous courses such as Advanced Placement
classes.
Helping All
Students Achieve
�benefits of taking advanced coursework
to college-bound students have become increas
ingly apparent over the years. In 1983, the
National Commission on Excellence in Education
urged states to ratchet up graduation requirements
to encourage more students to take a rigorous
academic core. As a result, from 1982 to 1994,
the proportion of high school graduates enrolled
in core academic courses and studying advanced
mathematics and science increased dramatically.
And a new study by the U.S. Department of
Education indicates that the biggest factor in
determining whether students will earn a bache
lor's degree is participation in rigorous academic
courses in high schooL According to the study,
the completion of a solid academic core is corre
lated more strongly with earning a bachelor's
- especially among African American and
Latino students - than high school test scores,
grade-point average or class rank.
For
, more than 800 schools in 22 i
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I
states are in\101ved with High Schools That Work
(HSTW), a teform program that seeks to elimiI
nate "general track" courses in high school and ~
provide higH-quality vocational training that inte
grates acadelhlc skills for students who are not i
I
college-boUl1d. Some of these schools require a~
students to dke college-preparatory courses in the
core subjectsl but they approach the material dif:
I
ferently, providing alternative, "applied" courses'
that cover thb same material in a more hands-od
stu1dents "in HSTW schools who have i
way.
completed c6re academic requirements consis- I
tently have s~ored significantly higl1er on stan- i
dardized tesJ compared with other students
I
nationwide ard are better prepared for work thap
other stlldenlf. In 1998, 97 percent of HSTW i
seniors taking BellSouth's entry-level employment
I
test passed, c0mpared to only 51 percent of stu
dents from the general population.
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Ending Socipl Promotion
The study found that of all precollege curric
ula, the highest level of mathematics a student
learns in secondary school has the strongest con
tinuing influence on the likelihood of completing
a bachelor's degree. Finishing a course beyond the
level of Algebra 2 (for example, trigonometry or
precalculus) more than doubles the odds that a
student who enters post~econdary education will
achieve a bachelor's degree.
But tougher academic courses also have an
impact on noncollege-bound students. In the past,
schools have expected less of "vocational stu
dents," and as a result, their academic curriculum
has been watered down significantly. Today, the
best programs designed for students likely to
move directly into the workplace have higher
academic expectations and connect the material
students learn in the classroom with real experi
ences in the workplace.
1999
National
moJement to introduce tougher courses
and raise stal~dards is leading states and school i
I
districts to address other fundamental problems
i
in education that have yielded chronic under- I
achievement.1 For more than a generation,
:
schools have found it easier to move fuiling stu_I
I
:
dents along fl10m grade to grade than to
acknowledge !that these students simp!: w~re n~t
Iearmng what they needed to know. SOCial pro
motion" was leducation's dirty little secret - a :
reflection of ~he low expectations schools held
for poor and binority students based on the
assumption that these students either couldn't I
learn or didn't want to learn. Mos~ of those stu-:
I
i
dents who didn't drop out received a diploma .
and disappear~d into the ranks of the under
I
employed or
unemployed.
In recent
communities
ducation
Su
the education and business
ve come to realize that this failure
mit
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to educate students properly has taken a significant
toll on the overall skill and competency levels of
America's workforce. This skills shortfall will
become increasingly clear as the economy grows
more technology- and information-oriented and
employers attempt to fill high-skill positions with
an ever tighter talent pool. Moreover, the costs of
this education failure - in lost income and various social problems
are staggering. Groups
such as the Hudson Institute paint a bleak portrait
of a "bifurcated U.S. labor force" - an economy
split between "haves" and "have-nots."
Recently, state and local policymakers have
renewed their commitment to building incen
tives for students. A recent report from the
National Governors' Association notes that 27
states now have or will have in the near future
exams that a]] students must pass in order to .
receive a diploma. And according to an Educa
tion Week survey, six states - California,
Delaware, Louisiana, Ohio, South Carolina and
Wisconsin
have instituted policies that connect promotion decisions to test scores. Several
other states arc following this lead, including
North Carolina and Texas, which recently
developed new policies aimed at ending the
practice of social promotion.
Districts are setting such policies on their
own, too. Since 1992-93, according to the
Council of the Great City Schools, 35 of the
nation's 49 largest school districts have established
policies to combat social promotion. The most
widely known of these districts is Chicago, which
declared in 1997 that nearly 41,000 students in
grades 3, 6 and 9 were required to attend SUI11mer school because their test scores, and in some
cases their attendance, failed to meet minimum
standards. As a result of summer classes, promo
tion rates have improved over the past two years.
Slightly more than half of the 26,000 Chicago
Section
II: Issue
Briefs.
students in summer school in 1997 and 1998
were promoted. And of the more than 25,000
students attending summer school in 1999, nearly
hvo-thirds (66 percent) of students were pro
moted to tlle next grade, according to recent data
from the school district.
Despite the need to raise achievement and
ensure that students are on track academically, the
process of ending social promotion is not without
controversy. Research shows that simply holding
students back a grade and repeating what didn't
work the first time is likely to have negative con
sequences, such as increased dropout rates later
on. In addition, holding students back is a costly
prospect financially for school districts.
Extra Time for Learning
To reduce the number of students held back
and avoid social promotion, states and districts are
establishing summer programs, extended school
calendars and intervention practices that provide
tutoring and academic enrichment to low achiev
ers. According to the Education Trust, 78 percent
of the successful high-poverty schools it studied
provided extra academic help and offered non
educational services outside regular school hours.
In Missouri, 422 of the state's 525 school dis
tricts offer summer enrichment programs, which
were endorsed by the Legislature in 1993 with
the passing of the Outstanding Schools Act. Dur
summer 1999, about one out of every five
students in the Missouri public schools enrolled in
some form of enrichment program.
States like California and COllnecticut have
focused efforts to use vacation and weekend time
to address literacy problems. California alone will
invest $75 million in sunmler "reading acade
mies." And some Connecticut districts are using
their state reading grants to fund "Saturday Acad
Helping All
Students Achieve
�I
I
I
i
that reduced class size can in £1ct
improve student achievement, particularly in the
early grades ~nd among disadvantaged students.
convincingI~
emies" for young children who need help in
reading, writing and math.
J
In Utah, Gov. Michael O. Leavitt recently
signed a bill creating a $5.2 million program
designed to ensure that children can read at grade
level by the end of third grade. To boost reading
skills, students who are below grade level will
receive an extra 30 days of specialized reading
instruction in small classrooms.
One of the boldest moves to avoid social pro
motion is being made by the Boston Public
Schools, which will spend $21 million over the
next few years in an effort to allow failing second-,
fifth- and eighth-graders to move on with their
peers but simultaneously participate in an intensive
catch-up program. This "transition" program will
give them extra hours of instruction in reading and
math plus summer classes, without the stign"la of
being held back.
Reducing Class Size
Teachers have always argued that smaller class
sizes enhance teaching and learning by providing
time for more individual student contact, but until
recently, research was inconclusive. In the past
few years, a Tennessee program has demonstrated
I
., h ' j
Of course, states must antlCIpate t e u111n- I
tended consequences of a large-scale effort to I
reduce class ~ize before they introduce such prol
grams. Will ~here be enough teachers and class- i
rooms available to make the policy successful? If
additional te1ching positions are created in affiuJnt
suburbs, willi inner-city teachers be lured away ;
from where they are needed most? These are '
important le~sons California learned after it 111an~
dated small classes in early grades. The number of
less-qualified teachers in the state has increased I
dramatically, for example, and so has the number
of children taught in portable classrooms.
I
~ot
It is also I
true that smaller classes alone will
:
i
lead to higher achievement. Quality teaching an?
high academic standards are indispensable ingredi
. I
.
ents
Improvement.
i
Innovationsl in Teaching and Learning
I
Despite the effects that extended teaching i
time and red6ced class size can have on the Ieard
I
:
ing environment, ultimately student performance
depends on How teachers help students master '
continued on page
Harnessing Technology to Raise Achievement
Helping students meet higher s~andards requt~es innovative apprqaches to teaching and learning.
Technology can and must playa critical role in tl~is endeavor. The g6al is not simply to increase the
use of computers in schools, but to use technolob more effectively a means to an end: higher
. achievement for all students.'
.
'...
Js
I
Inte~e~
.
t~
The power of the
today provides scnools with new oppbrtunities bring the curriculum
to life for students a~d COl1l1ect them ,vith infom~ation from around the world. Students who have
never had access to a science hiborat~ry can use stnulation sofrware th dissect a frog, visit'the sur£1ce
~f the m?on 'or track a storm based 'on data from la National 'Weathe4 Service satellite. Students in
J
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1999
National ,Education Summit
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,
Atlanta, Ga., and Rochester, Minn., are using imaging technology to "discover" the basic laws of
motion and to understand the mathematical formulas that explain the world around them. Students ,
collect'data and work in collaborative teams - sometimes including students from around the world.
.- to compare their results, build data sets across counties or across nations, and act as real scientists to
test their hypotheses in different situations and review their findings.
Technology also can narrow the gap separating those from different socioeconomic backgrounds ..
Whether they live in rural Vermont or downtown Chicago, students can access extensive library cdl
lectiol1s and visit museums in countries around the world. Urban youngsters can visit a faml or nature
presen:e online, and those who live on t1rms can experience the bustle of the city. The world of work
is no longer a mystery, as students meet scientists, artists, engineers, doctors, lawyers and Indian chiefs
011 the' Internet.
Stl,ldents with disabilities also can benefit from teclmology. Students who are physically disabled
are now able to tour the world virtually. Technology can be children's eyes or ears and enable them to
participate in a regular class. And students with leaming disabilities cari use technology to manipulate
text and give them control over written words that previously seemed impossible to decipher.
Teachers benefit as well, ending the isolation that most teachers experience behind a closed class-,
room door. Today, with the Intemet, teachers can find and create networks of teachers and other
experts to provide support, recommendations arid resources. Teachers in West Virginia and New York
are using their state's intranet to develop standards-based lessons, review and refine them with thei;r
peers, 'and post them for teachers throughout the state to use. New teachers are no longer left stranded,
repeating the same mistakes of their colleagues from previous years. Instead, tlley can easily access '.
resources and assistance online. And master teachers have new career opportunities as online mentors;
sharing the experience they have gained over the years.
[n Chicago, where rising standards require that all student, be prepared for algebra, the Internet is
providing teachers vvith a range of resources, including basic content, lesson plans and classroom activ
ities, a discussion group of peers who are implementing the same curriculum, and access to experts
from the district and local universities. Most important, the information is available whenever teachers
need it, not just once a year at a scheduled workshop. Professional development is being transformed; .
into an ongoing, collaborative process that is available to teachers every day.
'With technology, teachers and students are beginning to work in ways that were never before
possible. Clearly, technology is not a substitute for good teaching, higher standards or clear account
ability
.nor is it an end in itself But implemented properly, technology can enhance the guality
of teaching and learning in our schools in powerful ways - especially for the most disad~anfaged
students.
Section
II: Issue
Briefs
•
Helping All
33
Students Achieve
�I
subject matter. To help schools and teachers
address this challenge, a growing number of inter
vention techniques rely on outside expertise to
improve teaching and course content.
Some interventions focus on teaching and
learning improvements in specific subject areas.
For example, Project
a national mathe
matics education organization, brings mathemat
ics specialists from universities, corporations and
communities into elementary and middle schools
to introduce young students to advanced topics
in abstract algebra, calculus and other higher-level
mathematics. An ongoing 10-year longitudinal
study of the program by William Webster indi
cates that Project SEED has led to higher student
test scores and improved students' ability to solve
complex problems, think more critically and
develop better conceptual understanding of
mathematics.
Focus on Literacy
Other intervention programs are designed
specifically to address the literacy needs of stu
dents. One such program, Reading Recovery,
offers intensive individual tutoring for students
who are struggling to read. States such as Maine
have been using the program for many years to
address reading deficiencies. Maine also has funded
incentives and teacher-development programs to
assist teachers and school districts in implementing
research-based literacy reforms.
Success For All is affiliated with New Ameh
I
can Schools (NAS), a nonprofit organization that
promotes whole-school change by offering an I
array of models from which districts and school~
can choose.IToday, more than 1,500 schools in 45
states are using NAS designs to introduce a
I
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research-based curriculum; present a shared,
i
coherent viSIon of the school's learning progranl.;
and benefit from continuous netvlOrking with
technical assIstance providers.
'
The "J,nsion of schools using this 'PP,"';h
received a boost in 1998, when Congress, under
I
I
the Comprehensive School Refonn Demonstra:"
I
.
tion Program, set aside $145 million per year foh
two years tolallow more schools to transform :
themselves through whole-school refonn. Califor
nia also rece~tly invested $17 million in state
funds to sup&ort the effort.
I
Many states and districts are tuming to more
comprehensive schoolwide programs that provide
teacher development, curriculum enhancements
and research-based approaches to learning. Suc
cess For All, for example, incorporates reading,
science, history and mathematics and provides
at-risk students with tutors, family support and a
variety of other services aimed at eliminating
National
!
None of these models has been researched ds
thoroughly a~ Success For AlL The American :
Institutes for IResearch study says that the models
are too new ito have gathered a sufficient body 6f
I
I
research confimling their effectiveness.
!
.
Stepping Up Early Childhood Education i
I
Focus on Whole-School Changes
1999
success. The program consistently nas
demonstrated statistically and educationally sigAif
.
.
I
£'
d
I
!Cant Impro"lements l\1 test scores tOr stu ents
most at risk of school failure, according to the I
American Ibstitutes for Research ..
Researcll has shown that students who stmg
with reading in elementary school are £'Ir
I
more likely suffer long-term acadernic failure.:
Consequentl~, states and districts are beginning to
I
mandate or ~nance preschool and early literacy ,
programs to. ensure that children enter school
ready to leacl and read well in the early grades.
Connecticud early literacy program, funded in I
1998 at $19 I
targets at-risk students in 14:
tb
Sum i t
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poor school districts. Oklahoma's "Reading Suffi
ciency Act" requires schools to draft individual
plans for first- through third-grade students who
are not reading at grade level. And Virginia is
allocating $32 million to launch "reading acade
mies" within schools over a two-year period.
E.nsuring E.qual Opportunities
To be successful, students need access to
competent teachers, adequate learning tools and a
curriculum that is tied to standards. With this in
mind, advocates for the poor often take the posi
tion that it is inappropriate to hold high-poverty
schools
and particularly their students
accountable for meeting high standards until they
have an equal opportunity to learn. But most
reform proponents do not see a lack of resources
as an excuse for expecting less of disadvantaged
students. Instead, they enthusiastically support
standards-based reform in the hope
account
ability systems based on universally applied stan
dards will shine a spotlight on inequities and
encourage states and communities to pay more
attention to the schools that consistently fail to
measure up.
resources into stmggling schools without attention
to how the money is spent will not necessarily
yield results.
States and districts need to invest wisely and
make tough choices, ending programs that do not
work or that distract from efforts to raise student
performance. At the same time, states also must
continue to address equity challenges that inhibit
disadvantaged students' access to quality teaching
and leaming. By holding students to high stan
dards, measuring their perfomJance, and providing
resources and interventions when needed, states
and conll1Unities that take this challenge seriously
can succeed in raising student perfomJal1ce for
students previously ignored and considered most
difficult to teach.
In the words of Hugh Price, president of the
National Urban League, "To have a £1ir shot at
uc(:ee:dlllg, the education poor children and chil
dren of color get must be on par as well. They
must have the rigorous, challenging, inspiring cur
riculum that suburban schools have and white
children in general have access to. Poor children
and children of color also must have a corps of
teachers whose qualifications and experience
match those of teachers of white children."
Researchers differ sharply on how much
money matters. It seems clear that schools with
deteriorating facilities, a lack of materials and a
lower-quality staff are at a significant disadvantage.
But it is also clear that simply putting more
Section
II:
Issue
Briefs.
Helping All
Students Achieve
�Improving Teacher Q~f...t.,.L.Lty
When it comes to improving schools and
producing a skilled national workforce, good
c,-",-u\.,"" are the indispensable ingredient. Several
recent studies confirm this.
William L. Sanders of the University of
Tennessee tracked the cumulative influence of
effective and ineffective teachers on student per
formance. Sanders defined effectiveness and inef
fectiveness based on the value teachers add to
student test scores. According to Sanders, students
can have vastly different achievement levels as a
result of the quality of teachers they are assigned.
Using state testing data, researchers can predict
what they believe a student's increase in scores
should be from year to year. Effective teachers
are those whose students outpace what would be
predicted in student performance; ineffective
teachers have students who achieve less than
would be predicted. Sanders found that fifth
grade students who had three very effective
teachers in a row gained 50 percentile points
more on the state's assessment than students who
had three ineffective teachers. Sanders found that
the effects of even one bad teacher are longfifth-graders' per
lived: Two years after the
formance is still affected by the quality of their
third-grade teacher.
Using the same approach as Sanders, Dallas
researcher Robert Mendro found similarly dis
turbing results for students taught by teachers of
differing abilities. According to Mendro, fourth
graders who were assigned to three highly effec
tive teachers in a row rose from the 59th per
centile in fourth grade to the 76th percentile by
the end of sixth grade. But students assigned to
1999
National
three LU''''L,<.oUU·ve ineffective teachers saw theirlI
drop from the 60th percentile to
!
during the same period.
the same kind of impact on stu-r
mathematics in elementary
school.
does the quality of teaching make :a
!
substantial
, the opportunities teachers:
l
receive to learn and grow on the job also matter•
I
I
A study by Ronald Ferguson fowld that every ,
I
additional dollar spent on more highly qualified;
teachers produced greater increases in student I
achievement Ithan did expenditures that did not i
focus on insttuction.
" Ihl
mver
AddItlon~ researc h con d ucte d by th e U' !
:
I
sity of Michigan's David Cohen and others found
that California teachers who participated in sus- i
tained profesJional development based on mathe
matics curric~lum standards were more likely to :
use refonn-ohented teaching practices and have:
students whol achieved at higher levels on the state
i
mathematics test.
QualitY'TeJhing Is Crucial
:
The public knows almost instinctively what :
these studies Jhow: Quality teaching is crucial to:
raising studedt performance. Opinion polls show;
that America~s think improving the quality of
I
. '
education is the most pressing issue confronting i
the nation, add in a 1998 survey, an overwhelm-I
majority considered improving the quality of
.
·
teac hmg to bl th i T : ' way to Improvei
e e most eu.ectlve
I
public education. But until very recently, school
improvementl efforts have focused 011 increasmg I
standards for students and developing stronger i
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assessments, without much attention to what
tcachers should know and be able to do - essen
tially putting the cart before the horse. Students
will not meet the standards unless teachers have
the knowledge and skills to help them get there.
The long-term challenge for education reform is
to get and keep high-quality teachers - some
thing we don't do nearly as well as we should. To
accomplish this, states will have to step up efforts
to overhaul the process of producing and retain
ing good teachers
recruitment, preparation,
initial licensure, induction; professional develop
ment and advanced certification. States are making
progress in all of these areas, but we need to
move more quickly. This is not a menu of
refonm fi'0111 which states can choose; all of these
items require urgent attention.
A Good Teacher for Every Classroom
The United States will have to hire at least
2 million new teachers
a number greater
iIT the next
than the populations of 16 states
10 years. More than half of these will be first
time teachers, according to the U.S. Depart
ment of Education. In the words of David
Haselkorn, president of Recruiting New Teach
ers, an advocacy group based in Belmont, Mass.,
this challenge is equivalent to having to replace
every doctor in the United States two and a half
times over.
. Why the need for so many teachers? First,
enrollment in U.S. public schools is at an all-time
high and rising, thanks to the "baby boom echo"
(i.e., baby boomers having children of their own)
and increased inm1igration. Second, a combina
tion of teacher resignations and retirements will
deplete the teaching force severely in the conung
years; about 40 percent of current teachers are in
their forties, and a quarter are at least 50 years old.
In addition, as states move to reduce class size, the
demand for teachers is increasing.
Section
II: Issue
Briefs.
Improving Pay
One of the biggest obstacles to recruiting
teachers is low pay. The average teacher salary in
1998 was $~9,347, and in most states, teaching
pays less than other occupations requiring a col
lege degree. In addition, teacher salaries rarely are
linked to perfomlance in the classroom
bad
teachers earn as much as good teachers, and the
opportunities for promotion within the teaching
profession are extremely limited. To help alleviate
these problems, some states and districts are raising
teacher salaries, and several states tie bonuses to
school perfonnance on state tests.
A main thrust of Connecticut's reform strat
egy in the 19805 was to attract the best teachers in
the nation by raising both teacher standards and
salaries dramatically. The plan seems to be work
ing. Today, Connecticut's teachers are the nation's
best paid, and Connecticllt received the highest
grade in the 1999 edition of Education Weck's
Quality Counts, along with North Carolina, for
teacher quality. Connecticut also had the largest
gains on the 1998 National Assessment ofEduca
tional Progress (NAEP) in reading and now ranks
among the top half-dozen states for its scores on
NAEP reading, math and science tests.
Developing More Innovative Strategies
One problem with the teacher supply is
uneven geographic distribution, which causes
teacher surpluses in places like Miami-Dade
County, Fla., and shortages in places like Califor
lua and Texas. Teachers may complete an under
graduate teacher education program in a state
with more teachers than openings, such as Penn
sylvalua or Wisconsin, and never know about
vacant positions in other states. However, even if
positions were advertised widely, new teachers
would find that state laws can make transferring
credentials and pensions across state lines difficult
and expensive.
Improving Teacher Quality
�Another part of the supply problem is that
certain kinds of teachers are in greater demand
than others. Generally, there are too many ele
mentary school teachers, but there never seem to
be enough specialists in math, science, special
education or bilingual education. Minority
teachers are even more scarce; only about 14
percent of teachers in public schools are minori
ties, while minorities comprise more than 32
percent ofK-12 students. Inner cities and rural
areas are the most likely to suffer from shortages
of all types of teachers.
Overall, teacher recruitment has been carried
out on an ad hoc basis rather than in any consis
tent,
way. Every spring, school districts
around the nation compete like sports franchises
or corporations, trying to lure talented profes
sionals to their schools. Increasingly, school dis
tricts are offering signing bonuses and providing
housing allowances.
But states and districts are beginning to
develop more effective, comprehensive, long
term policies than these quick-fix solutions.
These efforts include developing loan-forgiveness
programs that encourage more talented college
students to become teachers and stay within the
state. And states and districts are developing alter
native programs that bring retirees, military per
sonnel and individuals with content knowledge
in key subject areas into the classroom.
They also are creating paraprofessional pro
grams to help enable teachers' aides to receive the
education and training they need to become cer
tified. A 1996 study from Recruiting New
Teachers (Breakblg the Glass Ceiling) of nearly 150
"paraeducator" -to-teacher programs in 20 states
indicated that these programs help expand the
pool of potential teachers from minority groups,
have brought nearly 10,000 new teachers into
1999
National
classrooms and have [,lr lower attrition rates than
I
.
traditional educator programs.
1
Retaining ~uality Teachers
I
I
,
One of the best ways to address the teach
ing shortage!iS to keep talented new
from leaving the classroolll. According to the
National Cdmrnission on Teaching and Amer~
ica's Future I a blue-ribbon group of 26 pubUc
officials, business and community leaders, and
I
'
educators -I between 30 percent and 50 per- !
cent of beginning teachers leave the profession;
within their ~rst five years; the problem is worse
i
I
in urban districts. New teachers often are hired
I
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at the last minute and have little time to prepare
or acclimate Ithemselves to the classroom; they I
also routinely get the toughest teaching assign-.
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ments. So-call e d 111 ductlon programs "Ilat pro
t
vide new tea~hers with a vcteran mcntor help i
reduce attritibn and boost the teaching skills of
teachers just ~tarting off in the classroom. With
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out inductiOl~ programs, many new teachers find
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thelr asslgnmints a S111 -or-swnn expenence.:
W
A recent !study by Recruiting New Teache~,
Learning the Ropes, revealed that new teachers
who have mdntoring and induction experiences'
I
are significantly more likely to stay in the class- I
room. Howe{,er, that study also found that only i
half of begim~ing teachers participate in any sort :
ofinduction I
than school orientations. Tha~
I
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may be due . the [lct that few states have
ste~ped up th l . efforts to provide support to
A recent study by Education
that while 22 states have some
program, only 10 of those
1'.•"""'''1''. for them.
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Strengthening Teacher Preparation
and Licensure
yearlong internship in professional development
schools, the "teaching hospitals" of education.
Unfortunately, teacher preparation for the
classroom is often uneven, inadequate or out of
date. Education schools are criticized for produc
ing teachers for yesterday's schools. In most states,
educators can become licensed without knowl
edge of state standards. As Kati Haycock, director
of the Washington, D.C.-based Education Tmst,
notes, education schools have not made a tight
link between field work, courses and standards.
Some improvements are under way in these
areas. For instance, since 1986, about 300 colleges
have added a year to their education programs,
allowing participants to earn both a bachelor's
degree in an academic field and a master's degree
in education. In addition, to ensure the effective
ness of the teacher-licensing process, 15 states
have transferred regulatory authority for licensing
state agencies to independent professional
boards.
.
In addition, today's teachers face unprece
dented challenges in the classroom. The rapid
expansion of knowledge and a demand for new
skills in a high-tech society means that students
must learn more than previous generations.
Moreover, many of these students come to school
with additional burdens: poverty, poor health,
inadequate English skills and the like. Tomorrow's
teachers will need to know more and have a
broader array of teaching strategies at their finger
tips, and few education schools are preparing such
teachers.
Others use a different reform focus. In its
1999 report, Better Teachers, Better Schools, the
Thomas B. Fordham Foundation proposes that
the key to improving teacher quality lies in easing
criteria for state licensure and providing alternate
ways into teaching for those with strong academic
backgrounds but no formal education trairung.
The report contends that excellent candidates for
teaching positions (such as business executives or
military leaders) often are put offby the length
and expense of traditional state-approved college
and uruversity teacher-education programs.
While the need to raise the standards for
teaching is undisputed, the methods for ensuring
teacher quality are controversial. The National
Commission on Teaching and America's Future
argues that the focus should be on improving
teacher preparation programs. The ConUlussion
says standards for education school accreditation
should be tougher; prospective teachers should
participate in extensive, supervised internships;
and liceHSure standards for what new teachers
should know and be able to do should be raised.
For its part, the National Commission on
and America's Future does not embrace
alternative certification or a relaxation of licensing
requirements. Instead, the COllmilssion advocates
a "three-legged stool" approach to ensuring
teacher quality
accreditation of education
schools, strong licensing requirements and
advanced certification of teachers by the National
Board for Professional Teaching Standards, wluch
sets high standards for teaching and recognizes
highly accomplished teachers. The ConUlussion
says teacher-preparation programs should meet the
rigorous standards of accreditation set by the
National Council for Accreditation of Teacher
Education (NCATE). The Commission also
In its 1996 report, What Matters l'vIost: Teaching
Jor America's Future, the Commission called for
better links between teacher education course
work and classroom teaching, expanding teacher
education to the graduate level, and adding a
Section
II: Issue
Briefs
•
Improving Teacher Quality
�endorses the work of a consortium of more than
30 states and professional organizations called the
Interstate New Teacher Assessment and Support
Consortium (INTASC), which has created a set of
standards for beginning teacher licensing. More
than 20 states have adopted the INTASC stan
dards, but to date, fewer than 10 states mandate
accreditation of their colleges of education by
NCATE. States and districts also are offering
financial incentives and rewards to teachers who
pursue and attain certification from the National
Board. More than 1,800 teachers have been certi
fied to date.
Ensuring quality teachers in classrooms
may not require an either/or solution. The
challenge lies in raising standards al1d expanding
pathways into teaching to draw more talent
into the profession.
Keeping Teachers on the Cutting E.dge
To relieve teacher shortages and improve
teacher quality, states must retain good teachers
once they're hired and keep their skills up to date.
A recent survey of more than 4,000 teachers
by the U.S. Department of Education found that
most teachers have limited preparation in the aca
demic content American students should know.
Only 20 percent of teachers surveyed said they
were confident in using new technologies or
working with students from diverse backgrounds,
with limited proficiency in English or with dis
abilities. The study indicates that only 38 percent
have an undergraduate or graduate major in an
academic field and just 22 percent of elementary
school teachers have a degree in an academic
field.
Invest in Teacher Training
Although states are beginning to raise licens
ing requirements and introduce more rigorous
testing for new teachers, these measures will have
little effect on raising the skill levels and knowlJ
edge of the bore than 3 million teachers alread;
in the classro!om. According to the American !
I
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Society for ljraining and Development, the
nation's employers spent $55.3 billion for staff i
I
training in 1995. The National StaffDeve!opme,nt
Council reconmlends that 10 percent of district:
budgets be sdt aside for professional development
!
:
and "25 perCent of educators' work time ... be
devoted to Idarning and collaboration with col- '
..
Ieagues. "T1IN'
le atlOnalC 0111mlSSion on 'T'I':
l.eac ung
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and America's Future urges states to allocate at i
least 1 percel{t of state and local education fundit!J.g
to high-qualify professional development tied to I
student standards. It also urges states to create
matching grains to local school districts that
:
increase theirl investments in professional develo~ment to 3 percent of expenditures.
:
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School districts do in fact expend significant
amounts of Joney to encourage ongoing profes!..
sional development of their teachers. Virtually
every school ~istrict provides salary increments t9
individual teathers when they complete a pre- ;
determined n~mber of graduate courses or obtaip
a graduate degree. The rationale for this was to I
encourage te~chers to continue to stay current il~
their fields and to advance their skills. However, I
in practice, dAtricts have little if any control ove;
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the content of courses offered by universities an4
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these graduate; courses suffer from the same prob,..
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!ems exhibitei by preservice programs.
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Other than the investment in the salary scale,:
professional d~velopment is largely neglected by :
schools and dihricts. Federal survey data from
;
1998 indicate ~hat, typically, teachers had betweel~
I
one hour and bght hours of professional develop"!
ment in the p~eceding 12 months. The survey :
also found that the number of hours teachers
spent in profesboml development related directly',
to how much I hey felt it improved their teaching!
t
more time, more improvement.
I
continued
1999
National
011
page 42i
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A New York City District Succeeds
Historically, professional development has meant "in-service training" - a one-day workshop
that exposed teachers to speakers or experts who would hand down simple, often unconnected,
recipes for teachers to introduce into their classrooms. In the words of one expert, "Traditional profes
sional development programs provided teachers with dull lectures on how not to give dull lectures in
the classroom." Typically, professional development through course-taking has been required for
teachers to earn salary ,increases, but states and school districts have exercised little quality control over
the courses available to teachers. Today, with higher standards and stricter accountability measures in
place, 'professional development must become more "professional" and more focused on what is
required to raise student achievement.
I
Although the quality of professional development varies greatly from school district to school dis
trict, new research on what works in schools suggests that teachers best improve their skills not by tak
ing courses or going to occasional workshops but by re-examining their own practice to learn what
they ~:an do to help raise their students' perfornunce. Quality professional development opportunities
also I~elp break the isolation of the classroom, encouraging teachers to share knowledge with each
other through mentonng and collaboration in teacher networks, school-to-school networks and
teacher academies.
New York City's District 2 has become a national model for showing how investing in teacher
learning can help raise student achievement by changing the culture of teaching. The district makes
improving teachers' abilities to raise student achievement part of every activity, from how principals
are selected, to how teachers are evaluated, to how budgets are determined for individual schools.
Richard Elmore, a professor at Harvard University's Graduate School of Education, examined
District 2's professional development initiatives and identified five particularly effective approaches
used by the district:
.. Instead of sending teachers to summer and school-year institutes to learn about the educational
'innovation dll jour, the district hopes to have a cumulative impact on teachers by investing in a
few training prot,'Tams focused on academic content such as specific techniques for teaching
, reading and math.
n Teachers and principals visit other schools, inside and outside the district, to see firsthand exem
plary,practices in action. They also are'encouraged to seek out and consuIfwith their peers on
issues related to teaching practices.
II
An experienced practitioner is designated as a "resident teacher" who agrees to accept a certain
number of visiting teachers into his or her classroom each year. Each visiting teacher spends three
weeks observing and practicing under the supervision of the resident teacher. During this time,
an experienced and qualified substitute takes over the visiting teacher's class. The resident teacher
also follows up with the visiting teacher in his or her classroom to consult on issues of practice.
Section
II:
Issue
Briefs
•
Improving Teacher
41
Quality
�.
;,
• The district hires outside consultants and sp,ecially trained in-'district consultant teachers to work
. .
h
&
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.1.
. .',
WItI1 111di VI'd U al teac. ersan d tearm 0 f teacHers to Improve 111stllCtlOn. . .
li
• Top administrators spend at least two days week visiting schools arid make at least one formal
.
II
.
reVIew 0 f cach' 'sc'h00I' tIle d"Istnct per year.
111
These approaches seem to have paid off in JLs of raisingstudeli1t achievement. Out of 32 dis
tricts in New York City; District 2 went from sc~ri[lg 10th in readin:~ apd fourth in math in 1987 to
r.ankin g second in readin~ a~d s~co~d ~n m~th inj\1996. During the s~rne time, the multiethnic, multi
l111gual, 22,000-~tudent dIstnct saw Its 1111111lgrant student enrollment 111crease and Its student popula
tion' as a whole beconi.e more linguistically diverS~ and economically ~oor.
And although more than half of all f6urth-gJders in New York LIed the state's new English test
given last January, District 2'~ students posted bet~tr studentachieve~ent gains than wealthier public
schools and private schools in New York City's Upper East Side and hffluent suburbs. District-2
raclced second ~n the state ~est among city sChoolldistncts~ Some 63 Jercent of students meet or
exceed state sta~dards, even though 70 percent ark poor enough to q6alifY for free lunches and 30
percent are not fluent in English.
O
To enact the changes outlined above, district leadership had to make tough budgetary decisions,
'reallocating existing funds and phasing out practic~s and policies that Jvere less central to teaching and
learning. TIns has resulted in increased investmenJ\ in teacher professidnal development. Several ye~rs
ago, the district spent barely one-tenth of 1 perce~t of its budget on staff development. By 1998, that
figure had climbed to 6 percent of the overallbud~et.
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"udent
Quality matters, too. Virtually all teachers
99 percent in one national survey attend pro
fessional development sessions, often called staff
development or in-service training. But such
activities are often just one-shot workshops or
conferences and are not terribly worthwhile or
helpful. Greater investments of time and money
will not make much of a difference if professional
development continues to be approached as an
add-on or if it remains disconnected from the
subject matter teachers are expected to teach.
National
have a common ",t of qual;t;,,_ :
I
According to independent researcher Julia Kop :
pich and Tomi Corcoran of the Consortium for I
Policy Resean:h in Education, the most effective
professional d~velopment programs are:
• cUrriclum-centered and standards
orientea Professional development is
:
I
not abo~t process. Effective staff develop :
ment programs revolve around the subjects,
teachers teach, the curriculum for which I
they are responsible and the standards they i
are helping students meet.
Adopt Best Practices
Programs that are likely to increase teacher
knowledge and skills and contribute to improving
1999
bruit
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~ducation
~
II
SU""1mit
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• Opportunities for teachers to become,
deeply immersed in subject matter
Teaching is an intellectual pursuit requir
ing mastery of content. Yet not all teachers
are the subject-matter experts they need to
be to help their students reach the new
standards.
• Continuous, sustained and cumulative
- One-shot workshops, one-day courses
and one-time lectures do little to improve
teaching. In order to be
staff
development programs need to be long
teml and long-range.
• Directly linked to what teachers do in
their schools and their classrooms
Effective professional development makes
the connection between subject matter and
instructional pedagogy and between the
content of instruction and instruction itself.
And it is practical - it provides informa
tion and techniques teachers can readily
apply in their classrooms.
Without a systematic approach that provides
continuity between what teachers learn and what
goes on in their classrooms and schools, profes
sional development is unlikely to produce lasting
improvements
either in teacher quality or stu
dent achievement
experts argue. David
Cohen's research on the effects of staff develop
ment on mathematics achievement in California
indicates that teachers who receive extended
training in specific, standards-based curriculum
and instruction can lift student test scores.
Most professional development is organized at
the district level. However, several states, includ
ing Florida, Kentucky, Missouri and Oklahoma,
have passed initiatives encouraging or mandating
certain types of professional development and, in
some cases, providing funding. In 1997, Arkansas
Section
II: Issue
Briefs.
began requiring school districts to provide a mini
mum of 200 minutes of scheduled time each
week for teacher conferences and instructional
planning and preparation.
To help states address deficiencies in teacher
knowledge and skills to meet new standards in
virtually every subject area, the National Staff
Development Council recently established a
cooperative initiative to upgrade the abilities of
classroom teachers and school leaders in 10 states.
The new initiative will help state educators and
policymakers work cooperatively on strategies to
make the best investment of billions of dollars
allocated to upgrade teacher skills and knowledge.
Remaining Challenges
As states and districts move to improve the
quality of teaching, they must meet a series of
challenges, which include:
link Teaching to Standards
Teachers need more content knowledge to
be able to teach what we expect students to
know. All aspects of teaching, from teacher edu
cation to licensing efforts to quality professional
development, must be better connected to stan
dards for student learning. One of the reasons
Wisconsin was one of the most improved states
on the 1998 NAEP mathematics assessment, state
officials believe, was the Wisconsin Academy
Staff Development Initiative. In 1998, Wisconsin
launched this effort to expose teachers to an
intensive one-week, 30-hour mathematics semi
nar with simultaneous work in science and tech
helps teachers focus on the
nology. The
state's mathematics and science standards and how
to teach them in each subject area. It then
encourages teachers to make presentations to
other teachers in their own schools, demonstrat
ing classroom strategies to teach the standards
based curriculum.
Improving Teacher Quality
�I
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....
Provide Opportunities for Teacher Leadership
The next
of teacher development will
be to introduce optional career paths so that the
best teachers are not promoted out of the class
room. States and districts must work to provide
more opportunities for teachers to demonstrate
their leadership and be rewarded for their work
as mentors, coaches and leaders of professional
development within their buildings. Teachers can
help other teachers learn how to evaluate student
performance, provide research-based interven
tions to increase student achievement, and use
data from student tests and school operations to
guide improvements in teaching and learning
within the building.
Prepare Principals, Too
If professional development is to occur at the
school building, principals must be prepared to
become instructional leaders along with their col
leagues. An organization functions and excels
when it is structured to ensure effective supervi
sion, collaboration, peer review, consistency and
individual accountability that make the most of
everyone's talents and minimize individual short
comings. But with the way public education cur
rently is structured, individual teachers of varying
degrees of competence are isolated with groups
of students who have .almost nothing to mediate
a teacher's mediocre or negative impact. And
principals themselves do not have the multiple
skills to address these challenges.
for internships while establishing a two-year
internship reiquirement for new teachers. The •
.
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meaSllre IS . 1 d e d to boost stu d em reCrllitment
mten
i
into teaching much sooner in their college
careers in orBer to meet the state's need for mdre
I
than 300,000 new teachers for an expanding stllI
'
dent population and to accommodate the state'*
all
1 I. . . . .
!
sm er c ass rze lI1lt1atlve.
:
I
Strengthen and Fund Professional
Developme~t
School districts must discover new ways to i
find more tiJe and resources to provide quality ;
professional development opportunities for teach!.
ers within th~ school day and embedded in their'
professional Jork. This can be accomplished by I
redirecting re~ources for unnecessary staff POSiti0l1S
and using fed~ral Title I money to develop oppoL
tunities for telm teaching and collaboration dur- !
I
I
ing the school day. Encouraging more teachers tq
pursue NatiOl{al Board certification also can helP!
improve oppdrtunities for greater collaboration
and professioJal development in the field.
I
Put It All Together
Perhaps tlle biggest challenge is developing a !
I
i
system that supports teachers and connects that
effort to greatJr accountability. In North Carolind,
Gov. James B. Hunt, Jr. pushed through an ambi~
tiOllS plan that will raise certification standards and
teacher salaries while imposing new accountabilit)l
measures on eclucators. The state's 1997 Excellent,
Schools Act re~tructures the state certification sys-',
,
tern into three tiers.
i
I
Recruit and Retain Good Teachers
States must develop comprehensive plans to
bring the best and brightest into the field
through alternative pathways and programs such
as loan-forgiveness efforts at the college level, in
additiori to developing mentor and induction
programs to retain talented teachers. In Califor
nia, for example, state leaders have approved a
comprehensive teacher education initiative that,
among other things, will provide more money
1999
National
• The state issues an initial certificate to
I
teachers after they successfully complete
.1
..
preservlCe trammg .
•
Te"h,~1 can cam'
after thrde
I
Every fiy
renew th'e
Ei:lucation
I
continuing <ertific"e
years of teaching experience.
years after that, teachers must
continuing certificate.
Summit
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• Tenured teachers who complete an
approved graduate program or demonstrate
competency as "master teachers" are eligi
ble for an advanced "Masters/Advanced
Certificate. "
The North Carolina law also requires training
in special education for all students in teacher
education programs, increases the period needed
for teachers to achieve "career status" from three
years to four years, and directs the state board of
education to "evaluate and develop enhanced
requirements for continuing certification." The
law also directs the state board, in consultation
with local school boards and the governing board
of the University of North Carolina, to study
ways to make the certificate renewal process
Hnlore ngorous."
Research shows that the best way to improve
student achievement is to improve teaching. Rais
ing the quality of teaching, therefore, should be a
high-priority component of every state's refom1
strategy. Growing concern from the public and
from educators and policymakers about the need
for more teachers with deep content knowledge
will only increase the pressure on states to develop
comprehensive programs that improve teacher
quality at every stage of the pipeline.
Section
II: Issue
Briefs.
Improving Teacher Quality
�•
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DiversifYing the Delivery SystepL
I
School choice - allowing students and their
parents to pick the school they attend - is a very
attractive concept. So it's no surprise that some
governors, legislators, local school officials and
other leaders are looking to choice options as a
way to achieve the school improvement that still
remains elusive after more than a decade and a
half of unprecedented effort. If students are
expected to meet high academic standards, allow
ing them the opportunity to choose among differ
ent kinds of schools with diverse curricula might
help them achieve these standards and improve
their performance - especially given that chil
dren learn in different ways and at different rates.
dards are not yet commonplace or always a
high priority for parents. Presumably then, :
new sch601s with high standards would need
I
.
to be created to accommodate educational
choice oh a widespread basis.
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2. TIte stHdd1ts who currently attend IOUJ-peifoYl'ning;
schools ana their parents will be given st!lJicient :
~rifortnatioh ~bout the alternatives to make .an I
Irifortned chOice. Once they choose, they wtll need a
way to getl to their new school. And the alternative
schools must be accessible fa all children, including
those with !special needs. At present, in many
places, there is scant information about the !
various alternatives, little money for trans- I
portation!to them and few provisions for chil,
dren witH special needs.
.
:
Choice is also attractive because it embodies
the American free-market ideal that competition
will force improvement. Given freedom of
choice, the theory goes, parents and students will
leave bad schools in favor of better schools.
Indeed, about 10 percent of public school stu
dents already participate in some form of choice
program. The idea is that the bad schools will
improve to compete for students. And if they
don't improve despite market pressure, the bad
schools will close and therefore-won't continue to
harm students.
!
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3. To close th'e circle, low-peifomling public schools . .
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should learn from the good schools; they will adopt:
their innovktiollS or develon their own in order to ',
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become competitive. This is the expected out- I
come of dfree-market system. But after nearly
I
20 years of refoml, there has been very little '
!
replicatioJ and very little scaling up. Bad
schools e.ll.4st a few blocks away from successful
schools illl every American city.
i
~.
I
School choice has the potential of opening
the system, crbating healthy competition and
offering a wide range of educational opportunitie~
to a diverse st~dent body - and to do so in tan-:
Three Assumptions
,
dem with stan~ards-based refoml. But choice
This optimistic scenario is based on three
programs present their own set of challenges and, :
assumptions:
like other pro~osed solutions to the complex
problems of
1. TIwre will be enough alternative schools with vari American education, answer some
questions only to raise others.
OilS programs for students to choose from, and they
all will have Izigh standards. This would seem to
be an obvious requirement, but there is not
much unused capacity in either the nonpublic
or public education systems, and high stan
1999
National
Education
H
1)1
II
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Many Types of Choice Available
The broad umbrella of school choice provides
options. A school system can pick from a contin
uum of programs - open enrollment, magnet
schools, alternative schools such as the New
Vision Schools in New York City, and the
increasingly popular charter schools and contro
versial voucher programs.
that liberal student transfers are available. Only 20
percent of parents surveyed in Colorado, for
example, knew of an open-enrollment option that
had been available for several years. And even if
they know about them, some fanulies can't take
advantage of open-enrollment programs because
most states require the students to find their own
way to and from their new school.
Open-enrollment and Magnet Schools
Open-enrollment programs and magnet
schools are the most widely accepted and least
controversial forms of choice, mainly because they
exist within the public system. They're also the
oldest, deployed in the 19605 as a way to achieve
racial integration without mandatory busing.
Charter Schools
Charter schools are the latest addition to the
school choice menu. They have the advantage of
being public schools and thus don't incur the
enmity that private school choice options arouse.
The charter school movement was launched in
Minnesota in 1991. Since then, charter laws have
passed in 36 other states, the District of Columbia
and Puerto Rico. As of spring 1999, more than
300,000 students attended the more than 1,200
charter schools in 27 states and Washington, D.C.
Another 400-plus charter schools are in the
works, according to the Center for Education
Refonn. Charter schools coi1tinue to gain
momentum because they are a politically accept
able altemative to controversial voucher programs,
which threaten to move public dollars to private
schools. They are
to operate like private
or parochial schools and thus appeal to those dis
enchanted with the public schools.
Open-enrollment programs allow students to
transfer to public schools outside their neighbor
hood or district. Seventeen states and Puerto Rico
permit students to transfer to schools across the
state, subject to minimal restrictions. Eleven other
states permit such transfers only within districts or
pem1it districts to decide whether they will accept
students from beyond their borders.
Magnet schools are a specialized fonn of open
enrollment. They are schools with special pro
grams - often math, science or the perfomung
arts - or with targeted curricula that focus high
school education on a particular career path, such
as aviation or finance. Often located in less desir
able areas of a school district, they are intended to
serve as a magnet to draw a diverse group of stu
dents from across the district.
The U.S. Department of Education estimates
that nearly 4 nUllion students nationwide take part
in open-enrollment programs, with as many as
one-fifth of the students in some districts attend
ing a school outside their neighborhoods. Even
so, the word bas not gotten out to many parents
Section
II: Issue
Briefs
•
Charter schools
their name from the char
ter that an educational authority (usually a state or
local board of education) gives to a group of par
ents, teachers, conununity leaders or others to
establish a school. The charter agreement outlines
the mission of the school, its educational approach
and the types of students it is
and it sets
out the conditions for operating the school as well
as the acadenuc res ults ,'v',,,",-",,,,;
Being public, charter.schools must be free and
obey health, safety and civil rights laws, but they
Diversifying the
Delivery System
�usually are exempt from many of the rules and
regulations that govern regular public schools.
Although one national teacher union and some
local unions, such as Boston's, have their own
charter programs, many of the charter schools
around the country are not unionized. Because a
charter school is the brainchild of the diverse indi
viduals who obtain the charter, each offers a dis
tinct size, curriculum, pedagogical style and
educational approach.
on the whole, created rich learning environmeljts
where devotbd teachers work tirelessly to impa~t
essential skill~ and knowledge to willing learne~.
The authors Isummarized their findings as follo~s:
"What Jost charter schools offer is what i
!
most famihe~ crave: small, safe places where
everyone knbws each other, schools with coher:"
ent academid missions and high standards, schools
led and staffdd by people who believe in those i
missions and Icare about kids actually reaching t~e
standards, schools full of students and teachers ,
who want tol be there, schools that take their I
customers seriously
not least because nobody
I
is obliged to remain."
Theoretically, it is easier for the education
authority to hold charter schools accountable for
high standards than regular public schools because
the charters must be renewed periodically. If the
school hasn't lived up to its promises, the authority
can revoke the charter. For all these reasons, char
ter schools are expected to be innovative and thus
serve as laboratories for school reform - living
demonstrations of excellence and high standards
whose innovations regular public schools should
be eager to adopt.
I
Califo~-
schools in 10
A 1998 JUdY of
nia school diJtricts, conducted by the University'
of California lat Los Angeles, was t.lr less positive.
In 17 case stJdies, it compared the claims of cha~
ter school proponents with the experiences of I
people invol+d in the schools. It concluded tha~
most schools rere not being held accountable for
student achievement; the schools did not necessar
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ily reflect tlJelracial or ethnic makeup of their di~
tricts; and wh'ile teachers valued the freedom anc~
collegiality at charters, they complained about the
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workload.
Early Results
To date, evidence of the educational impact
of charters is mostly anecdotal, for even the oldest
charter is too new to have undergone a compre
hensive performance evaluation. The overwhelmmajority of charter schools have been in
operation for only a few years, if that. The U.S.
Department of Education has a four-year national
study of charter schools under way; in 2000 it is
eX,!)ected-1 to yield a comprehensive analysis of
achievement trends and other national data about
these schools. In the meantime, although much
has been written about charters, most of the
infonnation is anecdotal and much of it expresses
a particular point of view.
,
How well charter schools are serving disabled
and other spe~ial needs students is still an open :
question. Son'le charter schools - such as the !
Metro Deaf CIharter School in St. Paul, Minn., o'r
the Macomb kcademy in Clinton Township, :
Mich. - weJe created specifically to serve dis- :
abled children. When they are factored into a !
local analysis, ,it looks as if charters are doing a
great job "vitl~ special education. In larger-scale I
studies, howe~er, the numbers have not been so I
positive. But that is changing. In the last year or
so, the charteJ movement has made a special
.
I
effort to attract and serve these children.
A 1997 study by Chester E. Finn, Jr., Bruno
Manno and others based on site visits to 60 char
ter schools in 14 states revealed that the schools,
1999
National
Education
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Putting Vouchers to the Test
Vouchers and their alternate forms, scholar
ships or tuition tax credits, have been growing in
popularity. In April 1999, the well-financed Chil
dren's Scholarship Fund - which last year
received a $100 million endowment from busi
nessmen Ted Forstmann and John Walton
awarded 40,000 partial-assistance
to families
seeking to enroll their children in private schools.
But for each scholarship recipient, the fund turned
away another 30 applicants.
The great popularity of these programs has
not dimjnished the controversy over their use. As
the name implies, vouchers are certificates that
parents can use to pay tuition at public or private
schools. Some public school advocates oppose any
use of public funds for private schools, contending
this will siphon needed funds away from public
school improvement. The conflict escalates into a
constitutional battle where vouchers may be
applied to tuition at sectarian schools. In any case,
every voucher program enacted so far has beel;
challenged in court.
Despite their high profile, there actually are
very few extant voucher programs. Two big-city
programs have been in operation for a few years.
The Milwaukee Parental Choice Program was the
first, established by the state legislature in 1990.
For the 1998-99 school year, about 6,200 low
income students received $5,000 vouchers to
attend public, private or parochial schools, and
about 8,000 students are expected to enroll this
school year. About 3,700 students participated in
the three-year-old Cleveland, Ohio, program,
which provided vouchers of up to $2,500.
Earlier this year, the Florida legislature enacted
the first statewide voucher program as part of a
larger education refornl package proposed by
Gov. Jeb Bush. The voucher program will pro
Section
II:
Issue
Briefs
•
vide vouchers to students at the state's lowest
perfoDning schools to enable them to transfer to
other public schools or to attend private or
parochial schools. The value of the voucher will
vary according to the student's needs, but will be
no less than $3,000. For the 1999-00 school year,
only two elementary schools rated low enough on
a state test t? trigger the voucher program. How
ever, the refoml package included a tougher test
for next year that will likely trigger the program
for as many as 150 schools.
Arizona has adopted legislation allowing par
ents a tax credit against ilieir st£1te income taxes
for contributions to private scholarship funds. In
Illinois, parents get tax credits for 25 percent of
tuition and fees at public or private elementary
and secondary schools. For years, Vermont and
Maine have had a voucher program in which
towns that are" too small to have their own public
schools reimburse parents for sending their chil
dren to schools in other towns.
The Role of the Courts
The future of vouchers at the state and local
levels continues to be as mLlch in the hands of the
courts as in the hands of voters. Courts are
involved in all of these programs. Suits have been
filed challenging both the Florida voucher pro
gram and the Illinois tax credit. The Wisconsin
Supreme Court upheld the constitutionality of the
Milwaukee program; in 1998, the U.S. Supreme
Court refused to hear a challenge to it, thus let
ting it stand. The Arizona Supreme Court upheld
that state's tax credit However, the Vermont and
Maine Supreme Courts
and a federal appellate
court in a separate Maine case
have ruled it
unconstitutional for the vouchers in those states to
be used at parochial schools. As we went to press,
a federal judge allowed returning students in
Cleveland to use vouchers, but prohibited new
students from receiving them. Further expansion
Diversifying
the
Delivery
System
�of Cleveland's voucher program was in limbo
pending a ruling on its constitutionality.
Over the last several years, public opposition
to vouchers has waned substantially. Fifty percent
of those surveyed opposed vouchers in 1998,
down from 74 percent five years earlier, according
to an annual survey of public attitudes toward
public schools conducted by Phi Delta Kappatl and
Gallup. Meanwhile, other polls show that a
majority of African Americans favor vouchers.
Broadening Availability and Impact
The neit challenge is to make high-standards
alternative sdhools available to all the students il{ a
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state. This v.:ill require not only a m~ior public :
information Icampaign, but an outreach effort t~
persuade uninterested parents and students to avail
themselves df the opportunities. It will require
that all schobls be made accessible to all students.
This will mdan transportation to school and pro~
vision for the special need, of disabled children
within the sthool. None of this will be cheap. .
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The bottom line
whether students in
voucher programs do better in school - seems to
depend primarily on who is doing the evaluation.
Multiple studies of the existing voucher programs
show conflicting results, and it is still too early to
assess their impact on the students and schools that
are left behind.
Future Challenges
So can school choice help improve schools
and raise education standards? Maybe. But first,
state and local governments will have to over
come significant obstacles.
Balancing Flexibility and Accountability
The
challenge may be figuring out
how to provide freedom and flexibility simultane
ously while holding schools accountable for high
standards. Massachusetts charter schools, for exam
ple, can set their own goals, and their charters are
renewed based on progress in achieving those
goals. But many people argue that all charters
should be accountable to state standards and state
tests in the same way that public schools are held
responsible for performance. States must balance
flexibility and accountability in a way that is equi
table to all children and determine how to meas
ure those outcomes &irly and objectively.
1999
National
I
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Nor will school choice accomplish the free
enterprise gdal of excellence through competition
if the school~
behind are allowed to continue
providing a ~oor education to the student, who
choose to s9y. The state will have to make sure;
that those schools achieve high standards whether
they want to or not
either by freely adopting
the better approaches of the alternative schools or
having effective approaches imposed on them. I
The test of a] free-enterprise model might be
:
whether choice can accomplish that goal. The test
of a high-sta~1dards education program, howevet,
may be how! to achieve excellence in all schools!
regardless orthe choices exercised by parents and
students.
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Throughout the 19905, politicians, business
leaders and education reformers have been pro
claiming the need to raise American academic
standards to "world-class" levels. Their rhetoric
has resonated with a public yearning for better
schools. Polling data continue to show that over
whelming l11~orities of Americans say they sup
port raising standards. But until recently, the
standards conversation was mostly abstract; it
rarely'got to the specifics of what students would
have to learn, why they should learn it or who
would be accountable if their academic perform
ance did not rise to acceptable levels.
that come with higher expectations. They also
have found that although public support for stan
dards is strong on an abstract level, the actual
implementation of new standards is a much more
difficult pill for conu11lmities to swallow.
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Consider the headline in The New York Times
just before Memorial Day 1999: "Most of State's
4th Graders Fail New English Test." Or consider
the opening paragraph in a Washington Post article
in January 1999: "More than 97 percent of Vir
ginia's public schools have flunked the first round
of the state's new student achievement tests,.
according to figures released yesterday
a t.lilure
rate so high that some local school officials and
parents say it threatens the credibility of the state's
testing program."
,Making Standards Count
Richard Mills, commissioner of education in
New York state, recalls his puzzlement when he
visited classroom after classroom and saw little evi
dencethat teachers were using the new, higher
academic standards, although the state had distrib
uted hundreds of thousands of copies of the stan
dards to schools. Mills kept asking teachers why
they weren't connecting the standards to the
sons they were teaching. Finally, one teacher told
him bluntly: "You don't get it. Until these stan
dards are on the test, they don't count."
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Low Test Scores Prompt Criticism
In these states and elsewhere, there has been a
public backlash against rigorous assessments.
According to Education Week, "The public outcry
that followed the release of test scores is becoming
a t.lnliliar pattern
repeated in several states in
the past year alone
as tough new standards for
students and schools, and tough new tests to
measure them, come on line .... How states han
dle the situation has emerged as a vitally important
issue, one that can make the difference between
maintaining public support or confronting a pub
lic relations disaster."
"I get it now," says Mills, who has changed
the nature of the conversation by putting chal
lenging tests in place throughout the state, includ
ing new writing tests for fourth-graders and plans
to require all students to pass the state's Regents
Exams before graduating from high school.
This backlash has come in part fro111 suburban
parents who are used to high performance from
their children and schools on less rigorous stan
dardized tests such as the Iowa Test of Basic Skills
and the Stanford Achievement Test, Ninth Edi-
As Mills and others have discovered, tests and
test results make academic standards real
and
force communities to consider the consequences
•
Section
II: Issue
Briefs.
si
Sustaining
Public
Support
�tion. It is ~asier for parents to blame lower student
scores on the tests than to acknowledge that, until
now, schools have not been pushing their children
to achieve at world-class levels.
Parents, often goaded on by teachers who do
not like the new tests, are complaining that the
tests are too tough, are being forced on students
too quickly and cost too much. Parents also claim
that to expect all students to meet high standards
is unrealistic. This backlash has resulted in efforts
in many states to weaken, delay or eliminate high
stakes, high-standards testing programs. Those
efforts have consumed a great deal of energy and
political capital to keep the higher standards and
tough tests on track. In Wisconsin, for example,
the Legislature killed a new high school gradua
tion test the governor had proposed. And in
Michigan, the governor started an expensive col
lege scholarship program to help persuade subur
ban parents and students to support the state test.
Engaging the Public
have
effectively with parents and
taxpayers.
as states began making significant
changes in schools, this trend came back to haunt
them. Penns~lvania, for example, tried to establish
outcomes fok students in the early 1990s, but did
I
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a miserable job explaining them and fell victim ~o
political activists, who reframed the outcomes as
big governn~ent and antifamily. California created
what some ~ducation experts considered the best
performance! test in the country but failed to I
explain it well or heed citizen complaints; as a
result, the m~ltimillion-dollar test was killed
before it coJld take root. Kentucky's testing pr9
gram, a complicated by-product of the state's
1990 reformllegislation, came under repeated
attack during the 1990s, and the Legislature eveh
tually threw ~the tests out in 1998. And a rigorOl~s
test in DelaJare was killed in its infancy in the '
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mid-1990s b¥ a Legislature that had been unpre
pared for high rates of student failure. The list
could go on.l
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But some places, particularly those that have
managed the public conversation on standards and
tests vigorously, seem to be dealing with this
potential backlash successfully by strategically lis
tening to and engaging their publics.
Just as high standards and "performance
assessment" came into vogue among education
reformers in the 1990s, so did the concept of
"public engagement." To some school superin
tendents, this phrase was really just a new term for
better public relations. To some education
reformers and community activists, the phrase
meant finding new ways to make schools much
more democratic, giving parents and ta,xpayers a
greater voice in running schools. For others, it
meant involving parents and communicating with
them dearly. And for a relative few, it meant
reminding people that public schools are the
foundation of America's democratic and eco
nomic systems.
1999
National
Key Lessons
I
Educators and policymakers in states where, .
public oppos:ition has derailed or diluted rigoroys
standards and assessments have gleaned a numbd:
of important lessons from these (li1ures:
• The tests - and the standards on which
they a~e based
need to be explained
- I
clearly! and repeatedly to the public.
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• Key ~oups - partlcuIarIy parents an d Ieg
islators
need to know what to expect f
from ibtial test results and by what means
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Improvement w ill occur.
i
informati~n
• ClassJom teachers need better
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about tests and the consequences of high I
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failure rates, as well as assurances that they
will
the training necessary to help thei:r
succeed.
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test are in place today. The first test results came
out a couple of years ago and were quite low, but
Romer and others had worked to prepare Col
oradans for the news. Indeed, when the scores
came out, part of the state's message was that "me
bad news is the good news" - refom1ers used
the scores to make the case for improvement.
• Business leaders have a critical role to play
in explaining the importance of higher
standards in a changing economy, and they
provide much-needed continuity as elected
officials and school leaders change.
• If higher standards are to survive, public
engagement needs to be an ongoing effort.
In Massachusetts, Bill Guenther has applied
what Porter and others have learned about public
engagement and elevated those lessons to new
levels. Guenther's organization, Mass Insight Edu
cation, spent 18 months preparing policymakers,
educators, parents and taxpayers for the first results
from Massachusetts' new standards-based test. The
message: The results would be disappointing
but should be seen as a starting point for higher
levels of student achievement.
In many ways, these are the ingredients of
good marketing and political campaigns
straightforward explanations that clarifY why a
potential customer or voter should buy or support
something ("What's in it for me?"). But state edu
cation departments rarely have either the expertise
or the capacity to conduct these kinds of cam
paigns. In many states, if this kind of public
engagement has taken place at all, it has been left
to governors or the business community.
Guenther and his allies organized leaders from
business, politics, education and the teachers'
unions to stand as a united front and speak for the
higher standards and new test. They crisscrossed
the state, meeting with editorial boards and
reporters to help frame the conversation in the
media. And they developed easy-to-read materials
for parents that put the standards, tests and the
need for reform in perspective.
Prepare the Public in Advance
"This is where governors need to invest
time and political capital," says Bill Porter, exec
utive director of the Partnership for Learning, a
business-backed group whose primary role is to
explain and "sell" Washington state's reform
program that centers on tough new tests and
standards.
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Porter has had a firsthand look at the payoff
from a governor's investment in academic stan
dards. Before moving to Seattle, Porter worked
six years for Roy Romer, then governor of Col
orado. Romer barnstomled Colorado during the
19905, talking about the need for higher standards
at every opportunity. He also made sure that state
educators involved parents and other citizens in
the creation of Colorado's academic standards
and that people could see how such citizen in~ut
was used to modifY the initial drafts.
. When the first results came out last fall, the
scores were low, but the media coverage was pos
itive, and the backlash was minimal. Guenther's
message to others: "Start early to prepare for the
test results."
One key to dealing successfully \V'ith the pub
lic in this area is not just starting early but also
communicating continuously. Guenther,· for
example, is running a communications campaign
called "See for Yourself' to help the Massachu
setts public see the test items and how they con
nect to the standards and the demands of
employers and universities. His organization also is
As a result, despite Colorado's contentious
politics, strong academic standards and a new state
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I I: Iss u
Br
f 5
_ _ _ _ _ _ _ _ _S
~...:..:..:...:...:....:..:._:...:..~:..:...:..:~~~:..::...::_ •
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e c.t ion
e
ie
S
U 5
t a i n i n
g
Pub I i c
Sup p
0
r t
�conducting workshops for thousands of teachers
and administrators to help them understand and
use test data to improve instruction.
The states that seem to be making the
smoothest progress in sustaining school improve
ment are those where there are both strong polit
ical leadership and influential outside partners
who can both push traditional education thinking
and build the public support that is critical to sus
tained success.
Make the Messages Clear
Just as these advocates have learned that
building continuous communications campaigns
for standards and tests is crucial, they also have
learned that they must make sure standards and
tests are "ready for market," in the same way that
an advertising campaign must rely on a good
product for success.
At a minimum, that means standards and tests
need to be understandable. When Washington
state's standards were being developed, several of
them were quite vague and peppered with educa
tion jargon. Steve Mullin, Porter's predecessor at
the Partnership for Learning, privately kept push
ing state officials to sharpen the standards by say
ing, "[ don't get it. What does this mean?" As a
result, the Washington standards became clearer.
States also are learning the importance of
timing, of making a steady transition to high stan
, dards. ]n 1996, the Maryland Business Round
table for Education conducted focus groups with
parents and learned that there would be consider
able resistance to the state's proposal to increase
drastically high school graduation requirements. In
response, the state built in a longer transition
period, allowing teachers more time to prepare to
teach to the new requirements and more time to
prepare Maryland's public for the changes (and
the anticipated initially high failure rate).
Get the
,
Right
I
Other states have benefited also from outside
reviews of th1eir standards and tests, such as thosd
i
conducted bt Achieve, Inc., which enable states
to compare themselves to see how they measure;
up to the beJt in the nation and the world.
.
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Accordirig to Adam Kernan-Schloss, presi- ,
dent of A-Plbs Communications in Arlington,
Va., it is critiLI for states to get the educational .
1
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substance right before they begin launching coml
. .
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mUll1Catlons campaigns about standards or test~. ,
"If the standards are not clear, no matter how w~ll
we dress thel~l up, the public will still see tl~em qS
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fiuzzy, " Ile says.
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In additibn to making· sure standards and tests
are clear, refJrm advocates still have a long way to
go in convinbing the public about the value of i
some subjectJ. Surveys show strong support for :
higher standa~ds in teaching the basics
reading,
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writing and arithmetic. But when the public is i
i
asked if they believe students should be required I
to master alg~bra or biology or chemistry, they are
considerably less supportive.
ll""'" busi,,,~
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In some
the
community
i
providing crddible assistance in helping educators
explain why ~hese subjects are vital. Mass Insigh~
has used workers from a variety of industries to :
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demonstrate ~hat the knowledge and skills they !
use on the job are based directly on the academi,c
standards thad students should be learning in clasS.
For example, Ia process cook from Gloucester, ;
Mass., talks
the math he must use every I
1
how his company can most effi- ,
blocks of fish into fish
Be
Strate·pic
, the states and urban school districts
that are enga ng the public successfully have
developed
communications plans to keep
I
1999
National
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from the new state test were released. Volunteers
and state employees administered the tests to hun
dreds of Delaware citizens at fast-food restaurants,
Wal-Mart stores, shopping malls and even an
Amish market. The governor and other state and
business leaders took the test, with cameras rolling
in the legislative halls. In addition, nearly all
households in Delaware found a copy of the sam
ple test in their morning paper. The result was a
much more positive climate when the test results
were announced, despite scores showing that
many of the state's students were not meeting
standards.
themselves focused. This work, supported in scv
eral states by the busincss community, often
includes professional surveys and focus groups to
measure regularly how much the public knows
about a state's standards and tests and how it feels
about them.
In spring 1999, The Business Roundtable
provided its members and state partners with
communications "toolkits" designed to help
them engage their publics more successfully on
standards, tests and accountability. Among the
recommendations:
In New York state, more than 4.5 million
sample copies of the state's new fourth-grade test
were distributed as newspaper inserts. "We mal1
the conversation before the scores came out
by repeatedly telling people the result~ would be
low," says Mills, the New York commissioner .
.Mills, a teacher who once served as education
aide to former New Jersey Gov. Tom Kean, says
that continually engaging the public is crucial.
"YOli have to keep talking about and explaining
the standards endlessly," he says. "YOll have to say
it over and over and over until your audiences
can lip-synch you, and at that point, you've just
begun to get their attention."
• Be strategic. Set priorities, plan ahead and
be proactive.
key audiences critical
to success.
• Connect to what people value. Answer
the "What's in it for me?" questions.
• Show, don't tell. People need to see what
standards-based education looks like before
they will support it. Use reading lists, sam
ple test items and examples of student work
to explain the refonns.
Seeing Is Believing
The toolkit and accompanying workshops
spotlighted several successful state efforts to com
municate effectively. In Washington, for example,
the state and the Partnership for Learning worked
with the McDonald's Corporation to print several
of the fourth-grade math questions on the paper
tray liners used in their restaurants. The conversa
tions among parents "taking the test," amplified
by media coverage, helped thousands of people
understand that the new test is different, challeng
ing and sensibly focused on what students should
learn.
Persistence Pays
The need to communicate constantly is par
ticularly acute when the standards and testing pro
gram is being introduced. Many veteran teachers
and principals seem to believe that high standards
and test-driven accountability is a £'\d that will
disappear. "People are waiting for the moment we
back away," says Mills. "They can't believe that
we actually mean it. You can't back down."
Advocates like Mills make heavy lise of suc
cess stories to help support their communications
campaigns. Mills repeatedly has spotlighted
Delaware held a "Take the Test Day" in
December 1998, two weeks before the first scores
Section
II.:
Issue
Briefs
•
Sustaining
Public
Support
�The challenge for states like Virginia will be i
to maintain ~rogress and help the public under- :
•
stand what tHese new tests are all about.
I
i
Without widespread public understanding of
test scores and the standards on which they are
based, there i~ likely to be little patience for the
I
I
long-term chilnges that schools need to make to I
produce consistently higher levels of student
.
•
I
achievement-IIIf standards are to survive short- I
term backlash and truly benefit students over the I
long haul, staJe policymakers, educators and busi
nesspeople m~st take the lead in driving home .
their messagd to parents, making the connection
crystal clear b~tween higher expectations for stu-!
.
dents now ana greater success later on in life.
schools that are succeeding on the new tests
despite having high percentages of students below
the poverty leveL In Washington state, the Part
nership for Learning has done the same, distribut
ing to educators and community leaders a
booklet that analyzes why dozens of schools did
much better on tests than expected. In Kentucky,
the Prichard Committee for Academic Excel
lence has done much the same, helping to lay the
groundwork for education reform in the early
and mid-1980s by issuing reports and working
with the media to highlight problems in educa
tion. Since then, Kentucky advocates have
undertaken several initiatives both to spotlight
success stories and help parents and teachers com
municate better with each other about the bot
tom line: improved student achievement.
As standards proponents point to successful
schools, they buy time for their message to sink in
:' ___ . a_Tl~{~q11ore schools to improve. In Texas, for
example, when a new test was introduced in
1994, only slightly more than half the state's stu
dents passed. But since then, passing rates have
gone up steadily to nearly 80 percent in 1999
even as the test has been made more difficult.
And in Virginia, where the headlines in Janu
ary 1999 shouted about a 97 percent failure rate,
the stories in July were much better. Under a
headline of "Virginia Standards Improve on
Tests," the Washington Post wrote: "Virginia pub
lic school students did better than last year on all
27 of the state's achievement tests, according to
figures released yesterday, and state officials said
the results show that students and schools are
capable of meeting Virginia's tough new stan
dards. 'These results clearly show that all the hard
work by Virginia's students and teachers is paying
off,' said Gov. James S. Gilmore III (R). 'Given
this is only the second year of the ... tests, we
should all be encouraged by this remarkable
progress. '"
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Public Opinion -
a report ftom Public Agenda
Opinion research conducted by Public
Agenda and others has shown high levels of support for
"C,cIU'-_lllJlC, standards in the
nation's public schools. In question after ques
tion and survey after survey, Americans endorse
the concept of asking students to learn more,
an? they want public schools to take steps to
make sure that this learning does in fact take
place. Support for raising standards is strong
among Americans in every part of the country
and from every walk of life.
Public Agenda's most recent Reality Check
survey, conducted in cooperation with Edl<lcation
Week, shows, for example, that overwhelming
majorities of parents (83 percent), teachers (79
percent), employers (94 percent) and college
professors (90 percent) say having guidelines for
what students are
to learn and know
helps improve academic performance. Majorities
agree that high school students would be better
off taking tougher classes where expectations are
higher. Teachers, employers and professors in
particular say students would benefit from being
pushed harder. 1
Appalled at a Lack of Basic Skills
Surveys consistently show that Americans
are especially anxious for every child to master
at least basic skills
generally defined as a
command of standard
including gram
mar, spelling and punctuation, plus arithmetic. 2
Public Agenda studies also have shown that
people hope most children will learn far more
than the basics in schooL The large majority of
parents, in ('lct, expect their own child to attend
college. But for most Americans, basics springs
to mind as the very first standard - the set of
skills that all children absolutely must master.} In
focus groups, people are
outraged that any
•
Section
youngster is allowed to drift through school
without acquiring such minimal skills. Accord
ing to a 1998 Peter Hart survey, almost nine in
10 Americans (88 percent) say "low academic
standards" is a serious concern in the nation's
schools."
Public Agenda has found that employers and
college professors in particular voice frustration
over lack of basics. More than three-quarters of
both employers and professors give recent high
school graduates fair or poor ratings for gram
mar and spelling. Just as many say students' abil
ity to write clearly is generally fair or poor.
Most also express disappointment with student
work habits, motivation and basic math skills. s
Reality Sets In
Given these views, it is not surprising that
the movement to raise academic standards in the
nation's public schools strikes such a responsive
chord. It addresses a problem that people care
about, and it does so in a way that appeals to
people's common sense. But strong public sup
port for higher standards does not mean that the
issue is immune from the normal controversies
and complications that accompany any large
scale policy change.
In communities nationwide, the reality of
higher standards is just beginning to set in. Stu
dents face new promotion or graduation
requirements and tougher tests. 111 many dis
tricts, their chances of mandatory summer
school or "being kept back" have increased
markedly. Parents, teachers and administrators
are all coping with unt'lmiliar procedures and
guidelines. So the question is - given the pub
lic's strong commitment to the goal - what can
leaders do to smooth the way through the
III: Public Opinion
r----------------------------------------~
�inevitable rough spots that will occur? And how
can leaders avoid the missteps that could under
mine (or at least jar) public confidence in stan
dards reform?
Reminding People Why We're Here
Experts and decision makers often must con
centrate on the labyrinth of complex details
needed to make a policy work in real life. But
to sustain public support for change, particularly
change that touches people's families and daily
lives, leaders need to take time periodically to
restate the basic rationale, to remind people of
the beliefs and values that underlie reform.
When the going gets a bit rou'gh, people need
to be reminded of why we're here.
For most Americans, there are several key
beliefs that underlie their support for standards.
You Ask More, You Get More
Central to the public's belief in higher stan
dards is what amounts to a philosophical rule of
thumb for dealing with children. Ask more from
them, and they will do more. Ask less, and they
by. This belief is espe
will do just enough to
cially powerfiIi for many people because it often
stems from experiences they have had in their
own lives. In focus groups, participants often tell
stories about teachers, parents, bosses or even drill
sergeants who challenged them, and as a result,
brought them to a higher plane of accomplish
ment. If it's been true in my own life, people rea
SOIl, then it will work for others as well.
Basics First
Surveys show that while Americans expect
many things from public schools, one mission
repeatedly rises to the top of everyone's list:
Schools must guarantee that all children read
and write English and do basic arithmetic. In
earlier studies, Public Agenda has attempted to
clarify what some see as the public's "preoccu
pation" with basics. As we point out, Americans
1999
National
believe that a young person without basic skills
will struggle economically for the rest of his or
her life. They don't understand how a student
can go "beyond the basics" until he or she has
. them firmly in hand. And they simply cannot
conceive how it is possible for a student to
spend a decade or more in school and not learn
how to read and write. For much of the public,
this is the most compelling rationale of all for
raising standards.
The Cruelty of Social Promotion
Educators nationwide now are engaged in a
heated debate about social promotion and reten
tion, with many arguing that retention by itself
does not improve student learning. It is unlikely
that the public has absorbed the details of this
debate, and for many, a debate between reten
tion versus social promotion may seem a false
and frustrating choice. Surveys routinely show
that most Americans believe it is preferable to
keep children back rather than to pass them
along without having learned the needed skills."
Some research also
that people may be
more open to promotion for underachievers if
these students receive intensive remedial hclp.7
But for the public, the heart of the issue is not
whether retention is such a good idea, but rather
that social promotion seems to be such an awful
one. For many Americans, social promotion (as
they believe it has been practiced) seems down
right cruel.
Not Ready to Write Off Kids
Some standards advocates worry that many
Americans believe that young people, especially
ones from disadvantaged backgrounds, cannot
achieve at high levels. But Public Agenda sur
veys show that people have enormous confI
dence in the potential and resilience of today's
youngsters, even those who don't get the best
start in life. In a recent study of public attitudes
toward children and teens, Americans voice bit
ter disappointment with the behavior oftoday's
Education Summit
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youth. But almost in the next breath, they reit
erate their conviction that virtually every
youngster can learn to become a capable and
productive adult. Seventy-five percent of Amer
icans say that "given enough help and attention,
just about all kids can learn and succeed in
school. "H Despite their frustrations and their
fears about to day's youth, most people just
aren't ready to give up on them.
Standards and Equal Opportunity
Last year, Public Agenda took an in-depth
look at the views of white and African Ameri
can parents on the issue of equal educational
opportunity. For African American parents, lag
, .
academic achievement among black
youngsters is a crisis. For white parents, the situ
ation is more likely to be seen as a serious prob
lem, not a crisis. (Relatively few parents say the
problem is exaggerated.) For differing reasons,
both groups voice wariness about time-honored
strategies such as busing or redistricting. But
both groups soundly endorse establishing and
enforcing higher academic standards in schools
with large numbers of minority youngsters.
Among African American parents, for example,
87 percent say having teachers and principals
who push students to study and excel is
absolutely essential to a good school (compared
to 82 percent among white parents).')
What Could Undercut Support for Higher
Standards?
By many measures, Americans' current sup
port for standards might be considered "as good
as it
" Compared to Americans' attitudes
about reforming Social Security or health care,
for example, public support for raising standards
is long established and remarkably stable. But
the public's belief in the goal of raising standards
does not mean that leaders can shift into auto
matic pilot or bypass the fundamentals of sound
policymaking. Here are some pitfalls that could
derail and unsettle support:
Section
III:
Standards Not the Cure-All
Support for raising standards is broad and
deep, but refonners would be mistaken if they
assume that standards and accountability are the
only education problems people have on their
minds. Even before the killings at Columbine
High School sparked far-reaching anxiety about
school violence, Americans routinely named
problems with safety and order as top public
school concerns. According to the 1998
Gallup/Phi Delta Kappa survey, over two-thirds
of Americans say drugs, discipline, smoking, alco
hol and teen pregnancy are serious problems in
public schools in their own communities. Almost
as many express serious concern about fighting
and gangs.Hl Almost all Americans want students
to learn more, but most doubt that learning can
take place in unsafe, uncivil or overcrowded
schools with inexperienced and continually
changing staff. Very few Americans see raising aca
demic standards as the cure-all for schools that do
not have their basic daily operations well in hand.
Fairly Managed?
No policy reform, no matter how broadly
supported, can hold onto public support if it is
not competently and fairly managed, and that
means more than just delivering bottom-line
results. Standards advocates might do well to
take a lesson from those who have tried to
reform health care over the last decade. Surveys
in the 1980s showed Americans deeply con
cerned about the cost of health care, convinced
that doctors often perform too many tests and
procedures, and at least open to some features of
managed care. But support for the managed care
approach has dwindled as patients have encoun
tered one-day hospital stays for deliveries and
mastectomies and colluded with doctors on
ways to get care covered under layers of new
rules. Most Americans now say managed care is
inferior - not because of declining health care
but because
statistics and life-expectancy rates
they fear that the system is becoming arbitrary,
Public
Opinion
�callous and arcane. By the same token, school
reform advocates had better be prepared to
show how they intend to help all children reach
these high standards.
Getting Teachers on Board
Most districts have already taken steps to
include administrators, senior teachers and union
representatives in the development of new stan
dards and accountability practices. But to assume
that these steps, as worthwhile as they are, are
all that is needed to "involve teachers" could be
a dangerous miscalculation. For most parents,
classroom teachers serve as the interpreters, even
the ambassadors for reform. If teachers believe
that standards policies are important and well
thought out, they can sustain and nourish
parental support. If teachers are convinced that
standards policies are unt:1ir or destructive, they
can undercut parental support with extraordi
nary speed.
Surveys show that teachers generally back
raising standards, but they are less likely than
others to say that standards in their own schools
are too low. I I What's more, large numbers of
teachers feel frustrated by what they see as lack
of student effort and parental and administrative
support. 12 In focus groups, teac,hers often say
that they learn more about major districtwide
changes from rumors than from the administra
tion. District directives are often ridiculed or
resented, and experienced teachers have already
been through waves of reform, which in their
minds produce very little of value. Public
Agenda's research strongly suggests that bringing
the nation's teacher corps firmly inside the
movement to raise standards could be the most
pivotal challenge of all.
Counting on Parents to Lead the Fight
students to excel, and they want schools to pro
mote kids only when they have learned what
they need to know. 13 But standards advocates
who hope that parents ~ill become the driving
force behind reform could well be disappointed.
Public Agenda studies suggest very few parents
feel comfortable as activists, getting deep into
the nitty-gritty of curriculum design or teaching
reform. 14 Most are not especially well-informed
or vigilant consumers, even concerning their
own child's progress.
In general, parents accept grades as accurate
measures of their child's proficiency, and very few
know much about how their child's skills com
pare to those of youngsters nationwide, much less
how they compare to the skills of kids abroad. IS
Relatively few parents have the experience to say
precisely what their child needs to learn or when
- and how - he or she should learn it. Parents,
even well-educated ones, look to teachers and
schools to provide guidance on this, and they .
generally accept what teachers tell them.
Expecting 100 Percent Happiness
A con1lllon question among standards. advo
cates is what will happen when tougher new tests
and more rigorous accountability measures really
come into play - when the rubber hits the road.
Will some parents begin to have doubts? Will
some begin to complain? Will some start saying
the entire enterprise is useless and unfair? Opinion
research cannot predict every response, but the
answer to these questions is undoubtedly yes. No
serious policy change is ever universally popular,
and even the most level-headed parents may
become upset if their own child's progress is ques
tioned. The challenge for educators and decision
makers is to plan for at least some level of
disenchantment and regret, since it will be almost
impossible to avoid.
Like other Americans, parents strongly sup
port raising standards. Large majorities say it is
essential that schools have teachers who push
1999
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The Question No One Wants to Ask
Most of the current discussion about stan
dards and public opinion centers on one ques
tion: Will public support for standards endure as
schools move forward to raise the academic bar
and as they put consistent accountability prac
tices into place? Research suggests that as £lr as
public opinion goes, Americans have signed on.
Across all demographic groups, Americans say
they want leadership to move ahead. They want
schools to improve student learning and they
want them to guarantee at least a basic academic
education for every child.
But another question may be much harder
to answer. What happens if the nation's public
schools don't succeed in· raising standards? What
happens if this reform effort, like some before it,
disintegrates or derails? Opinion research can't
predict what would happen in this event, but
the research does suggest, very strongly, that this
is one question the public hopes researchers will
never have to ask.
3. See Assignment Incomplete, Public Agenda.
4. Peter D, Hart Research Associates (sponsored
by Shell Oil Company). National survey of
1,123 adults, conducted July 17-20, 1998.
5. See Reality Check '99, Public Agenda.
6. See Reality Check '99, Public Agenda.
7. Princeton Survey Research Associates (spon
sored by Newsweek). National survey of 407 par
ents of children in grades K-8, conducted
March 5-10, 1998.
8. Kids T71ese Days '99, Public Agenda. National
survey of 1,005 adults, conducted December 1998.
9. Time To Move On: African Americarl and White
Parents Set an Agenda for Public Schools, P u b l i c "
Agenda. National survey of 800 African Ameri
can and 800 white parents with children il1
grades K-12, conducted March-April 1998 ..
Jean Johnson, author of this piece, is a senior vice presi
dent with Public Agenda, a nonprifit, nonpartisan
research organization based in New York City.
•
10. Gallup Organization (sponsored by Phi
Delta Kappa). National survey of 1,151 adults,
conducted June
1998.
Endnotes
1. Reality Check '99, Public Agenda. National
surveys of public school teachers, public school
students, parents, college professors and employ
ers, conducted October-November 1998. Pub
lished in Education Week's Quality Counts '99,
January 11, 1999.
11. See Reality Check '99, Public Agenda.
2. First Thin,gs Firsts: What Americans Expect from
the Public Schools, Public Agenda. National survey
of 1,198 adults, conducted August 1994. Also,
Assignment Incomplete: The Unfinished Business of
Education Reform, Public Agenda. National survey
of 1,200 adults and 1,151 leaders, conducted
October 1995.
•
Section
12. Playing Their Parts: Parents and Teachers Talk
About Parental Involvement in Public Schools, Public
Agenda. National survey of 1 ,220 parents with
children in public school and 1,000 public school
teachers, conducted November-December 1998.
13. See Time To Move On, Public Agenda.
14. See Playing Their Parts, Public Agenda.
15. See Reality Check '99, Public Agenda.
III: Public
Opinion
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-
Viewpoints
Introduction
[n this section of your hritjing book are open letters to the 1999 National Education Summit
participants from four longtime commentators on education r!form. Their essays ciffcr obsclVations,
insights and recommendations for sustaining the momentum of the standards-based education
improvcment ageflda. All four writers are well known and respected amon,$( their peers in their
respective areas (if expertise. Altho<lgh the opinions they express in these essays are theirs alone
and not neccssarily those of Achieve, [,1(. or the National Education Summit co-sponsors, their
comments make for ins~ghiful, it!formative reading.
Making Mid-course Corrections in Standards-based Reform
Standards-based reform offers the best hope for substantially improving the
nation's public schools, writes Ronald A. Wolk, but there is growing concern that it
is not being implemented as thoughtfully and carefully as it must be to succeed. This
Summit is an ideal occasion on which to take stock of where we are and assess the
mid-course corrections we need to make to ensure success.
The Role of Higher Education in the Standards Movement
Higher education has been AWOL from the K-12 school improvement
discussion, argues Kati Haycock. Present neither at the policy tables where school
improvement
are formulated nor on the ground where they are being put
into place, most college and university leaders remain blithely ignorant of the roles
their institutions might play in helping K-12 schools get better - and the roles they
currently play in maintaining the status quo. The fact is we cannot bring about big
changes in elementary and secondary education without also changing the way
higher education does business.
The Marriage of Standards-based Reform and the Education Marketplace
It's hard to visualize a standards-based system working well without opportuni
ties for the creation of new schools and the entry of new providers, writes Chester
E. Finn, Jr. He presents the "marketplace" strategy, also known as choice, as an
alternative approach to improving the nation's education system, but argues that it
can coexist with standards-based reform. Combining these two strategies for educa
tion change can produce more than either alone is apt to deliver
perhaps even
more tban the sum of its parts.
Linking Information Technology to Accountability
An unprecedented national consensus has emerged that it is now time to change
our schools. And a key to school change, Denis P. Doyle asserts, will be information
technology. While it is difficult to think of a sector that could put IT to better use
than elementary and secondary education, it also is difficult to name a sector that
uses it more sparingly or unevenly. Doyle outlines how information technolo!:,'Y can
be used to ensure better accountability for results.
Section
IV: Viewpoints
•
Introduction
�Viewpoint ... by Ronald A. Wolk
Making Mid-course C
in Standards-based R
State policymakers and education reform leaders ·rlP,'",,..,.,,"
launching standards-based reform and sticking with '
tra:nstlorrrurlg the
implementation. This strategy undoubtedly offers
nation's public schools into the schools we need for
next century.
Cup victory of
women's
This past summer, Americans basked in the
in the 19605 I to the pas
soccer team. The grassroots movement for women's
sage of Title IX in 1972, which, among other
Imandated equality for women in
school sports. It was a radical idea, and there was
I resistance for at le~st a decade.
S'Tadually culminatdd some 30
But perseverance produced slow, steady progress
I
in the Women'~ World Cup is
years later in a profound social change. The U.S.
a highly visible symbol of that significant change.
is an important llesson here for
all of us working for
schools: Real change
persistent action ~y many indi
viduals often working together over a long
of time.
Standards-based reform is about nothing less
lic education in history. The job cannot be done I-""~'-'U'""U, hurriedly
cheaply. You
have made considerable proS'Tess over the past
creating the structures and
I
processes needed for success. Now, as the
enters its second decade, you will
need all the wisdom, skill and patience you can
I to keep it going in the right
direction.
01
The implementation of a reform this radical
this sweeping is a formidable
undertaking. Mistakes, omissions, missed " ....·.... "'rt'l1n' I and wrong turns lare inevitable.
At least another decade of hard work is needed to
the significant and wide
'p,ead ,tudent achievement that "anm,d, promi,e.
I
It is critical that policymakers and educators
eventually the general public
understand the complexity of this task and the need
patience. Some ~eople will
the movebent a £'lilure
claim the job is too difficult, too costly. Some will
and seek to consign it to the graveyard of edlJCatIOnat fads. And some Jill press to
lower the standards and compromise the rigor.
I
.
It will be up to you to convince your fellow ....,,",,·,,"""
and the public to stay
the course. But it also will be up to you to take the
in making vital mid-course
run aground.1 There is .no
corrections without which the standards
better time than now to pause briefly, take stock
standards-basbd reform is in
your state and, if necessary, craft corrective tactics
Following are the areas that need special
1999
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Can~t Learn Everything
In our zeal to develop rigorous academic content, some states have made standards
so all-inclusive that they are probably unattainable by ordinary students and teachers in a
typical school setting. Disciplinary experts charged with drafting standards for their own
academic fields expect every student to know everything the experts now know. The
national geography standards would test the mettle of PhD. candidates. The arts stan
dards specifY that students should compose music, play an instrument and choreograph a
dance. One high school science standard proposed by a Nobel Laureate provides an
extreme example of this foolishness. It states that students should "know that the force
on a moving particle (with charge q) in a magnetic field is qvBsin(a) where a is the
angle between v and B (v and B are the magnitudes of vectors v and B, respectiv,ely),
and students use the right-hand rule to find the direction of this force."
All Children Can Learn, But They
States need to revisit standards and submit them to a common-sense test - perhaps
even convening bodies of ordinary citizens to react to them. Indeed, given that stan
dards setting is an ongoing process, states would do well to establish a mechanism for
periodic public review.
In defining a "body of essential knowledge," we should be parsimonious. Standards
can specifY too much for a child to master in 12 years, and even experts and educators
cannot agree on what to eliminate. Meanwhile, new knowledge accumulates at an
astonishing rate. Schools should emphasize how to learn at least as much as they empha
size what to learn.
Achieve analyzed standards and assessments from 20 states to compare our expecta
tions against those of the highest-performing countries on the Third International
Mathematics and Science Study (TIMSS). The study identified an "international core"
of 10 concepts in math - essentialJy, the foundations of algebra and geometry - that
the highest-performing countries expect their students to master by the end of eighth
grade. With maybe one exception, the international core concepts were present in the
standards of our 20 states, but they often were buried in longer lists of concepts, and
several core concepts did not show up on the assessments. It is no wonder that teachers
are unsure of what is most important to teach - and as a result, they tend to teach
about all sorts of things, but not in much depth.
The problem is not just one of quantity. Except for the work of Achieve, there has
been little effort to coordinate standards writing across state lines to see how different
states' standards relate to each other or whether they could all fit logically into a typical
school curriculum. As a result, according to a study by the Mid-continent Regional
Educational Lab, there is simply not enough time to teach all of the information and
skills identified by subject-matter experts. Indeed, the study concludes that nine addi
tional years of schooling would be required for students to master alJ of the material rec
ommended by the national subject.:.matter organizations that have put forth standards.
Section
IV: Viewpoints
•
Mid-course
Corrections
�States might well focus on the four core subjects
social studies, and leave it to the districts and schools
the remaining disciplines,
English, math, sCIence and
develop their owh standards for
You Can't Measure Air Pressure With a Vii'''''''''';''''
For the standards strategy to work, fair and
assessments must' be aligned
with standards and curricula to monitor student nrl,m;p« Although man~ state officials
say their tests are aligned to standards, there is ...,'r,u,,""o- evidence that suggests otherwise.
. off-the-shelf, pencilFor one thing, too many states continue to rely on
cannot be weIJ laligned with
and-paper, multiple-choice tests that almost by
every state's standards.
Assessments are pivotal in the standards
against the standards, tests must reflect what is in the
tests should include perfomlance items that give
duct a science experilllent, and solve and explain
To measure student progress
.I~IL,WlUdlU'. To assess berformance,
an opportunity to write, con
problems.
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Achieve is working to generate more collaOOlratl0n among states in qeveloping
common standards and assessments toward the goal saving millions of dollars and pro
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ducing compatibility in curriculum and testing that
serve mobile Americans well.
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States with similar standards and common concerns
consider forming consortia to
of test items from ~hich each
harmonize their standards and coUaborating on
The technoloJ for large-scale
could fashion its own test aligned with its own
soon will ~e able to take
computer adaptive testing has come a long way, and
individually tailored examinations on the Internet,
money. States should work with federal agencies to "'A'J\.o~liC'-'
You Can't Teach What You Don't Know
Relatively few of today's teachers have ever
standards for all students. Teachers now are being
before, and there are too few good professional
in systems with high academic
to do things the~'ve never done
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programs to help them.
The way schools are structured makes real nrr,tP""<lrm deVelOpmeJ difficult. But
I of professional dev~lopment that
we have learned a lot in recent years about the
is most effLtive when it is
work. We know, for example, that professional
rooted in real work, such as designing curricula or I
'rubrics (gbidelines) for
assessing student work. States should gather the' I people, charge thel~l with develop
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ing sound programs and begin implementing thenl.
Professional development means time, and tl'.m<~lInl1e;ll1s money.
more effectively,
scarce, but states could spend the money they have
states should move to reallocate nearly $20 billion I increase teacher
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continuing to use these funds as a reward for seat-time in mostly useless night-school
courses. This reallocation would be a difficult and controversial undertaking, but the
stakes make it worth the effort.
The challenge of professional development would be less daunting if new teachers
entering the field were knowledgeable about state standards and prepared to teach to
them. Relatively few teacher preparation programs have significantly incorporated the
new standards into their curricula. At least in education schools funded with public
money, states should be able to correct that problem by requiring schools to include
standards in their programs.
Still Waiting for Opportunity to Knock
Unfortunately, it continues to be true in the United States that too frequently the
quality of education depends on where children live, the color of their skin and the
socioeconomic level of their parents. Because of inequities in financing, many students
have not been exposed to high standards or a rigorous education. They are getting
shockingly dismal scores on tougher new assessments.
In some states, a sizable majority of students do not score at the level needed to suc
ceed in their courses. On the new test in Massachusetts, 74 percent of 10th-graders and
67 percent of eighth-graders partially understood or failed the math section, and 80 per
cent of fourth-graders partially understood or failed the English language arts section. In
Virginia, which has highly rated grade-by-grade standards, 97 percent of the schools
recently failed to achieve the performance goals on the new state tests. Scores on the
1998 national reading test show that two out of five high school seniors cannot read
well enough to do grade-level work. Failure rates tend to be much higher among low
income and Latino and African American students.
When Congress debated the standards movement about a decade ago, the issue of
"opportunity-to-learn" standards was
Proponents aq,'1.1ed that standards for
and that state policymakers should
schools were as important as standards for students
address inequities in the resources of poor schools in urban and rural areas and the
resources of schools in wealthy suburbs. Congress decided not to address this problem
through federal legislation, but as states move forward to attach stakes to student per
formance, they need to assure parents and the public that all students in all communities
have a fair opportunity to meet the standard~, and that schools and districts also will be
held accountable for student perfol1nance.
It can be said simply and directly: Standards-based reform will not succeed unless
and until all students are:
Section
IV: Viewpoints
•
Mid-course
Corrections
�••
• taught a curriculum aligned with state
to teach that curriculum; and
• taught by teachers who are adequately
• offered extra time and help if they need it to
Rewarding Results, Punishing Failure
If standards and assessments are the lever for
then accountability is the fillcrum. Without
remains only a promise.
the standards.
the public education system,
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, standards-base'd reform
Developing fair and effective accountability
cult and perilous step in the march toward nda[(ls-:ba~;ed refornl. States have pro
up the pace.
ceeded cautiously so far, but they have begun to
C"CICP""C
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publish annual ieport cards on
Virtually all states now test their students.
individual schools, according to Education Week, and
of these publiclt rate sc~ool
performance or at least identifY low-perforrning SCllQ:()ls. Nineteen states Irequire students
authorizing the ta~eover of per
to pass an exit test to graduate and 16 have
sistently failing schools. Fourteen states provide
rewards for individual schools
based on performance.
Alternatives to Social Promotion
Frustrated with continuing poor student
national, state and local levels are demanding that
score below a designated level on the state
called for an end to social promotion and the
that don't fix or close failing schools.
more policYJilakers at the
~L':1"U\"'U~ be retained il~I grade if they
tests. President <Clinton has
of federal funds from districts
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Nobody favors social promotion, but the
of holding students back and
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simply repeating what didn't work the first time
is bad. Clearly, social promotion
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must end, but educators need to come up with
programs and strategies to
help students who are not prepared academically rr.l!"",,,,", on to the next grade. Fotty
percent of students who are held back once drop
before graduationIfrom high
school. For those held back twice, the dropout
umps to 90 percent.
One possible solution is to have intervention
of the third grade and the end of the seventh
at the end of the third grade might be moved into
includes longer school days and weeks. When
they would rejoin their classmates. Students who
grade might be offered extended day programs
opportunities for experientialleaming, out-of.
has adopted a plan that moves in this direction.
,specific intervals, JCh as at the end
Students who are not reading well
I intensive literacy Iprogram that
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reading proficiency,
' failing to keep uplin the seventh
substantial academic enrichment,
internships and n~entoring. Boston
of holding failing students back,
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for example, the district lets students stay with their class but puts them into a transi
tional program where they receive additional help.
Misplaced Punishment
Prematurely setting high stakes for students is the most immediate and dangerous
pitfall in forging an accountability system. States that put the entire burden of poor
school performance on students could place the standards movement on a collision
course with reality.
The fuct is that a great many students now in middle school and high school, espe
cially in
cities, did not learn to read by fourth grade and thus cannot pass the new
high-stakes tests. Many of them attended failing schools that lacked good teachers, text
books and laboratories. Their academic problems were unnoticed or ignored. Expecta
tions for them were low or nonexistent. To punish these young people for failing in a
system that £tiled them first would be unjust and probably even illegal, especialJy when
the goal is to help them succeed.
If large numbers of students get held back or £til to graduate because they score too
low on tests, states are likely to fuce such legal challenges. And public support will
diminish because it will seem unfair to hold students accountable when they have not
had an adequate opportunity to learn. If public support wanes, the standards movement
will be in peril.
Despite the negative consequences of high stakes, however, one can argue that with
out them, neither the students nor the system will take the necessary steps to meet the
standards. After all, the stakes for academically at-risk youngsters are already enormously
high, regdrdless of whether a state ends social promotion and institutes a graduation test.
The children who fail in school today cannot expect to prosper in the high-tech society
of the next century; their prospects for a rich and fulfilling life are bleak.
Preserve What Works
We have made impressive progress in creating public schools desif,'11ed to prepare
children for the next century. In a series of discrete and unrelated actions, more by
de6ult than by design, educators and policymakers across the country have created
alongside the existing public school system what could be called a "parallel system" of
innovative and flexible public schools.
These include alternative schools created in the 19605 and 19705, magnet ~chools
launched to aid racial integration in the 19805, traditional public schools that trans
formed themselves during the current reform movement, charter schools 111 the 36 states
that have charter laws and even newly created public schools (such as those in Rhode
Island and Hawaii) designed from the start to be nontraditional.
Section
IV: Viewpoints
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Mid-course
Corrections
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Over and over again, these innovative, mostly small schools demonstr:ate that they
can succeed with the hardest-to-educate students. Md~t have high attenda~ce, low
dropout rates, high college-attendance rates, few disci~linary problems, al~d high morale
among teachers and students.
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In some states with overly detailed and prescriptive standards and tests, state policy
runs the risk of squeezing the life out of such schools/by narrowing their burriculum
into a single conventional mold. It is one thing for stltes to insist, as they/should, that all
schools, regardless of size or philosophy, should be re~uired to demonstrate on conilllon
assessments that their student, can read critically and ~nalytically, write dJar and persua
sive prose, show an understanding of fundamental m~thematical and scielitific concepts,
and display familiarity with key historical events and ~ends. It is quite another thing,
however, for states to design tests that are so content~specific that they dibtate the sub
stance and structure of a school's curriculum. Some of New York City's !most celebrated
and innovative new high schools, tor example, belie~e that the very qualities that have
made them demonstrably successful with at-risk studknts will be jeopardibed if they are
.
fi
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not gtven some f1 eXl'b'l'ltyrom testate '5 new R egents exams.
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Nobody would argue that all small schools are Jnovative or that all nontraditional
or that these schools be exclbpt from high stan~ards and test
schools are successful
ing. But most of these institutions are relatively new/land relatively fragile. The state
should be flexible and, in assessing these schools, COI~sider not just their Jest scores but
the results of their work. The bottom line is that sta~es should be carefu~ that their
'd
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lf
assessment programs d0 not ma vetten tl·Impose a GOO e-cutter, one-S1ZC-its-a11'
y
regt
men on their schools. They should encourage diver~ity and pluralism in their schools
while holding fast to their focus on results.
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Moving Forward
This is a frIll agenda, but these problems are nOll surprises. We knew when we
undertook standards-based retorm that we would b~ struggling with pr6blems of the
specificity and
of standards, the aligtilllent andJJeffectiveness of asse~sments, the
quality of teaching and the proper kinds of accountability. It was inevitdble that states
would have to make occasional course corrections.l~y recognizing andi addressing these
problems publicly, you sigtlal a commitment to sta):ll' the course. You sehd the message
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that it is better to pause, take a little more time and get it
than to have standards
reform become discredited because it wasn't propeblY implemented.
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Ronald A. Wolk is d7ainnan if Editorial Projects in Education and thefout/der and former editor
of Education Week and Teacher Magazine.
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Vieupoint . .. by Kati Haycock
The Role of Higher Education
in the Standards Movement
Since the release of A Natioll at Risk in 1983, many people have dedicated them
selves to the effort to improve America's public schools. Governors and corporate
CEOs have been particularly active in this arena, rolling lip their sleeves to join K-12
education leaders in fashioning improvement strategies and putting them into place.
Higher education, however, has been left out of the loop and off the hook. Present
neither at the policy tables where improvement strategies are formulated nor on
ground where they are being put into place, most college and university leaders remain
blithely ignorant of the roles their institutions might play in helping K-12 schools
better - and the roles they cun-ent!y play in maintaining the status quo.
In the early years of the school improvement effort, this oversight was under
standable. After all, the initial tasks of standards-based reform - setting standards,
developing assessments and designing accountability systems - seemed reasonably
straightforward. And aside from the need for an occasional faculty member or two to
comment on draft standards in their disciplines, there was no obvious role in all of this
for higher education.
As we get farther into the reform effort, though, it is becoming more and more
obvious that we literally cannot bring about big changes in elementary and secondary
education without also changing the way higher education does business. For example:
• How are we going to get our students to meet high standards if higher education
continues to produce teachers who don't even meet those same standards?
• How are we going to
our high school students to work hard to meet new,
higher standards if most colleges and universities will continue to admit them
regardless of whether they even crack a book in high school?
try,
These two systems are intertwined in so many places that no matter how hard you
cannot change one if these systems without also changing the other.
YOH
The mere thought of working simultaneously on changing twO such complicated
and entrenched systems is probably enough to make you shudder. But doing so is
tembly important
and perhaps not as hard as it may seem. Over the last several years,
we at the Education Trust have had the wonderful good fortune to work with some
communities and states where, some years back, leaders of the K-12, higher educa
Section
IV: Viewpoints
•
Higher Education
�tion and business connnunities had the LV''-'"'''-''' to recognize the Beed for a "K-16:'
approach to educational improvement. Today, write both to im+ess upon you the
need for a more encompassing K-16 approach
here and to snare what we have
learned from these communities about how to I ake such an appr~ach work.
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Preparing Teachers to Teach to High ""tlnt1tilr.f<
As school districts across the country
to get their students achieving .at the
levels set by state standards, it has become in
apparent that many
are
not up to the task. Some teachers need help
the broad rang~ of instructional
strategies that are necessary to succeed with the
oflearners inl today's classrooms.
Their own ac~demic knowledge
But many teachers have an even more basic
areas they teach. I
and skills are too limited, especially in the c
Frankly, this problem caught many K-12
cation leaders by surprise. For years,
their major criticisms of how higher education ri"rf'n~rf'rl teachers foJused on inadequa
cies in areas like student discipline and rl'1«r("\".,,·
But the new standards have changed all tlus
academic knowledge as never before. Why?
putting a premium on the teacher's
simply because th~ rules have changed.
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Under the old rules, if a teacher taught <",,,'pt-h.rHT and only some of the students
I what mattered, noJ whether students
learned it, that was okay. Teaching a concept
' concept or skill, 4nlY some students
learned it. And after all, if it was a "higher
- those who would go on to college and
take on son~e kind ofleadership
role - needed to learn it anyway.
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Under the new rules, iearninJ! is what
We now expect our teachers to get
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all of their students to levels that only those in
top group used to reach. That means
that if a teacher teaches a concept and only 20 np"rPl,t to 30 percedt of her students
learn it, she must come back again and reteach
concept anothet way - then per
deeper and moJe flexible knowledge
haps yet another way still. But this requires a
of content than many of our teachers have.
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, FLxing this problem will require action on number of fronts, from better preparing
new teachers to providing professional
I . for continuingIteachers. But fix the
problem we must. New research makes it very
that there is n<pthing more impor
tant to student achievement than an effective
. Students wh6 are taught throughI will rise to virtu~lly any standard we
"out their school careers by well-educated
set. On the other hand, students who have
I two or three poorl~ educated teachers in
a row will never recover, and their futures will
forever limited.
1999
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Incentives for High School Students
Young students often wil] put forth their best effort on any exam put in front of
them, but motivation changes a great deal by the time students reach high school. If an
exam doesn't "count," students are not likely to put fOr\vard serious effort - indeed, as
several states pave found, large numbers of students won't even bother to take the test at
all. State or district accountability systems may be pressuring the adults in the school for
better results, but if the students feel no such pressure, results are unlikely to improve.
In recognition of this problem, state boards of education are moving to attach virtually
the only stake within their control: denial of a high school diploma.
There are early signs, however, that this is not a sufficient strategy - at least not if
you want standards rigorous enough to drive real change. First, it is politically very diffi
cult to have both high standards and high stakes. Second, such a combination also can
mire a state in lengthy and expensive litigation. Third, even if this strategy is upheld,
nothing will stop students from circumventing it completely by exiting high school
without a diploma and showing up the next day in either a community college or one
of the hundreds of open-door four-year institutions. (Indeed, my own daughter did just
that. The consequence? A University of California degree, with honors, a full year
ahead of her high school classmates!)
Some states may still tread this road. But in others, ifleaders want their new stan
dards to have real motivating power, those standards must not only have the qualities
nom1ally set forth by the standards gurus - including clarity, parsimony and the like
but the standards and the assessments based on them also must be taken seriously by the
only party that really matters to most students and parents (and many teachers, too):
higher education.
Yes, signals from business do matter, but in survey after survey, students and parents
make it very clear that they care most about higher education. (Not because they don't
care about getting a decent job, but precisely because they do and believe that college is
an essential way station.)
In most states, however, higher education has not been seriously involved in the
development of either the K-12 standards or the assessments based on them. Most
standard-setting bodies do include participants from a college or university, but these are
individuals acting as disciplinary experts, not as representatives of their institutions. Thus,
even though students prepared to meet these new standards would be a dream come
true for the f..lculties of most colleges and universities, college admissions offices con
tinue to use measures
seat time, Camegie units, grades and SAT/ACT scores - that
are totally inconsistent with the direction of measurement in K-12.
Section
IV: Viewpoints
•
Higher
Education
�This mismatch not only is having a chilling
on student
vation
It IS
undermining the refoml movement by sending c::olntlllctlng signals to teachers, parents
and students about what is important.
Moving Forward
Despite these problems, many American
will wend their way through the
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thicket of conflicting signals and teachers of
quaJity and still do okay. For others,
however, especially the poor and minority 3cUU~fH3 who are most li~ely to be taught by
less able to guide them through the
undereducated teachers and whose parents are
confusing messages, this situation is a nigh
So, what can you do? Governors, ofLvI'HJ'~' have considerabl9 leverage in higher
education, both directly, through budget
and the like, and indirectly through
appointed trustees. Business leaders, too, often
on the boards ofj public and private
institutions. Too often though, it seems that
reserve most of ylour reform zeal for
K-12 education. Now is the time to widen
. scope of activity. Here are some
suggestions.
1. Bring higher education to the table.
• !fyou have a K-12 strategy council in your
make it a K-16 council.
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Such councils can make sure that higher ,}-L'U~"UUll not only supports and
reinforces the K-12 improvement effort· your state, but alsO gets busy on
needed changes on its own turf First on
agenda?
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Come to agreement with the K-12
assessments for high school graduation
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Ensure that teachers, both new and
Several states
including California,
already have K-16 structures, each with a
approach that best fits your state's
on consisteht stancLlrdsl
college admissiOJ~s/placement.
.1.
get rigorous subject-matter training.
, Maryland and Lorth Carolina
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different COnfif,11Ltion. Pick the
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and get going. (Make sure that the
than education; councils whose
too fust.)
2. Seize the moment to push big imlpr'o~;el1r1elr1ts in teacher quality incremental approach won't get you <>l1.mllTh
• Insist on increases in academic staridards Jor
standards fi)r students. In the short tenn,
demand that licensing bodies use the
each content area and set a very high
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the only way
accomplish this is to
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rigorous licensure exam available in
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high school seniors also could make another choice: Administer their 12th
grade exam to prospective teachers and insist on a "distinguished" level per
formance.) As soon as possible, though, the existing exams should be replaced
with much more rigorous content assessments, because current licensure tests
typically measure only the knowledge and skills a teacher acquired in high
school.
• Hold higher education strictly accountableJor the quality if the teachers it produces.
The new federal Higher Education Act contains a provision requiring states to
adopt reporting and accountability systems to monitor and improve the quality of
teacher preparation. Wise state leaders will take advantage of this first-ever oppor
tunity for results-oriented accountability in higher education by adopting
accountability systems that go well beyond the rather minimal requirements of
the law. It is especially important to ensure that such systems are not limited
in scope to education schools but rather have clear consequences for the arts and
sciences departments that provide most of the academic preparation of future
teachers. At the very least, bold accountability systems will:
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place a premium on rigorous subject-matter preparation;
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demand that institutions do what it takes to produce skilled teachers from all
racial and ethnic groups;
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reward institutions that increase their production of high-quality teachers for
subject-matter and geographic shortage areas; and
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close programs that don't produce results.
• Ask your K-16 councilJor an aggressive action plan that contains at least the following:
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a deadline beyond which no school district will be allowed to employ teachers
who teach out of field or do not meet state standards;
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a system to enlist parents as partners in improving teacher quality by requiring
school districts to notifY parents when their children are being taught by unqual
ified teachers; and
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a budget proposal for creative initiatives to increase the supply of high-quality
teachers in shortage areas. Indeed, governors might want to consider establishing
immediately a funding stream to support arts and sciences departments in creat
ing programs, such as University ofTexas-Austin's UTEACH, which bases
teacher preparation in the academic department corresponding to each teacher's
subject-matter area.
Section ·IV: Viewpoints
•
Higher
Education
�II
'
",'
3. Throw your weight behind efforts to
standards, for kindergarten. through ~U'H",.~",
consistent and coherent
Each year, the college careers of countless
school graduates are needlessly
derailed by inadequate preparation in high
, Students took t~e three math
I
courses, four English courses and two science \.-"""'L>'~' that they neeoed to graduate.
I
Perhaps they even did quite well in those
and on the state assessment as well.
But it turns out that the courses they took
I 't the courses that !the colleges want
- and the assessment they passed didn't test
. same things that tHe colleges value.
of our high schobl graduates are
going on to postsecondary education (we're
at 80 percent andl rising). It makes
now want th~ same kinds of
even less sense when you realize that most
knowledge and skills as the colleges want.
• Tell your K-16 council you want a
through college, in place within three years.
-
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coherent set if standards, kindelgarten
I
. work should include:
~V~,~l"~J on the knowle1ge and skills
agreement across two- and four-year
necessary to begin credit-bearing work
modification of existing high school
some specified time, all high school
college;
(if necessary) to ensure that by
I
have the knowledge and skills
I
ccLlu\.-.~ll
agreement, across K-12 and higher
"21st Century Curriculum" that will
college;
elimination of unnecessary redundancy'
college admissions and college
on a rigorous core academic
all students meeJ high standards and
I
Ithe assessment of high school juniors
1-'1d\.-Ull\.-1lC;1
4. Standards make sense in higher
I
.1l'J l l ,
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. and
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for high schobl graduation,
a single set of exan{s should suffice.
",uu~auyu
For too long, we have lived with the myth
internationally renowned higher education
tem. The truth, if you look at the data, is that
large numbers of graduates who do not have the
associate with a degree or a diploma. The Jv,nL~L"
mythology and stop the finger-pointing that has
these two systems, the better. We are not going
without solving those in the other.
perfect,
K-12 sys
llUl.l1U.lCC
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Sum m
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While this letter has concentrated primarily on the knowledge and skills of college
students who intend to become teachers, recent research suggests that teachers are no
worse - and no better
than college graduates more generally. Alarming numbers of
college graduates exit college with the reading, writing and mathematics skills we would
nornlally associate with a student midway through high school. And these graduates are
but a small portion of those who begin college. Indeed, dropout rates in
educa
tion make those in K-12 look wonderful by comparison.
Yes, it may seem daunting to think about launching the equivalent of standards
based refom1 in higher education. But if indeed our national future depends on a highly
educated citizenry, then our work cannot end in K-12. Other countries have realized
this, and are making major investments in both e:X"panding and improving their postsec
ondary systems. It's time that we did, too.
5. Improve achievement and dose historic gaps.
Improvements of the sort we are talking about here are important to all students.
But they are especially important to the poor and minority youngsters who have been
the biggest victims of our current system of different standards - and different quality
teachers
for different kids. However, just saying this won't guarantee the work will
be done in a way that will narrow the achievement gaps that have haunted this nation
for too long. It won't happen unless you insist that it happens.
If we've learned anything during our years of hard work on this subject, it is this:
Leadership matters. If you are unequivocal in your belief that all kids can learn at high
levels, go on to college and graduate
and if you demand every year to see progress
for all groups of students, no matter how poor - you will get results.
Kati Haycock is director I?Jthe
Section
Washin<.~ton,
D.C.-based advocacy group, the Education Trust.
IV: Viewpoints
•
Higher
Education
�Vieupoint ... by Chester E. FiJl,Jr.
The Marriage of StJbdards-1:)ased Reform
and the Education trketplace
Standrr<f,-b",d edu"tion ceConn md wmpetition-b"ed ,efol enh,nce ",h
other; indeed, they are mutually reinforcing. C1iange-minded gove~nors, business lead
ers and education movers and shakers should re~ognize their synergy and embrace them
both.
A Little History
When the governors and President Bush met in Charlottesville, competition-based
reform was barely a blip on the radar screen. wihat was fresh and e~citing - and nervy
and controversial
in 1989 was the setting of hational goals and tBe intensification of a
nationwide push toward standards-based reforn~l
A country that had long operated as if the lay to get better education results was to
pump up school inputs, resources and services Jbw found itself graJpling with a very
different idea: The way to get better results is tJI stipulate the result~ you want, make
sure you have sound means of gauging progress toward them, create incentives (and dis
incentives) tied to such progress and "align" thl pieces of the delivehr system such that
all move harmoniously toward the same ends.
I
A decade later, such systemic strategies remain the primary focus of most reform
efforts at the state and national levels and in a n&mber oflocalities. But they've turned
Ollt to be very hard to install, and they don't alJays work as intendJd. They conslIme
vast political energy and tun into dogged resistal~ce, vested interests land deep-seated
inertia. Back in 1989
and even, I think, at tJe 1996 Summit - hre didn't fulJy
£:lthom the arduousness of moving from broad Joals to specific, higtquality content
standards, demanding performance standards, w~rkable assessments And forceful high
stakes accountability systems. Today, only a fewllstates have all these !elements in place
and can see them paying off to a degree that jushfies the effort. Indeed, some jurisdic
tions are already backpedaling because, to put itllsimply, they're finding that the short
term political cost of serious standards-based ref0rm rivals the long-tern1
L
Why so painful? Because individuals and inltutions don't like
their
accustomed behavior, particularly when changiJ~ means working h1rder and being held
accountable for their results in ways they previo~sly were not. And because public
sector monopolies are possibly the most change~averse institutions that ever existed. The
upshot: The systemic approach alone has not
generated a reliabl~, cost-effective and
politically feasible strategy for sufficiently alterin~ individual and org1nizational behavior
to yield stronger pupil achievement.
yet
11...-_______________________
1999
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Education_ Summit _ _ _ _ _ _ _ _ _ _ _-:-__
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The Systemic Approach Is Not Enough
We're conung to understand that education results change only when people's
actions change. Johnny will learn more when he studies more and harder. But what will
induce him to do that? What will cause his teachers, principal and the other adults
involved in his education to alter their accustomed ways so as to yield better-than
accustomed results?
Systemic reformers still assume that standards-based schemes, properly executed,
will trigger the necessary behavioral changes. The oomph in this strategy comes from
the top downward and the center outward. It relies on authority for its enforcement. It
is, in fact, much like any other government compliance system. Why it seems so novel
is that we are unaccustomed to enforcing results-based behavior in K-12 education.
From where I sit, the systenuc approach takes an awful lot of doing, and it isn't yet
paying off in many places. Perhaps the most important reason is that the"conse
quences" don't really touch many of the players. Kids stilJ
into college somewhere,
even if they do poorly on the state tests. Few employers pay much attention to their
transcripts or scores. As for teachers and principals, not many have their jobs or salaries
on the line. And the public school system still enjoys almost the same near-monopoly
that it always has. However poorly it educates its students, it still holds onto them and
. the moneys that come with them.
The Marketplace Alternative
Ten years later, another approach to education change also has begun to figure seri
ously in U.S. school ref0fl11 etIorts: a marketplace strategy in which the impetus comes
mostly from the bottom up and the outside in. It's a very American approach - messy,
entrepreneurial and opportUlustic. Its underlying theory is much the same as that of cap
italism itself. Competition leads to efficiency, quality and consumer satisf,1ction, while
forcing ineffective providers either to alter their ways or go out of business. Change
within a system comes from competition outside that system. Competition thus benefits
not only the children who exercise choice but also the schools and school systems that
they forsake. Precisely because the latter institutions lose their mo~opoly, they mllst
begin to worry about attracting and satisfYing their customers with quality, effectiveness
now have options.
and efficiency. Those cllstomers - parents and students
Though this looks new in K-12 education, it's been the norm for several decades in
higher education and for longer than that in the private K-12 sector.
This is no place for a full discussion of the theory and practice of school choice.
r would just make three points about the "marketplace" approach.
Section
IV: View
oints
•
Reform
and the
Marketplace
�Varied Options, Combined Approaches
First, the marketplace approach comes in
ny flavors, from bland, vanilla kinds
(such as public school open enrollment and maen(~t schools) to Ro(':ky Road offerings
. In between, ode finds many vari
(such as home-schooling, vouchers and tax
ants, including today's most prominent variant,
schools. Whlat all versions have
can and should bel different, not identi-,
in common is acceptance of the fuct that
cal, and that the ability to choose among them
extend to everyone, not just to
I
wealthy families.
Second, there is no state today where a
marketplace apprLch is the only edu
cation reform strategy under way. While most
have some schbol choice
and a
few have guite a lot of it
in every instance coexists with other
schemes,
l
most commonly with some version of '·<",:tprn,c reform."
Third, most available evidence suggests
I choice programs are benefiting the chil' not yet
I wIt 1 respect to pUpl'I aCllevement
'I
I
]'
dren they serve. (Researc h IS
I small, in no smalJ Ipart because oppo
because the choice programs are new and
experim~nts that would yield
nents have staunchly resisted the well-designed
more definitive data.)
Visible Benefits and SystemWide Change
We also are starting to see evidence that
marketplace apprpach, once it grows
system, is begtnning to influence
large enough to be felt by the regular public
it. When a significant number of alternative . . ,"""'''''''' providers a~ise, the system
I
starts to compete with them. The >L-'IJLLL1Ll'-"'''",l'' asks: What must I do to get my stu
first place? If the bharter people are
dents back - or keep them from leaving in
offer that within our system? You say
offering an after-school program, why can't
that parents want school uniforms? A
curriculum? A Montessori
school? A gifted-and-talented program? Why ould they have toltum to charters and
private schools? Why can't we offer those
? School systems that think this way
find themselves, often for the first time, be
consumer-minded and market
they organize the\melves and what
conscious: This is triggering real change in
I such system chan~e will follow.
they provide. As choice strategies spread,
In a handful of cases, the school system has I
embraced the lharter strategy for
its own purposes, using it to create
. I schools or proJams that would be
difficult or impossible to establish under
laws, regulati6ns and contract
system has, in effect, chartered itself,
provisions. In a couple of communities, the
thereby gaining a high degree of regulatory treel:,h)m for all its schools. In others, the
schools, develop
pro
system has used the charter law to establish
and collective bar
grams or experiments, or circumvent rigid '-"'l.Cll,lL"',lVl reg
1999
National
E
cation
Sum
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gaining constraints. (School systems also are
outsourcing and privatization oppor
tunities to deliver new education options and remake failed schools.)
The system's response to charter schools, open enrollment plans, vouchers and other
fOnTIS of school choice shows how the marketplace strategy leads to behavioral change
not because someone farther up the regulatory hierarchy dictates it, holds out
rewards or threatens sanctions. No, it happens because the marketplace signals that
change must occur for the survival of the system itself.
Compare and Contrast
Today, the "systemic" approach to education reform and the marketplace approach
are both vigorous, sometimes in the same places, sometimes with different degrees of
energy in different places.
The Ability to Improve Education
Each approach has its pluses. "Systemic" refonn is clear about it'> desired results,
comprehensive in its ambitions and orderly in its strategies. It exploits the rationalism of
the central planner, the know-how of the expert and the talents of the professional. If it
works as intended, it will lift all boats, leaving no one out. Although it alters routines,
procedures and incentives, it dismpts no basic structures.
"Market-style" reform is dynamic, fluid and adaptive. It eschews standardization and
believes that opportunity comes from choices rather than compliance. It tmsts con
sumers more than producers, laymen more than experts and entrepreneurs more than
planners. It reallocates power. It is quick to create, overhaul and ternlinate institutions.
It has little tolerance for approaches that don't meet the pragmatic test of whether any
one wants them or not. It also opens the door for more people and organizations to .
engage themselves in the education enterprise, and thus appeals to many teachers and
other school innovators.
The Difficulties of Effecting Change
Each has its minuses, too. The systemic strategy is vulnerable to election returns,
personnel changes and holy wars over what's important for children to learn. Its legiti
macy hinges on hard-to-achieve consensus about standards
many states have gone to
pains to develop thoroughly mediocre standards
and hard-to-perfect assessment
systems. It partakes of a one-size-fits-all view of curriculum, which may not work in the
pluralistic society Americans now inhabit.
The systemic strategy also is affected by politics. Its impact hinges on hard-to
implement accountability schemes because its energy comes from the top - and those
at the top are subject to political control and therefore vulnerable to stakeholder influ
ence. Such political considerations never really go away, which means that actual
Section
IV: Viewpoints
•
Reform
and
the
Marketplace
�behavior-changing rewards and punishments
are slow in
corning. That's why we see so few examples 0III01D-(101Nn accountapility systems taking
bold action to, say, close down a failing school.
schools seem to remain on
probation for years with nothing really
to change them. ~ducation Week's
have the author~ty to reconstitute
1999 Quality Counts reported that while 16
(tiling schools, only three have actually '-'A'''H"l~,\-U
The marketplace strategy is also hard to
. It relies on good consumer infor
mation about school effectiveness (data that
aren't available), ~nd it presumes the
existence oflarge numbers of fussy, motivated
who prize adademic quality
dynamism hil1g~s on a "supply
above all else (parents we don't always have).
.
'
I
response, " I.e., th e WI'11'mgness 0 f ed ucaoon D'lti1i'epn~nellrs to create, rep l'Kate an d
lt must be stable en6ugh and funding
expand institutions, so the political P1TU1l'rontn,'n
must be generous enough to make this
We rarely see suc~ circumstances.
\-1
'
ar,,'\t1l1th~n
others. (They lre, for example, less
viable in rural communities and less
'","~"H"Hn seriously dysfunctional families.)
are sundry political, statutory and COll1stltiitlonal barriers to th~ provision of a full
range of choices (though here, the politics,
worked through, Ihay ease, as the mar
I
ketplace takes over). And there remains the
"balkanization" if what is taught in
learn in anothet or if schools begin
one school bears scant relationship to what
I
to market themselves to people solely on
of ethnic or social identity (or simple
convenience and glitzy amenities) rather than
. effectiveness.
Each approach thus has important virtues
liabilities. Neith!er is complete unto
ce, the standards debate is almost
itself. As Denis Doyle has written, "Without
l
certain to become an empty exercise. There Isll:,lnmlv no reason to believe that every
I
to the same high standards; it
school in every district in every state will hold
cally. Only highly ~entralized school
can't be done politically, it can't be done
commitment tei local control rules
systems even attempt such an approach.
out any centralized solution."
In
Plenty in Common
It turns out that the t\:vo approaches have
in common
thei, mo" ,,<liOllS
fans and critics like to admit. Standards-based
treats the indiJidual school as the
key accountability unit, insists on school-level
cards, welcombs the publication of
I :
strategIes. M any " sys
school-by-school test scores and employs other
temic" reformers also talk of empowering'
schools to achibve the desired
needless rules and }egulations that tend
results in the manner they deem best, casting
to standardize school practices.
1999
National
E
.
cation
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Though not all choice advocates want government agencies setting standards or
imposing tests, virtually all agree that well-informed consumers and comparable data
about schools are necessary for the marketplace to thrive. Most acknowledge that
schools must make their standards and results public. Most welcome external audits of
school perforn1ance. Most leave room for government licensing, lottery-style adnus
sions, civil rights enforcement and other regulatory strategies meant to protect equitable
access for children. Most hope to create ways of channeling private investment toward
public ends, such as the birth of new school-provider organizations that then operate as
publicly accountable charter and contract schools. Though defenders of the status quo
tend to depict proposals like charters, outsourcing and vouchers as greedy market solu
tions, that's not really what they are. They are more like new ways of doing the public's
business, often with the help of private dollars and entrepreneurial energy.
It's hard to visualize a standards-based system working well without opportU1uties
for the creation of new schools and the entry of new providers. Unless states are pre
pared to create new education options for children whose schools are not teaching them
satist'1ctorily, standards-based refonn could turn out to be an elaborate ruse that puts
some pressure on schools but doesn't continue on to its own logical conclusion: If exist
ing schools cannot or \vill not meet the standards, but children nonetheless need to be
educated to the standards, then we need new and different schools.
But the converse is true, too. New schools need to be held to, and measured
against, the same standards as the schools they replace and those they compete with.
Properly crafted charter laws, for example, insist that the charter school show its progress
against the state standards as well as satisfactory performance on the state test in order to
get its charter renewed. (The school also may have other goals and indicators of its own
choosing.)
Thus we shouldn't be surprised to see a hybrid strategy appearing in many places.
That's certainly what Florida's new voucher law offers: The state keeps its promise to
children and f.'1milies by ensuring that kid" do not remain trapped in schools that
repeatedly fail to meet the state's own standards. Choice offers the means of keeping
that pronuse. In the two "poster states" most often touted by systemic reformers, Texas
and North Carolina, we also see vibrant charter programs (and, at least in Texas, other
new-provider and choice schemes) operating in tandem with statewide standards, tests
and top-down accountability structures. In Chicago, we see the system using charters
to create new options for £'1milies in low-income neighborhoods burdened by low
performing schools. In Arizona, Massachusetts, Michigan, Pennsylvania and other juris
dictions too numerous to mention, we see both strategies operating at once. What's
most interesting is how often nowadays we see them buttressing each other, compen
for each other's weaknesses, maximizing each other's virtues.
Section
IV: Viewpoints.
Reform
and
the
Marketplace
�Moving Forward
Standards-based reform must modifY b
to succeed, yet it has grave trouble
doing this exclusively through top-down
and sanctions. Itlneeds to leverage
change in institutions and individuals, yet T1n{""'rm~rn resistant to regulatory manipula
tion. Choice lubricates the system, makes
t possible and Lters behavior
without command-and-control tactics. Indeed
alters behavior
the most natural
It doesn't elinubate standards or
possible way: by allowing alternatives and
effect, it adds another set of conseexempt people (or schools) from assessments.
I
quences. Think of choice in this context as an
.onal accountability strategy.
id
,.
I
!
Yet the marketplace doesnt work well u
each school's pelformance is trans-
l
parent, consumers have ample information ab
that performance vis-a.-vis some
kind of standards or benchmarks external to
school itself, somepne outside the
school is auditing that performance and
is ensuring that Ibasic rules of fair
the
Sys!tenUc reform can
ness are followed so that children don't fall
furnish those essential elements of a
marketplace. lIt also can supply
enough commonality of content across
variegated schools to mitigate the
of a colleague,lthat "standards
"balkanization" problem. This means, in the
choice also can make standards
make choice safe' for liberals." (One might add
acceptable to conservatives.)
Charter schools again illustrate this synergy.
at once:
ey are accountable in two directions
• "upward" to the public entity that'
the charter, which Imonitors their per
formance in relation to their singular rmC\rrl1Cf'C a.~ well as the s~andards of the state
in which they're located, and which can
t them down if t~ey fail to deliver
the results they pledged; and
• "downward" to their clients and nH,rnlrnpr<, all of whom arel there by cho'ice
if they're not
with the school's perfornunce.
and all of whom may
These are two forms of serious aC(;Ql.mtablll I - each placing tJe school's very
existence on the line
c education svsJem that comrnonlv
J
I
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has neither, at least not in any functional sense.
pLotyp"
Policymakers should view charter schools as
On" it
accountability
becomes clear that these schools exist under a rOl1h-',rh relationshi~ with the state and
can be shut down for nonperformance, we face
important questidn: Why should any
school have a permanent lease on institutional ' - and a
claim on tax dol
li'tfS
if it is unable to produce satisfactory resul
the state is pre
pared to apply an etemal double standard to its
accountable for
1999
National
Ed
cation Sum
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student achievement, while continually funding others that produce few or no results
the charter school prototype will point the way toward more serious accountability
policies for K-12 education in general.
Think of blending standards-based reform and marketplace strategies as the surest
way of producing within elementary and secondary education the "tight/loose" man
agement structure that has worked for so many modem organizations: tight with
respect to the results that must be produced and the ways these will be measured and
reported (these elements being provided by the standards-based approach) but loose as
to the means by which those results are produced, with tolerance for diversity and
plenty of competition among production units (with these components furnished by
the marketplace approach).
Combining today's two premier strategies of education change can produce more
than either alone is apt to deliver, perhaps even more tlk'm the sum of their parts. This is
also a pretty good way to strike a balance between uniformity and diversity
and
between accountability and freedom - in a country that palpably wants all those things
(and more) from its K-12 education system.
Chester E. Fim1, Jr.) aJonner assistant U.S. Secretary if Education, is senior follow at the Afan
hattan Institute and president of the Washington, D.C.-based 77lOmas B. Fordham Foundation.
Section
IV: Viewpoints.
Reform
and
the
Marketplace
�II
.
~
•
• ."
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"
11 " ,
."
'I
'
Vieupoint ... by Denis P. DoyJ
Linking Information Technology
to Accountability
On the occasion of the nation's third National Education Surmnit, it is useful to
remember that these gatherings represent the pu~lic and private sectJrs at their best,
both for-profit and nonprofit joining together inlla common cause. I~ is equally note
worthy that Summits reinforce and shape - but do not create the llational discussion
about education. The nation as a whole has put ~ducation high on tllie domestic agenda.
Education SunIDuts reflect that concern.
All three Sumlluts have a common background: the information technology (IT)
revolution. This phenomenon has replaced the iJ~dustrial revolution,lbut at this point,
we can only dimly see its emerging contours. Fo~ example, at the time of the first Sum
nut a decade ago, the personal computer was in ts infancy. It is nowl nearly ubiquitous.
At the time of the second SunIDut, the Internet tas in its infancv. Barelv three years
II
1
:
1
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later it is now the donunant force in the IT revolution, and its long-~erm impact, sure
to
d",ling in i~ "OP' ,nd ,e"h, con only
imag;ned.
I
Ii
b,
bl
Education and technology exist in a speciallntext, however. Education is ca"nser
vative; technology is radical
not in the politic~ sense, but in a de~per social and cul
tural sense. Education conserves the past as it pre~ares us for the futu}e; it follows rather
than leads. Education is not on the cutting edge. lrechnology is. Edubtion reflects soci
I
ety; technology changes it.
Truth be told, no institution welcomes change. Change is frequently dismaying,
often disorienting and unfailingly difficult. Mark~t-driven institutions Ichange because
they must, but it is not easy. What is hard for buJ~ness is harder yet for schools. Most of
us prefer having changed to cha/~i?ing
Nevertheless, an unprecedented national consensus has emerged. The public is
prepared to change our schools, and schools are i~ the process of changing. IT will play
II
a key role in both preparing for change and the dhange itself The prbmise ofIT is not
just to do old things faster but to do new things. Just as information tbchnology is trans
forming the workplace and our private and publi~ lives, IT will both linduce and sup
port profound changes in schooling.
Some of the most sweeping changes will resUlt from using techn010gy to make data
available for decisionmaking to strengthen accoUl~tability. Using techl\ology, parents,
teachers and adnunistrators can have at their fingJ~tips a wealth of inf6m1ation about
schools and students that they can employ in thei~ efforts to raise student achievement.
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Untapped Potential
Is important to point out that no major domestic sector could put IT to better use
than elementary and secondary education, yet no m:0or sector uses IT more sparingly or
unevenly. Why? The modern education enterprise is neither propelled by a technology
vision nor prodded (hard) .by outside forces. Indeed, schools use computers today much
as the private sector did two, even three decades ago.
Schools tend to see tecluiology as a cost, not an investment. They see technology as
an add-on, not as a means for transfonllation. Unlike the private sector, in only a few
administrative applications is technology viewed as a way to increase output. In most
schools, technology is a pedagogical extra rather than a gateway to new pedagogies. To
use the dry language of economics, educators do not think of technology as a way to
increase productivity, nor do they think of it as a way to substitute capital for labor (i.e.,
as a way to change the locus of production from teacher to student). Most telling,
schools are not driven by either a financial or academic bottom line; incentives and
rewards for using new technologies are few, and these often are inadequate.
Why is IT important to education? It is ideally suited to improve the two areas of
schooling most in need of modernization: resource management and the improvement
of teaching and learning. IT helps schools work smarter. To do so, however, schools
must use IT strategically. Users must take the old bromide seriously: Technology is a
tool - a means, not an end. It must be used for clearly specified purposes. In too many
school districts, technology is something the central office distributes to classrooms,
ready or not.
But this need not be the case. Individual schools can earn their technology spurs.
For example, although all South Carolina schools have access to the Internet, in the
Beaufort school district, no hardware or software is made available to a school until its
staff has prepared a technology plan that starts with standards and the educational pur
pose for the technology.
Many schools across the country use technology wisely and well. But most schools
are still in the early phases of what can be thought of as a typical technology tr:0ectory.
In the beginning, technology is a novelty, used to solve operational problems or fulfill
state or federal reporting requirements. Eventually it is used for pinpoint decisionmak
ing. Just as the modern firm has learned that technology must move from simple opera-'
tional uses to strategic uses, so too must schools. In the modern firm, information has
moved from the back room to the boardroom to the living room; it must travel the
same route in schools.
Section
IV: Viewpoints.
Linking
IT
to Accountability
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Learning From the Corporate Model
Thirty years ago companies with massive transactional needs - banks and insurance
companjes, for example - realized that mOdernllcomputational pow11er made it possible
to store and manage huge data sets electronicallf\ wjth greater speed, easier access and
increased accuracy. The age of hand-posting can~e to an end as the ~ra of management
infonnation systems (MIS) began. Twenty years ag~ decision-support systkms emerged, grow
ing organically from MIS. Using electronically s~bred operational da~a, it became possi
"d
."
" lsts
III"
I
ble £io r tra1l1e deClSlOn-support speaa /" to accurate y momtor corporate per £iornlance an d
plot trend;. T",,,,octioml <bta ~ o,;ginally bucdkmome to track ~ ibecame a re;om".
Hard on the heels of decision-support systell came expert systems, recognizing
knowledge as a key corporate asset, and executive linfonnation systems (*IS) put IT in the
hands of senior executives themselves. Designed to serve decisionmakers, EIS pushed
data management and its exploitation to center srlage. The chief infoJmation officer
(CIO) became a key figure in the successful firn~ and a data warehousJ became a strategic
resource.
Next came vendor information systems, giving suppliers and vendors access to corpo
rate databases, making just-in-time manufacturin~ and delivery a reatty for both finns
and their subcontractors. At the end of the busin'~ss day Wal-Mart sJppliers know how
much stock has moved and how much inventoJ remains. The mosrl recent paradignl
", { ; .
'd"11
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h '£i .
Sit IS customer lI'!JonnatlOn systems, provi 1l1g cust0mers di rect access to seIected corporate
databases. Indeed, some modern, high visibility ~LI corporations (such las Amazon.com or
e-Bay) are essentially electronic databases; others,l like Federal Express, give customers
access to the corporate database for package tracl&ng purposes. For nLny Internet users,
the most dramatic capacity is the ability to routiJely download softwhre patches and
upgrades, as well as music, video and other mate~als over the Intern~t, completely
bypassing CD-ROMs, floppy discs or other phyJ~cal distribution me&a.
The lessons from corporate IT uses are ObvJus and powerful.
IT in Today's Schools
Most schools today have at least a rudimentarY MIS in place; however, few have
..
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"h I d
deCislon-support systems, experts systems or eIectromc tle-1l1S Wit ven
ors. AImost
none have customer infonnation systems. Like Sf~erlock Holmes' do~ that didn't bark,
most telling is what is nussing: the CIO. While Jot unknown, the school CIO remains
a rarity in all but large districts. True, some small~r districts like Calif~mua's Clovis UIU
fied in the San Joaquin Valley have a CIO, but tAe practice is still un~sual.
The issue is not lack of data - indeed, even small school distric1 are awash in data.
The issue is the strategic use of data and attention to data integrity. A~pointing a CIO
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sends a message: Data in this district will be used strategically to improve resource allo
cation and to fine-tune policy and practice. It will be used to work smarter.
In effective organizations, strategic data use takes two broad fonns. First and most
important is continuous attention to achieving the institution's mission. In the emer
gency room, the mission is to save more lives; in the world of business, to meet or
exceed customer requirements. Similarly, modern IT helps a school achieve its primary
mission: improved teaching and learning for all.
The second fon11 is the use of data to improve policymaking. That is what account
ability is all about. Every successful institution must regularly ask (and answer) questions
such as: How are we doing? j'lVhaf is our mission? How do we measure success? How do we
improve our peiformance? The answers must be
concise and, to the extent possible,
measurable. True, not everything a school does can be reduced to a number, but most
of what schools do can be rendered in objective and measurable terms. Do all if our stu
dents know mathematics? Can they all spell? Which students do not halle the knowledge and skills
they need? Which schools do they attend? vVhat practices will be most ~ffective in raising these stu
dents) achiellement?
Answering such questions objectively does not interfere with more nuanced, less
precise measures. Is our school agood place to teach? A good place to learn? Does IT reil"iforce
habits if mind that make all our students better citizens? These are proper measures and
deserve attention. And they can be approached systematically, even if they cannot be
a numerical score. Such indicators reinforce academic assessments; they do not
compete with them.
But large data sets are especially useful when they are kept in a data warehouse,
where data can be used in new ways for new purposes. In Broward County, Fla., for
. example, the school district's data warehouse gives school staff the infonnation they
need to respond to the district's accountability policies. Data mining is a powerful tool
for identifYing progranunatic strengths and weaknesses, spotting hitherto invisible
opportunities and solving real problems in real time. On the other hand, data's useful
ness can be severely limited if it is not brought into play in a timely fashion. A classic
example is test score reporting. Results from state mandated tests are frequently not
available for weeks or months, giving new meaning to Parkinson's last law: Delay is the
value.
deadliest form of denial. Old data have little
IT can vastly improve the uses of data, for both policy and practice. This can best
be seen in technology's potential to strengthen accountability for students and adults.
Section
IV: Viewpoints
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Linking
IT to Accountability
�Accou ntabi Iity
To be useful,
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Achieving high standards is first a matter of irnrm,n",{Y what they are. What mltst I
know and be able to do to earn a diploma? Every
must be able to ask and answer
this question. Teachers should ask: Mat must
my students know an~ be able to do to earn
a diploma? Equally important: As a teachel~ what
I know and be ab(e to do to help my
students earn a diplollta?
I
brow,,,j,<ed
,ire"
cl"",
'tand,,,h
Indexing standards language in an online Ud'.dLJd3.~ in a unifonn way L known as com
mon coding
allows users to compare
from different junsdictions. Common
coding 011 the Achieve site, for example, makes, possible to compa~e and contrast the
academic standards of 40 states and one foreign I
. Linked to state assessments and
inevitable: compr~hensive links to
lesson plans, common coding makes the next
Times' lesson plan1link (\\'V\-'W.
academic and intellectual resources. TIle New
I
nytimes.com/learning) is an example of things
come. Dynamic Web sites will make
it possible for teachers, students, board members
citizens to move from the abstract
to the real world of standards-based education.
Posting school accountability data on a
footing with their constituencies. It becomes
customer information system. Maryland offers
site that provides comprehensive infom1ation in
mdk12.org). On the Texas state site (w'\T\v.
load all the state's school perforI11ance data.
all 50 state governors' offices and state
1999
National
Ed
. Web site also pLs schools on firm
education equivalebt of a vendor or
excellent example bf a public Web
n easy-to-navigate Ifomut (www.
I .tx.us), one can eLmine and down
: Achieve Web si!te is hot-linked to
cation
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The capacity to communicate easily with other parents and teachers turns the real
school into a digital schooL No longer are parents out of the loop: If a student comes
to school saying, "The dog ate my homework," parents will be the first to know.
They will have access to teachers and will be able to participate in the life of the
school by volunteering to mentor students or share their expertise with teachers and
administrators.
It is clear, as past is prologue, 'that schools will continue to reflect the demands,
need~ and opportunities of the larger society of which they are a part. That is their role.
They may not lead change, but change they must. And the most significant change
sweeping through our larger society is the information revolution. Educators should not
be threatened by IT. To the contrary, they should take comfort in the fact that the
information revolution is a standing vote of confidence in education. Schools are the
ultimate wellspring of IT. As long as our schools embrace the technologies they make
possible, they may face the future with confidence,
Denis P. Doyle is a senior fellow at the Hudson Institute in Washington, D.C., and the
author of numerous books and articles. His most recent book, with Susan Pimentel, is Raising
the Standard (Corwin Press, 1998).
Section
IV: Viewpoints.
Linking
IT to Accountability
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Resources
The following is a representative listing of additional resources for individuals seeking infomlation on the
topics covered in this Briefing Book.
Strengthening Accountability
A-Plus Communications (1999). Reportirlg Results: What the Public Wants to Know. A companion report to
Education Week's Quality Counts '99. Arlington, Va.: A-Plus Communications.
Breneman, David W. and William N. Haarlow (1998). Remediation in Higher Education: A Symposium. Wash
ington, D.C.: Thomas B. Fordham Foundation.
Council of Chief State School Officers (1999). State Education Accountability System Prqfiles. Washington, D. c.:
CCSSO.
Curran, Bridget (1999). Focusing on Results: Towards an Education Accountability System. Washington, D.C.:
National Governors' Association.
Education Conunission of the States (1999). Education Accountability Systems in 50 States. Denver, Colo.: ECS.
Education Week and the Pew Charitable Tmsts (1999). Quality Counts '99: Rewarding Results, Punishing Failure.
Bethesda, Md.: Editorial Projects in Education.
Fuhnnan, Susan and Jennifer O'Day (1996). Rewards and Riform: Creating Educational Incentives 17wt Work.
San Francisco: Jossey-Bass.
Grissmer, David and Ann Flanagan (1998). Exploring Rapid Achievement Gains in North Carolina at1d Texas.
Washington, D.C.: National Education Goals Panel.
Hill, Paul T. and Robin Lake (1997). Toward a K-12 Education Accountability System for Washington State.
Seattle, Wash.: University of Washington.
Kirst, MichaelW. (1998). Improving and Aligning K-16 Standards Admissions and Freshman Placement Policies.
NCPI Technical Report #2-06. ~tanford, Cali£: National Center for Postsecondary Improvement.
Ladd, Helen E, ed. (1996). Holding Schools Accountable. Washington, D.C.: Brookings Institution.
Linn, Robert L. (1998). Assessments and Accountability. CSE Technical Report 490. Los Angeles, Calif.:
National Center for Research on Evaluation, Standards, and Testing.
National Alliance of Business (1998). Hiring Smart: An Etnployer's Guide to Using School Records. Washington,
D.C.: NAB.
Section V: Resources
�National Governors' Association (1999). "smartkids40urfuture: toolkit." Washington, D.C: NGA.
Watts, James A. (1998). Getting Results: A Fresh Look at School Accountability. Atlanta: Southern Regional Edu
cation Board.
Helping A" Students Achieve
American Institutes for Research (1999). An Educator's Guide to Schoolwide Riform. Prepared under contract to
the National Education Association, the American Association of School Administrators, the American Fed
eration of Teachers, the National Association of Elementary School Principals and the National Association
of Secondary School Principals. Arlington, Va.: Educational Research Service.
Education Trust (1999). Dispelling the Myth: High-Pollerty Schools Exceeding Expectations. Washington, D.C:
Education Trust.
Learning First Alliance (1998). E1JelY Child Mathematically Prc:ficient: An Action Plan. Washington, D.C: LFA.
Learning First Alliance (1998). Ellery Child
Readil~g:
An Action Pla17. Washington, D.C: LFA.
National Association of State Boards of Education (1996). What Will It Take? Standards-Based Education
RiformJor ALL Studel1ts. Alexandria, Va.: NASBE.
Schacter, John (1999). T11C Impact if Educatio17 Technology 017 Student Achiellement. Santa Monica, Cali£: Milken
Exchange on Education Technology.
U.S. Department of Education (1999). High School Curriculum Structure: Effects ifCoursetaking and AchielJCmellt
in A1athematicsjor High School Graduates. Washington, D.C: U.S. Department of Education.
Improving Teacher Quality
American Federation of Teachers (1999). Shapi17g the Pnifession Thai Shapes the Future: Speeches From the
AFT/NEA COI'!fi;rence on Teacher Quality. Washington, D.C.: AFT.
Cohen, David K. and Heather C Hill (1998). I"lstructio17al Policy and Classroom Peiformance: Mathematics Riform
in Calffornia. Ann Arbor, Mich.: University of Michigan.
Corcoran, Thomas C (1995). Traniformi1~~ Prcifessional DeveiopmentJor Teachers: A GuideJor State Policymakers.
Washington, D.C: National Governors' Association.
Darling-Hanunond, Linda (1997), Doing What Matters Most: Investing in Quality Teaching. Kutztown, Pa.:
National Conunission 011 Teaching and America's Future.
Diez, Mary E., ed. (1998). Changing the Practice (if Teacher Education: Standards and Assessment as a Leverjor
Change. Washington, D.C: American Association of Colleges for Teacher Education.
1999
National
Education Summit
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Education Trust (1998). "Good Teaching Matters - How Well-Qualified Teachers Can Close the Gap."
111inking K-16 Vol. 3, Issue 2. Washington, D.C.: Education Trust.
Educational Testing Service (1999). How Teachers Compare: The Prose, Document, and Quantitative Skills
America's Teachers. Princeton, NJ.: ETS.
if
Elmore, R.ichard and Deanna Burney (1997). Investing in Teacher Learning: Stc!IJ Development and Instructional
Improvement in Cornmunity School District #2, New York City. Washington, D.C.: National Conmussiol1 on
. Teaching and America's Future and Consortium for Policy Research in Education.
Ferguson, Ronald (1991). "Paying for Public Education: New Evidence on How and Why Money Mat
ters." HarvardJournal on Legislatioll #28, pp. 465-98. Cambridge, Mass.: Harvard Student Legislative Research
Bureau.
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Haselkorn, David and Elizabeth F. Fideler (1996). Breaking the Class Ceiling: Paraeducator Pathways to Teaching.
Belmont, Mass.: Recruiting New Teachers, Inc.
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Fideler, Elizabeth F. and David Haselkorn (1999). Leami11g the Ropes: Urban Teacher Induction Programs and
Practices in the United Stales. Belmont, Mass.: Recruiting New Teachers, Inc.
Hirsch, Eric, Julia E. Koppich and Michael S. Knapp (1998). What States Are Doiflg to Irnprove the Quality if
Teaching: A BrilEfReview if Current Pattems and Trends. Seattle, Wash.: University of Washington Center for
the Study of Teaching and Policy.
Kanstoroom, Marci and Chester E. Finn,Jr., eds. (1999). Better Teachers, Better Schools. Washington, D.C.:
Thomas B. Fordham Foundation.
National Conmussiol1 011 Teaching and America's Future (1996). What l'vfatters IWost: TeachingJor America's
Future. Waslungton, D.C.: NCTAF.
Recruiting New Teachers, Inc. (1998). The Essential Prqjession: A National Survey
Teaching, Educational Opportunity, and School Riform. 'Belmont, Mass.: RNT, Inc.
if Public Attitudes Toward
Stevenson, Harold W. (1998). A nMSS Primer: Lessons and Implications jor U.S. Education. Washington, D.C.:
Thomas B. Fordham Foundation.
Stigler, James W. and James Hiebert (1999). 'DIe Teaching Gap: Best Ideas From the World's Teachers Jor Improv
irlg Education in the Classroom. New York, N.Y.: Free Press.
Thomas B. Fordham Foundation (1999). TIle Teachers We Need and How to Get More
Waslungton, D.C.: Thomas B. Fordham Foundation.
Section V: Resources
if Them: A
A1anifesto.
�U.S. Department of Education, Office of Educational Research and Improvement, National Center for Edu
cation Statistics (1999). Teacher Quality: A Report on the Preparation and Qualifications of Public School Teachers.
Washington, D.C: U.S. Department of Education.
U.S. Department of Education (1998). Promising Practices: New Ways to Improve Teacher Quality. Washington,
D.C: U.S. Department ofEducation.
Diversifying the Delivery System
Cheung, Stella, Mary Ellen Murphy and Joe Nathan (1998). Making a Difference? Charter Schools, Evaluation
and Student Performance. Minneapolis, Minn.: Center for School Change, Hubert H. Humphrey Institute of
Public Affairs at the University of Minnesota.
Finn, Jr., Chester
Bruno V. Manno, Louann A. Bierlein and Gregg Vanourek (1998). "How Charter
Schools Are Different: Lessons and Implications From a National Study." Phi Delta Kappan, Vol. 79, No.7.
Bloomington, Ind.: Phi Delta Kappa.
Hill, Paul T. (1997). "Accountability Under Charters and Other School-Centered Refomls." Advances in
Educational Administration Vol. 5, pp. 191-207. Stamford, Conn.: JAI Press, Inc.
Nathan, Joe (1996). Charter Schools: Creating Hope and Opportunity for American Education. San Francisco, Cali£:
Jossey-Bass Publishers.
National School Boards Association (1998).
dria, Va.: NSBA.
Canifi~l
Comparisons: Public and Private Schools in America. Alexan
Shokraii Rees, Nina and Sarah E. Yossef(1999). School Choice 1999: What's Happenirlg in the States. Washing
ton, D.C: Heritage Foundation.
U.S. Department of Education (1999). the State if Charter Schools: 771ird-Year Report. Washington, D.C: U.S.
Department ofEducation.
Wells, Amy Stuart (1993). Time to Choose: America at the Crossroads
Hill and Wang.
if School Choice Policy.
New York, N.Y.:
Sustaining Public Support
Annenberg Institute (1998). Reasons for Hope, Voices for Change. Washington, D.C: Annenberg Institute.
Business Roundtable (1998). Building Support for Tests That Count: A Business Leader's Guide. Washington,
D.C: BRT.
Business Roundtable (1999). Communications About Standards, Assessments and Accountability. Washington,
D.C: BRT.
1999
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Education
Summit
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Farkas, Steve, Ann Duffett, Joanna McHugh and Jean Johnson (1999). Reality Check '99. New York: Public
Agenda.
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Johnson, Jean (1995). Assignment Incomplete: TIle Urifinished Business oJEducation Riform. New York: Public
Agenda.
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Johnson, Jean and John Immerwahr (1994). First TIlings First: \!Vhat Americans Expect from the Public Schools.
New York: Public Agenda.
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Judy, Richard W. and Carol D'Amico (1997). WorJiforce 2020. Washington, D.C.: Hudson Institute.
'It
Kernan-Schloss, Adam and Andy Plattner (1998). "Building Public Support for Public Schools." Educational
Leadership. AJexandria, Va.: Educational Leadership.
National Education Goals Panel (1998). Talking About Tests: An Idea BookJor State Leaders. Washington, D.C.:
NEGP.
Public Education Network (1999). Lessons From the Field: Helping Families Improve Local Schools. Washington,
D.C.: PEN.
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Steinberg, Laurence (1996). Beyond the Classroom: \!Vhy School Riform Has Failed and \!Vhat Parents Need to Do.
New York, N.Y.: Simon & Schuster.
Additional Resources
ACT, Inc. and the Council of the Great City Schools (1999). Gateways to Success: A Report on Urban Student
Achievement and Course- Taking. Washington, D.C.: Council of the Great City Schools.
American Federation of Teachers (1998). IvJaking Standards Matter 1998. Washington, D.C.: AFT.
American Federation of Teachers (1998). Raising Student Achievement: An Internet Guideji)r Redesigning Low
Peiforming Schools. Washington, D.C.: AFT.
Committee on Economic Development (1997). Connecting Inner-City Youth to the World i?fWork. New York,
N.Y.: CEO.
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Committee on Economic Development (1998). TIle Employer's Role in Linking School and Work. New York,
N.Y.: CED.
Council of the Great City Schools (1996). Becoming the Best: Standards and Assessment Development in the Great
City Schools. Washington, D.C.: CGCS.
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Section V: Resources
�Doyle, Denis P. and Susan Pimentel (1998). Raising the Standard: An Eight-Step Action Guide for Schools aHd
Communities. Sherman Oaks, Calif.: Corwin Press.
EducatioH Week and the Pew Charitable Trusts (1998). Quality Counts '98: The UrbaH Challenge. Washington,
D.C.: Editorial Projects in Education.
Elmore, Richard F. and Robert Rothman, cd,. (1999). Testing, Teaching, aHd Learning: A Guidefor States and
School Districts. National Research Council Committee on Title I Testing and Assessment. Washington, D.C.:
National Academy Press.
Finn, Jr., Chester E., Michael J. Petrilli and Gregg Vanourek (1998). The State of State Standards. Washington,
D.C.: Thomas B. Fordham Foundation.
Hirsch, Jr., ED. (1996). The Schools We Need and Why We Don't Have T1!em. New York, N.Y.: Doubleday.
Murnane, RichardJ. and Frank Levy (1996).
Teachir~~
the New Basic Skills. New York, N.Y.: The Free Press.
Ravitch, Diane, ed. (1999). Brookings Papers on Education Policy. Washington, D.c.: Brookings Institution.
Tucker, Marc and Judy B. Codding (1998). Standards for Our Schools: How to Set Them) Measure TIlem) and
Reach Them. San Francisco, Calif.: Jossey-Bass Publishers.
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Andrew Rotherham - Events Series
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Andrew Rotherham
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1999-2000
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Within the Domestic Policy Council, Andrew “Andy” Rotherham was Special Assistant to the President for Education Policy from 1999-2000. Before working for the Domestic Policy Council, Rotherham was Director of the 21st Century Schools Project for the Progressive Policy Institute (PPI). This series of Events includes records relating to education events and the corresponding background materials. The records include reports, memoranda, email, congressional correspondence, press releases, and speech drafts.
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Clinton Presidential Records: White House Staff and Office Files
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20 folders in 3 boxes
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National Education Summit
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Domestic Policy Council
Andrew Rotherham
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2011-0103-S
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Box 14
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2011-0103-S-events.pdf">Collection Finding Aid</a>
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III
i.
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I
'
'I
I
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b(4) Release would disclose trade secrets or confidential or financial
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concerning wells [(b)(9) of the FOIA]
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Relating to the appointment to Federal office [(a)(2) of the PRA]
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.,
"I
�Revised Final 10/28/99 9 a.m.
Paul Glastris
PRESIDENT WILLIAM J. CLINTON
REMARKS AT AWARDS CEREMONY
BLUE RIBBONS SCHOOLS
WASHINGTON HILTON HOTEL
September 28, 1999
Acknowledgments: Sec. Riley; Beaufort Elementary Principal Ruth Summerlin;
Before I begin, let me take a few moments to announce some new economic numbers, which
show that America's economy continues.to grow at a strong and steady pace. In the third quarter of
this year, our economy grew at 4.8 percent, after growing at 4.3 percent last year, with the lowest
. rate of inflation in decades. This is good news for America's working families. There is no better
sign of that than new housing numbers also released today, which show that more Americans now
own their own homes than at any time in history.
The percentage of Hispanic and African-American families who own their own homes has
also broken new records.
This good news follows on the heels of my announcement yesterday--that we have the
highest budget surplus in history, and that America's debt is now $1.7 trillion lower than it was
projected to be when I took office. All this is further proof that the economic strategy that we began
in 1993--of fiscal discipline, expanded trade, and investment in our people-is working. It proves
that putting our fiscal house in order helps every American household.
The prosperity we now enjoy gives us an opportunity to truly shape America's future-and
opportunity enjoyed by few generations since the dawn of our Republic. The people who founded
this nation believed two things that were quite radical at the time. They believed democracy could
be made to work, and they believed all citizens could and should be educated. In fact, their faith in .
democracy rested on their faith that all citizens could learn. "Educate and inform the whole mass of
the people," Thomas Jefferson said; because "an enlightened citizenry is indispensable for the
proper functioning of a repUblic."
I think Ruth Summerlin's story amply demonstrates the Founder's wise belief, that all
Americans can learn. All 266 Blue Ribbon schools we honor today demonstrate that same truth.
Your schools are located in every region of America, and in every kind of neighborhood.
Yet in each of your schools, students are learning-and learning at quite a high level. Getting every
school in America to follow the path that the Blue Ribbon schools have paved, is one of the great
challenges we face as a nation.
We have already made real progress in education. The idea of standards, which we
championed with our Goals 2000 legislation, is now taking root around the country. In 1996, only
14 states had measurable standards for student performance. Today there are 50. That may be one
reason why reading and math scores are up nationwide, including in some of or most disadvantaged
urban areas.
�More and more schools, including Blue Ribbon Schools, are reducing class sizes with the'
help of the initiative we began last fall to provide 30,000 of what we hope to be 100,000 new highly
trained teachers. Greenwood Elementary in Newport News, VA, a Blue Ribbon winner, hired new
teachers this fall, bringing class sizes down in 1st and 2nd grades from 27 children per teacher to 20.
Other Blue Ribbon schools are using the Vice President's E-rate program to connect their
classrooms and libraries to the Internet. With the help of the E-rate, t h graders at Whitebead school
in Pauls Valley, Oklahoma, are communicating directly with scientists who are conducting research
in Africa, and the students are writing papers based on that research. Every 7th grader in America
should have the opportunity to do challenging and interesting assignments like that.
All this represents impressive progress. But if our goal is to get every school in America to
follow the path of our Blue Ribbon schools and attain your level of excellence-and that should be
our goal-then we have a great deal more work to do.
That is why the budget debate we're having here in Washington is so important. To many
Americans, it may seem like nothing but a lot of numbers and a lot of noise. But beneath all the
rhetoric, there is an important debate going on, about values and priorities and the right way to
provide all children with a world class education. It's a not just about how much we spend--but
about how we spend it.
Last year, we reached an agreement with Congress to begin hiring 100,000 new, highly
trained teachers to lower class sizes in the early grades. It's common sense: smaller classes and
quality teachers mean higher achievement. Congressional Republicans agreed to it; they went home
and campaigned on it; they bragged about what a good, non-bureaucratic program it was. We
disbursed the money and schools have gone out and hired new teachers. And now, suddenly, the
Republicans in Congress have voted to abandon their commitment-and their common sense. So
one of the key things this budget debate is all about is whether we will keep our commitments to
help our schools hire 100,000 well-qualified teachers.
This budget debate is also about accountability--about making sure we get real results for
our education dollar. When students and teachers and principals and elected officials are held
accountable for meeting higher standards-and when they are given the resources they need to meet
those standards, from smaller classes to afterschool programs--we have seen real progress. Whole
schools can be turned around in relatively short order.
You heard Ruth Summerlin explain how her school was selected by the state, given more
resources, and turned itself around in just a few years. This is no isolated incident. Two years ago,
North Carolina drew up a list of the state's 15 worst-performing schools, and sent assistance teams
to each school. One year later, 14 of those schools had improved enough to be taken offthe list.
Last year, I went to one of the poorest neighborhoods in Chicago, near the large Cabrini
Green housing project, to an elementary school with terrible performance. Injust two years, they
doubled their math scores and tripled their reading scores. A few weeks ago, I visited a school in
. New Orleans that is just beginning this same process.
Our budget has a dedicated $200 million fund set aside to help states and school districts all
over America identify, turn around, or shut down the lowest-performing schools. Again, common
1
�.'
sense. Yet again, the Republican budget bill doesn't put a dime into the strategy ofturning around
low-performing schools.
.
I honestly do not understand this. We know accountability works~not based on what
someone in Washington thinks works, but based on what on what you proved works at the,
grassroots leveL We know that there are millions of disadvantaged children in this country whos.e
future chances in life could he substantially improved if their schools are turned around, as you've
proven they can be. We know that the nation's governors, most of whom are Republicans, support
our $200 million accountability initiative. Yet the Republican Congress refuses to put a dime into
this effort. I never thought I would see the day that Republicans in Washington would be against
accountability.
Can the Republican Congress possibly explain why they have yet to fund an accountability
measure that we know can tum around failing schools and that they know their own Republicari
governors favor? Can they possibly explain why this year they're against more good teachers to
reduce class sizes when last year they favored it and campaigned on it as ifit was their idea?
,
The Republican Congress knows that many of our nation's schools are falling apart and are
so overcrowded that children are being taught in trailers and broom closets. Why are they unwilling
to fund our plan to build or fix 6000 schools? The Republican Congress knows we have the largest,
most diverse group of student in' our schools in history, and that we'll need to hire 2 million new
teachers over the next decade.
Why are they against funding our Troops to Teachers program, to recruit potentially great
teachers from among our nation's 2 million veterans? That's been a bipartisan issue for years.
Congress is about to consider a Labor and Education Budget Bill that not only shortchanges
education, but makes across-the-board cuts in everything from education to the FBI to national
defense.
If Congress passes that bill, I will veto it.
We need more teachers, more accountability, and more investment in education. Not fewer
teachers, no accountability, and across-the-board cuts in America's priorities. We need a budget
that hires 100,000 teachers, puts 50,000 more police on the street, and protects the environment.
That's a budget I can sign.
We all agree that public schools are primarily a state and local responsibility. But we also
know that they are a national priority. The federal government shouldn't micromanage the schools.
In fact, under Sec. Riley, the Department of Education has scrapped more rules and regulations than
all the previous administrations that railed aboutthe federal government put together.
But what we have not done is to abandon our responsibility to target our limited resources
on what you, at the grassroots level, have shown works: more quality teachers, higher standards and
accountability, and the tools that you need to meet those standards.
2
�.'
So this budget battle is about more than dollars. It's about direction. It's about whether we
have the vision and the will to adapt to the demands of this new information age, in a way that
honors our oldest values.
For over 200 years, the bedrock American value has been equal opportunity. Ifwe want
equal opportunity to be a vital reality in America in the Information Age then we must make sure
that every child in America receives a high-quality education.
We can make that happen. The Blue Ribbon schools have shown us the way. That's what.
this education budget debate is all about. And with your support, and the support of the American
people, I believe we will prevail.
'
Thank you and God bless you.
3
�Final 10/27/99 8:00 p.m.
Glastris
PRESIDENT WILLIAM J. CLINTON
REMARKS AT AWARDS CEREMONY
BLUE
RIBBONS SCHOOLS
WASHJINGTON HILTON HOTEL
September 28, 1999
.'
.
�Acknowledgments: Sec. Riley; Beaufort Elementary
Principal Ruth Summerlin;
.Before I begin, let me take a few moments to announce
some new economic numbers, which show that America's
economy continues to grow at a strong and steady pace. In
the third quarter of this year, our economy grew at tk
percent, the highest rate of growth since tk, with the lowest
rate of inflation in tk years. This is good news for
America's working families. There is no better sign of that
than new housing numbers also released today, which show
that more Americans now own their own homes than at any
time in history_
1
�· The percentage of Hispanic and African-American
,
families who own their own homes has also broken new
records.
This good news follows on the heels of my
announcementyesterday--that we have the highest budget
surplus in history, and that America's debt is now $1.7
trillion lower than it was projected to be when I took office.
All this is further proof that the economic strategy that we
'began in 1993-of fiscal discipline, expanded trade; and
investment in our people-is working. It proves that
putting our fiscal house in order helps every American
household.
2
�The prosperity we now enjoy gives us an opportunity
to truly shape America's future-and opportunity enjoyed
by few generations since the dawn ofour Republic.
The
people who founded this nation believed two things that
were quite radical at the time. They believed democracy
could be made to work, and they believed all citizens could
and should be educated. In fact, their faith in denl0cracy
rested on their faith that all citizens could learn. "Educate
and inform the whole mass of the people," Thomas
.. Jefferson said, because "an enlightened citizenry is
indispensable for the proper functioning of a republic."
I think Ruth Summerlin's story amply demonstrates the
Founder's wise belief, that all Americans can learn. All
266 Blue Ribbon schools we honor today demonstrate that
same tnlth.
3
�Your schools are located in every region of America,
and in every kind of neighborhood. Yet in each of your
schools, students are learning-and learning at quite a high
level. Getting every, school in America to follow the path
that the Blue Ribbon schools have paved, is one of the great
challenges we face as a nation.
We have already made, real progress in education. The
idea of standards, which we championed with ,our Goals
2000 legislation, is now taking root around the country. In
1996, only 14 states had measurable standards for student
perfornlance. Today there are 50. That may be one reason
why reading and math scores are up nationwide, including
in some of or most disadvantaged urban areas:
4
�More and more schools, inqluding Blue Ribbon
Schools, are reducing class sizes with the help of the·
. initiative we began last fall to provide 30,000 of what we
hope to be 100,000 new highly trained teachers.
Greenwood Elementary in Newport News, VA, a Blue
Ribbon winner, hired new teachers this fall, bringing class
sizes down in 1st and 2nd grades from 27 children per
teacher to 20.
Other Blue Ribbon schools are using the Vice
President's E-rate program to connect their classrooms and
libraries to· the Internet. With the help of the E-rate, 7th
graders at Whitebead school in Pauls Valley, Oklahoma, are
communicating directly with scientists who are conducting
research in Africa, and the
~tudents
are writing papers based
on that research .. Every 7th grader in America should have
the opportunity to do challenging and interesting
assignments like that.
5
�All this represents impressive progress. But if our goal
is to get every school in America to follow the path of our
Blue Ribbon schools and attain your level of excellence
and that should be our goal-then we have a great deal
more work to do.
That is why the budget debate we're having here in
Washington is so important. To many Americans, it may
seem like nothing but a lot of numbers and a lot of noise.
But beneath all the rhetoric, there is an important debate
going on, about values and priorities and the right Way to
provide. all children with a world class education. It's a not
just about how much we spend--but about howwe spend it.
6
�Last year, we reached an agreement with Congress to
begin hiring 100,000 new, highly-trained teachers to lower
class sizes in the early grades. It's common sense: smaller
classes and quality teachers mean higher achievement.
Congressional Republicans agreed to it; they went home
and campaigned on it; they bragged about what a good,
non-bureaucratic program it was. We disbursed the money
and schools have gone out and hired new teachers. And
now, suddenly, the Republicans in Congress have voted to
abandon their commitment-and their common sense. So
one of the key things this budget debate is all about is
whether we will keep our commitments to help our schools
hire 100,000 well-qualified teachers.
7
�This budget debate is also about accountability--about
,
'
making sure· we get real results for our education dollar.
When students and teachers and principals and elected
officials are held accountable for meeting higher
. standards-'and when they are given the resources they
need to meet those standards, from smaller classes to
afterschool programs--we have seen real progress. Whole
schools can be turned around in relatively short order.
Youheard Ruth Summerlin explain how her school
was selected by the state, given more resources, and turned
itself around in just a few years. This is no isolated
incident. Two years ago, North Carolina drew up a list of
the state's 15 worst-performing schools, and sent assistance
teams to each school. One year later, 14 of those schools
had improved enough to be taken off the list.
8
�Last year, I went to one of the poorest neighborhoods
in Chicago, near the large Cabrini-Green housing project, to
an elementary school with terrible performance. In just two
years,. they doubled their math scores and tripled their
reading scores .. A few weeks ago, I visited a school in New
Orleans that is just beginning this same process.
Our budget has a dedicated $200 million.fund set aside
to help states and school districts all over America identify,
tum around, or shut down the lowest-performing schools.
Again, conlmon sense. Yet again, the Republican budget
bill doesn't put a dime into the strategy of turning around
low-performing schools.
9
�I honestly do not understand this. We know
acc9untability works-·not .based on what someone in
Washington thinks works, but based on what on what you
proved works at the grassroots level. We know that there
are millions of disadvantaged children in this .country
whose future chances in life could be substantially
improved if their schools are turned around, as you've
proven they can be. We know that the nation's governors,
most of whonl are Republicans, support our $200 million
accountability initiative. Yet the Republican Congress
refuses to put a dime into this effort. I never thought I
would see the day that Republicans in Washington would
be against accountability.
10
�Can the Republican Congress possibly explain why
they have yet to fund an accountability measure that we
know can tum around failing schools and that they know
their own Republican governors favor? Can they possibly
explain why this year they're against more good teachers to
reduce class sizes when last year they favored it and
campaigned on it as if it was their idea?
The Republican Congress knows that many of our
nation's schools are falling apart and are so. overcrowded
that children are being tall;ght in trailers and broom closets.
Why are they unwilling to fund our plan to build or fix
6000 schools? The Republican Congress knows we have
the largest, most diverse group of student in our schools in
history, and that we'll need to hire 2 million new teachers
over the next decade.
11
�Why are they against funding our Troops to Teachers
program, to recruit potentially great teachers from among
our nation's 2 million veterans? That's been a bipartisan
issue for years.
The Republican's education spending bill will be
debated and perhaps voted on as soon as this afternoon. I
think the bill is irresponsible. It shortchanges too many of
our education priorities,. from reducing class size to
increasing accountability for results. And it includes
mindless and damaging across-the-board cuts not only in
education, but it environmental protection, health and
safety, and other key areas. It's wrong to shortchanging
these vital priorities.
12
�I sent Congress a balanced budget that makes these
crucial investments; that makes the tough choices; that
doesn't rely on gimmicks; that doesn't spend the Social
Security surplus. A budget that in fact lengthens the life of
Social Security and Medicare, and pays down the debt over
the next 15 years for the first time since 1835. Now,·
Congress needs to send me a budget that lives within its
means and lives up to the values of the American people. A
budget that provides more teachers and more accountability
for results, not fewer teachers, no accountability, and
mindless across-the-board cuts that put environmental
"
protection and health and safety at ris~c
13
�We all agree that public schools are primarily a state
and local responsibility. But we also know that they are a
national priority. The federal government shouldn't
micromanage the schools.
In fact, under Sec. ,Riley, the Department of Education has
scrapped more rules and regulations than all the previous
administrations that railed about the federal government put
together.
But what we have not done is to abandon our
responsibility to target our limited resources on what you, at
the grassroots level, have shown works: more quality
teachers, higher standards and accountability, and the tools
that you need to meet those standards.
14
�;
,
.
..
So this budget battle is about more than dollars. It's
about direction. 'It's about whether we have the vision and
the will to adapt to the demands 'of this new information
age, in a way that honors our oldest values.
For over 200 years, the bedrock American value has
been equal opportunity. Ifwe want equal opportunity to be
a vital reality in America in the Information Age then we
I
must make ,sure that every child in America receives a highquality education.
We can make that happen. The Blue Ribbon schools
have shown us the way. That's what this education budget
debate is all about. And with your support, and the support
. of the American people, I believe we will prevail.
Thank you and God bless you.
15
�Andy Rotherham
10/27/9909:31 :02 PM
Record Type:
To:
Record
Paul D. GlastrisIWHO/EOP@EOP, glastris@aol.com @ inet
cc:
Subject: here it is
Paul: We are not wed to this language but you get this gist of what we want from this.
Andy
As soon as this afternoon Congress will debate an education appropriations bill that shortchanges
national priorities such as reducing class size, increasing accountability, and includes a mindless across
the board cut in education, environmental protections, health and safety programs and other natiqnal
priorities. This is irresponsible. I sent Congress a balanced budget that allowed for investments in
national priorities but [what's our bOilerplate fiscal responsibility language here?) We need more teachers,
more accountability, and more investment in education not fewer teachers, fewer environmental
protections, less health and safety and needless across the board cuts.
�Paul D. Glastris
10/27/9908:36:15 PM
Record Type:
To:
Record
See the distribution list at the bottom of this message
cc:
Subject: latest Blur Ribbon remarks
Draft 10/27/99 8:00 p.m.
Glastris
PRESIDENT WILLIAM J. _CLINTON
REMARKS AT AWARDS CEREMONY
BLUE RIBBONS SCHOOLS
WASIDNGTON HILTON HOTEL
September 28, 1999
Acknowledgments: Sec. Riley; Beaufort Elementary Principal Ruth Summerlin;
Before I begin, let me take a few moments announce some new economic numbers,
which show that America's economy continues to grow at a strong and steady pace. In the
third quarter of this year, our economy grew at tk percent, the highest rate of growth since tk,
with the lowest rate of inflation in tk years. This is good news for America's working
families. There is no better sign of that than new housing numbers also released today, which
show that more Americans now own their own homes than at any time in history. The
percentage of Hispanic and African-American families who own their own homes has also
broken new records.
This good news follows on the heels of my announcement yesterday--that we have the
highest budget surplus in history, and that America s debt is now $1.7 trillion low~r than it
was projected to be when I took office. All this is further proof that the economic strategy
that we began. in 1993-of fiscal discipline, expanded trade, and investment in our people-is
working. It proves that putting our fiscal house in order helps every American household.
I
The prosperity we now enjoy gives us an opportunity to truly shape America's future
and opportunity enjoyed by few generations since the dawn of our Republic. The people
who founded this nation believed two things that were quite radical at the time. They
believed democracy could be made to work, and they believed all citizens could and should be
educated. In fact, their faith in democracy rested on their faith that all citizens could learn. "
Educate and inform the whole mass of the people," Thomas Jefferson said, because "an
enlightened citizenry is indispensable for the proper functioning of a republic."
�Paul D. Glastris
10/27/9908:36:15 PM
Record Type:
To:
Record
See the distribution list at the bottom of this message
cc:
Subject: latest Blur Ribbon remarks
Draft 10/27/99 8:00 p.m.
Glastris
PRESIDENT WILLIAM J. _CLINTON
~MARKS AT AWARDS CEREMONY
BLUE RmBONS SCHOOLS
WASHINGTON HILTON HOTEL
.September 28, 1999
Acknowledgments: Sec. Riley; Beaufort Elementary Principal Ruth Summerlin;
Before I begin, let metake a few moments announce some new economic numbers,
which show that America's economy continues to grow at a strong and steady pace. In the
third quarter of this year, our economy grew at tk percent, the highest rate of growth since tk,
with the lowest rate of inflation in tk years. This is good news for America's working
families. There is no better sign of that than new housing numbers also released today, which
show that more Americans now own their own homes than at any time in history. The
percentage of Hispanic and African-American families who own their own homes has also
broken new records.
This good news follows on the heels of my announcement yesterday--that we have the
highest budget surplus in history, and that America s debt is now $1. 7 trillion lower than it
was projected to be when I took office. All this is further proof that the economic strategy
that we began in 1993-of fiscal discipline, expanded trade, and investment in our people-is
working. It proves that putting our fiscal house in order helps every American household.
I
The prosperity we now enjoy gives us an opportunity to truly shape America's future
and opportunity enjoyed by few generations since the dawn of our Republic. The people
who founded this nation believed two things that were quite radical at the time. They
believed democracy could be made to work, and they believed all citizens could and should be
educated. In fact, their faith in democracy rested on their faith that all citizens could learn. "
Educate and inform the whole mass of the people," Thomas Jefferson said, because" an
enlightened citizenry is indispensable for the proper functioning of a republic."
�I think: Ruth Summerlin's story amply demonstrates the Founder's wise belief, that all
Americans can learn. All 266 Blue Ribbon schools we honor today demonstrate that same
truth. Your schools are located in every region of America, and in every kind of
neighborhood. Yet in each of your schools, students are learning-and learning at quite a high
level. Getting every school in America to follow the path that the Blue Ribbon schools have
paved, is one of the great challenges we face as a: nation.
We have already made real progress in education. The idea of standards, which we
championed with our Goals 2000 legislation, is now taking root around the country. In 1996,
only 14 states had measurable standards for student performance. Today there are 50. That
may be one reason why reading and math scores are up nationwide, including in some of or
most disadvantaged urban areas.
l.
More and more schools, including Blue Ribbon Schools, are reducing class sizes with
the help of the initiative we began last fall to provide 30,000 of what we hope to be 100,000
,
new highly trained teachers. Greenwood Elementary in Newport News, VA, a Blue Ribbon
winner, hired new teachers this fall, bringing class sizes down in 1st and 2nd grades from 27
children per teacher to 20.
Other Blue Ribbon schools are using the Vice President's E-rate program to connect
their classrooms and libraries to the Internet. With the help of the E-rate, 7th graders at
Whitebead school in Pauls Valley, Oklahoma, are communicating directly with scientists who
are conducting research in Africa, and the students are writing papers based on that research.
Every 7th grader in America should have the opportunity to do challenging and interesting
assignments like that.
All this represents impressive progress. But if our goal is to get every school in
America to follow the path of our Blue Ribbon schools and attain your level of excellence
and that should be our goal-then we have a great deal more work to do.
That is why the budget debate we're having here in Washington is so important. To
many Americans, it may seem like nothing but a lot of numbers and a lot of noise. But beneath
all the rhetoric, there is an important debate going on, about values and priorities and the right
way to proyide all children with a world class education. It's a not just about how much we
spend--but about how we spend it.
Last year, we reached an agreement with Congress to begin hiring 100, 000 new,
highly-trained teachers to lower class sizes in the early grades. It's common sense: smaller
classes and quality teachers mean higher achievement. Congressional Republicans agreed to
it; they went home and campaigned on it; they bragged about what a good, non-bureaucratic
program it was. We disbursed the money and schools have gone out and hired new teachers.
And now, suddenly, the Republicans in Congress have voted to abandon their commitment
and their common sense. So one of the key things this budget debate is all about is whether
we will keep our commitments to help our schools hire 100,000 well-qualified teachers.
�This budget debate is also about accountability--about making sure we get real results
for our education dollar. When students and teachers and principals and elected officials are·
held accountable for meeting higher standards-and when they are given the resources they
need to meet those.standards, from smaller classes to afterschool programs--we have seen real.
progress. Whole schools can be turned around in relatively short order.
You heard Ruth Summerlin explain how her school was selected by the state, given
mote resources, and turned itself around in just a few years. This is no isolated incident.
Two years ago, North Carolina drew up a list of the state's 15 worst-performing schools, and
sent assistance teams to each school. One year later, 14 of those schools had improved enough
to be taken off the list.
Last year, I went to one of the poorest neighborhoods in Chicago, near the large
Cabrini-Green housing project, to an elementary school with terrible performance. In just two
years, they doubled their math scores and tripled their reading scores. A few weeks ago, I
visited a school in New Orleans that is just beginning this same process.
Our budget has a dedicated $200 million fund set aside to help states and school
districts all over America identify, tum around, or shut down the lowest-performing schools.
Again, common sense. Yet again, the Republican budget bill doesn't put a dime into the
strategy of turning around low-performing schools.
I honestly do not understand this. We know accountability works-not based on what
someone in Washington thinks works, but based on what on what you proved works at the
grassroots level. We know that there are millions of disadvantaged children in this country
whose future, chances in life could be substantially improved if their schools are turned around,
as you've proven they can be. We know that the nation's governors, most of whom are
Republicans, support our $200 million accountability initiative. Yet the Republican Congress
refuses to put a dime into this effort. I never thought I would see the day that Republicans in
Washington would be against accountability.
Can the Republican Congress possibly explain why they have yet to fund an
accountability measure that we know can tum around failing schools and that they know their
own Republican governors favor? Can they possibly explain why this year they're against
more good teachers to reduce class sizes when last year they favored it and campaigned on it
as if it was their idea?
. The Republican Congress knows that many of our nation's schoolS are falling apart and
are so overcrowded that children are being taught in trailers and broom closets. Why are they
unwilling to fund our plan to build or fix 6000 schools? The Republican Congress knows we
have the largest, most diverse group ~f student in our schools in history, and that we'll need to
hire 2 million new teachers over the next decade. Why are they against funding our Troops
to Teachers program, to recruit potentially great teachers from among our nation's 2 million
veterans? That's been a bipartisan issue for years.
.
�We all agree that public schools are primarily a state and local responsibility. But we
also know that they are a national priority. The federal government shouldn't micromanage
the schools. In fact, under Sec. Riley, the Department of Education has scrapped more rules
and regulations than all the previous administrations that railed about the federal government
put together.
But !what we have not done is to abandon our responsibility to target our limited
resources on what you, at the grassroots level, have shown works: more quality teachers,
higher standards and accountability, and the tools that you need to meet those standards.
So this budget battle is about more than dollars. It's about direction. It's about
whether we have the vision and the will to adapt to the demands of this new information age,
in a way that honors our oldest values.
For over 200 years, the bedrock American value has been equal opportunity. If we
want equal opportunity to be a vital reality in America in the Information Age then we must
make sure that every child in America receives a high-quality education.
We can make that happen. The Blue Ribbon schools have shown us the way. That's
what this education budget debate is all about. And· with your support, and the. support of the
American people, I believe we will prevail.
Thank you and God bless you.
Message Sent To:
�Bruce N. Reed/OPD/EOP@EOP
Cathy R. Mays/OPD/EOP@EOP
Anna Richter/OPD/EOP@EOP
Eric P. Liu/OPD/EOP@EOP
Joshua S. GottheimerIWHO/EOP@EOP
Terry EdmondsIWHO/EOP@EOP
Linda Ricci/OMB/EOP@EOP
Karin Kuliman/OPD/EOP@EOP
Glastris@aol.com @ inet .
aedmonds1@home.com @ inet
markpenn@ps-b.com (markpenn) @ inet .
Joel JohnsonIWHO/EOP@EOP
Loretta M. UceIliIWHO/EOP@EOP
Lindsay R. DreweIIWHO/EOP@EOP
Dominique L. CanoIWHO/EOP@EOP
Maria EchavesteIWHO/EOP@EOP
Marjorie TarmeyIWHO/EOP@EOP
Karen TramontanoIWHO/EOP@EOP
Janelle E. EricksonIWHO/EOP@EOP
Lawrence J. SteinIWHO/EOP@EOP
Melissa G. Green/OPD/EOP@EOP
Jason Furman/OPD/EOP@EOP
Patrick M. Dorton/OPD/EOP@EOP
John B. Buxton/OPD/EOP@EOP
Bethany Little/OPD/EOP@EOP
Andy Rotherham/OPD/EOP@EOP
Terry EdmondsIWHO/EOP@EOP
�October 27, 1999
REMARKS AT BLUE RIBBON SCHOOLS NATIONAL CEREMONY
DATE:
October 28, 1999
LOCATION:
Washington Hilton and Towers Hotel
BRIEFING TIME: 9:15am - 9:35am
EVENT TIME:
9:50am 10:45am
FROM:
Bruce Reed, Thurgood Marshall, Jr.
I.
PURPOSE
To honor the principals, teachers, and parents of the 1998-99 Blue Ribbon Schools, and.
to urge the Congress to make strategic investments in class size, school accountability
and other initiatives to improve the nation's public schools.
II.
BACKGROUND
Tomorrow you will address the 1998-99 Blue Ribbon Schools National Ceremony at the
Washington Hilton and Towers. You will address approximately 900 participants
representing 266 elementary schools who will receive the Blue Ribbon award, including
221 public schools and 45 private schools. This year's winners come from 37 states and
the Department of Defense. 27 percent of the winners have urban characteristics, 54
percent are suburban, and 19 percent are rural and small town schools. For 12 of the past'
15 years, Presidents have received representatives from the Blue Ribbon Schools. You
have addressed this group on several occasions, and the First Lady made an appearance at
the ceremony two years ago.
The Blue Ribbon Schools program was established by the Secretary of Education in
1982. Since then, approximately 3780 schools have been recognized. The criteria used
to select award winning schools include demonstration of: strong leadership; a clear
vision and sense of mission that is shared by all connected with the school; high quality
teaching; an appropriate, up-to-date curriculum; policies and practices that ensure a safe
environment conducive to learning; strong parental interest and involvement; and.
evidence that the school helps all students achieve, regardless of their abilities. Schools
were nominated by state education agencies, the BUreau ofIndian Affairs, the
Department of Defense, and the Council for American Private Education. Elementary
and secondary schools participate in alternate years with middle schools participating in
the program with secondary schools. This year's winners are elementary schools'.
�..
The purpose oftomorrow's speech is to emphasize two points:
To achieve excellence we must invest in excellence. Blue Ribbon Schools are tangible
proof of the effectiveness of high standards, accountability and targeted investment. As
you honor these schools, you will point out that targeting our education dollars -- on
100,000 highly-qualified teachers to reduce class sizes, and on turning around schools
that are failing -- is the best way to achieve results.
The Republican education appropriations bill undermines these investments. The
Republican bill guts your class size initiative and provides no funds to turn around failing
schools. In fact, the Senate voted down your proposal to set aside $200 million to fix
failing Title I schools despite an endorsement of the proposal by the National Governors
Association. You will emphasize that the Republican bill undermines precisely the
strategic investments needed to improve public schools. You will also remind Americans
that the budget debate is not just about how much we spend on education but how wisely
we spend it.
][II.
P ARTICIP ANTS
Briefing Participants:
Secretary Richard Riley
Bruce Reed
Thurgood Marshall, Jr.
Gene Sperling
Andy Rotherham
Paul Glastris
Meet & Greet Participants:
Vincent Ferrandino, Executive Director, National Association of Elementary School
Principals
Bill Ivey, Chairman, National Endowment for the Arts
Evern Cooper, Executive Director, UPS Foundation
Valerie Becker, Daimler Chrysler Fund
Ed Jerome, Principal, Edgartown School, Edgartown, Massachusetts
Kent McGuire, Assistant Secretary, Office of Educational Research and Improvement,
Department of Education
J. Stephen O'Brien,.Blue Ribbon Schools, Department of Education.
Garland "Will" E. Tanner, Department of Education
Frederick Edelstein, Liaison, Corporate Sponsors, Department of Education
Program Participants:
YOU
Secretary Richard Riley
Ruth Summerlin, principal, Beaufort Elementary School, Beaufort, South Carolina
2
�c ,
..
Beaufort Elementary School serves a predominantly low-income population of
573 students in grades Pre-K through 5. Five years ago Beaufort Elementary
School was classified as one ofthe worst 200 schools in South Carolina. After
implementing a five-year school improvement plan Beaufort Elementary has now
been named a Blue Ribbon School. Last year's test scores indicated that their
.students were above the district and state averages in both reading and math.
Beaufort has both after-school and summer school programs for remediation in
both reading and math. The school receives Title lfunding, and their district
received Goals 2000 funding. As part ofa statewide effort, the school district is
re.ducing class sizes in the early grades. Beaufort Elementary has reduced class
size in grades J-3 to a ratio of 15 to J, although they did not receive federal class
size funding. Beaufort was previously a 100% free and reduced hinch school, but
with the recent improvements it is now attracting students from private academies
and other suburban schools. Ruth Summerlin has been the principal at Beaufort
for seven years, and was instrumental in the school turn-around
IV.
PRESS PLAN
Open Press.
V.
SEQUENCE OF EVENTS
YOU will be greeted by Blue Ribbon Schools program sponsors and Department of
Education officials.
YOU will be announced onto the stage, accompanied by Secretary Richard Riley and
Ruth Summerlin.
Secretary Richard Riley will make brief remarks and introduce Ruth Summerlin.
Ruth Summerlin, principal, will make brief remarks and introduce YOU.
YOU will make remarks, work a ropeline, and depart.
VI.
REMARKS
To be provided by speechwriting.
3
�...'.
October 27, 1999
REMARKS AT BLUE RIBBON SCHOOLS NATIONAL CEREMONY
DATE:
October 28, 1999
LOCATION:
Washington Hilton and Towers Hotel
BRIEFING TIME: 9:15am - 9:35am
EVENT TIME:
9:50am 1O:45am
FROM:
Bruce Reed, Thurgood Marshall, Jr.
I.
PURPOSE
To honor the principals, teachers, and parents of the 1998-99 Blue Ribbon Schools, and
to urge the Congress to make strategic investments in class size, school accountability
and other initiatives to improve the nation's public schools.
II.
BACKGROUND
Tomorrow you will address the 1998-99 Blue Ribbon Schools National Ceremony at the
Washington Hilton and Towers. You will address approximately 900 participants
representing 266 elementary schools who will receive the Blue Ribbon award, including
221 public schools and 45 private schools. This year's winners come from 37 states and
the Department of Defense. 27 percent of the winners have urban characteristic's, 54
percent are suburban, and 19 percent are rural and small town schools. For 12 of the past
15 years, Presidents have received representatives from the Blue Ribbon Schools. You
have addressed this group on several occasions, and the First Lady made an appearance at
the ceremony two years ago.
The Blue Ribbon Schools program was established by the Secretary of Education in
1982. Since then, approximately 3780 schools have been recognized. The criteria used
to select award winning schools include demonstration of: strong leadership; a clear
vision and sense of mission that is shared by all connected with the school; high quality
teaching; an appropriate, up-to-date curriculum; policies and practices that ensure a safe
environment conducive to learning; strong parental interest and involvement; and
evidence that the school helps all students achieve, regardless of their abilities. Schools
were nominated by state education agencies, the Bureau of Indian Affairs, the
Department of Defense, and the Council for American Private Education. Elementary
and secondary schools participate in alternate years with middle schools participating in
the program with secondary schools. This year's winners are elementary schools.
�The purpose of tomorrow's speech is to emphasize two points:
To achieve excellence we must invest in excellence. Blue Ribbon Schools are. tangible
proof of the effectiveness of high standards, accountability and targeted investment. As
you honor these schools, you will point out that targeting our education dollars -- on
100,000 highly-qualified teachers to reduce class sizes, and on turning around schools
that are failing -- is the best way to achieve results.
The Republican education appropriations bill undermines these investments. The
Repu~lican bill guts your class size initiative and provides no funds to tum around failing
schools. In fact, the Senate voted down your proposal to set aside $200 million to fix
failing Title I schools despite an endorsement of the proposal by the National Governors
Association. You will emphasize that the Republican bill undermines precisely the
strategic investments needed to improve public schools. You will also remind Americans
that the budget debate is not just about how much we spend on education but how wisely
we spend it.
III.
PARTICIPANTS
Briefing Participants:
Secretary Richard Riley
Bruce Reed
Thurgood Marshall, Jr.
Gene Sperling
Andy Rotherham
Paul Glastris
Meet & Greet Participants:
Vincent Ferrandino, Executive Director, National Association of Elementary School
Principals
Bill Ivey, Chairman, National Endowment for the Arts
Evern Cooper, Executive Director, UPS FoUndation
Valerie Becker, Daimler Chrysler Fund
Ed Jerome, PrinCipal, Edgartown School, Edgartown, Massachusetts
Kent McGuire, Assistant Secretary, Office ofEducational Research and Improvement,
Department of Education
J. Stephen O'Brien, Blue Ribbon Schools, Department of Education
Garland "Will" E. Tanner, Department of Education
Frederick Edelstein, Liaison, Corporate Sponsors, Department of Education
Program Participants:
YOU
Secretary Richard Riley
Ruth Summerlin, principal, Beaufort Elementary School, Beaufort, South Carolina
2
�"
..
Beaufort Elementary School serves a predominantly low-income population of
573 students in grades Pre-K through 5, Five years ago Beaufort Elementary
School was classified as one ofthe worst 200 schools in South Carolina. After
implementing afive-year school improvement plan, Beaufort Elementary has now
been named a Blue Ribbon School. Last year's test scores indicated that their
. students were above the district and state averages in both reading and math.
Beaufort has both after-school and summer school programs for remediation in
both reading and math. The school receives Title Ifunding, and their district
. received Goals 2000 funding. As part ofa statewide effort, the school district is
reducing class sizes in the early grades. Beaufort Elementary has reduced class
size in grades 1-3 to a ratio of 15 to 1, although they did not receive federal class
size funding. Beaufort was previously a 100% free and reduced lunch school, but
with the recent improvements it is now attracting students from private academies
and other suburban schools. Ruth Summerlin has been the principal at Beaufort
for seven years, and was instrumental in the school turn-around
IV.
PRESS PLAN
Open Press.
V.
SEQUENCE OF EVENTS
YOU will be greeted by Blue Ribbon Schools program sponsors and Department of
Education officials.
YOU will be announced onto the stage, accompanied by Secretary Richard Riley and
Ruth Summerlin.
Secretary Richard Riley will make brief remarks and introduce Ruth Summerlin.
Ruth Summerlin, principal, will make brief remarks and introduce YOU.
YOU will make remarks, work a ropeline, and depart.
VI.
REMARKS
To be provided by speechwriting.
3
�Draft POTUS briefing memo-Blue Ribbon Schools
Today you will address the 1998-99 Blue Ribbon Schools National Ceremony at the
Washington Hilton and Towers. This year 266 elementary schools will receive the Blue
Ribbon award, this includes 221 public schools and 45 private schools. This year's
winners come from 37 states and the Department of Defense. 27 percent of the winners .
have urban characteristics, 54 percent are suburban, and 19 percent are rural and small
town schools.
The Blue Ribbon Schools program was established by the Secretary of Education in
1982. Since then, approximately 3780 schools have been recognized. The three primary
purposes of the program are to identify and recognize outstanding public and private
schools around the country; make research-based effectiveness criteria available to all
schools so tliat they can assess themselves and plan improvements; and encourage
schools, both within and among themselves, to share information about best practices
based on common criteria of educational success.
To be a Blue Ribbon School, a school must demonstrate a strong commitment to
educational excellence for all students. Winning schools must demonstrate sustained
success over time or have overcome obstacles and made significant improvements. Each
year, the program identifies a limited number of select emphases. These represent areas
where school performance must be improved or where effective models of success are
sought. This year, two winners in arts education and five winners in character education
were selected.
'
Today's Speech
To achieve excellence we must invest in excellence. Blue Ribbon Schools are evidence
of the effectiveness of high standards, accountability and investment. Your balanced
budget invests in proven strategies to improve student performance such as reducing class
sizes in the early grades, fixing failing schools, expanding after-school and summer
school programs, improving teacher quality.
The Republican education appropriations biII undermines these investments. The
Republican bill guts your class size initiative and provides no funds to turn around failing
schools. In fact, the Senate voted down your proposal to set-aside $200 million to fix
failing Title I schools on a party line vote despite an endorsement of the proposal by the
National Governors Association. You will use today's speech to emphasize that the
Republican bill undermines precisely the strategic investments needed to improve public
schools.
,J
�October 27, 1999
REMARKS AT BLUE RIBBON SCHOOLS NATIONAL CEREMONY
DATE:
October 28, 1999
LOCATION:
Washington Hilton and Towers Hotel
BRIEFING TIME: 9:15am 9:35am
EVENT TIME:
9:50am - 10:45am
FROM:
Bruce Reed, Thurgood Marshall, Jr.
I.
PURPOSE
To honor the principals, teachers, and parents of the 1998-99 Blue Ribbon Schools, and
to urge the Congress to make strategic investments in class size, school accountability
and other initiatives to improve the nation's public schools.
II.
BACKGROUND
. Tomorrow you will address the 1998-99 Blue Ribbon Schools National Ceremony at the
Washington Hilton and Towers. You will address approximately 900 participants
representing 266 elementary schools who will receive the Blue Ribbon award, including
221 public schools and 45 private schools. This year's winners come from 37 states and
the Department of Defense. 27 percent of the winners have urban characteristics, 54
percent are suburban, and 19 percent are rural and small town schools. For 12 of the past
15 years, Presidents have received representatives from the Blue Ribbon Schools . .:¥bu
~ssed this group once ill the beginning ofyout AdItlinistration,"'and the First Lady
made an appearance at the ceremony two years ago.
The Blue Ribbon Schools program was established by the Secretary of Education in
·1982. Since then, approximately 3780 schools have been recognized. The criteria used
to select award winning schools include demonstration of: strong leadership; a clear
vision and sense of mission that is shared by all connected with the school; high quality
teaching; an·appropriate, up-to;..date curriculum; policies and practices that ensure a safe
environment conducive to learning; strong parental interest and involvement; and
evidence that the school helps all students achieve, regardless of their abilities. Schools
were nominated by state education agencies, the Bureau ofIndian Affairs, the
Department of Defense, and the Council for American Private Education. Elementary
and secondary schools participate in alternate years with middle schools participating in
the program with secondary schools. This year's winners are elementary schools.
�The purpose of tomorrow's speech is to emphasize two points:
To achieve excellence we must invest in excellence. Blue Ribbon Schools are tangible
proof of the effectiveness of high standards, accountability and targeted investment. As
you honor these schools, you will point out that targeting our education dollars -- on
100,000 highly-qualified teachers to reduce class sizes, and on turning around schools
that are failing -- is the best way to achieve results.
The Republican education appropriations bill undermines these investments. The
Republican bill guts your class size initiative and provides no funds to turn around failing
schools. In fact, the Senate voted doWn your proposal to set aside $200 million to fix
failing Title I schools despite an endorsement of the proposal by the National Governors
Association. You will emphasize that the Republican bill undermines precisely the
strategic investments needed to improve public schools. You will also remind Americans.
that the budget debate is not just about how much we spend on education but how wisely
we spend it.
III.
PARTICIPANTS
Briefing Participants:
Secretary Richard Riley
Bruce Reed
Thurgood Marshall, Jr.
Gene Sperling
Andy Rotherham
Paul Glastris
Meet & Greet Participants:
Vincent Ferrandino, Executive Director, National Association of Elementary School
Principals
Bill Ivey, Chairman, National Endowment for the Arts
Evern Cooper, Executive Director, UPS Foundation
Valerie Becker; Daimler Chrysler Fund
Ed Jerome, Principal, Edgartown School, Edgartown, Massachusetts
Kent McGuire, Assistant Secretary, Office of Educational Research and Improvement,
Department of Education
J. Stephen O'Brien, Blue Ribbon Schools, Department of Education
Garland "Will" E. Tanner, Department of Education
.Frederick Edelstein, Liaison, Corporate Sponsors, Department of Education
Program Participants:
YOU
Secretary Richard Riley·
Ruth Summerlin, principal, Beaufort Elementary School, Beaufort, South Carolina
2
�..r:
.. ,
't'li
Beaufort Elementary School serves a predominantly low-income population of
573 students in grades Pre-K through 5. Five years ago Beaufort Elementary
School was classified as one ofthe worst 200 schools in South Carolina. After
implementing a five-year school improvement plan Beaufort Elementary has now
been named a Blue Ribbon School. Last year's test scores indicated that their
students were above the district and state averages in both reading and math.
.Beaufort has both after-school and summer school programs for remediation in
both reading and math. The school receives Title I funding, and their district
received Goals 2000 funding. As part ofa statewide effort, the school district is
reducing class sizes in the early grades. Beaufort Elementary has reduced class
size in grades 1-3 to a ratio of 15 to 1, although they did not receive federal class
size funding. Beaufort was previously a 100% free and reduced lunch school, but
with the recent improvements it is now attracting students from private academies
and other suburban schools. Ruth Summerlin has been the principal at Beaufort
for seven years, and was instrumental in the school turn-around.
IV.
PRESS PLAN
Open Press.
V.
SEQUENCE OF EVENTS
-
VI.
YOU will be greeted by Blue Ribbon Schools program sponsors and Department of
Education officials.
YOU will be announced onto the stage, accompanied by Secretary Richard Riley and
Ruth Summerlin.
Secretary Richard Riley will make brief remarks and introduce Ruth Summerlin.
Ruth Summerlin, principal, will make brief remarks and introduce YOU.
YOU will make remarks, work a ropeiine, and depart.
REMARKS
To be provided by speechwriting.
3
�P.01
5254288
BEAUFORrr ELEMENTARY SCHOOL
National Blue Ribbon Winner
A Full Service School
Exemplary Writing School
State Early Childhood Demonstration Site
Ruth Summerlin, Principal
Street
Samuel Carter, Assistant Principal
29902
1800 Prince
Beaufort, SC
Phone: 843-525-4282
FAX:
843-525-4288
TO:
FAX:·
FROM:
RE:
KAREN KULLMAN, WHITE HOUSE STAFF
202-346-7431
RUTH SUMMERLIN
TWO MINUTE SPEECH FOR THURSDAY, OCTOBER 28, 1999
SPEECH OUTLINE:
• Honored to speak before colleagues who share a vision of success for all childr~n
• Story ofthe 5 year journey of Beaufort Elementary (a 500 student rural southern school
within the city of Beaufort, SC)
• I began 6 years ag()--'-after6 months the school was placed on the dreaded State Department
Jist of the worst 200 elem., middle and high schools in the State due to deplorable student
achievement on standardized tests--commtmity had written off our school
• Began a renewal by accepting help from the State, District and soliciting partnerships in the
community
• Staff decided to ~ccept responsibility. become accountable and begin a proacti ve plan for
,renewal
.. Researched exemplary programs and visited many of them for replication
• Staff went to a weekend retreat for renewal, sole searching and team bllilding--committed to
stay the course and turn school around
4.\
Developed a 5 year plan with community requesting site based responsibility
• High expectations for teachers with a focus on challenging reading and math standards with a
commitment to continuous progress
• Track individual students and make projections for academic advancements each year
• Meet with parents, and support personnel to develop plans for children who do not meet
standards
• Study of brain researched caused us to allocate money and time to exemplary early childhood
intervention programs, visuaLand performing arts, movement and foreign language.
• Develop a flexible schedule for staff to remain open from 7:30-5:15
4.\
Provide an extended year schedule for students needing additional time to master reading and
. math standards
• Integrated technology as a valuable instmctional tool
H
We Soar With Pride"
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TALKING POINTS FOR THE PRESIDENT
.
1998-1999 BLUE RIBBON SCHOOLS ELEMENTARY PROGRAM .
g~.
PROGRAM BACKGROUND AND STATISTICAL INFORMATION
• The Blue Ribbon Schools Program was established by the Secretary in 1982 and recognizes
public and private elementary and secondary schools in alternate years. This year 266
elementary schools will receive the aWard. To date approximately 3784 schools have been
recognized.
The three purposes ofthe Blue Ribbon Schools Program are that it '.•
1) identifies and recognizes outstanding public and private schools across the nation, .'
2) .makes reseaxch-based effectiveness criteria available to all schools so. that they can assess
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. themselves and plan improvements, and.
. 3) encourages scnools, both·within and among themselves,to share. iIifotmation a,bout best.·
practices which is based on a common understanding of the criteria related to education.
success.
• To receive the award, a school must demonstrate a strong coiIl.mitment t(l educational .
excellence for all students. Winning schools must demonstrate sustained success in
.
achieving excellence and equity, or have overcome obstacles and can provide evidence of
significant improvements.
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• Each year, the prograIIi identifies a limited number of special emphases. These represent
areas where school perfonnance needs to be greatly improved an~ where effective models .
are sought. This year, we are proud oftwo winners in arts education and five winners for
c~crereducation.
.
PROFILE OF 1998-1999 WINNING SCHOOLS
• Pleased to honor 266 schools (221 public and 4S private) representing 37 states, andllie.·
Departrrient ofDefen&e Education Activity. TWenty-seven (27) percent of the schools have
urban characteristics, 54 percent suburban, and 19 percent rural·and small.town.
ADDmONAL INFORMATON
Information on the program is available aUhe Blue Ribbon Schools Program homepage at
http://www.ed.gov/offices/OERIlBlueRibbonSchools/ Clicking on "winners" will provide a
two-page summary ofevery school receiving the award this year, plus statistical information on
all the schools.
Talking Points for President Clinton
Blue Ribbon Schools Program
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�The President may wish to mention excellent practices from the schools that are "tum around"
schools, ones that were not so good in the past. but have done great things for their students in
the last five years. These schools are:
Eastridge Community School
Dr. Robert Villarreal,'Principal
11777 East Wesley Avenue
Aurora, CO 80014
(303) 755-0598
(303) 752-9899 FAX
Templeton Elementary School
Mr. Michael Castagnola, Principal
6001 Carters Lane ..
Riverdale, MD 20737
(301) 985-1880
(301)985~1876 FAX '
Vienna Elementary School (Made great strides, but test scores did dip some.)
Dr. Frederic Hildenbrand, Principal
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4905 Ocean Gateway
Vienna, MIl 21869.
(410) 376-3151
(410) 376-3623 FAX
Beaufort Elementary School
Mrs. Ruth Summerlin, Principal .
1800 Prince Street
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Beaufort, SC 29902
(843) 525-4282
(843)· 525-4288 FAX
Cannons Elementary School
. Mrs. Donna Lipscomb, Princip~
1315 Old Convers Road '
Spartanburg, SC 29307 ..
(864) 579-8020
(864) 579-8024 FAX
Hillcrest Elementary School
Mrs. Jean MacInnis,· Principal
1701 Crozier Lane
Del Valle, TX 78617 .
(512) 385-1427
(512)389-2760 FAX
Talldng Points for President Clinton
Blue Ribbon Schools Program
.. Page 2
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A two-page summary about each of these schools is attached, along with summaries of the New
York schools, Unfortunately there are no schools from ArkailsaS orTennessee this year.·
There is a school from Littleton, Colorado, Lois Lenski Elementary School. A summary
information sheet to the school is attached.
The President might choose to. highlight the schools that are receiving special honors in character'
education or arts education this year. The character education schools are;
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•
•
•
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Belmont Elementary School,MI
McCoy Elementary School. TX
Patterson Road School, CA
Walnut Hill Elementary School~ TX·
West View Elementary School, SC
. The on~s for arts education are:
•
•
Hillside Elementary School, NY .
Mills Lawn Elementary School, OH
J. Stephen O'Brien
TeamLeader .
Blue Ribbon Schools Program
u.s. Department ofEducation
555 NeV'f Jersey Avenue NW .
Washington, DC 20208-5643 .
202-219-2141
202-219·1407 (fax)
Steve_ O'Brien@ed.gov
Talking Points for President Clinbm
Blue Ribbon Schools Program
. Page 3
�Blue Ribbon Schools: The Heart ofthe Community .
1998-1999 Blue Ribbon Schools National Ceremony'.
The Washington Hilton and Towers
Washington, DC
October 28-19, 1999
I
WEDNESDAY, OCTOBER 17,1999
6:30 p.m. - 9:00 p.m.
-Front Terrace
Registration
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THURSDAY, OCTOBER 18, 1999 '
I
7:30 - 8:45a.m.
Registration
Front Terrace
9:00 - 11 :00 a.m.
Opening Plenary
.International Ballrpom \ .
Center ..
Preseil.tation'of Colors
Joint Armed Forces CoI01: Guard
The National Anthem
,
Welcome
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C. Kent McGuire
ASsistant Secretary . .
Office of·Educational Research and Improvement
U.S. Department of Education .
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Acknowle,dgement of:
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Bill Ivey
Chairman.
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National Endowment for theArts
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Vincent L. Ferrandino
Executive Director
National Association of Elementary School Principals
Sue Swaim
Executive Director
National Middle Schools Association
Draft BRS Ceremony 10/21199
. Pagel
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Gerald N. Tirozzi
'Executive Director
National Association of Secondary School Principals
Presentation (tfthe Liaison of the Year Award
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,Darla Strouse
Maryland State Liaison
Maryland Department of Education
Richard W. Riley
Secretary ofEducatiem
11 :00 -- 12:00 noon
Education Reform: Increasing Capacity
JeffersonILincoln
TenyDozier
Special Advisor to the Secretary on Teaching
U.S. Department of Education "
Linda Roberts
Director
Office ofEducational Technology
U.S. Department ofEducation
12:00 -- 1:30 p.m.
Lunch on Own
,
'I :30 -- 2:30 p.m.
Teachers and Principals Working for Kids
I
Mary Beth Blegen
Teacher in Residence
U.S. Department of Education
Carole Kennedy
Principal in Residence '
U.S. Department of Education '
IeffersonlLincoln
�2:45 -- 3:45 p.m.
Panel Discussion:
The Secretary's Regional Representatives
Jan Paschal, Region I
(Comccticut, Maine,Massachusetts, New Hampshire, Rhodelsland.
Vennont)
and
Monroe Room
John Mahoney, Region II
(New Jersey, New York, Puerto Rico, Virgin Islands) .
W. Wilson Goode, Region ill
(Delaware, District of Columbia. Maryland, Pennsylvania, Virginia, West
Virginia)·
.
.. and
. . Inter:nationalBallroom
Stanley Williams, Region IV
.
West.
. ..... .
(Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina,South
Carolina, Tennessee)
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Stephanie J. Jones, Region V
. (Illinois, Indiana, MichigBIl. Minnesota,Ohio, Wisconsin)
and .
. .
·International Ballipom
Center .
Sally H. Cain, Region VI
(Arkansas, Louisiana,New Mexico, Oidahoma, Texas) .
Sandra V. Walker, Region
vn:
(Iowa, Kansas, Missouri; Nebraska)
and
Jefferson Room
Lynn O. Simons, Region VIII
(Colorado, Montana, North Dakota; SoutbDlikota, Utah. Wyoming)
Loni Hancock, Region IX
(Arizona, California, Hawaii, Nevada, American Samoa, Guam, Trust .
Territory ofthc Pacific Illlands)
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and
Lincoln Room
Carla Nuxoll. Region X
(Alaska, Idaho. Oregon, Washington)
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4:00 -- 5:15
Concurrent Sessions on Arts and Character.·
Education.
Arts Education
bitemational Ballroom
West
The Arts Have It
Michael Rubino
Chair of the Fme Arts
Hillside Elementary School
Hastings-on-Hudson, NY
Tales of the Green Fire:
. . A Portrait ofArts in Education
Dan Mecoli
Principal
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. Draft BRS Ceremony 10121199
Page3··
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Mills Lawn Elementary Schools
Yellow Springs, OH
4:00 -- 5:00
International Ballroom
Center
Character Education
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Developing Character:
" A Schoolwide Approa~h
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,
Bob Bush
, Principal
Paterson Road School
Santa Maria,CA
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Character Is, What You Are
When No One Is Looking
Jayne Anthony
K-l Mixed Age Teacher
WaInut Hill Elementary School
Dallas, TX
6:00 -- 7:30 p.m.
Crystal Ballroom
Reception
, Hosted by C. Kent 'McGuire
,
Assistant Secretary
Office of Educational Research and Improvement
U.S. Department ofEducation
,
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FRIDAY, OCTOBER 29, 1999
8:00···9:15 p.m.
I
Breakfast: Salute to Leadership
in Blue Ribbon Schools
Sponsored by NAESP. NASSP. NMSA
In partnership with V ALIC
Lynn Babcock
President, NAESP
Curt Voight
President, NASSP
President, NMSA
International Ballroom
Center
�9:45 -- 10:45 a.m.
International Ballroom
Center
What the Web Can Do for You·
Kirk Winters
12:00 - 3:00 p.m.
(,
International Ballroom
Center
Awards Luncheon
Music Presentation by School
.Peirce Hatnmond .
Director
Office ofReform Assistance and Dissemination
.OERI, U.S. Department of Education
Address:
Judith Johnson·
Acting Assistant SecretarY
Office of Elementary and Secondary Education
U.S. Department ofEducation
I'resentation of Special Honon Awards
Arts Education
Doug Herbert
Director of Arts Education··
National Endowment for the Arts
Character Education
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Esther S.chaeffer
Executive Director
Character Education Partnerships
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Presentation of Blue Ribbon Schools Awards
Draft BRS Ceremony 10/21199
PageS
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UNITED STATES DEPARTMENT OF EDUCATION
OFFICE OF INTERGOVERNMENTAL AND·
INTERAGENCY AFFAIRS
Date:
/ot);a-l ~1
To:
5sz.~V\
From:
'No~of Pages (W I
cover): .
D'S r+ e:. A-
WILL TANNER
Deputy Director Community Services
. .202.:2.Q.5-7993 (phone) 202-205-0676 (fax)
-=Will_Tannei@ed.gov (e-mail)
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Comments:
....:--".
U.S. Department of Education, Room 5E229
400 Maryland Avenue, S.W. Washington, D.C. 20202
(
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�MEl\fORANDUM
UNITED STATES DEPARTMENT OF EDUCATION·
.OFFICE OF eOUCATlONAL .
RESEARCH AND IMPROVEMENT.
Office of Reform Assimrll:e and Dissemination
TO:
Will Tanner '
FROM:
Stephen O'Brien
SUBJECT:
Blu~ Ribbon
DATE:
October 22, 1999
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SchooJs Principals
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Please remember that we have never met any ofthese peopie. We are only going by the written
document.
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Here are six schools from which we think the White Houseroight choose the person to introduce.
the President: .
Roanoke Avenue School, NY .
Washington Irving. NY
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D.T. Cox Elementary; MS (principal is African American woman; D,r. Jerry Rogers who visited
the school for us said she is 'Very articulate.)
Eastridge Community, CO
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B~aufort Elemen~! SC(principal is white woman)
Cannons Elementary, SC (principal is white woman)
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Hillcrest Elementary. TX
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Kathy and I suggest that you also take the principal(s) to go to the White Houseftom the above
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Here are our suggestions for the pool for the other people:
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Lynn lolmson Title I Reading Teacher, Abney ElementMy, Slidell, [LA (S04-643~4044) .'
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Kay Bolle, Teacher. Fe~tus Elementary, Festus. MO (214-0937-S720~ . '
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David Woods, 5th Grade Teacher. Indian Lane ElementaJ:y, Media. IfA (610:'627-7100)
Michael Maffoni. Teacher. Willow Creek Elementaty, Englewood. to (303-773-1765)'
Marilyn Wheeler. Superintendent, Coronado, CA (619-S22~891S) Also has New American High
School in district.
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Lynne Rauch,
Sup~rintendent,
Elk: GroYeVillage.1L (847-301-2150)
Heidi Dziendziel. Parent. GTeenfieldElementary, Greenfield, NY (518-893-7402)
Patricia Wilcox, Parent, Union Center Elementary. Valparaiso, IN (219-759-2544)
J. Stephen O'Brien, Ed.D•• 555 New Jersey Avenue NW. Washington, DC 20208-5843
Voice: 202-219-2141. Fu; 202·21 g., 407 .Inlerne\: Slelle_O'Brlen@ed.gov
�Roanoke Avenue School
... - ................ ~ .. ;'Qee:'
_. __ .... _-_ ..... ,.
Address:
549 Roanoke Avenue.
Riverhead, NY 11901
Phone:
(516) 369-6813
Principal:
Ms. Dorothy Moran
Location:
Su.burbatl
Grade Levels:
K-3
Enrollment:
395 .
Student Charac:teristics:
Caucasian:
49.0%
African-American: 45.0%
Hispanic:
6.0%
Asian:
0.0%
American Indian:' 0.0%
Other:
0.0%
Mobility Rate:·
Limited Er1glish:
Low Income:
Special Education:
29.0%
8.0%
0.0%
17.0%
""*"""'7 .."--
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Roanoke Avenue School is located in Riverhead., New York. A .
drive doWll Main Street in lUverheadreveals the beauty ofthe
Peconic; River, the historic presence ofthe County Court Hou.se.
and colorful Polish Town. Amid th~ densely populated
neighborhood stands a majestic seventy-six-year-old. three-story .
brick building called the Roanoke Avenue School. We think orit
as a cotntnunity school and safe haven for 400 children and their'
families, affectionately known as the "Roanoke family."
Roanoke is an inner city school and one of the most diverse of (our
K-3 schools in 1hedismct.Sbf.ty Percent of our students are on free .
or reduced breakfast and lunch. Approximately4S. percent of.the
. students areAfrican~Ameriean, 49 percent are Anglo, six percent
are Hispanic, Polish, Vietnamese Chinese, or J:ndi~ Roanoke has
a high transient population. FamiIies move. in and out ofthe district
as they seek jobs and affordablehousmg. Between 30 and 40
peroent ofour parents struggle with povertyand have significant·
.problems with subsf;ance abuse and.othet poverty related ills..
Despite the fact that between 40 and SO percent ofour mcoming
kindergartners score in the first to fourth stanines on the incoming
kindergarten screenings, all ofour nonclassified students score on
or above grade Level on the third grade New York State DRP and
PEP tests. Thirty-eight percent scored in the sixth-grade mastery
range on the 1997-98 New York State testing.
.
The Suffolk County Reading Council has recognized Roanoke.
Avenue School as an Honor School for the last six. years. Roanoke
has also been recognized by Title One as a SehooIwide Project· .
. since 1996 and an exemplary model to which the State Education. .
Dep~nt has sent many school districts to visit.
Through team building of staff and conimunity, ourshaIed vision
for all students is based on high performance standards.· a . .. . .
. CXlllaborative programde.sign,ongoing staff development, parent. .
and community involvement, cultural iu.clusiveness, and constant· ..
monitori:ng of student progress. Our academic and Eocial programs ..
individualize education through a modified "Success for All"
program that focuses on the research of Robert Slavin's liBest
Evidence Synthesis on Grouping." Our curriculum is based on the .
premise that every child is·capable of lear.c.i.ng.Reading, math, and
"habits of the heart" are our highest priorities.
Our unique reading program uses parallel block scheduling to
reduce class si~ with two hours of concentrated, flexible group
reading and writing each day. Resource room and remedial reading .
teachers work togetberwith nine readirig aides to provide 1-1, 1-2, ..
and 1-3 intense, accelerated remedia.tion so that all students are
challenged..
. . .
http://www.ed.gov/officeslOERIfBlueRibbonSchoolsl1999AbstractsI16ny12.htrnl
10122199
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Our Aosured Readiness for Leaming (ARL) Pl'Ogramprovides
developmentally appropriate readiness and phonemic awareness ". ..
· activities that arc integrated with literature and tbem.aticuni~.The
.emphasis is on writing and autbmtic assessment for. all,students. . .
Many students'select their own work to be included iii portfolios.
They are directly involved in developin~ mbrics.· demonstrating .
their strengths, and designing goals for unprovement during
student led conferences with parents and teachers.
Our student progress related directly to the high quality of
communication among teachers. Grade level teams meet weekly to
identify problems and solutions md develop new strategies. There
is a cooperative, collegial relatipnship among thil~ teachers,
. . •. and. parents as they plan classroom and buildiilgthem.c.'llnits that .
integrate the disciplines. Our thematicumts emphasize activities
that help children solve problems thtoughthe use of analysis,
synthesis. and evaluation.
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Creating responSive, caring classroornswhereteachersmod~l and .'
students role-play cooperation, assertive talk (Bra~TaI.k). .' '. .. '. .
responsibility, empathy, and self-controlhas combated violence in .
our school. As a result of our stroIig social skills andchaIacter ..
education curriculum. there is a noticeabl~1 positive difference in
the language, spirit. and behavior within our walls. Students help
each other with their worclsand actions as we help to fulfill our
responsibility to diminish the violence in the streets around us.
Professional development is ongoing and coordinated with State
standa:J:ds l dis1riet, and building goals. It is centered on high
academic achievement and authentic activities with performance
assessment including portfolio assessment. Inclusive classrooms,
'. iDterdisciplirwyand multicultural curriculum, .and cooperative·
leaming reflect oW' collaborative atmosphere between teachers and
students. Teachers use a variety of leamirig styles and state"of~the
art methods to ensure that students II get" what has been.taught as. .
they motivate students. to want to leani.. Our Assmed Readiness' for'
Learning Program is multisen.soryand child centered. Our Math
emphasizes problem solving and self-initiated learning as .
· recommended by the math standards. Last year we developed·
instructional units that reflect the State standards as teachers train .. •
to integrate technology into our.curriculum. Technology. . '
.
consultants are working with us to install sophisti~atedwiring and
hardware which will enable teachers and students to conduct .
research, communicate with scientists in laboratories, and share
with peers in other cities and countries via the Internet.
Our success has depended on the great support we have received
from parents, businesses, and our community. We bave networked
· with the community we serve through the sharcddccision making
. model ofour site':'based.team. Our par~nts and community have...
gotten involved ill all facets of education from laying sod on our
school playground to wiring our building, brlngingtecbncilogy into'
the classroom and getting Roanoke onto the information highway.
http://www.ed.gov/officeslOERIlBlueRib1)onSchools/1999Abstracts/16ny12.html .
. 10/22/99
�In order to help students make better choices we are PrQud to have .
the Riverhead police bring D.A.R.E. to our school. We have an:
ongoing project with Alternatives, a social service agency in our
conununity, to work with our children in helping them to make
better-choices with drugs and alc:ohot .
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Roanoke is proud to be a coUegial~ coll~orative. multicultural
school community. Children, parents, staff, andprlncipal
collaborate and cooperate in the quest of excel1e~ce for all.
Teachers have become a:rehitect designers ofcurriculum. with
ongoing, embedded asses~en~ in their. lessons. Teachers talk
concretely about teaching as they obseIV:c other teachers. They
. share expertise and ask for and prOvide assistance toeachother as··
wen.'
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The emphasis is on critical thinking and New York. State. standards.'
Students are encouraged to solve problems, assess their own goals, .
and reflect upon their own: work as they set goals for improvement.
· Evexyoile who enters our historic building recognizes our family
like atmosphere WhCIe parents.teaehers. and children feel
· welcome~ We have s~en inc:reased parent ~volVemen.t in the
· classrooms and sastained high student achievement on the .
Metropolitan Achievement Test and .the New York State DRP and
PEP. tests wi~many of our third grade~achievjngmastery leveL .
Our PTO sponsored a sign in front of our beautiful building
conveying the message, "Roanoke Avenue School. An. Honor
School. Welcome Parents. II We~etrulyoneworldandone family) ."
the Roanoke family.
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Ell22!-1999 Blue Ribbon Elemetlta!Y
~.flJ.g9l!
This page last modified May 21, 1999 (~q"w).
http://www.ed.gov/offices/OERIlBlueRibbonSchools/1999Abstracts/16ny12.html
10/22/99
�U. 1. \..QX
,Cu:men.La.lY ~GUUUl
D. T.
r=4*irsnnr-·
q
Address:
304 Clark Street
Pontotoc, MS 38863
Phone:
(601) 489·2454
.
:Mrs. Phyllis High .
Loeation:
Small city/town
Grade Levels:
3-4
:Enrollment:
3S6
Student Characteristics:
Caucasian:
67.42%
African
American:
EI.ementary ~chool
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D. T. Cox ElementatySchoolis a third through fourth grSde
.
school in the small. turaHo'WllofPontotoc,Mississippi. Pontotoc.
· is located in thenortheastem part ofthe state which is legally
classified as Appa.1aclria. The school is one of four schools intbe
district. In the poorest state in the nation, ourdistrid is in the .
bottom ·five. percent of the state in per p,upil expenditure, as ... .
. reported by the MiSSissippi State Department of Education. Our
students are not from aftluent families%almost half receive free or
recluced lunc:hes. Over one third of our population in POIltotoc.
County did notgradwite from highschool. The community . .
environment is unable to provide many of the essential cultural '
experiences that prepare students for success:fu.l competition iu a
global societY.
.... -.--- ......... - .. _., .. "
Principal:
COX
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· The popula.tion of the community is homogeneous in nature.. The
maj ority ofthe citizens are lifetime residents of the area. An
· excellent work ethic has attracted major industries. and .
unemployment islow. The industty in,Pontotoeconsists primarily
.
of low 1echnologyfumiture manufacturing, with most ofthe .. .....
citizens being blue collar workers. Agriculture remains· a vital part ..
of the ~conomYJ though oflesser importance than in. the past. ..
There are approximately 2200 students in the school district The .
student enrollment at D. T. Cox is 356. The students proceed from .
to .Pontotoc Junior High (5-8), and then to ..
0.0%
D. T. Cox (3-4»School (9-12).
Pontotoc High
..
32.31%
Hispanic:
Asian:
0.28%
.
.
American Indian: 0.0%
The building was ereCted in 1960 and includes an additional
Other:
0.0%
facility with classrooms and a science lab. Continuous renovations,
additions. and the .reorga.n.iz:ation of the grades at Pontotoc Junior
17.0%
High to include the fifth grade has provided for increasing student
Mobility Rate:
population and changing educational needs. The buildings are well
Limited English:
7.0%
maintained. and the school has traditionally served as a meeting
Low Income:
45.0%
place for various school and conuDlmity activities. The campus and
building are used by the community for :many of the after sChool
Special
13.0% •. soccer', baseball, softball. and T-bal1practices~ The gymnasium. is .
Education:
used for high school cheerleader practice, indoor tennis practice,
and various organization meetings; . .
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D. T. Cox is both a unique and succ::essfullearning institution. We
are successful because ofour commitment to excellence and our
willingness to recognize and rectlfyour shortcomings. Weare ....
unique because ofour bond with the community. As our school
. continues to prosper, it is the c::o~unity that becomes the ultimate.
beneficiary. Not only is our school enmeshed in all facets ofthc:: ..
commlmity; but it is the very success ofD. T~ Cox Elementary and
the other schools in the district that have been a catalyst for
attracting business and industry. As our school continues to
prosper. it is the community that becomes the ultimate beneficiary..
Business wisdom adopts the theory that an enterprise operating in
the top five percent ofits field while meeting the needs of the
http://www.ed.gov/offices/OElUlBlueRibbonSchoolsl1999Abstra.ctsl16ms03ce.html
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10/22/99
�botiomnve percent ofits customers will result in wealth. Do T.
Cox Elementary demonstrates this same principle, but the end
result is success not wealth. Our business is teaching. and it is
through the applicatio:c. ofpra.ctical prin.eiples ofleaming and
effective decision making by faculty and adminisll'ation that D. T.
Cox has become a succ;essfulleaming 'environment '
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Over the last five years several significant challenges were
identified: - provisions for problem solving and application skills
in all curricular 3.teas to all students through an ongoing program
ofhlgh order trunkingskills- involvement of allstudent$ in , "
activities which promote good citizenShip, community service. and' "
persoDill r~sponsibility - enhancement of the instructional program,'
through the addition of computers in. all classrooms,
Community support for the school has been a key factor as
evidenced by the Endowment for Excellence in Education, an
ongoing facilities improvement program for the district, and
community volunteer services. We attribute much of our·success to
the restructuring of the teaching-learning process. Teacher decision
making skills have become a focal point. Curriculum management
requirements have been reduced which has resulted in an increase
in student contact time (time on instruction), leaming expectations,
and cooperation among teachers. AS,With othet.schoolsand other
school districts across the nation, D. T. Cox has faced many"
challenges; but we have also accomplished :inany milestones.
Specific examples are:
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• National Blue Ribbon Schooirecognition in 1989-90
• National Redbook Magazine recognition in 1993
• Statewide recognition in 1993
• Increased parental in-volvem.ent ,
"
• A changc;in disnict wide grade spans which established D.
T. Cox ElementaIy as a grade three--four schooll rather than a
three-five school as reflected in our 1989 application
• The incoIporation ofmusic into the curriculum
,
• The hiring oian assistant teacher to coordinate the science
lab and implement more "hands on" activities for students
• Renovation of the school to increase space for the students in
thecafeterja, provide an office for the counselor, and a
workroom.· for teachers
"
• The construction of an outdoor classroom
• Renovation of the playgrounds with'additional playground ",
equipment'
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,','"
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• The implementation of technology in each classroom and '
media center
• The restructuring oftbe instructional organization of fourth
grade teachers.
D. T. Cox Elementary has created a highly Jocused learning,
'
environment for all students. ,Innovative efforts have promoted our'
success toward accomplishing National Education Goals through
the improvement ofour professional staff and theit perseverance
with limited lDonetary resoUrces. Out resources of faculty and
commUnity support, under the guidance of a principal whose foclis
is on learning, equips our Illost valuable reso'Q.:('Ce, our students, for
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Washington Irving Intermediate School
.- .. - .... -.~,. ......
Address:
103 South Broadway
Tarrytown, NY 10591
Phone:
(914) 631~42
Principal:
Mr. Sal Trieamo
Location:
Suburbanlutban
Grade Levels: .
. 4-6
Enrollment:
450
Student CharacteristiCs!
Caucasian:
44.0%
Amcan-Aineric:an: 8.5%
45.0%·
Hispanic:
Asian:
2.5%
American Indian:
Other:
0.0%
0.0%
Mobility Rate:
·6.94%
Limited English: 18.0%
Low Income:
51.0%
=== _ .. ='"
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Washington Irving School (WI) is an elementary school serving
approximately 450 children in grades fOUl, five, and six from the
villages ofTarrytown and Sleepy Hollow, New York. We are an
ethnically diverse school located in the lower Hudson River Valley
(Westchester County), about 20 miles north ofNew York City.
Our district, .the Public Schools of the TmytoWD.S, has instituted
.the Princ:eton Plan. which organizes 'oUr C!lementaty program . . .
around four schools serving different grade levr:ls: • kindergarten
building, one for first grade, asecondMthird grade building, and of .
· course, Wasbington Irving School. In this way,allof our children· .
are educated together, regardless ofthefr socioec;onomic status or.
address..Contrary to thecommc:m perception of the "affluent . . . .
· Westchester subutban school,II so~o~conomically our population
runs the spectrum from upper class to very pooF.. Manyof oUt
. , .....
parents work two jobs or double shifts to make ends meet . .
Approximately 20% of our school's population receives public
assistance; 51% ofour children receive free or reduced lunch·
· services. The ethnic background of oUr students is as follows: 2.5%
Asian or Pacific Islander; 8~S% African American; 44% White
.
(non-Hispanic); and 45% Latino. Thus, the majority ofoUl school
is actually minority. Many are strUggling with a new culture.
language, and school system. Many ofour new entrants come from
areas of the Caribbean or the Americas where they had little,
interrupted, or impoverished schooling. They may be illiterate in
their native language as well as English. We have been classified
..
in the past as aIIS"liburban district with characteristics typical of an ....
urban school, II but have recently been reclassified·as an urban
district.·
.
. . . . ..
as
Our mi$sion, developed by our staff, parents; andCOmDlWlity ...
members, reflects out commitment to out children.
. . . ...
The community offaaulty, administrator'! tl71tiptll'ents .
a/the Washington Irving S.chool will creaiea /ea1'11.ing .
environment which will meet the needs ofour
chiliNm. Our mission is Jor all youngsters to learn.
and to strive for academic excellence through the
cooperatilJe efforts o/the 'school community. We are
committed to democratic 'Values which will foster
responsible citizens.
.
.
Special Education: 10.6%
The WtlShington IT'Ving School is dedicated to the . .
deve[opmen( ofa well-rounded child who will work .
cooperatively with othe.rs; who will cultivate
a. variety
ofartistic and .special interestJ; who. will develop a
positive self-image; who will make prudent decisions
tllld choices; and who will de'olelop an understanding
. and an appreciation oflhediverse cultural traditions
and differences that make WI" u.nique cotn11tu1Iity.
.
A
.
.
'
.
.
key fe~ture that must be understood about WI is thatwe are not.
http://www.ed.gov/officesiOERIlBlueRibbonSchools/1999Abstracts/16ny14.html
10/22/99
�.
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a typical elementary school; we ate an intermediate scb-ool, . '.' . .'
educating children in gnu;les four, five, and six to bridge the gap
between p~ and middle school. While~ly !iterilc:y i~ npt
usually an lSsue for us, literacy development 16 still essential m.
these intermediate grades. Each grade level is organized to meet
the specific developmental needs ofour children. In grades four
and five, our classes are. self-contained; grade six is .
departmentalized. Out,heterogeneous grouping policies teach
studen~ to respect and appreciate differences and to work
.
cooperatively in groups. Each of the three grades provides a strong
academic program, supplemented by grade-appropriate activities, '
,special events, and exposure to avtFie:o/. Qfspe~ial area. subjects' "....
such as art, health. computers, mUSIC, library skills,. and more.
.
Thus, we teach to the whQle child. takiriginto .account his or her .
physical. intellectual, emotional. and social needs. .
Our staffis deeply committed toptovidingthebest educational .
....
experience possible for oUrchildicn.We have a record of
innovation, creativity~ andbigh standards that is recognized and
, supported by the commUIlity. Throughconstmt professional .. ,
.
development, ongoing research) and. ex.tensive efforts in planning .
and implemep.tation, we have ereated a well-rounded program
designed to meet the needs of all OUI'diverse students. Teachers.
assume leadership roles as we train each other during team and '.
faculty meetings. As we continue to align ourselves to the new1
higher New York State Leaming Standards for aU subject areas, we
are developing innovative teaching strategies and performance
based assessnwnts. We have created exciting new programs for
bilinmtal. special education, and gifted and talented children. In
addition, we have established extensive collabozatiOll$ With
..
colleges 'arid universities, cultural institutions, community
organizations, and local corporations and busit1ess~ which have
allowed us to extend our cutriculu:m into the "real world:" Because
of the rich cultural and historical heritage of Tarrytown, Sle<:py·
Hollow, and our surrounding communities, the Hudson River
.
,Yalley has become our classroom. Our efforts and creativity have
been recognized and supported through a large number of giants,
including a $250,000 Title VII grant for OUI innovative bilingual .
program.'
.
.
We pride ourselves on our academics, but also on OIll' extensive co- '
cunicular programs. Some of these aciivities include a Superstars
Homework Club,. hands-on science club, chess club, newspaper
club. computer club, yearbook dub, and geography club. Our
music program is a particular source ofpride, involving mOle than
64% of our students. This past year, fourteen band students and
one orchestra student were accepted into' the All-County Music
Festival. Our physical education program inclu~es after-schoo} , .
sports and school-wide events ,that involve all our ehildren and
teacbes them good sportsmanship and teamwork. ' .
As noted7 at WI we are all aware of the importance of addressing
the needs of the whole student Often, a child's academic suwess is
inextricably interwoven with th~ personal and social wellbeing.· .
We have extensive pupil support services available for Out
"
children, including a bilingual social worker, a sehool
. http~lIwww.ed.gov/offices/OERIlBlu.eRibbo~Schoolsl1999Abstractsl16ny14.htm1\.
10/2'1199
�....
.,
.....,
. psychologist, a speechllang1la.ge teacher,a bilingualJamily
'.
outreach worker. a full-time nurse, and specialprograms ranging
from D.A.R.E. and Juvenile Law to luniorAchievement.
.
Another important Strength orMiS the lctiveihvoivement of our ...... .
parents. Teachers; parents, arid children fonn a three·way·· .'. .
partnership, wbichis a key component ofstudent success; . '" . .
Regardless of their language or cultwal backgro~ parents feel
welcome at out school and know that there is never a language
barrier; we have tnanybilingual staff memberS who are always
available to help. Parents teach after-school programs, work with
teachers to find ways to bring their expertise into the classroom for
specialprojects, and participate in out school's leadership by
serving on various·committees. The Elementaly PTA is very
supportive of the school's efforts, sponsoring CUltural .Arts
programs. book fairs, and student scholarships for special·
·activities. The EPTA honors the statfat an annual Faculty·. •.
·Appreciation Lunch, preparing home-<;ookedspecialties reflecting." .
the diversity of our community.
Another key partnership for us is our r¢iationship with .the .'
.
Foundation for the Public Schools of the Tanytowns. a private, ..
not-for-profit organization whose purpose is to raise fi.l:nds.to help
our schools in a variety of ways. TheFoundatio~ is administered .
·bya group ofcommunity members who mayor may not have
children in the school system, as well as teachers and ... ..'
administrators. Through their efforts and those of our ElemeJitary
PTA, our school has acquired u~to..d,ate technology. Teachers are
also encouraged to apply (or grants spoILSored by these groups for
classroom projects and materials; our sc:hool has won many of
these grants.
.
These partnerships between the Bchool, the family, and the
commllIlity allow us to work together to help our children su.cceed.
No school operates in avacuum; the tools our children need can be
best taught through this triad. We strive to build a culture of . ,
inclusiveness, respect, Consideration, and academic' excellence for
all, and we enlist the support of parents and other members oithe· .
community.
.
'.
. . . ..
Washington Irving School is an exciting place for students, '. .'
· parents, and teachers. We pride ourselves on our accomplishments·
and look forward to meeting the challenges of the 21 st Century
.
'.
'.
.'
'.
.'
together.
O'r='"
1a11998-1999 mue Ribbon Blemenl!rY
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10122/99
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EastridgeCommnnity Elementary School
t
~
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'
.
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Address:
11777 East Wesley
, Avenue,
AW'Ora, CO 80014
Eastridge Community Elementary School was built in the eci.rly., ,
1960~s to serve the residents ofa newly d~veloped subdivision in '
southeast Aurora, Colorado.11le school opened on September 3,
1961, with 12 classrooms and 300 walk-in students. The school
was extensively remodeled in 1968 to add four open-spw: leaming
Phone:
(303) 755-0598
Principal:
Dr. Robert Villarreal
Location:
Urban
Grade Le\'els:
K>S
areas accommodating lOO,students each. In 1985t the school was
again remodeled to add nine classrooms.
.
Over.the past three dec:ades, the Eastridge community has
undergone profound change. A predominanUy middle and upper
class c;ommunity ofsingle-family homeshSs given way toa more
socially and e¥callx divers~ community that includes a large , '
nwnber ofmulti-family dwellings as well as government., ,
subsidized Iow"'costhoUsing units. Over the yeaxs~ the student
population at Eastridge has more than doupled from 450 to 730,
, necessitating the transition to a year-round four~track calendar in '
1994.
,
,
, TodaY1 Eastridge has a minority enrollmenfof 37%~ an average "
mobility rate of 40%. 73% of the students are transported to, school"
by bus, 37% qualify wr a federally subsidized free or reduced"
,
, Student Characteristics:
lunch program.. 12% qualify for sp~ial-educationservices. and
Caucasian:
64.18%
fifteen foreign languages are' spoken by a 10% ESL population.
, African
19.73% Despite many changes, Eastridge has not only maintained'an .
American;
effective educational pragram. but has trans.formed itself into one
Hispanic:
8.5%
of the liveliest and most innovative K-S leami.ng environments in
Asian:
6.53%
the state. Student outcomes continue to meet or exceed district and
American Indian,: 1.06%
national grade-level averages, particularly ill. reading .
Other:
0.0%' comprehension and in minority stllttent achievement. &nong
major distinguishing features and accomplishments:
Mobility Rate!
34.0%
• Multi-age~ straight..;grade, team-taughtj self-conwned '
Limited English:' 9.0%
"lassrooms and looping are desigiled to address the diverse
Low Income:
. 36.0%
instructional needs and learning style of stiulents.
Special '
Education:
12.0%
.Profi.ciency.~ased cur.riculUIti,instruction and assessment~
EnrolRment:
738
• Assessment practices that drive instruction,via the teaching
learning cycle (assesSment, evaluation ofassessment,
planning forinstruQtion).
• A nationally recognized, student centered library/media
center.
• An instructionally effective teaching staff. (70% with Master
of Arts degrees) who has a high level of expertise and ,,'
understanding~: reading inStIuction. mathmanipulatives,
technology, standards-based eUrric¥l1im, multicultural.
curriculum, and perfomiance asseSsinent
http://www.ed.gov/officeslOERIlBlueRibbonSehools/1999Abstractsl16coOla.e.htrnl
10122/99,
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• Staff-initiated professional development activities, which
includ:e on-site study groups, mentoring, peer coaching,
hands on workshops and the award winning Eastridge
Litent:y :Project.
• An extracurricular program offeringhigb.~interest activities
. ranging from intramural sports to Odyssey of the Mind. . . .
• Afull an-ayoffamily~ntered program' andserviccs. off
track: child earcJ kindergarten enrichment~ off-track Inter
session enrichment classes, before and after school child· ..
can:. a breakfast progra:rn and faInily counseling and· .
assistance ·semces.
.
.
· • Partaersb:ipswith colleges and 1lXliversities, the lower .. .
bUSiness community. educationrefonn organizations· and
school networks.
· • Classroom-based computer network and a high level of
.teacher·student access to multi-media technology.
• Full inclusion ofspecial-education students.
·
• Shared decision making and ,a.ccountabilitythat requires a
high level of teacher, parent,atid s~dent involvement
.
• Numerous awards and hOnOISj including a DeWitt Wallace
Library Power Grant, 1996 Colorado Conservation School of
the Year, CCIRA Exemplary School Reading Program of the .
Year 1997, and Milken Award wilmerJ principal, Dr;
. Villarreal.··
..
. . . . . . . .
. . '
,
AtEastridgel our mission is "to insp~eve'Y s~entto·~.to . .
. learn, to achieve, to ca,re", The teaching andlearmng envlIOmoent
at Eastridge is vibrant. engaging, .and firmly grOunded in the
concept Qfthe "Helping Relationship", It encourages a strong sense
ofpartnerShip, connectedness. responsibility and collective
purpose.
.
The fac;ulty and parents are strongly committed to high personal
and academic standards for all students. We· strive to ensure that
each child is well prepared for the challenges of living, working
and lea.mingin a chmgin,g world.·
. . ..
.
.
.
.
.
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http://www.ed.gov/offices/OERIl.BlueRibbo:o.Schoolsl1999Abstractsl16coOlae.html
. 10122199
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Beaufort Elementary School
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Beaufort Elementary School (BES) in Beaufort. South Carolina
,
defies the odds in offering world class initiatives by creating
. '. success for its predomina1ely low socioeConomic minority . ' ,
Beaufort. SC 29902
. population; This group ofcommitted staff bas conaborated to' , .
break the chain of failure. Five yeats ago, the school was classified'
Phone:
as one of the worst 200 in South Carolina. Instead ofblanring the
(843) 525-4282
parents and community, this enthusiastic group' took ownership of
the problem and began plarmirigfor theren:ewal of theirschoot
Principal;
The first stq» was a faculty retreat where'!?y team huildinghelped .
Mrs. Ruth Summerlin
. theseprofession.a.ls know they had to focus On team planning and, , .
. practice daily~ respectful habits to overcOme unbelievable b3.niets.•
Loc:a.tiOQ:
This committed group of teachers then began to work on a five
Small city/town
year plan (1995-2000) which is uSed as a blueprint ofhigh .
expectations for all aspects ofthe school's program. This plan
Gra.de Le\1els:
contains a belief statement,. school mission, performance goals,
PreK~5'
needs asseBsmen~ technology plan. and strategies for
'
implementing a world class curriculum, involving the community
Enrollment:
and families, developing staff effectiveness, promoting optimal
573
. student achievement and creating an environment condueive to
leaming.When the community and parents were asked to ." .
Student Characteristies: .' participate in this worthwhile planning phase, they came to'ouraiq.
Caucasian:'
34.0% Not only did they help plan, but they also. began to volunteer in
African-American: 65.0%
a.m;¢ng numbers. They warited to be involved and assistin the
.redesigning of their only cityelementsry school within this rural
Hispanic:
1.0% district. Business partners such as Sea Island Rotmy~ City of. .
Asian:
0.0% Beaufort Police Department, Marine Corps Recruits~ Naval .. '
American Indian:
0.0% Hospital Corpsmen, American AssC)ciatil)no(University.Womeq,
Mimst(:rialAssociation and Operation Good Neighbor committed
Other: '
0.0%' volunteerhoun and money to help bring the school t()the .level of
exceUence it is today. Beaufort Elementary adopted a Full Service " , .
Mobility Rate: ,
20.0% philosophy. We could no longer restrict ourselveS to the basics of
reading, Writing and arithmetic. The five year plan specifie<i that
Limited English:
0.0%
IBeaufort Elementary would become site baSed to increase and '
Low Income:
86.0%
improve overall involvement ofthe people cIosestto the childrenSpecial Education: 34.0% parents, teachers, and commllllity. The site based plan was written
.,.,;/ and approved by the Beaufort County School Board four years ago.
.,I- '1~,,"jI
This plan allows sehool personnel to utilize their funding in
creative ways to best meet the needs ofthe students. The varied
. . site based committees, ten in all. are comprised ofinterested
~t'
,teaChers, assistants, parents and community members. These .
JC
committee memberS work during the school year and summer to
ensure effective implementation of their' plans. For example, when
necessary the personnel committee works diligently to interview
and recoIllmend a-ppropriate persormeL Other programs which have
Add..ess:
1800 Prince Street
M/~~/
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been planned by these (;QmnllUc;es include; After School.
'
Enrichment (ACE) and remediation, extended year su:rnmer camps
for reading and math, enrichment in the arts (dance, drama, string. .
keyboarding, bells, chimes. chorus. sculpting, etc.), bUSiness
.
partnerships for :mentoring and tut.oril1g, continuous progress made
possible by small group reading and math instruction, multicultural
aDd. multidiscipl.i.twy instruction. commumty service projects,
http://www.ed.gov/offices/OERIlBlueRibbonSchoolslt999Abstractsl16scOlae.btIn)
10/22/99
�Spanish. International Baccalaureate Pr.i.maIY Years Program, Full
Service School concept, Family Literacy Projects (adult education .
with day care at the school for parents improving their education at
BES), Well Baby Plus (Duke Endowment Grant Program for early .
intervention health care), Early Childhood initiatives (ABC
voucher programs for children ageS 6 weeks to pre-kindergarten
providing an enriched early start), family involvement (pre-School
.... lub, Family Reading; Family Math, Science Nights» Family Fu.n .
C
Fests, Fall Fling, Sidewalk Art Contests,etc.). Ex~lary Writing·
Award initiatives, technologynetwodcingand training, StUdent
Study Te(ll'llS, Portfolio and Criterion-Referenced andComputer· .
Assisted Assessment, Go for the Gold Schoalwide Discipline Plan.
Student Council, School Ambassadors. Academic and Artistic:
Gifted and Talented Programs,Student News Staff formontbly ...
publications, Video Club formoming azmouncements,
.. . .
Ecology/Science Club, Flow Room (to identify leam.i.ng strengths).·
. Booksharp(com~uterizedassessment of novels to monitor .
..
independent readmg). Principal's Reading Challenge, Read-a-Thon .
(buddy reading), Reading Recovery, Student of the Month;
Author'S Tea, Meet a Writer Day, Safety Patrol, Odyssey of the .
Mind and Academic Challenge competitions, Science Fair,
Iilvention Convention, and Professional Development ,and
Evaluation plans worthy ofputting these initiative into practice in a
logical and manageable fashion.
,Their mission statement is to ensure thebighest quality educational
outcomes providing a challenging~ multi~ulturalc::urriculumthat ......
develops the unique abilities ofeach child, frees each perSon to ..
pursuc opportunities, incorporates advancedtecbnologies and
engages the full commitment of the st:a.f.t; parents, stildcnt~ and
community. Since this mission statement W8,$ written in 1995, the
school staffhas focused untold energy and commitment to make
this a continuing teality for students at Beaufort Elementaiy. ..
. vercoming the stigma asa low perfomti:n.g school has been a
O
.
challenge. By including the commu.city and panmtsand making. ....
them part of tbesolutio~ partnerships, relationships arid trust have .
been the foundation upon which this dream has been built.
Beaufort Elementary is a large, beautifully maintained two~storY
facility,located next to Northern Beaufort County's only housing
project and most of their subsidized housing. Beaufort Elementary
staff and students have risen to a coveted academic staws in the
district and state. Numerous editorials and newspaper articles tell
of their success story and challenge other schools to, "Play·follow
the leader." They have been asked to. discover the Beaufort . .
Elementary secret ofsuccess·and to :repli~ate it because test results
. reveal that our students are perfo11'Iling well above expected norms..
This previously 100% free and reduced lunch school is now
attra~ting other students from. private academies and other
s\,j.burban schools as parcmts and te~her5 have taken note of their
. inventive and non.;;traditional approach to education. Allowing·
..
. ..
. students to advance at their own pace supports innovative ..
programs and fiexible schedules (7:30AM-S :00 PM for 200 days a
year) making this Full Service School concept a successful reality
for our 573 eager students age six weeks to adulthood.
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10/22/99
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Quality national. state and local awards that Beaufort Blemrmtary· •.
School has received in the past four years ate numerous. National
recognition mcludes the Project Arts program for outstanding
.
development of artistic talent and appreciation for cultural .
diversity and Well Baby Plus for early intervention efforts: South
. Carolina honors include the EXemplary Writing Award; State.'
Incentive Award; Early Childhood Demonstration Site;' .
Department ofEducation Volunteer Organization ofthe Year, '.
Family Literacy Initiatives Award andLeam and Serve America
Grant. Locally we won the Beaufort County District Incentive
Reward for Academic Progress; Sea Island Science Fair first,
second and third place wiririeis' for the last' three years and the Red
Ribbon Week Award given by the Beaufort County Alcohol and
Drug Abuse Program. Our principal received. a Paul Harris Fellow
from Sea Island Rotary for her commitment to e,,"cellence in
. education. Grantmomes awarded include: $60,000 Bell South
.
'. Grant for collaboration; $3601000 Duke Endowment grant for Well .'
Baby Plus; and $10.000 Target 2000 Arts in Educatiorigrant for .' .
perfonning arts.
.
. '.
. t. _ ...
111998-1999
The Beaufort Elementary School family has successfully refocused .
on guiding all children through their personal journeys of .
.
discOvering and maxjmizing their unique gifts and talents. They·.·
leave no opportunity to chance,
' . .'.
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This page last modifiedMay 21. 1999 (saw).
http://www.ed.gov/officesiOERIJBlueRibbonScboQls/1999Abs~ts/16sc;;Olae.html
10/22/99
..
'"1 .
�Cannons Elementary School··
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Bright lights, strong colors, and a cacophony of soundS punctuate . .
Cannons Elementary. It's a place of love, a safep1ace for children .
threatened by circumstances. The children provide the music: the .
sounds of active l~'g, the silence of concentration, and the .
laughter of friends 'Pt The teachers provide the steady beat of1ove~
Phone:
knowledge, and ae eptance. Spring in South Carolina is bright-
(864) 579-8020
mercifully low humiditY and gentle breezes--creating beauty and
e:JqJectation. Children respond with enthusiasm. Even on testing
Principal:
day, they are excited. But it hides the dark side that over .113 ofthe
Mrs. Donna Lipscomb
children at Cannons contend with daily. "I didn't sleep last night.
Mrs. Lipscomb. II UWhy ~ot?It·'Lot.s .of noise~ Shooting~ Police.. We .
Location:
hid in the closet all night:' "Who's we?" "Allofus}' The children, .
Rural
118 ofthem residing in Lakeview Manor, have borne silent, ..
terrified witness to a drug territory battle between two dealers. The
Grade Levels:
police were called when the shots came. and continued.. But.they •
PeeK- S
come to school thismoming and rush tosurrowidtheit.principal ...
and tell her ofthe happenings of the night. Stability is important1o . . .
Enrollment:
. them.. Cannons is their fortress; Even the children who move, . ... .
398
continuously in and. out-49% (227) in a cyclic pattemto lind. a ... ..
place to live, a pattern estahUshedbeca.use the parents· cannot pay ..
the rent-move in, be evieted~ move out-are excited to retumto
Studel1t Characteristics:
Caucasian:
62.0% Cannons, some such as Debra as many as four times during one
school year.. .
African-American: 35.0%
Hispanic:
1.0%
Despite the transient population and a rapid increase. in lower. .
Asian:
2.0%
socioeconomic rates as measured by free/reduced lunch counts (an
American Indian: 0.0% increase from 48% in 1995 to 60% in 1998). Cannons' test data
reflect steady gain in student achievement. a testatnent to the use of .
Other:
0.0%
innovative pedagogy and mstIUction. The school serves primarily
lower middle-class» rural children. 51 % ofOUl students live in
Mobility Rate:
' 25.0%
impoverished, neighborhoods •. The school population is diverse.
both in skills the children possess when they walk through the .
2.0%
Limited English:
Low Income:
. 60.0% . doors and the language and cUStoms of their native countries. In
Spite of these circumstances, by the third grade 20% of the children.·
Special Education: 27.0% are identified as academically and/or artistically gifted and receive .
services in Atlas (Action Team for Leading Accelerated Students)~
Address:
.
1315 Old Converse Road
Spartanburg, SC 29307
Cannons Elementary School, originally cOnstructed in 1939 for·
fewer than 100 students. moved into anew facility in 1995. A
collaborative group, representing a ~ss-seetion of the population, .
worked on design and features for five years. A theatre for musical·
and dramatic productions, an art gallery featuring a different artist
each month, and a state of the art computer infrastructure that
includes a Loeal Area Network eonnected to the district Wide Area
Network were included.
. Located in. the center of the new swcture is the media center.
Natural light from the cathedtal ceiling's skylight floods the open
space filled with computets and materials for IeScaarch» preschool
toys for parents to cheek out, and thousands of books that include:
books written by students~ books written by students in
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collaboration with senior citizens: books that incorporate every
. stage. every level. and every interest. The media ~enter is. also
home to the broadcast studio,.the publishing center.' and the'
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hardware fortbe·school Wide computer network; Each. classroom· .
has t\Voor three mlJ.l.timedia computeI'$ with direct access to the
Internet through a TIline.
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Other needs are met through an English as a Second. Language. .
teacher and the Therapeutic Preschool for high-risk three and four
year-olds. Grant writing is encouraged as a way to meet the diverse
needs ofstudents. In whi1t was described by the Department of
Education as their most competitive grant competition in history, .
Cannons was awarded a;2.6 million-dollar grant, The Three Faces
of Need, to transform Cannons into acomm)JDity leamingcen~r. .'
The school now provideS after-school programs for first through
fifth graders, Saturday aCtivities for children. and parents. and
summer classes for children that integrate the visual arts, physical
education, music, and t~hnology into the basic acadethlc ".
curriculum. Children reCeive .8ll additional 33% more instruction in .
. readingandmarhematics in the after school program.lJl the rlIst...
summer program through the grant, 80 third through fifth gra.d.e ",
students attended the aCademic acceleration classes offered through
. gr8llt funding. Adult education. parenting,and pre-employment . .
skills training are available du.ri!lg the da.y with babysitti:.ilg, a meal
and transportation provided. Cannons is proud to house two
district-wide, self-contamed, emotionally handicapped classes, a
learning-disabled class,
a preschool handicapped class. Our
.entire building is handic~pped accessible. We offer inclusion
education to enhance the academic skills and social skills ofour
learning disabled students. Cannons makes every effort to
eJ.i.n:1inate bamers to education. be they tangible stnlctures,
intangible attitudes, orbasic needs such as quality childeate or a
..'
hot meal. . .
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and
Cannons understands thllt stress is a fundamental cause of failure .
and violence, and we ar~ taking steps to lower distress in fa.xDilies
and hi school. Violence prevention workshop~ are given on the .
district level, and Cannons will host a coUnty wide two-:c1aY
workshop on the subject:in November ofthis year. Fifty-eight··
. percent of the highest risk.families ofpresehool children receive .'.
home. visits through the Therapeutic Preschool. the PreSchool .
Handicapped Program, and Four~Year.;.Old KindergarteD~Children' .
and. parents are ~le to receive coUnselmg.OJi a regular weekly
.
baslS~ and the gwdance\counselor has ~ollaborated with area
businesses and chmches ito ensure every IZhild has a warm. coat, . .
shoes that fit, and a present from Santa. Every teacher is mentor to
a small group of students in the Family Ties Program that
emphasizes respect for others and conflict resolution. Other
programs that emphasize social and behavioral skills are the CARE
(Care and Respcct for Everyone) group, CHA'MPS (Champs Have
And Model Positive Peer Skills) peer mediation progyam. Student
Council and CHOICE (Choosing Helpful Options in Coping and
Education) summer pro~ for children with emotional problems.
i
The usual dread ofa "trip to the officell isn't found among students
at Cannons. Good citizenship is rewarded by an "office sucker" .
http://www.ed.gov/offieeslOER1IBlueRibbonSchoolsl1999Abstra.cts/16sc03ae.html
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and students who master the Accelerated Reader tests ate
encouraged to bring their test scores to the office to be signed by
aU present The princip2.I spends Friday afternoons socializing with
the "Principal's Pals,"
student work is displayed in cl~rooms, .
in the halls, in the principal's office, md in the teacher's lQunge.. .
.Support staff play anmportant role in this feeling of family, The
head custodian acts as "Papa Bearll to the Thera.peutic PreSohool, .
providing a positive male role model to the children. The Parent
Teacher Organization F,ovides'over 2.000 voluntccrhours .
annually in tutoring children,working in the Publisbing Center,
answering phones, alld.pl'oviding support service for teachers. ..
md
Cannons has won the South Carolina Exemplary Writirig Award·
two consecutive years.. Students write injoumals, Write books in
the publishing center, ~d learn the elements of creative verse as
well as expository pros~, The multimedia fonnat ofHyperstudio ,
helps students make their presentations COme to life, and students
are encouraged to use approved Internet sites for maximUm up to
date infoJll18tion.for research.
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Recent honors and grants awarded Cannons and her teachers
include 'Write' Wa.y Publishing Company, Project COMPUTE.
Coping Skills for SucceSsful Living, andCare aild Respect for . . .
Everyone. Three Learil
Serve America grantS &Swell·as grants . .
from the Greater Arts Partnership have been awarded. Ours-chool
has been a School Incentive Award Winner for the past foUr years,
Reading programs. math programs, and technology fotimpaired ..
students have all been subsidiZed through grant monieS.
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We have a motto among our family that states, we care because ... .
Children Are Really Everything to Us. This is not only a motto, but
also a way of life, which is evidenced by aUwbo. enter our school.
The Cannons' family feels that every child deserves a safe;
compassionate place to learn. Each child is accepted as a unique
individual with potential. and teachers view themselves as .
promoters of the child, the school, and the community. One fifth
gracle student wrote the following in an essay about our new
school: "The most impo:ha:nt and special part afmy school is the
people. All the teachers,: all the janitors, everyone is loving and
. kind 1. would love this school even if we had class in a doghouse.
.. Even ifit w,ere that way~ one thing would still stay the same .. there .
wouJd still be love!" . i ,.....
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Cannons Elementary School is steeped in history and focused on .
the future. The focus is teal and the reSults are measured with a test
(oundin .our hearts. Cannons can be .summarized by one elegant
sustained note - the univCrsal"A of success.
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This page ItLft modified May 21, 1999 (saw).
http://www.ed.gov/offices/OERIlBlueRibbonSchoolsl1999Abstracts/l.6sc03ae.hunl
10/22/99
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Hillcrest Elementary School.
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Phone:
(512) 385-1427
Principal:
Mrs. Jean MacInnis
Location:
I
Grade Levels:
3-6
Enrollment:
726
Student Characteristics:
Caucasian!
14.0%
African-American: 14.0%
70.0%
Asian:
1.4%
American Indian: 0.6%
Other:
0.0%
Hispanic:
Mobility :Rate:
Limited English:
Low Income:
Special Educa.tion:
27.0%
40.0%
84.0%
16.0%
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Hillcrest ElementarY School (BES) sits amid a shaded cove of
towering 100 year old oak tn;es on a bluff overlooking the
Colorado River and the Ausqn. Texas skyline, in the Del Valle
Independent School District ;It serves a diverse population of726
students from four separate communities: Garfiel~ a rural
community on the eastern edge of Travis County; Williamson
Creek, a community on the westeIl1 edge of the scbooldistrict;
Montopolis, apoor, largely Hispanic inner-city cornmU¢ty with
large housing projects; and within walking distance, three
.
apartment complexes which previously served off-base military .
housing needs before the clo~.ing of Bergstrom Air Force Base,..
Address:
1701 Crozier Lane
Del Valle, TX 78617
Suburban/urban
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. Besides the meshing of fout commwrities. Hillcrest serveS students
as diverse as their neighborhoods; 70% of the students.ate.·
. .
Hispanic, 14% are African American, 14% are White; and the
remaining 2% are Asian and American Indian. Hillcrest serves
86% ofits students hot meals: through thefederal1y funded free
and reduced-lunch program., while teachers continually adjust their
programs to support a very mobile population of27%. Five ye~
ago, Hillcrest Elementary w~ experiencing the same frustrations
as many other Texas schools witli challenging demographics.
Texas Assessment ofAcademic Skills (TAAS) scores were as low
as 28% of Hispanic children passing math. 'rhe school was
.concerned about being identified as low performing by the Texas
Education Agency. Thisconcem was channeled into action by a .
new" principal and staff who would not consider anything but high .
achievement for all students. jroday. Hillcrest has been identified .
as a "Recognizedll campus by the Texas Education Agency, and
only missed the Exemplary status by the scores of two students. A
research team from Texas A&M. University cited the district as on~ .
ofthe most successful in Texas for. educating· African American
students. A great number of African A.r;nerican students in· the •
district attend Hillcrest. and tl,leir progres~ has been significanl--in· .
1994,40.9% passed themath'TAAS andm 1998. 87.1 % passed; a··
42.2 point gain.
..
Hillcrest serves Dei Valle's l4nited English speakers in the district .
bilingual program and English as a Second Language program.
HBS believes that these childhm need extensive eXposure to both
formal and infonnal English to accelerate their progress toward
language competency. Hillcrest teachers have made a conscious .
. effort to gradually bring limit~ EngJish.speaket$ into regular
. .. classes as soon as they demonstrate they are capable of
...
assimilatingsuecessfully. The multisensory approach to iru:b"uction .
for all students has helped the bilingual students make the leap -- .
math results: 1994,43.4% paSsed; in 1998. 96.1 % passed. The .
principal was the catalyst for change in creating this model of
success for special populations, but the tea,chers wt!:fe the· .
instruments ofchange. The district dyslexia program opened at
Hillcrest 10 years ago and haS served as a model program forothci
campusc.s. StudQIlts identified as gifted are served on a daily basis· .
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with special services providep.by a visiting teacher. Students With .
other .speeial needs are served in regular settings with Small-group ..
insttuction in reading. writmg. ormath. There arealso.speeialists .
to support children with special behavioral and emotional needs, as
well as supporting students with severe mental and· physical
disabilities. Although there .appears to be a program for every
special need that may arise, Hillcrest works to provide a
challenging and enriched prOgram stressing literacy.
communication skills, and problem solving for evexy student.
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. .Hillcrest teachers deVote a 5igmncant amount of effort and
. peisonal time to improve their teaching skills. making learning. .. .
more meaningful and tnjoyable. A support systcm of instructional . .
teams have brought teachers closer together to brainstonn.share
strategies~ and plan. Over the last five years, Hillcrest haS
undergone intensive staff deJelopm~t to restructure its. .
.
inst:ructiooal delivery systeml This restructuring has.beenacbieved.
incrementally. In 1993-94 TAAS writing scores w~ 68.1 %
.• ...
· passing. Teachers focused on: improvement of writing through . ......
training in the New Jersey Writing Projec::tin Texasan4the . . .
teacbingof process writing. They also implemented the teaching
strategies of differentiated instruction for diverse learners. Today~
writing scores ate above 95.2% overall. The focus on improving
mathematics instru.ction was ihltiated by the .tealization that Title I
remedial math students were .outperfomring all other student
populations. This sparked a staff development initiative which
includes te&:ning a master teacher of mathematics with one teacher
at grades 4~ S. and 6. After a year with these teachers. the master
· teacher begins a new school year with three other teachers, and the
.•. process continues until all te\ichers are, trained in hands-on, highly
!nteractive llle~odology for t~e delivery of mathematics
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lnsttuction. Tbjs master teacher also runs the math demonstration .
lab where students come:: for lessons involving games, literature,· .
and macipulatives. Since the ,implementation of this staff
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de\"elopment model, TAAS s~ores have improved over40points in
mathematics. Last year, 100 percent of all African American .
.stud.cots iIi grades·5 and 6 passed the math portion of the TAAS..
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The comprehensive Reading Renaissance program stresses the
importance of daily silent. sustained. reading practice. . .
Comput~ed reading tests t¥;en by students encourage individual
and collective goal setting. The Hillcrest library circulation last
year was 65,000, nearly 100 books per child! Reading scor~ have
climbed. from 70% to 93% in:the last five years. Teachers who are
trained in. particular pro~ and content present on'-campus
model lessons with students. These same trainers are available for
consultation to those teachers! who are implementing these newly
.. learned math techniques, technology training, and reading. .
· improvement strategies. Thes~ efforts ofbeth the trainers and the
teachers seclcing improvemenJ have raised the level of expertise in
instruction on .the Hillcrest campus. Tesf,:esults confirm a focused
instructional. pro gram. Just asl innovative strategies ate necessary to .
improve performance of at-risk students, aggressive efforts axe
n.ecessary to involve their parents.
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Parent and community partne1ships coritinue to show growing
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support for students through persoIia!lDvolvement. Family,Fun
Nights bring parentS to the campus' to leam reading and math 'along
with their children. The Sci~ce Fair involves over 300 parents, not
only as projects are displayed fa!, teCQgnition. blltalsa in helping
their children research andreport their, findings in a scientific
manner. Hillcrest continues to prepare more and more
communications in both English and Spanish. A campus lia;ison
provides parents transportation to school for necessary meetings.
The community demonstrateS its support ofHillcrcst's successful
efforts thIough giftS ofhumahresources and :ftmding., Sematech. an
Austin computer, company, cbntnoutes funding and professional
staff to conduct Science Day, a pl'Ojeet that engages and. excites' "
students about science. The Bckrich Fun house, a van shaped like a. ', ,
, colorful playhouse, arrives tqsupply snacks for after.. schooI
,
tutorials. The University ofTex~ participates ina cooperative
with HillCrest to train teachers'in a three-year program to improve '
math and science in:struction!Theprogmm, whichs~esseshands.
on activities, and experimentS, is open to all Del Valle ISD
, teachers, and is housed on thf Hillcrest oampuS~ " '
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With all of the work requireQ in the last five years, it might appear -' '
that Hillcrest Elementary woilldbe a very serious, no-frills place to '
'Visit Actually. the opposite is true. The principal, the staff, and the
students are inspired by success and love the process oflearning as'
it occurs at Hillcrest. The day begins with a rousing cheer of
'
"Hooray for reading at Hillcrestl" led by the principal in the library
hallway. As students work m
small g:roups~ three different
aati"iities may be taking place in the library, and leaming rarely
oCcurs whUe quietly working alone at a desk. Students mentor
other students, and te~hers ~acilitate independent learning. When '
students investigate Colonial!America, one student might use the '
Internet to learn about blackSmithS. while another ,interviews, the
art teacher about Weaving, SIl,d a third may be reading a novel
about the period. !he stiLdents collaborate on a finished product,
just as their parents dom the;world ofwork. It is a publicschool's
responsibility to prepare studbnts for this world at every grad~ "
level.·When students leave Hillcrest, they are confident; able
, leamers seeking new methods to attain even higher levels of
student achievement These challenges will be similar to those in
many parts of Texas. Hmcre~t can be & model to' schools that are
experiencing the challenge of educating students with the dual
obstacles of low socioeconomic status and limited English
proficiency_ Hillcrest s'ends the message that these are obstacles, ,
not barri~rs. "Pride in Progre~sll is the campus motto, and it is an
ongoing creed. Visit Hillcrest to see a campus where the statement
that all students, can leam is riot a goal, but a reality.
,
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1I.!998-1999l~
R,ibbonElemO!l!i!!YSchools
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10/22199
TOTAL P.21
�,BEAUFORT .ELEMENTARY SCHOOL
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National Bille Ribbon Schoof. A Full Se",ice School
Exemplary Writing School
State EarlY Childhood Dembnsttati(ifl SUe
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1800 Princ.e Street
.Beaufort~ sc 29902
Phone; 843-S25=42823;;l~-~o
FAX:
843-S2B 4~8
3:2::2. - .2IDK!r
Ruth Summerlin, Principal
Samuel Carter, Assistant Principal
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�In a speech today to parents, teachers and principals from award-winning elementary schools, President Clinton
will underscore the Administration's strategy for improving public education by reducing class size, turning
around failing schools and making other targeted investments in our children. Pointing to the world-class
education that Blue Ribbon Schools provide, the President will remind Americans that the budget debate is not
just about how much we spend on education but how wisely we spend it. Finally, he will emphasize that the
current Republican appropriations bill undermines the improvements our nation's public schools need.
EXCELLENCE THROUGH SMALLER CLASSES AND MORE ACCOUNTABILITY. President
Clinton today will calion Congress to support excellence in public education by investing in proyen strategies
for reform. As he honors the winners ofthe 1999 Blue Ribbon Schools Awards, the President will point out
that targeting our education dollars -- on 100,000 highly-qualified teachers to reduce class sizes, and on turning
around schools that are failing -- is the best way to achieve results.
Blue Ribbon Schools are tangible proof ofthe effectiveness of high standards, school accountability and
targeted investment. These 266 schools from urban, rural and suburban communities in 37 states have
demonstrated sustained success over time or have overcome obstacles to make significant ad'Vanc"es in student
achievement. The Blue Ribbon Schools Awards were established in 1982.
REPUBLICAN EDUCATION BILL FAILS MAKE THESE KEY INVESTMENTS IN WHAT WORKS.
President Clinton will note that the. Republican appropriations bill shortchanges children and teachers by gutting
the class size reduction initiative and failing to provide funds to turn around failing schools. The bill also
underfunds after-school and summer school programs and underinvests in the recruitment and training of high
quality teachers. The President believes that the prosperity generated by years of fiscal discipline and the hard
work of the American people should be invested wisely in their top priorities. Unfortunately, Republican plans
continue to defy common sense and the public interest. The Republican education spending bill:
• Reneges on the class size reduction initiative that both parties agreed to last fall, and provides no guarantee
that the 29,000 teachers hired for this year can continue teaching in smaller classes throughout the country.
It also provides no funding for the additional 8,000 teachers the President's plan would support this year.
• Fails to hold low-performing schools accountable for results by not funding the President's plan for a $200.
million Title I accountability fund to fix schools identified as failing. The President believes that. we must
invest more in our schools and dem~d more from them. The current appropriations bill does not provide
funding for turning around failing schools.
• Underfunds after-school and summer school programs, denying at least 800,000 students access to a safe
place to learn during the after school hours when most juvenile crime and drug and alcohol abuse occur.
• Undercuts efforts to improve teacher quality, by shortchanging teacher quality and recruitment programs,
and eliminating the successful Troops to Teachers program that enables retired military personnel to teach·
in high-need areas.
• Underinvests in the GEAR-UP program and in education technology, denying more that 130,000
"
disadvantaged young people the help they need to get into college, and undermining crucial investments in
education technology.
�Paul D. Glastris
10/27/9903:31:34 PM
Record Type:
To:
Record
See the distribution list at the bottom of this message
cc:
Subject: latest Blue Ribbon draft
Draft 10127/99 3:30 p.m ..
Glastris
PRESIDENT WILLIAM J. CLINTON
REMARKS AT AWARDS CEREMONY
BLUE RIBBONS SCHOOLS
WASHINGTON IDLTON HOTEL
September 28, 1999
Acknowledgments: Sec. Riley; Beaufort Elementary Principal Ruth Summerlin;
Before I begin, let me take a few moments to pass on some good news we have
received today. Tk topper on GDP and homeownership numbers.
The Founding Fathers believed two things that were quite radical at the time. They
believed democracy could be made to work, and they believed all citizens could and should be
educated. In fact, their faith in democracy rested on their faith that all citizens could learn. "
Educate and inform the whole mass of the people," Thomas Jefferson said, because "an
enlightened citizenry is indispensable for the proper functioning of a republic. "
I think Ruth Summerlin's story demonstrates the wisdom of the Founder's belief. All
students can learn. The 266 schools we honor today prove that. Your schools a~e located in
every region of America, and in everykind of neighborhood. Yet in each of your schools,
students are learning-and learning at quite a high level. Every school in America can do
what your schools have done. Getting every school in America to follow your path is truly
one of the great challenges we face as a nation.
We have already made real progress in education. The idea of standards, which we
championed with our Goals 2000 legislation, is now taking root around the country. In 1996,
only 14 states h~d measurable standards for studentperformance. Today there are 50 .. That
may be one reason why reading and math scores are up nationwide, including in some of or
most disadvantaged urban areas.
More and more schools, including Blue Ribbon Schools, are reducing class sizes with
�the help of the initiative we began last fall to provide 30,000 of what we hope to be 100,000
new highly trained teachers. Greenwood Elementary in Newport News, VA, a Blue Ribbon
winner, hired new teachers this fall, bringing class sizes down in 1st and 2nd grades from 27
children per teacher to 20.
Other Blue Ribbon schools are using the Vice President's E-rate program to connect
their classrooms and libraries to the Internet. With the help of the E-rate, 7th graders at
Whitebread Elementary school in Pauls Valley, Oklahoma are communicating directly with
scientists who are conducting research in Africa, and the students are writing papers based on
that research. Every 7th grader should have the opportunity to do challenging and interesting
assignments like that.
All this represents impressive progress. But if our goal is to get every school in
America to follow the path of our Blue Ribbon schools and attain your level of excellence of
our Blue Ribbon schools-and that should be our goal-then we have a great deal more work
to do.
That is why the budget debate we're having here in Washington is so important. To
many Americans, it may seem like nothing but a lot of numbers and a lot of noise. But beneath
all the rhetoric, there is an important debate going on, about values and priorities and the right
way to provide all children with a world class education. It's a not just about how much we
spend--but about how we spend it.
Last year, we reached an agreement with Congress to begin hiring 100,000 new,
highly-trained teachers to lower class sizes in the early grades. Congressional Republicans
agreed to it; they went home and campaigned on it; they bragged about what a good,
non-bureaucratic program it was. We disbursed the money and schools have gone out and
hired new teachers. And now, suddenly, the Republicans in Congress have voted to abandon
their commitment. So one of the key things this budget debate is all about is whether we will
keep our commitments to help our schools hire 100,000 well-qualified teachers.
This budget debate is also about accountability. When students and teachers and
principals and elected officials are held accountable for meeting higher standards-and when
they are given the resources they need to meet those standards, from smaller classes to
afterschool programs--we have seen real progress. Whole schools can be turned around in
. relatively short order.
You heard Ruth Summerlin explain how her school was selected by the state, given
more resources, and turned itself around in just a few years. This is no isolated incident.
Two years ago, North Carolina drew up a list of the state's 15 worst-performing schools, and
sent assistance teams to each school. One year later, 14 of them had improved their
performance enough to be taken off the list. Last year, I went to one of the poorest
neighborhoods in Chicago,near the large Cabrini-Green housing project, to an elementary
school with terrible performance. In just two years, they doubled their math scores and tripled
their reading scores. A few weeks ago, I visited a school in New Orleans that is just
�"
..
beginning this same process.
Our budget has $200 million to help states and school districts all over America
identify, turn around or shut down the lowest-performing schools. Yet the Republican budget
bill doesn't put a dime into the strategy of turning around low-performing schools.
I honestly do not understand this. We know accountability works-not based on what
someone in Washington thinks works, but based on what on what you proved works at the
grassroots level. We know that there are millions of disadvantaged children in this country
whose future chances in life could be substantially improved if their schools are turned around,
as you've proven they can be. We know that the National Governors Association, made up
primarily of Republican governors, supports our $200 million accountability initiative. Yet
the Republican Congress is against it.
Why is the Republican Congress against an accountability measure that we know can
turn around failing schools and that they know their own Republican governors favor? Why is
the Republican Congress against hiring more good teachers to bring down class sizes when last
year they favored it and campaigned on it as if it was their idea?
The Republican Congress knows that many of our nation's schools are falling apart
and are so overcrowded that children are being taught in trailers and broom closets. Why are
they unwilling to fund our plan to build or fix 6000 schools? The Republican Congress knows
'we have the largest, most diverse group of student in our schools in history, and that we'll
need to hire 2 million new teachers over the next decade. Why are they against funding our
Troops to Teachers program, to recruit potentially great teachers from among our nation's 2
million veterans? You'd think Republicans would be for that.
We all agree that public schools are primarily a state and local responsibility. But we
also know that they are a national priority. The federal government shouldn't micromanage
the schools. If fact, under Sec. Riley, we've scrapped more rules and regulations tl1an all the
previous administrations that railed about the federal government put together. But what we
have not done is to abandon our responsibility to target our limited resources on what you, .at
the grassroots level, have shown works: more teachers, higher standards and accountability,
and the tools that you need to meet those standards.
So this budget battle is about more than dollars. It's about direction. It's about
whether we have the vision and the will to adapt to the demands of this new information age,
in a way that honors our oldest values.
For over 200 years, the bedrock American value has been equal opportunity. If we
want equal opportunity to be a vital reality in America in the Information Age then we must
make sure that every child in America receives a high-quality education. We can make that
happen. The Blue Ribbon schools have shown us the way. That's what this education budge~
debate is all about. And with your support, and the support of the American people, I believe
we will prevail.
�Thank you and God bless you.
Message Sent To:
Bruce N. Reed/OPD/EOP@EOP
Cathy R. Mays/OPD/EOP@EOP
Anna Richter/OPD/EOP@EOP
Eric P. Liu/OPD/EOP@EOP
Andy Rotherham/OPD/EOP@EOP
Bethany LittleIOPD/EOP@EOP
John B. Buxton/OPD/EOP@EOP
Karin Kuliman/OPD/EOP@EOP
�Title I
IDEA - Children with Disabilities
Handicapped Preschool Grant
Vocational Education
Drug and Violence Prevention'
Title I - Migrant
Aids, Arts & Action
Master Teacher Program·
Title VI
Even Start
. Adult Education
Title II Etsenhower Professional Development
Goals 2000
CI~$s ,Size
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Red,ucJion
~HHIIV~NVW~HH
Wd OO:S aHM 66-LZ-IJO
�Sean P. O'Shea
10/22/9901 :13:53 pM
Record Type:
To:
Record
Karin Kuliman/OPD/EOP@EOP, Andy RotherhamlOPD/EOP@EOP, Loretta M. UceIliIWHO/EOP@EOP,
Kris M BalderstonIWHO/EOP@EOP
cc:
Subject: Blue Ribbon Schools
Here is a summary of the questions and concerns the school had in response
to the Blue Ribbon School's informal survey.
.
1.
Given the continuous problems of safety, discipline, and family
involvement issues and the need to create a life-long love for learning as
the primary focus of the school, how can the Department help schools put
curriculum as our main goal of the school day?
2.
What direct role can the U.S. Department of Education play in local
school reform, teacher professional development, technology technical
assistance, or any other school reform issue? Can individual school
districts access any of these services?
3.
Does the Department's regional offices provide assistance for the
establishment and/or support of school consortia?
4.
What can the Department do to promote the importance of the teaching
profession and of the excellent efforts that teachers make to help students?
5.
Where does the Department stand on the question of phonemic
awareness and phonetics in the teaching of reading?
6.
What should be the role of the Department and the Federal Government
in the construction of a technology infrastructure in the country?
7.
What is the Department's stand on its developing a norm-referenced,
mandatory test for elementary school students?
8.
What is the Department doing to help reduce class sizes and provide
adequate money or classroom teachers?
9.
How does the Department evaluate the progress of Goals 2000? Will
they be revised or expanded as we move into the new millennium?
10.
How does the Department help schools convince parents that
comprehensive school reform takes time and money? How can it help make
these same parents aware that improvements are being made now in the face of
low funding and teacher shortages?
11.
How can the Department help local schools get adequate funding for
SpeCial Education Federal mandates?
�http://www.ed.gov/otlices/OERI/BlueRibbonSchools/brsbrochure.html
Blue Ribbon Schools
Taking the Blue Ribbon Challenge
About the Program:
Since 1982 the Blue Ribbon Schools Program has celebrated many of America's most successful
schools. A Blue Ribbon flag waving overhead has become a trademark of excellence, a symbol of
quality recognized by everyone from parents to policy-makers in thousands of communities.
The emerging secret of the Blue Ribbon Schools Program is its power to stimulate and focus school
improvement initiatives. "The Blue Ribbon nomination package pulls together what is cutting edge in
education today," says one educator. "The school th;1t goes through the process is examining itself in
terms of what works in the best schools in the country.'"
"Regardless of the direction you're going with in school improvement, the Blue Ribbon program gives
you a vehicle to get on track. It gives you a framework and standards so your know where you stand,"
says one principal. Schools are finding that the richness and scope of the Blue Ribbon nomination
process allows them to reflect, "not just on the surface level, but down deep." One educator says, "If you
want a tool for school improvement, there's nothing out there better than the Blue Ribbon Schools
'
Program. It's the best you can find."
.
The Blue Ribbon Schools Program promotes and supports the improvement of education in America by:
• identifying and recognizing schools that are models of excellence and equity, schools that
demonstrate a strong commitment to educational excellence for all students,
• making research based, self-assessment criteria available to schools looking for a way to reflect on
how they are doing,
• encouraging schools, both within and among themselves, to share information about best practices
which is based on a shared understanding of the standards which demonstrate educational success.
TIre Bille Ribbon Program "as sometlring to offer every sclrool.
• For the school that has reached a high level of success, the program offers a way to acknowledge
the achievements of the school arid reflect on areas of potential improvement for the future. It is
away to celebrate the hard work of students, staff members, families, and the community and to
build awareness in the broader community of the school's excellence.
• For the school that aspires to win the Blue Ribbon Award in three or four years, the program,
through its nomination package, offers the most comprehensive framework for identifying areas
that need improvement. The Blue Ribbon process can sharpen and invigorate a promising school's
- improvement initiative. .
.
.
• For the school trying to get a school improvement process off the ground, the Blue Ribbon
nomination package offers a challenging place to begin. It immerses the school in a climate of
deep assessment through data collection, discussion, and problem solving. It also gives a positive
starting point by providing access to successful Blue Ribbon schools that are willing to share
information about what works for them.
• And for all schools, the Blue Ribbon program re-energizes the school community, bringing a
sense ofpride, confidence, focus, and shared agenda for change and improvement.
Are you eligible?
Public and private schools serving grades K -12 from the 50 states, the District of Columbia, Puerto Rico,
and the U.S. Virgin Islands, as well as Bureau ofIndian Affairs and Department of Defense Schools, are
eligible for the Blue Ribbon award. A school must have been in operation for at least five full years
lof3
10/21119993: 19 PM
�Blue Ribbon Schools
http://www.ed.gov/ottices/OERIIBlueRibbonSchools/brsbrochure.html
before submitting its nomination.
Elementary and secondary schools participate in alternate years. Middle schools participate in the
. program with secondary schools. Previously recognized schools must wait five years to reapply.
How Are Schools Chosen?
Each state education agency administers its own program for selecting public schools to be nominated to
the national leveL Chief State School" Officers make their nominations to the U.S. Department of
Education. The Council for American Private Education nominates private schools, and officials of the
Bureau of Indian Affairs and the De*artment of Defense nominates their schools. Each of these
nominating agencies has an assign~Blue Ribbon Schools Pro ram Liaison. These liaisons provide
application materials to schools and inform sc 00 s a out their agency's procedures on accepting'
applications.
The Department convenes the National Review Panel that evaluates the nominations. The panel consists
of approximately 100 outstanding public and private school educators from the elementary, secondary,
and postsecondary levels. Based on the quality of the application, the most promising schools are
recommended for site visits. The purpose of a visit is to" verify the accuracy of the information the school
has provided in its nomination form and to gather any additional information the panel has requested.
Experienced educators, including principals of previously reC?ognized schools, visit and observe the
schools for two days and submit written site visit reports. The panel considers the reports in its final
review of applicants and makes recommendations to the U.S. Secretary of Education.
The Selection Criteria:
In their nominations, schools describe successes in the following criteria. Details about these categories
appear in the nomination package.
•
•
•
•
•
.'
•
•
Student Focus and Support
School Organization and Culture
Challenging Standards and Curriculum
Active Teaching and Learning
Professional Community
Leadership and Educational Vitality
School, Family, and Community Partnerships
Indicators of Success
How to Apply:
The nomination package and instructions on how to apply to the program are available online and can be
found on this website under the"How to Apply" section.
.
N ational-State-Private Partnerships:
Acknowledging the value of recognition as a school improvement strategy, 18 states have developed
their own recognition programs. These state programs use criteria similar to the national Blue Ribbon
Schools Program. Schools in these states generally achieve state recognition prior to national
recognition. States with their .own re~ognition programs include: Arizona, Arkansas, California,
Colorado, Georgia, Hawaii, Indiana, Iowa, Kentucky, Maryland, Michigan, Missouri, Nevada, New
Jersey, South Carolina, Texas, Washington, and West Virginia.
'
The education associations' partnerships with the U.S. Department of Education have also contributed
greatly to the high success of the Blue Ribbon Schools Program. The partners are the National
Association of Elementary School Principals, the National Middle School Association, and the National
20f3
10/21119993:19 PM
�http://www.ed.gov/oftices/OERIIBlueRibbonSchools/brsbrochure.html
Blue Ribbon Schools
Contact Information:
Blue Ribbon Schools Program
Knowledge Applications Division
U.S. Department of Education
555 New Jersey Avenue, NW
Washington, DC 20208-5643
Main Office Telephone: (202) 219-2149
FAX: (202) 219-1407
Internet Address: blue ribbon@ed.gov
This page last modified -- September 10, 1999 (gJ£}
30f3
10121119993: 19 PM
�Department of Education: Oftice of Retorm Assistance and Dissemination'
http://www.ed.gov/oftices/OERIIORAD/brseval.html
EVALUATION OF THE BLUE RIBBON
SCHOOLS PROGRAM
The Blue Ribbon Schools Program (BRSP) was established in 1982 by the U.S.
Department of Education to identify and recognize schools that have exemplary
education programs and student achievement. It is administered by the Knowledge
Applications Division of the Office of Educational Research and Improvement (OERI),
in partnership with state education agencies, the Department of Defense, the Bureau of
Indian Affairs, and the Council for American Private Education. Since its inception,
approximately 3,000 schools have been recognized.
The BRSP's goal historically has been to increase public awareness of good schools and
the practices that make them effective. However, in recent years, the BRSP also has
emphasized (1) its potential power for stimulating schools' efforts to improve student
achievement, and (2) the importance of encouraging schools to share good ideas and
practices.
The evaluation of the BRSP began in September 1996 and was completed in Spring
1998. The study addressed questions in five program areas:
.
• Program design and implementation. How is the program administered, and
\ how do program design and administration affect its efficiency and impact? Where
might changes in program administration enhance benefits to participants, and
what opportunities exist for improving program efficiency?
.
.
'
• Impact of recognition. To what extent does BRSP recognition exert positive
andlor negative effects on participating individuals, schools, school districts, and
communities? How does it exert these effects, and how can positive impacts be
optimized and negative ones minimized?
• Extent and impact of self-assessment. How do schools prepare Blue Ribbon
Schools applications, what is the extent of self-analysis, and how does the process
.
benefit participants? What factors influence the extent and impact of
self-assessment process, and how can the benefits be enhanced?
• Extent and impact of sharing opportunities. To what extent do Blue Ribbon
Schools share their best practices and ideas as a result of recognition, how does
this occur, and what are the benefits and drawbacks?
• Extent and impact of hiteraction with other programs. To what extent and
how does the program complement or enhance other school improvement or
recognition programs, and whaf are the benefits to participants? What is the value
added by the Blue Ribbon Schools Program to other programs and activities at the
school?
In addressing these questions, the evaluation collected and analyzed qualitative data
from several different sources: focus groups held with principals, teachers, parents, and
district representatives from a sample of 68 recently recognized Blue Ribbon schools in
9 states; interviews with individuals involved in the nomination, review, and selection
process; a document review of previous application forms, site visitor and review panel
training materials, and materials developed by state liaisons; and a working meeting'
convened with experts in the field of dissemination and the BRSP.
lof2
10/21/19993:22 PM
�Department of Education: Otlice of Reform Assistance and Dissem ination
http://www.ed.gov/otlices/OERI/ORAD/brseval.htm
','
'..
.;
v·
. .• •
Policy Studies Associates, Inc. conducted the evaluation for OERI at the U.S:
"
Department of Education. For further information, contact-, .':. , .
.;"
•
,1.
'.-~:-
,t.,·
\,,'
,
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-q
",/
~,'
\.
Nancy Loy
Project Officer
U.S. Department of Education
Office of Educational Research and Improvement
555 New Jersey Avenue, N.W., Room 508j
Washington, D.C. 20208
(202) 208-3680
Email: nancy loy@ed.gov
Last updated -- December 29, 1998 (tea)
20f2
10/2111999 3:22 PM
�http://www.ed.gov/PressReleases/05-1999/blueribbon99.htm I
RILEY NAMES 266 BLUE RIBBON SCHOOLS
FOR RELEASE
May20, 1999
Contact:
Melinda Ulloa
(202) 205-8811
RILEY NAMES 266 BLUE RIBBON SCHOOLS
u.s. Secretary of Education Richard W. Riley today announced the selection of266 public and private
elementary schools as the 1998-99 Blue Ribbon Schools.
Since its inception in 1982 the Blue Ribbons Schools Program has honored 3,800 of America's most
successful schools. These schools have met the U.S. Department of Education's rigorous, research based
.criteria for overall excelhince. They excel in all areas of academic leadership, teaching and teacher .
development, and school curriculum. In addition, they exhibit exceptional levels of community and·
parental involvement, high student achievement levels and rigorous safety and discipline programs
within their schools.
"These schools are examples of the good things happening in education nationwide," Riley said. "They
reflect the hard work of dedicated parents, teachers, students and staff and serve as models for providing
students with the high quality learning opportunities t~ey n~ed to be successful in the 21st century.."
This year, 221 public and 45 private schools in37 states arid Puerto Rico will be recognized. The
schools were nominated by state education agencies, the Bureau ofIndian Affairs, the Department of
Defense, and the Council for American Private Education. Each of these nominating agencies has an
assigned Blue Ribbon Schools Program Liaison which provides materials and information during the
application process. Elementary and secondary schools participate in alternate years with middle schools
participating in the program with secondary schools. This year's winners are elementary schools.
Schools were selected for recognition by a national review panel which conducted a thorough
evaluation, involving administrators, teachers, students, parents and community representatives in the
completion of the nomination forms. This process included assessing schools' strengths and weaknesses
and developing strategic plans for the future.
.
###
NOTE TO EDITORS: A list of recognized schools is available upon request and at our website at
http://www.ed.gov/offices/OERI/BlueRibbonSchools/frames/states.html.
###
1 of 1
.'
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10/2111999 3:28 PM
�1998·99 Blue Ribbon Schools National Statistics
http://www.ed.gov/otlices/OERI/8IueRibbonSchools/frames/990verview.htm I
u.s. Department of Education
Office of Educational Research and Improvement
1998-99 Blue. Ribbon Schools Elementary Program
Overview of National PartiCipation
Total # of Schools Nominated to the Program
470
Total # ofPilblic Schools Nominated
382
Total # of Private Schools Nominated
.88
Total # of Nominated Site Visited
273
. Total # of Nominated Public Schools Visited
228
Total # of Nominated Private Schools Visited
45
Percentage of Nominated Schools Site Visited
58%
Percentage of Nominated Public Schools Visited
.60%
Percentage of Nominated Private Schools Visited
51%
Total # of Nominated Schools Selected for Recognition
266
Total # of Nominated Public Schools Selected
221
Total # of Nominated Private Schools Selected
45
Percentage of Nominated Schools
Selecte~
for Recognition
57%
Percentage of Nominated Public Schools Selected
58%
Percentage of Nominated Private Schools Selected
, 51%
Percentage of Site Visited Schools Selected for Recognition
.97%
Percentage of Site Visited Public Schools Selected
97%
Percentage of Site Visited Private Schools Selected
'.
100%
. Number of States with Schools
~elected
for Recognition
District of Columbia, Puerto Rico, and the Department of Defense
Dependents Schools
Total # of Schools Recognized 1982-83 through 1997-98
37
3
3,784
\
Total # of Public Schools
Total # of Private Schools
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2,971
813
10/21119993:29 PM
�1998-99 Blue Ribbon Schools National Statistics
http://www.ed.gov/oftices/OERIIBlueRibbonSchools/frames/990verview.html
Additional Information: Number and percentage of recognized schools (266)
Rural 17 (6%)
Small City 34 (13%)
Suburban 143 (54%)
Suburban with urban characteristics 29(11 %)
Urban 43 (16%)'
Private Schools:
Catholic 30
Independent 8
Christian 1
Episcopal ,2
Jewish 4
Low-income (25% or more) 91 (34%)
Low-income (50% or more) 38 (14%)
Minority (25% or more) 65 (24%)
Minority (50% or more) 24 (9%)
Smallest Public School 170
Largest Public School 1,673
Blue Ribbon Schools Program
Last updated May 15, 1999 (tea)
20f2
10121/19993:29 PM
�BEAUFORT COUNTY SCHOOL DISTRICT
FACSIMILE TRANSMITTAL SHEET
FROM:
DATE:
t!Jct ~ 1
(9
TOTAL NdL./AGES INCLUDING
, COVER:
_,
{/y/~~~
SENDER'S REFERENCE NUMBER:
o URGENT 0
FOR REVIEW 0 PLEASE COMMENT 0 PLEASE REPLY
NOTES/COMMENTS:
POST OFFICE DRAWER 309 • 1300 KING STREET • BEAUFORT
'SOUTH CAROLINA 29901
PHONE: (843) 525-4200 • F'AX: (843) 525-4446
I 'd
9vHSZS08'ON
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Wd 6S:Z UHM 66-LZ-JJO
�1998-99 Blue Ribbon Schools National Statistics
http://www.ed.gov/oftices/OERI/BlueRibbonSchools/frames/990verview.htm I
u.s. Department of Education
Office of Educational Research and Improvement
1998-99 Blue Ribbon Schools Elementary Program
Overview of National Participation
Total # of Schools Nominated to the Program
470
Total # of Public Schools Nominated
382
Total # of Private Schools Nominated
88
Total # of Nominated Site Visited
273
Total # of Nominated Public Schools Visited
228
Total # of Nominated Private Schools Visited
45
Percentage of Nominated Schools Site Visited
58%
Percentage of Nominated Public Schools Visited
60%
Percentage of Nominated Private Schools Visited
51%
Total # of Nominated Schools Selected for Recognition
266
Total # of Nominated Public Schools Selected
221
Total # of Nominated Private Schools Selected
45
. Percentage of Nominated Schools Selected for Recognition
57%
Percentage of Nominated Public Schools Selected
58%
Percentage of Nominated Private Schools Selected
51%
Percentage of Site Visited Schools Selected for Recognition
97%
Percentage of Site Visited P\lblic Schools Selected
97%
Percentage of Site Visited Private Schools Selected
100%
Number of States with Schools Selected for Recognition
37
3
District of Columbia, Puerto Rico, and the Department of Defense
Dependents Schools
Total # of Schools Recognized 1982-83 through 1997-98
3,784
Total # of Public Schools
Total # of Private Schools
lof2
2,971
813
10/26/1999 12:31 PM
�1998-99 Blue Ribbon Schools National Statistics
http://www.ed.gov/otlices/OERIIBlueRibbonSchools/trames/990verview.html
•
Additional Information: Number and percentage of recognized schools (266)
Rural 17 (6%)
Small City 34 (13%)
Suburban 143 (54%)
Suburban with urban characteristics 29(11 %) .
Urban 43 (16%)
Private Schools:
Catholic 30
Independent 8
Christian 1
Episcopal 2
Jewish 4
Low-income (25% or more) 91 (34%)
Low-income (50% or more) 38 (14%)
Minority (25% or more) 65 (24%)
Minority (50% or more) 24 (9%)
Smallest Public School 170
Largest Public School 1,673
Blue Ribbon Schools Program
Last updated May 15, 1999 (tea)
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THE WHITE HOUSE
Office of the Press
For Immediate Release
May 29, 1996
REMARKS BY THE PRESIDENT
AT BLUE RIBBON SCHOOLS AWARDS CEREMONY
South Lawn
1:54 P.M. EDT
THE PRESIDENT: Thank you so much.
Secretary Riley, thank
you for the wonderful job that you do and your clear, strong voice for
education. Mr. Vice President, thank you for the work you have done in
advancing our technology initiative.
I
you for mentioning all
those Tennessee schools.
(Laughter.) We're always doing this.
You
know, there's a school from Arkansas here -- from Bentonville, Arkansas.
And I have spoken at the high school graduation there more than once.
Now, have you spoken at all those Tennessee schools' graduation?
(Laughter.) We'll do this for three or four more days until -
(laughter. )
And I want to say to Jill Mahler how very much we
appreciate not only the excellent work being done in your school
and
I think I -- they are so proud of her, I think I'd like to ask the
representatives from Mainland High School in Daytona Beach to stand up
here, and thank you very much.
(Applause.)
But it also reminds us that teaching and learning are a lot
more than technology. And this fine young lady is also the captain of
her cross-country team and obviously very well-spoken. And we were
honored to have her here on the
with us today to remind us about
what all these endeavors are
all about ..
In Mainland High School, which is, as Jill said, a model
technology school, the students can actually download images from
satellites from the space shuttle, from weather satellites.
I wish
had downloaded better weather for us today.
(Laughter.)
But,
nonetheless, it's an exciting prospect to think about what young
are doing.
Let me say to all of you here in the Blue Ribbon schools,
from all across America, you are, as the Secretary said, a
textbook of the best lessons American education has to offer.
I am
filled with hope as I look around this tent -- there's not a classroom
problem anywhere in America that somebody somewhere hasn't solved.
In
the 21st century, America must have -- must have -- the best-educated
citizens in the world.
If we
doing what you are doing, that is
exactly what we will have~
.
One of the things that has always perplexed me, having
spent a great deal of time in public school classrooms in the 12'years I
served as governor of my state and since I've been President, going
around the country, is that we don't do enough learning from each other.
So Secretary Riley makes all the Blue Ribbon schools work when they come
up here and learn from each other. But it is a model that I think if
that were followed in every other state, every state in our country
across this great land, we'd have even more rapid improvements in
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education.
I also want to point out that today this ceremony is
honoring not just a single student, or even a single teacher, but entire
schools and the communities that sustain them.
The Blue Ribbon Awards
are rooted in the belief that schools work only if everyone does his or
her part -- if principals set high standards, if teachers teach well, if
students work and learn, if parents and other community leaders stay
involved and stay supportive.
If you read through list of the schools honored today, it
is truly amazing what you have been able to accomplish by working
together.
In some schools, revolutionary science and math curriculums
have been developed.
In others, parents are volunteering in the
classroom and students are helping out in child care centers.
In
others, the whole community has joined together to kick gangs and drugs
out of the schools, to wipe away graffiti, to restore safety to the
classrooms and the learning environment.
You are literally making learning a jump off the dusty
shelves of libraries and into the imaginations of our children, our
leaders of tomorrow.
So to every single one of you, more than anything
else, we wanted you to be here today on the lawn of the White House so
that I could say on behalf of all the American people, we thank you, we
are proud of you, and we hope that today you'll all be very proud of
yourselves.
Thank you' very much.
(Applause. )
You know, I've had the chance, as I've said, to be in a lot
of different schools -- elementary, middle and high schools all' across
the country; public schools, parochial schools.
I've seen science
classes and English classes and hi~tory classes and economics classes.
I've been in schools that were well over 100 years old in their physical
facilities and schools that had been opened just a few days.
I have
seen in all the schools that really work, clearly, one uniform
characteristic.
It was the. schools, everyone of them, had'high
standards and high expectations. They actually believed that students
could learn and that they would learn if given the right kind of
standards, the right kind of support, the right kind of environment.
I told the country's governors at their Education Summit in
March that we have to have those kinds of expectations for all of our
students. And somehow we have to make sure that they have those
expectations of themselves. We have to make every child in this country
believe in himself or herself -- believe they can learn difficult
things. We have to hold them accountable, but we also need to reward
the~ and pat them on the back when they do well.
This is more important than it has been ever in our
country's history because at this peculiar moment weare moving at a
rapid rate toward a new century and a new millennium.
We are already
into an entirely different sort of economy than that which most of us in
this tent have lived most of our lives in. We are moving away from a
national economy into a global economy and a global society. We are
moving away from the Industrial Age to the Information and Technology
Age. We are moving into an era where most people will be working with
their minds far more than their hands, and many of them will be working
in businesses and industries that have not even been invented yet.
I am -- I suppose it's not too strong to say -- literally
obsessed with making sure that our country will do well in the next
century; that we'll continue to be the world's strongest force for peace
and freedom; that we'll continue to be a beacon within our own land of
the ideals that have made this country great; and that every person will
have a chance to live our his or her dreams.
I believe that we can do
that.
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We spent a lot of time here working on things to get our
economic house in order -- cutting the deficit by more than half and
opening trade to new countries and new products and new services and
trying to get ahead of the technology curve and trying to generate more
jobs from small businesses, where so many of the new jobs are being
created.
But nothing -- nothing
is as important as preparing the
American people and our young
for the 21st century world in which
they will live. And that means
have to not only learn things
today, but be able to learn for a
fetime. And nothing -- nothing -
will replace that.
As long as we have a well-educated citizenry, as long as we
have people who can learn whatever they need to learn whenever they need
to learn it, and who understand that this is related to the work of
citizenship, this country will do just fine.
If you succeed, America
succeeds.
That is the ultimate lesson of today.
(Applause.)
You know, if you ask most citizens, well, what do we really
need to do in our schools, they
say, well, we ought to get back to
the basics.
You've heard it a thousand times, I'm sure. And at one
level it's quite true; that is, if you look at any human endeavor, it's
very difficult to succeed unless you're
good in the basic
requirements of whatever the
is.
But what I'd like to say today is that there are at least
some new basics, as well as the old basics.
For the better part of the
last 15 years the United States has been working hard to get back to
doing a better job at the old basics.
Half of all of our four-year-olds
are now in preschool. When the kids gets to elementary school they will
find a much better Title I program back on course, with a more focused,
more rigorous curriculum that challenges our children to meet high
standards.
(Applause.)
The number of young people talking core courses
has jumped from just 13
in 1982 to 52 percent in 1984, and math
and science scores have risen by one full grade.
So there's been a great emphasis on the basics, but more
needs to be done.
Unfortunately, the reading scores for our young
children have stayed about flat.
That may be because there's a higher
and higher percentage of our students whose first language is not
English and we haven't factored that into account, and we need to do a
better job of moving them through the bilingual programs into the main
stream. But, nonetheless, by any standard, we haven't done as well as
we should.
I think
American child should be able to read
independently by the
I believe every American ~iddle or
high schooler should be
to spend an afternoon with Mark Twain or
Willa Cather or Nathaniel Hawthorne.
I believe every American looking
for a job should be able to read and fill out an application. And we
all know the kinds of things we need to do.
Here's just one of them:
This summer, S e c r e t a r y ' s Read, Write Now Challenge will encourage
one million young
to
up their reading straight through
summer vacation.
That's the sort of thing that would enable us to close
the book on low reading score.s for good. And we all need to do more of
that until we can close that book once and for all.
We are also committed to educational excellence in other
core academic courses like physics and chemistry and biology and
American history and geography.
But we know even that is not enough in
this day and time.
We have to imagine what the world is like today with
its problems and its,
, and ask ourselves whether there ought not
to be some· new basics.
I would like to mention just two that I think
have to be incorporated into the fabric of every educational curriculum
in America:
citi
and computer literacy -- new basics that build
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up and strengthen our traditional educational effort, that give our
young people the tools they need to
and to make a contribution
to our country.
If you think about basic 1
and citizenship, it may
be something that we think we can take for granted.
But clearly, it's
not -- especially since we are becoming once again, just as we were 100
years ago, more and more a nation of immigrants.
In our largest county
today, Los Angeles County, there are children from 150 different racial
and ethnic groups. And allover America, in all school districts, you
see a greater and greater need for
to understand exactly what it
means not only to be a learner in school, but a good citizen. At this
time of tremendous change, must of it, but not all of it, is positive,
and we needed to do what we can to
help our children stay true to a course in a world
that often seems to spin off-course.
I've done what I could. We've offered two White House
conferences on character education; we've had grass-roots character
education programs that the
of Education has funded and
promoted. We've done what we could to clarify the confusion that
existed about the role of
and people's religious convictions in
the schools. We have provided our schools with guidelines that tell
them how they can
the religious rights of their students without
turning their schools into
zones. We have worked with
those schools who are trying
s like school uniforms. We have
done the things that we could
in the end, the magic of
citizenship is a learned -- a learned characteristic. And you have to
help your students to do that.
I know you do or you wouldn't be successful in other ways.
But every school should, without apology, teach its students to be
responsible for themselves, to respect other people and be concerned
about them, to love our country and be willing to do what it takes to
contribute to our country.
Schools can help parents teach children right from wrong
through good rules, teach the value of hard work through homework, teach
the importance of resolving conflicts peacefully by having zero
tolerance for all forms of violence. We have to teach these young
people to turn away from that.
(Applause.)
We have to teach our young people to
themselves in
terms of what they are and what is good about them, not what is bad
about someone else. We have to be able to do that. We ,can teach our
young people to become voters and good neighbors and good citizens and
good advocates and good servants. We have· to be able to do that.
I
will say again, without that, the learning cannot occur.
I look around at all these bright-eyed students behind me,
right before I got up here I tried to look at everyone of them and
think, you know, I feel pretty good about my country's future.
It would
be hard not to feel good about your country's future looking at them.
Everyone of you can think about the work you do in your schools.
But
there's something wrong with an America where we have all these
wonderful things going on, but violence among children under 18 is still
going up. There's still too many of these kids out here
themselves.
There's too many of these kids that don't have support.
And I know that too many of you have been asked to do too much in the
past. And sometimes you were judged by sbmeone else's failure -- the
people at home, the people in the church, the people in the community
that might have done more.
these young
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But you are sometimes the only thing that stands between
and the opportunity to have a good, wholesome,
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constructive life. And we have got to turn around these trends of
violence and destructive conduct. The number of young people coming
into our schools is going up again. Soon the schools will be full of
people, so full that the years will be even
-- the classes will
be even larger than they were in the peak baby-boom years. By the time
that happens, we must have turned around this trend toward destructive
behavior and violence among our young people. And we can only do it by
teaching them to live in an affirmative way, as good responsible
citizens.
We need you on this. This is something that cannot be done
unless it
done by our teachers and our schools, with the support
of caring
and a community. And we're pulling for you. You have
to understand that we must not let the
group of school children
in the history of the United States come into our classes without doing
something about the violence and the other destructive behavior. We can
build a generation of good citizens and I'm determined to see us do it.
(Applause. )
The other thing I'd like to talk about very briefly is the
issue the Vice President discussed
our technology literacy challenge,
to bring info~mation and technology to every classroom in this country
by the year 2000. We got off to a good start. Many of you
many of
you -- are part of that. And when we had Net Day in California and
hooked-up 20
of the classrooms in the state 'in one day, it,
started off a chain reaction of a lot of things like that happening in
other places throughout the country. Much has already been done. But
there is more that has to be done.
One of the things that we know -- I was just talking to the
Governor of West Virginia, where they have done a lot of work in
bringing computers into the schools -- he said .he was very proud of the
fact that they spent one-third of their money on teacher training -
one-third, one full third -- because no computer, no aide in
is
worth anything without the magic of learning between the teacher and the
student.
Today I am pleased to announce a.remarkable initiative in
our education community. Working with our administration, leading
organizations in education, from the national PTA and the NEA, to the
AFT and the national school boards associations, have joined together to
make sure America's teachers are as comfortable with
as they
are. with chalk boards.
They call themselves "21st century teachers." And to
launch their effort they will do what they do best -- teach. This fall
these groups will mobilize lOa, 000 teachers to teach 500,.000 other
teachers how to teach using computers, software and networks. When they
are done, we will have a half a million more teachers who are computer
and technology literate, and an infinite number of new learning
opportunities. The teachers will have new and exciting ways to teach
traditional subjects. They'll be able to exchange lesson plans with
other teachers, communicate more frequently with parents, help students
unfamiliar with computers, and keep up with students who already are.
Through this enormous effort, teachers will be doing what
they have always done -themselves to a brighter future,
joining together to say that computer and technology literacy is truly a
new basic for our time, just as they continue to teach our other
fundamental basics. They are helping to create opportunity, assuming
responsibility, working together as a community.
To everyone of these groups and the 100,000 teachers who
will be involved in this, I say thank you. The rest of America is
deeply in your debt. This is a very great project.
(Applause.)
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Now as we close this formal ceremony, let me say again to
each and ever one of you, I'm proud of you, I'm,
to you. What
you are doing is building America's future. Because of the nature of
the economic and social changes, going on in the world today, your work
is more important to America's success than ever before.
I ask you to leave here with one idea in mind. I ask you
to do what you can back in your home towns, back in your home districts,
back in your home states to make sure that every single school in
America works to be a Blue Ribbon school.
Thank you and God bless you.
END
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THE WHITE HOUSE
Office of the Press Secretary
REMARKS BY THE PRESIDENT
AT THE VICE PRESIDENT'S BLUE RIBBON SCHOOLS CEREMONY
The South Lawn
12:15 P.M. EDT
welcome.
(Laughter
say those
wonderful,
THE PRESIDENT: Thank you very much for that wonderful
(
. ) Increasingly rare around here these
and applause.)
I just wanted to hear the Vice President
lines from "A Man For All Seasons."
(Laughter.)
They're
aren't they?
'
Let me say, as you know, we're about to wind up this
session of Congress today, tomorrow, sometime in our lifetime, it
will end
that's why I couldn't be here earlier today.
But I did
want to come by and say a heartfelt congratulations to all of you.
The Vice President and the Secretary of Education have
talked
about what we're trying to do here. But I would like to
in a
couple of sentences what I think is very important.
It's hardly ever
discussed in the common discussion, at least, of what goes in
Washington.
But we have been
but effectively, trying to
r
create a dramatic change in the relationship of the national
government to the schools of this country and to the teachers, and to
what is going on in education.
It is a change rooted
the
experiences that Secretary Riley and Deputy Secretary Kunin and I had
as governors, and the hours and hours and hours that we all spent in
public schools, listening to teachers, watching people work in the
schools, listening to parents.
'
We have made the federal government both more active in
education and, yet, less meddlesome in trying to support what you are
trying to do. We have tried to put the national government on record
in favor of globally competitive national standards of excellence in
education, but also in favor of
ing out of the way and letting
you achieve those standards of excellence in education.
(Applause.)
And this is a substantial departure. The Elementary and Secondary
Education Act that just passed the Congress, overcoming the perennial
filibuster problem, does just that
it provides
funding,
more directed toward the areas of real need, but also provides for an
enormous amount of flexibil
for the schools so that every school
can be a blue ribbon school. 'That, in the end, ought to be our
obj ecti ve in America.
(Applause. )
So we will keep trying to do our job here.
It will make
a real difference that no child should ever walk away from going to
college because of the cost, because under this new student loan
program, you can have lower
rates and longer repayment
terms, and it can be geared to your salary so that if you want to be
a schoolteacher or a police officer -- something where you're not
going to be rich, you can still afford to pay back that student loan.
That will make a difference.
(Applause.)
It will make a difference
in hundreds of thousands of more kids are in Head Start; that, by
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1996, every child in this country under the age of two will be
immunized; that'll make it easier for the kindergarten and the first
grade teachers to do their job.
(Applause.)
Those things will make
a difference.
.
But, in the end, we know what will make the difference
is you -- the teachers, the parents, the principals, the people at
the grass-roots level. All the magic of education is still in the
human interplay that isJa long way from Washington, D.C.
So we'll
keep trying to do out job, but a big part of our job is making sure
that you have -- to use the new Washington buzzword -- the
empowerment necessary to do your job. That is our commitment to you;
we will keep it, and I am glad to see your smiling faces here today.
Bless you all, and thank you very much.
(Applause. )
END12:20 P.M. EDT
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THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
May 14, 1993
REMARKS BY THE PRESIDENT
IN BLUE RIBBON CEREMONY
The South Lawn
9:51 A.M. EDT
THE PRESIDENT: Thank you very much. Thank you,
Secretary Riley. Thank you, ladies and gentlemen.
I want to welcome you all to the White House today on
this gorgeous day. I hope you've enjoyed yourselves. The Marine
Band has been in especially fine form this morning. I woke up to
them; I went jogging to them.
(Applause.) I almost felt like a
President this morning for sure when I was walking over to the Oval
Office -- they were playing a march that was written for the
coronation of a British monarch, so I almost got myself confused.
(Laughter. )
There are 228 schools here represented today, the
winners of the Blue Ribbon Awards this year. And all of you are
winners representing what is best in American education and public
schools and urban and suburban and rural schools. You
and
all share some common features with all your differences: Visionary
; a sense of shared purpose; a climate conducive to
learning; impressive academic achievement brought on not only by
gifted teachers but also by responsible and open student behavior;
and real involvement of parents and often the broader community in
the life of the school.
I spent a lot of time thinking about these educational
issues over the last 12 or so years. I spent more of my time as a
Governor on education than on any other single issue except for the
economy of my state. I
hundreds of hours, I suppose, in
schools in my state and around the country over the last 12 to 15
years and some time in one of the schools from Arkansas that's being
honored today.
A hundred years ago the key to a strong economy was our
raw material base. Fifty years ago it was mass production. 'Now it
is
the trained human mind. We live ina world where the
average person will change work seven or eight times in a lifetime,
when the volume of knowledge is doubling every few years. When
people in Silicon Valley making new computers and new computer
programs tell me their average product life is now down to 18 months,
clearly the reasoning, creative, facile but also deep mind is key to
the future of the United States. We also live in a time when hardly
anybody can get and
a decent job without more education that too
many of our people lack today.
If we could multiply the grade schools here represented
on this lawn all across the country, we could really revolutionize
education in America. I must tell you that the most challenging -
(applause) -- give
a hand. That's a good idea. The most
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challenging thing I ever faced as Governor and the most continually
frustrating was going into our schools and realizing that virtually
every challenge in American education has been met successfully by
somebody somewhere.
There are people succeeding
all the odds and
producing magnificent results in extremely difficult circumstances.
There are schools producing world class results by any rigorous
measure.
The problem with American education is that we have never
found an effective way to help replicate success, partly because the
magic of education is always what happens in the individual classroom
between the teacher and the student, supported by the parents,
strengthened by the culture of a school that is set overwhelmingly by
a gifted principal . . I know that.
But there have to be ways to recognize the plain fact
that notwithstanding the funding problems, not withstanding the
inequalities, notwithstanding all the problems that American
education, you can find virtually every problem in our country solVed
by somebody somewhere in an astonishingly effective fashion if you
look at enough schools.
So the challenge for us here is to figure
out how to
that.
That is what Secretary Riley and I are
trying to do with the Educate America Act, the Goals 2000 Act that we
presented to the United States Congress, a bill we believe will lead
to the creation of world-class
standards, and also help to
promote the idea that, clearly,
must occur school by
school.
Goals 2000 will, in effect, enshrine the national
education
the law of the land, raise expectations for all
students, and
to enrich the content of our courses, the
of our teachers, and the quality of our textbooks and our technology.
Finally, the bill will challenge our schools to show
real results.
We believe students and schools should have more
flexibility in dealing with federal programs and should be shooting
toward real results and clear standards. Goals 2000 is the framework
for that educational effort in this administration. \ It will
facilitate fundamental reforms in our schools, and I must say that's
probably why some people don't like it all that well, including some
members of my own party in the
But we can't raise standards and achievement either by
leaving things the way they are, or simply by piling on more
particular governmental programs and mandates from Washington. After
all, we're only providing about seven percent of the total financing
of public schools today, and while I hope to reverse that trend and,
over the next five years, get the percentage back up to somewhere to
where it was over the last several years -- (applause) ~- still the
lion's share of the financing and the lion's share of the learnin~
reforms must come from you and people like you. And that means we
have to have a different approach in the way the national government
relates to our schools.
I hope that the Congress will not dilute the package
that I sent to them.
I hope we can pass the bill in a way that will
a real change in the way the national government relates to
the schools and a real increase in confidence in proven local
leaders.
I'd also like to say that the private sector in this
country has shown an astonishing willingness to become more involved
in education ever since the issuance of The Nation at Risk Report 10
years ago.
The New American Schools Development Corporation, on
which Governor Baliles serves on the board and which Governor Riley
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and now Secretary Riley mentioned, has already raised millions of
dollars from public spirited business leaders.
It has path-breaking
design teams which are providing us with valuable lessons about how
school innovations all around America can help us to reach world
class standards. And it is trying to help
what works,
which I still believe is our most urgent task.
Through these new designs they will be able to provide
promising alternatives for schools and states as they work to
reinvent their schools with the help of Goals 2000 and other reform
efforts that this administration will make.
I ask
of you to
support this legislation and the work of the
Schools
Corporation.
I -ask you to support it in the
we must do as a nation.
Think of what has happened to bring us to this point
where we have come to 17 months in a row with unemployment rate at
seven percent or higher in every month, even though we are allegedly
in an economic recovery. What has happened to bring us to a point
where most American families are spending more hours on the job than
they were 20 years ago with lower real incomes than they made 10
years ago, including some of the families
in this
audience?
What has caused that? Our lack of ability to be
continuously productive, our lack of abil
create more and more
new jobs that will stand the test of the
global economy.
What we have to do in our administration, and what I earnestly ask
for your support in doing is to reverse the trends that have brought
us to this past.
Let us first of all bring down the government deficit
that has gotten our debt from $1 trillion to $4 trillion in the last
12 years simply by telling people at election time what they wanted
to hear:
I'll cut your taxes and write you a check. All the
arithmetic teachers in this audience could'have figured out that
sooner or later that would
us in trouble.
Nobody could have
passed math in this town in any of your schools in the last 12 years
who with a straight face said I've got you a deal, I'll cut your
taxes and I'll send you a check.
(Applause. )
So it fell to me to try to change that ratio. And the
House of Representatives Committee on Ways and Means yesterday
reported out a bill which does a lot of that.
It restores both
spending cuts and tax increases to a proper balance.
It will bring
the deficit down by $500 billion over the next five'years.
It will
provide important new incentives for small businesses and for larger
businesses to continue to invest, to create jobs in our country.
It
provides a real tax break for working families with children with
incomes of under $29,000 to offset the impact of the energy tax and
reward work so there will never be an incentive for people with
families not to work.
Because if this tax bill passes, for the first
time in our country's history, because of the changes in the tax
code, we'll be able to say that if you work 40 hours a week and
you've got a child in the house, you will not live in poverty. These
are important things. And over 70 percent of the money comes from
people with incomes above $100,000.
(Applause.)
The
also over the next five years will
increase our commitment to Head Start, to 'apprenticeship training,
with partnerships with our schools and our post-high school programs,
and opens the doors of
education to everyone through a
radical reform in the student loan program and national service.
(Applause.)
It focuses on, in other words, increasing investment,
bringing down the deficit, and bringing us together as a country
30f4
10/22/19996:51 PM
�http://www.pub.whitehouse.gov/uri-.. ./oma.eop.gov.usI1993/5/14/1.text.1
again.
This Goals 2000 legislation is an important part of that.
It
is our effort to do our job here as well as you do your job back
home.
I f we did our job here as well as you've done yours, _
then
America could celebrate and give itself a blue ribbon in just a few
years.
(Applause ~ )
Thank you very much, and God bless you all.
(Applause. )
ENDIO:02 A.M. EDT
40f4
10/22/1999 6:51 PM
�10/27/99
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�10/27/99
~002
WED 20:41 FAX
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Draft 10/27/996:30 p.m.
Glastris
PRESIDENT \VILLW1 J. CLINTON
REMARKS AT AWARDS CEREMONY
BLUE RIBBONS SCHOOLS
WASHINGTON HILTON HOTEL
September 28, 1999
Acknowledgments: Sec. Rilei:; Beaufort Elementary Principal Ruth Summerlin;
Before I begin, let me take a few moments to pass on some good economic news.
I am pleased to announce new economic numbers, which show that our economy
continues to grow strongly and steadily. In the third quarter of this year, out economy
grew at tk percent, the highest rate of grov,rthsince tk, with the lowest rate of inflation in
tk years. This is good news for America's working families. There is no better sign of
that than new housing numbers also released today, which show that more Americans
now own their own homes than at any time in history. The percentage of Hispanic and
African-American families who own their ovm homes has also broken new records.
This good news follows on the heels of my aJ.IDouncement yesterday--that we
have the highest budget surplus in history, and that America's debt is now $1.7 trillion
lower than it was projected to be when I took office. All this is further proof that the
economic strategy that we began in 1993-offiscal discipline, expanded trade, and
investment in OUr people-is working. It proves that putting our fiscal house in order
helps every American household.
The prosperity we now enjoy gives us an opportunity that few generations since
t
. he dawn ofour Republic havc enjoyed: the ability to truly shape the future. The pcople
who founded our nation believed wo things that were quite radical at the time, They,
believed democracy could be made to work, andthey believed all cjti~ens could and
should be educated. In fact., their faith in democracy rested on their faith that all citizens
could learn. "Educate and infonn the whole mass of the people," Thomas Jefferson said,
because "an enlightened citizenry is indispensable for thc 'proper functioning of a
republic."
'
I think Ruth Summerlin's story amply demonstrates the Founder'S wise belief,
that all Amen.cans can learn. All 266 Blue Ribbon schools we honor today demonstrate
that same truth. Your schools are located ill evelY region of Am eli ca, and in every kind
ofneighborhood. Yet ill each of your schools, students are learning-and learning at
quite a high leveL One ofthe great challenges we face as a nation is getting every school
in America to follow the path that the Blue Ribbon schools have paved.
We have already made real progress in edtlcation. The idea of standards. which
we championed with our Goals 2000 legislation, is now taking root around the country.
In '1996, only 14 states had measurabIe standards for studeut perfOlmaJ.lce. Today there
�10/27/99
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WED 20:41 FAX
"\
.are 50. That may be one reason why reading and math scores are up nationwide,
'
including in some of or most disadvantaged urban areas.
More and more schools, including Blue Ribbon Schools. ate reducing class sizes
with the help of the initiative we began last fall to provide 30,000 of what we hope to be
100,000 new highly trained teachers. Greenwood Elementary in Newport News, VA, a
Blue Ribbon winner, hired new teachers this fall, bringing class sizes down in 15t and 2 nd
grades from 27 children per teacher to 20.
Other Blue Ribbon. schools are using the Vice President's E-rate program to
connect their classrooms and libraries to the Internet. With the help of the E-rate, i h
graders at Whitebead school in Pauls Valley, Oklahoma are communicating directly with
scientists who are conducting research in Africa, and the students are writing papers
based on that research. Every 7th grader should have the opportunity to do challenging
and interesting assignments like that.
All this represents impressive progress. But if o~r goal is to get every school in
America to follow the path of our Blue Ribbon schools and attain your level of
excellence-and that should be our goal-then we have a great deal more work to do.
That is why the budget debate we're having here in Washington is so important.
·To many Americans, it may seem like nothing but a lot ofnumbers and a lot of noise. But
beneath all the rhetoric, there is an important debate going on, about values and priorities
and the right way to provide all children with a world class education. it's a not just
about how much we spend--but about how we spend it.
Last year, we reached an agreement with Congress to begin hiring 100,000 new,
highly-trained teachers to lower class sizes in the early grades. It's common sense:
smaller classes and quality teachers mean higher achievement. Congressional
Republicans agreed to it; they went home and campaigned on it; they bragged about what
agood, non-bureaucratic program it was. We disbursed the money and schools have
gone out and hired new teachers: And now, suddenly, the Republicans' in Congress have
voted to abandon their commitment-and abandoned common sense. So one of the key
things this budget debate is all about is whether we will keep our commitments to help
our schools hire 100,000 well-qualified teachers.
/
This budget debate is also about accountabillty--about making sure we get real
results for our education dollar. When students and teachers and principals and elected
officials are held accountable for meeting higher standards-and when th~y are given the
resources they need to meet those standards, from smaller classes to ail.;:;rscilOol
programs--we have seen real progress. Whole schools can be turned around in relatively
short order.
You heard Ru~h Summerlin explain how her school was selected by the state,
given more resources, and turned itself around injust a fe\,1 years. This is no isolated
'incident. Two years ago, North Carolina drew up a list of the state's 15 worst-perfonning .
�10/27/99
14I 004
WED 20:42 FAX
- ... • 'o'
schools, and sent assistanCE: teams to each school. One year later, 14 of those schools had
improved, their performance enough to be taken off the list. Last year, I went to one of
the poorest neighborhoods in Chicago. near the large Cabrini-Green housing project, to
an elementary school with terrible perfonnance. In just two years, they doubled their
math scores and tripled their reading scores. A few weeks ago, I visited a school in New
Orleans that is just beginning this same process.
Our budget has a dedicated $200 million fund set aside to help states and school
districts all over America identify, turn around, or shut down the lowest-perfomling
schools. Again, common sense. Yet again, the Republican budget bill doesn't put a
dime into the strategy oftumillg around low-perfonning schools .
.I honestly do nor understand this. We know accountability works-not based on what
in
someone Washington thinks works, but based on what on what you proved works at
. the grassroots level. We know that there are millions of disadvantaged children in this
country whose future chances in life could be substantially improved if their schools are
turned around, as you've proven they can be. Yet the Republican Congress refuses to put
a dime into this effort. I never thought I would see the day that Republicans in
Washington would be ~ainst accountability.
Can they possibly explain why they have yet to fund
accountability measure
that we know can tun1 around failing schools and that they know their own RepUblican
governors favo!? Can they possibly explain why this year theire against more good
teachers reduce class sizes when last year they favored it and campaigned on it as ifit
was their idea?
. '
all
to
The Republican Congress knows that many of our nation'S schools are falling
apart and are so overcrowded that children arc being taught in trailers and broom closets.
Why are they unwilling to fund our plan to build or fix 6000 schools? The Republican
Congress knows we have the largest, most diverse group of student in our schools in
history. and that we'll need to hire 2 million new teachers over the next decade. Why are
they against funding our Troops to Teachers program, to recruit potentially great teachers
from among our nation'S 2 million veterans? That's been a bipartisan is.sue for years.
We all agre~ that public schools are primarily a state and local responsibility. But
we also know that they are a national priority. The federal government shouldn't
micromanage the schools. In fact, under Sec. Riley, the Department of Education has
scrapped more rules and regl,llations than all the previous administrations that railed about
the federal government put together. But what we have not done is to abandon our
responsibility to target our limited resources on what you, at the grassroots level. have
shown works: more quality teachers, higher stillldards and accountability, and the tools.
that you need to meet those standar:ds_
So'this budget battle is about l~ore than dollars. It's about direction .. It's abom
whetherwe have the vision and the will to adapt to the demands oftrus new information
age, in a way that honors our oldest values_
�10/27/99
.,
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WED 20:42 FAX
For over 200 years, the,bedrock American value has been equal opportunity. If
we want equal opportunity to be a vital reality in America in the Information Age then we
must make sure that every child in America receives a high-quality education. We can
make that happen. The Blue Ribbon schools have shown us the way. That's what this'
education budget debate is all about. And with your support, and the support of the
American people, I beHeve we will prevail.
Thank you and God bless J:ou
raJ 005
�
Dublin Core
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Andrew Rotherham - Events Series
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Domestic Policy Council
Andrew Rotherham
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1999-2000
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<a href="http://clinton.presidentiallibraries.us/items/show/36330" target="_blank">Collection Finding Aid</a>
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2011-0103-S
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Within the Domestic Policy Council, Andrew “Andy” Rotherham was Special Assistant to the President for Education Policy from 1999-2000. Before working for the Domestic Policy Council, Rotherham was Director of the 21st Century Schools Project for the Progressive Policy Institute (PPI). This series of Events includes records relating to education events and the corresponding background materials. The records include reports, memoranda, email, congressional correspondence, press releases, and speech drafts.
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Clinton Presidential Records: White House Staff and Office Files
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Blue Ribbons Schools Event
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Andrew Rotherham
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2011-0103-S
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Box 13
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2011-0103-S-events.pdf">Collection Finding Aid</a>
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Clinton Presidential Records: White House Staff and Office Files
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0d4d455c2e5ed14e5ed4a9fa83eebb75
PDF Text
Text
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�FROM
C.00 u,}
Brooke Grove E.S.
.
PHONE NO.
301 5713 6346
Sep.133 1999 134:14PMP3
JessicaL . .
Ss
CAREER OBJECTIVE:
To. elllbark on a career, as an elementary or middle school teacher .in o,rdet:' to
facilitate the, learning of children and the!:r development intp successful
individual.s.
EDUCATION:
Uni"ersi ty of Maryland, B.S." Elementary Education
Honors Thesis: "Multi cuI tunl Edycation: 'An I-Search"
May, 1995
TEACHINGKXPERIENCE~
"
T.1, r;
'" ,:.Teacher ~ _ ~W KIl.J,'~~(l')~~
Montgomery County Public Schoois 71,
. ".'
Fairland Elementary School, Silver Spriog, Maryland
Student Teacher
May 1995 to. P,resent
Jan. 1995 to May 1995
Gradually tookovet, full responsibility of class, inCluding planning, delivery a,nd
assessment of instructio.n.
.
Prince George I s Public Schools
Substitute 'reacher
1994-1995
Bond Mill Elementary School, Laur-el, Milryland
Sept. 1994 to Dec 1994
Field Placement
Taught a variety o.f lessons and actiyities to fourth graders, using a multitude of
methods througho.ut the semester .
.Hyattsville Elementary School, Hya:ttsvilie) Maryla.nd
January 1994 to May 1994
Field Placement
.
.
Studied the hUman develoRment. of third graders and taught specific lessons
throughout ,the semester .. '
,
Burtonsville Elementary School. Burtonsville, Maryland
Sept. 1993 to Dec. 1993
Field Placement
Observed an, assortment of teaching meth~d§, for fir.stgra.d~rs~ and asSisted
cooperating teacher with specifi.c less~ms,.
RELATED EXPERIENCE:
. Jewish
Community
Substitute Teacher
Center
Nursery
School
"
Ellingson Review Seminars, Rockville, Maryland
'September 1993 to Present
Tutor
Tutoted. and prepared'High School studelltsfo.r t:heir college entrance exams.
LEADERSHIP POSITIONS:
University o.fMaryland, La'Plata Hall
September 1993 to May 1994
Resident Assistant
Resolved indiVidual and group conflicts on a floor of 75 residents" O.ften was
responsi'Qle for all the buil~ings residents. Fostered positive behavior 3.mong.
st1I(ients. Responded to em~r&el\cyJcrisis situ8tio.ns. including suicide attempts,.
Iights and ~ssaults.
�.-
09706/99
-_ .._------
MON 12:06 FAX
...._ _ _ _
I~LO_O...;;;l'___
---_.. ..................-. ---
,
Sunda)l. September 05.1999 12:49 PM
301816
From: Nathalie .Ierman.
To: Stephanie Cutter
-1
Thank you Secretary Riley. It's an honor to be with sO many importsm wbrclllanes
here today who have done so muoh for this nation" especiaUy you Mr. President.
I've been teaching tbi twe::nty years. so you can im.:.gint.'l the: countless times rve
been asked my opinion about changes rd like to see in OllT school systems. Eduoational
philosophies, techniques, and strategies that promise improvl:x::i academic performance: coml:
and go, and if you stay in this profession long enough, yc "'til sec those same trends
resurface, but with a' nC\ll;" name. I ha~c:n't been passionate a.bout many of them over the
years, but I h~ strong opinion on one particular ~e8= So when I'm
askl.::d to make StlggJ~ns (and sometimes, eveIi""Wbcn I'm not aske
k .about the
nl.::ed tbr reducing ola.'\l.s size.
A~
. lS~.vC - 1-n-,f'(...A...1""
a
1
~\J
Anyone:: who teaches, parents. or me:ntors a ohild, wishc..o.; fi r more time 10 be able
to spend with that child, at some point. We oan't alter the Laws
the universe: and
cn::atl.:: more hours in the day. The solution (to this dc:mant: tOr extra time) that is
do-able; the solution that's the simplest is the one that's be ::n made possible for us now
at Brooke Grove. That solution is President Clinton's Clas~ Size Initiative which allows
us to reduce cla. s size by funding more reading teaoher p<'sitiol)s. In other words,
..
because we have more teachers working together here at E.rooke Grove, we have smaller
classes in th" primary grades. .
rvc taught grades onc through five over the years, I.,ut this year, because: of the
President Clinton's foresight, I'm a Reading Initiative teach!:r. That means that I will
work with the Brooke Grove staff and Brooke GTove studl!nts of different age and ability
levels to meet the:: goals and outcomes of the Reading Initiative: Progranl. Together, we'll
be able to provide explicit reading
.
-2
instruction and support to small groups of students (that's .liftec:n kids or less) to ensure
Success for Every Student. By increasing the: quality of re.:.::Iing in.<rt:ruction in
primary classrOOlns We hope all second graders will be reading profioiently by the end of
their school year. In Reading Initiative classrooms where 'tellcherS arc able to better attend
to each developing reader (because of that smaller class sizl:), we want to be able to say
to every child every day," What great work you did today! That's what good readers
do!1!
I hate to use a teaching cliche. but it really is as simple as ABC. Less IS morc.
That is to say, less kids in a primary reading class means morc individualized instruQtion
and attention from the teacher for each student. Kids learn better that way. And it stands
to reaSOn that kids who art!! successful as early learners are bound to take tha.t confidence
with them as they oontinue: to aohieve in their journey as lifet
learners.
me
So thank you. President Clinton, for your commitmf'llt to improving eduoa.tion.
Thank you, in particular, for helping the students here at Ilrooke Grove, especially my
fIfteen n;ading students. who will be able to better prepare f('r whatever challenges life
L-~
f""~'
�MON 12;07_ F.J'.! _____,_____________,______
It __,__,_______ ,_____ . ___ _
09706/99
,
•
¥
~u~U\tmnut Ut. U\~
12:49 PM
To; stephanie Cutter
From: Nathalie Hellna."I,
3018159311
may bring. My students will learn better this year beoause: I }Iavc: more time: to spend
with them. I have more time to spend with them because of :rour leadership.
00 behalf' of this corrununity, staff. and student body, i: am very honored to
introduce to you now Tbe President of the United States of AJ:ncri"a.
Pl!Ige: 2 of 2
•
�,
TODAY, THE PRESIDENT ANNOUNCED THE RELEASE OF THE BABY BOOM ECHO REPORT,
WHICH REVEALS A RECORD HIGH NUMBER OF SCHOOL-AGE CHILDREN - AND DRAWS
ATTENTION TO THE PRESSING NEED FOR INVESTMENT IN OUR SCHOOLS. President Clinton urged
. Congress to enact a responsible budget that pays down the debt, strengthens Medicare and Social Security, and invests
in national priorities like education. The President pointed out that the Republican tax and budget could cause
devastating cuts in key initiatives to keep schools safe and drug-free, help children learn to read, reduce class size in
the early grades, support after-school programs, and expand access to college. At a time when the need is urgent, the
Republican plan would support the modernization of only about one-tenth as many schools as the President's plan.
CHILDREN OF BABY BOOMERS CONTINUE TO BREAK SCHOOL ENROLLMENT RECORDS
• Total public and private school enrollment will reach a record 53.2 million students this year. The 1996-97
school year was the first year that members of Baby Boom Echo broke their parents' record for school enrollment,
and they have continued to enroll in the record-breaking numbers every year since then. In fact, it is expected that
enrollment will continue to increase every year until 2008.
• The West and South lead the nation in growth. While every region of the country will see significant increases
in student enrollment, Southern and Western states will experience the greatest growth. Between 1989 and 2009,
the West will see enrollment increase by over 35%, while enrollment is the South will increase by nearly 20a;q.
• Growth is both urban and suburban. The top 25 growing districts in the country are both urban and suburban.
From 1987 to 1997, New York City has the largest increase (131,920), followed by Dade County (92,635) and
Los Angeles (91,119). Suburban districts surrounding Atlanta: Gwinnett County (35,462), Cobb County (24,702)
and Fulton County (23,089), and the Washington, D.C. suburbs: Montgomery County (28,752) and Prince
Georges County (23,935) have also experienced rapid growth.
• The most rapid increases over the next ten years will occur in America's high schools. High school
enrollment is expected to increase by 1.3 million students over the next decade (from 14.9 million in 1999 to 16.2
million in 2009), creating a pressing need for more 'Yell trained teachers. On average, high schools also cost
approximately twice as much to build as elementary schools. The average cost of construction for new schools is
$8 mi Ilion for elementary schools, and $16 million for high schools. [Council for Educational Facility Planners International, 1997]
• College enrollment will rise to an all-time high of 14.9 million this year. This is the second year in a row that
college enrollment has set a new record. This number is expected to jump an additional 1.5 million in the next ten
years, at a time when colleges and universities are already filled to capacity.
HIGHER ENROLLMENT UNDERSCORES NEED FOR GREATER INVESTMENT IN SCHOOLS, AS
PRESIDENT CLINTON HAS PROPOSED
• The size of the Baby Boom Echo underscores why we must act now to build new schools and fix old ones;
and to recruit and hire high quality teachers to reduce the class size in the early grades. President Clinton
has proposed, as part of his balanced budget, to support state and local efforts to build or renovate up to 6,000
schools nationwide; and to fulfill the commitment he and Congress made to hire 100,000 new teachers to lower
class size in the early grades.
REPUBLICAN PLANS FAIL TO ADDRESS URGENT NEED FOR SCHOOL CONSTRUCTION AND
MODERNIZATION
• The Republican plan denies local school districts vital support to build and modernize up to 6,000 public
schools across the nation. The President's targeted tax cut would cover the interest on state and local efforts to
build and modernize 6,000 public schools across the nation. The Republican tax cut provides marginal help to
address the needs of only one-tenth that many schools. ThePresident's proposal to modernize our public schools
could be fully funded using only about 1% of the Republican tax cut approved by the House.
.
�REPUBLICAN PLANS FAIL TO PROVIDE SMALLER CLASSES FOR AMERICA'S CIDLDREN
• Republican plans undermine a bipartisan effort to ensure funding for smaller classes. Last year, a
bipartisan agreement was reached to make a down paymerit on the President's plan to hire 100,000 teachers to
reduce class size in the early grades to a nationwide average of 18; earlier this month the Education Department
awarded funds to help local school districts begin hiring 30,000 teachers before school starts this fall. While the
President wants to finish the job, House Republicans have passed a bill that.undermines this class size initiative
and fails to guarantee that one cent will be used to hire a single teacher to reduce the size of a single class.
REPUBLICAN TAX BILL SQUEEZES OUT OTHER KEY INVESTMENTS IN EDUCATION
• The Republican tax and budget plans could force dramatic cuts in funding for education. The President
ci~ed Administration estimates i of the long-term impact of the Republican plans on key investments to improve our
schools and expand access to college. In the tenth year alone of the Republican tax and budget plans, the nation
could be forced to deny support to nearly 6 million students in high-poverty communities; withhold from 520,000
children the assistance they need to learn to read; deny 430,000 kids access to Head Start; slash Pell grants, and
block hundreds of thousands of students from the opportunity to work their way through college.
i The calculations are based on the Republican budget and tax plans, assuming that Congress also funds defense at the President's requested ..
level and pays down debt by as much as the Congressional budget resolution promises. Given these assumptions, the budget resolution the
Republican tax plan would require dramatic cuts to domestic discretionary programs -- cutting more than half from current funding levels.
�Weast Charts A New Course
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Weast Charts A New Course'
Challenges Are Seen In ·System's Growth, Gap in
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Metro Section
Thursday, August 26, 1999; Page MOl
Jerry Weast, new superintendent for Montgomery County's public
schools, had been on the job for one week and already the walls of his
office were covered in personal touchstones, children's books and the
visual metaphors he so favors in making a point: prominent among
them a placard on his desk reading THINK.
He shows off a small acrobat made from horse nails--a reminder of
his humble beginnings on a Kansas farm--balancing precariously on a
flat disc of swirling blue and white sand that shifts with every shake.
, Both, he ,says, are reflections of modem life and the dance he's going
to have to learn to lead in rapidly changing Montgomery County.
He inherits a school system that anticipates 131,000 students when
school opens next week, 3,000 more than last year and more than
twice the population of his last posting, in Guilford County, N.C.
Those students include not only the highly gifted and those who make
the annual roster of National Merit Scholars, but the highest
population in the state of Hispanic non-English speakers who were
actually born in this country and those who receive free and
reduced-price school meals and are struggling to make it.
Weast, 51, is coming into a system where on average, the growing
number of African American and Hispanic students don't score as
well and take far fewer advanced classes than their white and Asian
counterparts. It is uncharted and complicated territory, but Weast
makes no bones he is heading straight for it.
No stranger to controversy, Weast has been both lionized and lashed
in his previous school districts and created quite a stir when
Montgomery school board members announced his $300,000 annual
salary package would make him among the three highest paid school
administrators in the nation.
In a wide-ranging conversation with Washington Post reporter Brigid
Schulte--from the achievement gap to teacher evaluations to his
sometimes abrasive personal style--Weast talked about his plans for a
school system that is seem as one of the wealthiest and best in the
country. But critics contend it has become complacent and calcified.
He spent his first week following the mail deliverers, gathering data
and dropping by the myriad ofdepartments in the central office with
cOll)plicated acronyms for names, asking people what they do. He's
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Neast Charts A New Course
had lunch with the cooks in the cafeteria, and, at a large "voluntary"
staff meeting that had people spilling out in the hallways, he asked
staff members to draw symbols of who they thought they were and
then find others in th~ audience with the same symbol--an exercise to
try to unify what he sees as a fractionalized bureaucracy.
The following is an edited transcript:
Q: One of the first things you said you would do when you met with
community members last month is to reorganize the central office and '
make it more service-oriented. That begs the question, how do you
see it now?
A: I think it is a good organization, considering the structure of the '
building itself and all of the different areas that we encompass. I think
that what we have here is an organization trying to do the best it can.
It works hard. What I'm asking people, are there ways we can work
smarter?
Because if you create an organization that has four pages of
acronyms, does that translate to the real world and to helping people?
Would people see that as being more helpful or as confusing, a
different language?
(He holds up the list of acronyms, which is designed to help staffers
better understand hallway talk. It includes, among others, CI
Continuous Improvement, not to be confused with CIP, the Capital
Improvements Program, nor CIRF, Conflict Intervention, Resolution
and Follow-up.)
,
After visiting with small groups, the groups themselves said they
wanted to change, and they were using my arrival as an opportunity to
say, It's okay to change, to do greater things, to do better.
I also made it fairly clear we wouldn'fhave any more people,because
we probably don't have any more space and· because I want to get
more energy down in the classroom. So, I began to ask, if we get
more asked of us, by all kinds of different people, how can we
organize to work smarter to accomplish that, what could we
consolidate in all ofthese acronyms to make some sense?
If you've got a good organization, what you try to come in and do is
to continuously improve that organization. You don'tcome in and try
to tear that organization down.
Q: What are the biggest challenges you see facing Montgomery
County schools?
A: I think size is always a big challenge and how you can take a large
organization and make it less bureaucratic and as responsive as any
small orgariization.
We're growing about 3,000 children a year. We're doing a lot of
restoration work, and we're having to do building, so it's how to
intertwine that growth and that restoring and tie that with the
educational programs, tie that with the community at large and do that
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in a way that you can work efficiently and effectively to deliver an
educational opportunity to all children that is highly rigorous and
results-oriented.
Another one of the challenges we have, I think, is that, overall, the
district is doing well. But when you start taking a look at different
groups of children in the district, either by geography or by scores,
you start to see some unevenness, for w~t of a better word, people
around here call it the gap.
One of the things we've got to do is examine what's creating this
issue, because generally, the scores are high. So what are those
impediments? One of the areas I'm going to look at are early
childhood education, early literacy.
Some of the things I did this morning were to take a look at the
different clusters, the projected enrollment, what percent that is of the
whole district, the numbers of professional staff, the percent of the
total professional staff, and, most importantly, look at educational
load. It's a good formula'here. They look at poverty, older than grade
age children, mobility, academic achievement and free and reduced
meals, or FARMS, and developed aformula called educational load.
They found, the higher the ed load, the higher the impact on learning.
So I'm trying to compare the ed load with how they were staffing, to
see if there was a correlation. And I will be gathering this information
for the first few months to see if we're walking what we're talking.
And if we're not, why not.
.Q: The Reading Initiative here is one of the strategies the county is
. using to try to close the achievement gap, by lowering class sizes,
adding more teachers and giving more focused instruction.
A: I like the Reading Initiative. I like the smaller class size, but I
think we've got to do some other things in conjunction with it. One
question I asked this morning is, where are they? How many are
there? Are they in the right places?
,Research has told me and time has told me~ if'you break intQ
smaller units, if you do it the same way, you won't lie effective.
_
Research tells us that if we break mto smaller UnIts and change the
. structional d .very and the 0 anizational pattern Qf the
ureaucracy at the same time, to the thir power you ecome m
~
.
~ef~re~c~ti~v~e.~~~~~~~~~~~~~~~====~~~----
I have more questions than I have answers. I thir:k that's helpful.
Q: Speaking of unevenness, a few months ago, it came to light that
high schools were setting their own passfng scores for Algebra I, and
they .varied widely. The same score would have given you an A at one
school, a D at another.
A: Maybe we ought to think about that. The question becomes are we,
because of our structures, promoting or creating some of the
unevenness?
Q: With passing scores varying so widely, what does that say?
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A: That's the question I'll be asking, what does that say, why are we
doing it? I'd like to hear what that answer is.
Q: It certainly seems from the outside you're lowering the standard
some places so it looks like all are succeeding.
A: That's why you would ask that question. Are we sending a clear
message? Or are we sending a message that we're uneven and we
accept the unev~nness?
Q: Do you?
A: No. I want the same child, regardless of where they live, regardless
of their circumstances, to have the highest quality education we could
possibly deliver. I want that child in a safe environment. I want that
child in a learning culture. I want that child to have an excellent
teacher. I want that child to develop a vision that they can do it. And I
don't think I'm much different than any parent.
When you give us that child for those few hours every day, you want
us to have a bond and connection with your child. You want to
understand us, not through educationalese, what we're really about.
You want us to understand you, what barriers you may have.
And you're going to want us to work on any issues that we possibly
can to help that child in the learning process. And you're not going to
want us to identify it six years later. You're going to want us to
identify it as early as possible and you're going to want us to get on it
in a way that will utilize and increase their potential.
Q: Yet there's a perception in the community that the squeaky wheel
gets the grease, so to speak. If you're well-educated or know how to
work the system, you get the best for your child .. If you are perhaps .
less sophisticated or don't know how things work, your child gets left .
behind. Some blame some of the unevenness on an administration
. that has been willing to placate the squeaky wheels and. lose sight of
the silent ones.
'
A: We 'can't afford to lose sight of anyone. And we have to be an
advocate for everyone. I do think we need to somehow gather
together to work on this children's agenda in a less splintered way.
Just like I found four pages of acronyms; I've had people call to set up
appointments with me, and I'll bet there are several pages of groups.
My willingness to help make the organization a little more
underst.andable has to go hand in hand with all these groups'
willingness to work together, to create a seamless opportunity for
every child, for children who have no advocate, as well as the child
who has the greatest advocate. We can't ever underestimate the power
of the group. It releases energy individuals just don't have.
I think the biggest concern that I have is, can we work together, can
we build a common agenda that works for everyone? And if we can,
will we? I read a report about the unevenness that I liked. It asked, if
not here, where, if not now, when?
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Q: That was from the Gordon Report on the achievement gap. It was
written in 1990. And, some argue, little has c~anged since then.
A: And I'm reminding people that that was 1990. It's 1999 now and
we're about to turn the century marlc. I think we need to organize for
that. I think we need to staff for that. I think we need to work together
for that, because I think we have the ability in Montgomery County to
build a template that is inclusive and works for everybody at high
levels and high standards.
I don't think we'll get there overnight. I don't think we'll get there
alone, we'll have to see what else is going on in the world. I don't
think we'll get there without carefully studying and definning the
problem. Unless we work together, unless we have the courage to call
some of the difficult questions. I do believe we can get there. I do
believe this is the place we can do it.
Q: You've said teachers are critical to closing the achievement gap. A
recent report to the Board of Education showed teacher expectations
playa big role in whether minority students take Honors or Advanced
Placement classes in high school.
A: I think you have to start much earlier and look at teacher
expectations, not in high school, butway down, in literacy skills.
From what we know about early childhood education, it starts with
awareness, how much language is utilized in these neurons and
pathways. How much are we developing these channels for language
skills? So you have to build a rigorous environment from pre-K on up
into high school that has expectations fOl: every child up and down the
line, that has to be supported at all levels of the institution and the
community.
Q: How do you do that?
A: I think it would be very presumptuous of me to say. But I can say
that this is the location. We've got to quit fixin' to get ready. Nine
years is a long time to have a report around that tells you it's time to
do something.
Q: In North Carolina, you created an uproar over a program to
evaluate tea«hers called HELP, Helping Evaluators Lift Performance.
More than 100 teachers were found less than adequate and in a year,
half of them had quit or resigned. Some people hated you for it.
Others packed rooms at national education conferences to hear you
talk about it. What do you plan to do about teacher evaluations in
Montgomery County?
A: A group has been chewing on a teacher evaluation plan for about a
year and a half. I was very pleased with a lot of the components, like
involving other teachers, helping to determine strategies to improve
teacher education, early staff development, targeting issues that need
to be worked on at the individual, group and district level.
So I will be joining with groups already working on that, and try to
work with them as we try to develop a model that can help lead the
nation. Because teacher quality and expectations are a cornerstone of
any school system. That's the key.
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Q:'In a Washington Post poll earlier this summer, teachers were·asked
if there was a teacher in their department or subject area who should
not be teaching. Thirty-eight percent ofthe teachers polled in
Montgomery C,ounty said yes.
A: Well, what's the odds of having 9,000 of any particular work force
and they'll all be at the same level? I think the answer's obvious, that's
virtually impossible. The next question is, what do you do with
people who need help? How do you provide it, and at what point in
time 40 you make a decision that, with regard to that individual,
you've gone as far as you can go?
I can tell you what I'm looking for in an evaluation system, one that's
truthful. It's just that simple. And one that helps the individual not get
petrified by that information, paralyzed, but gets them on the road to a
continuous improvement plan in a way that is logical, sequential and
targeted, not just for the individual, but to help the individual improve
student performance. How that's gone about is equally as important as
if it's gone about. I've learned that over time.
Q: Some in North Carolina said you had a heavy-handed way of
going about that.
.
A: There w~s a sense of urgency because it hadn't be~n gone about for
a long time. It was a real problem, with the number of children there
being able to read and write. I took over three districts that, the first
set of writing scores, when I aggregated them, was 20 percent. So, we
had some work to do.
Here, I've got a high quality district that has some unevenness. And
here I have, obviously, compared to most places, a highly satisfied
work force that is producing. We also need to think about ways of
recognizing those that are making a big difference.
Q: You're a believer in testing. But critics say they don't tell the whole
story.
A: Do I believe in testing just for the sake of testing? No. I've got a
Dr. Seuss book over here that explains probably better than I could.
(He reads sections from Seuss' "Hooray for Diffendoofer Day")
"Our teachers are remarkable they ma1ce up their own rules." That's
, point one, if you can do it at the sight level, that makes some
. difference, "My teacher's Mrs. Bonkers, she's ,bouncy as a flea. I'm
not certain what she teachers, but I'm glad she teaches me." That's a
real key ..
The story goes on about the principal, Mr. Lowe, under pressure
because of new tests. He tells the students: "Ifour small school does
not do well, then it will be tom down, and you will have to go to
school in dreary Flobbertown:"
But Mrs. Bonkers steps in, "Don't fret, she said, "you've learned the
things you need, to pass that test and many more, I'm certain you'll
succeed." There's your expectations and there's your broader
curriculum. It's more than just a test.
60f8
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�Weast Charts A New Course
.
,
,
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.
Q: School safety is a big concern, particularly after something like the
shootings at Columbine High School in Colorado. That shook former
Superintendent Paul Vance and spurred him to ask for money to put
video cameras in all the high schools. But security experts say video
cameras will never stop a Columbine, indeed Columbine had video
cameras. What you need are more guidance counselors, school
psychologists and a principal who lmows what's going on. A report to
the Board of Education last month showed Montgomery County
schools are falling short on that.
A: I thought it was healthy they developed a report. I don't think it is
just one magic thing you do, because you're dealing with humans, and
humans are complex.
I think each building has got to think of their plan, working with their
community and their parents and their children.
The responsibility from my office is to call the question, generate the
kinds of support they need to address the issues and help the other
agencies in the community concerned about safety to interrelate.
I don't think you can sweep under the rug and think it's not going to
happen here.
Q: What about the recommendation for more school psychologists?
,
A: We used to think if we put a school nurse in every building, we'd
cure all the health problems. I don't think we can just put another
counselor in and say, this is your responsibility, safety. You're
supposed to notice everybody. There are sometimes 2,000 kids in
these buildings.
I think we all have to take a piece of the action.
Each parent or guardian or significant person in that child's life is
going to have to start watching what's going on with that student.
That goes with my whole theme of the factionalized environment.
The more factions you have, the more cracks you create for people to
. fall through.
Q: In Greensboro, your friend and supporter, school board member
Johnny Hodge likened you to Gen. George Patton. Is that the style
you intend to bring to Montgomery County?
A: No. So many things that we do in leadership positions are specific
to what the issues are you have to address and the sense of urgency
with which you have to address it. I think in this particular situation,
it's a good organization, we can be better, we're not there, you don't
have to go very far to find people to help you understand that.
While I have the same sense of urgency, that this is the only time a
child has in school, I thinkyou can temper that. You start addressing
issues by asking questions. You start mobilizing forces to find a
shared vision.
70f8
8/27/995: J 7 PM
�Weast Charts A New Course
.,
,
wysiwyg://24/http://search.washing ... te/1999-08/26/0681-082699-idx.htm I
..
Q: So how would you describe what your approach will be in
Montgomery County?
A: I kind of like Ike Eisenhower. I come from Kansas, too. I tend to
think I can be Eisenhower here. And this is kind of a combined force.
And what we're trying to do is make a landing and get a beachhead on
a very difficult problem, called closing the gap, and no one group will
be able to do it alone.
It will take a lot of coordination, collaboration, and you'll have some
people take some objectives. But you've got to have more of a united
front.
© Copyright 1999 The Washington Post Company
IIlm
80f8
OMNION
WEA.THER'
8/27/995:17 PM
�;;
0
. (,,'
A NATIONAL EFFORT TO ENSURE SMALLER CLASSES WITH WELL-PREP ARED TEACHERS
In his weekly radio address, President Clinton announced that the U.S. Department of Education will distribute
$1.2 billion nexfweek to help local school districts move immediately to begin hiring 30,000 teachers -'- the
first down payment on the President's plan to help reduce class size in the early grades to a national average of
18. By the time children go back to school this fall, communities in all 50 states will have new qualified
teachers and smaller classes in the early grades. The President also called on Congress to finish the job by
enacting his plan to continue progress toward hiring 100,000 well-prepared teachers over the next six years.
This initiative will help make sure that every child receives personal attention:, gets a solid foundation for
further learning, and learns to read independently and well by the end of third grade.
$1.2 Billion to Ensure Smaller Classes with Well-Prepared Teachers in the Early Grades. President
Clinton announced that the U.S. Department of Education will distribute $1.2 billion next week to help schools
take the first step in reducing class size in grades 1-3 to a national average of 18. These funds will be
immediately available to all 50 states, the District of Columbia and Puerto Rico the help schools throughout the
country hire approximately 30,000 teachers, the first down payment on the'President's plan to reduce class size
by hiring 100,000 well-prepared teachers over the next 6 years. The funding will ensure that communities
across the nation will have additional well-prepared teachers ready to teach in smaller classes this fall.;
Building on a National Cominitmentto Reduce Class Size. Last year, Congress came together across party
lines to make a bipartisan commitment to reduce class size in the early graqes, providing a $1.2 billion down
payment on the President's $12 billion, seven-year plan to ensure smaller classes with well-prepared teachers all
across America. Today, the President called on Congress to keep its commitment and help finish the job by
approving his plan to continue progress toward hiring 100,000 teachers over the next 6 years. Class size is not a
partisan issue -it is good education policy, backed by research, and championed by elected officials in both
parties.
The President's initiative will ensure that children across America get personal attention, acquire a solid
foundation for further learning, and learn to read well and independently by the end of the third grade. But
(, legislation and funding plans currently being considered by the Congress would back away from this bipartisan
commitment by failing to provide sufficient or dedicated funding to reduce class size in the early grades,
seriously undermining our national commitment to make smaller classes in the early grades a reality for all of
America's children. This legislation follows a failed attempt earlier this year in Congress to erode our national
commitment to smaller classes.
.
Small Classes Make A Difference. Research has shown that class size reduction in the early grades is one of
the most direct and effective ways to boost children's academic achievement. A landmark study of class size
reduction in kindergarten through third grade in Tennessee found that students in smaller classes earned
significantly higher scores on basic skills tests in all four years and in all types of schools. Smaller classes were
found to make the greatest difference for minority and disadvantaged students. Students participating in
Wisconsin's class-size reduction effort also outperformed their counterparts in larger classrooms on
standardized tests, and demonstrated an increased ability to close the "achievement gap" between black and
white students. Recent follow-up studies of the Tennessee class size effort show that students who start out in
smaller classes are less likely to drop out of high school, more likely to get good grades in high school, and
more likely to take steps needed to go to college. These benefits remained especially poteworthy for
disadvantaged and minority students.
Smaller classes also improve discipline.and make it easier for teachers to spend more time on instruction. In
Burke County, North Carolina, the percentage of classroom time devoted to instruction increased from 80
percent to 86 percent, while the time diverted to non-instructional activities such as discipline decreased from
20 'percent to 14 percent when class size was reduced. Students from Tennesse~'s STAR program worked
�;
.. harder and caused fewer discipline problems than students from larger classes, even after the STAR students
'" returned to large classrooms.
Hiring and Training High-Quality Teachers. In order to ensure that smaller classes are taught.byhigh-quality
teachers, the class size initiative proposed and signed into law by the President helps local districts recruit high
quality teachers, requires them to hire certified teachers and makes ,15% of the funds available to help teachers
improve their skills. The initiative will be phased in over the next 6 years to give schools and districts time to
hire, recruit, and train high-quality teachers. Moreover, the c1asssize initiative will provide the most help to
high-poverty communities, which have the hardest time recruiting new teachers in the past, and can use these
funds to hire and retain more high-quality teachers.
�PR Award No.
Awarded
Amount
FY 1999
Applicant Name
P336B990072
UNIVERSITY OF WISCONSIN / MILWAUKEE
$
1,445,018
P336B990043
UNIVERSITY OF TENNESSEE / CHATTANOOGA
$
648,759
P336B990070
UNIVERSITY OF SOUTHERN COLORADO
$
749,159
P336B990073
UNIVERSITY OF ALASKA ANCHORAGE
$
1,084,457
P336B990042
ILLINOIS STATE UNIVERSITY
$
2,413,734
P336B990008
NORTH CAROLINA CENTRAL UNIVERSITY
$
705,419
P336B990039
KANSAS STATE UNIVERSITY
$
1,114,008
P336B990079
JACKSON STATE UNIVERSITY
$
582,678
P336B990069
WASHINGTON STATE UNIVERSITY
$
1,969,070
P336B990064
ARIZONA STATE UNIVERSITY
$
2,557,786
P336B990014
WESTERN KENTUCKY UNIVERSITY
$
1,146,097
P336B990035
YOUNGSTOWN STATE UNIVERSITY
$
262,249
P336B990044
SAGINAW VALLEY STATE UNIVERSITY
$
1,796,881
P336B990oo3
KEAN UNIVERSITY
$
1,574,713
P336B990053
GRACELAND COLLEGE
$
177,124
P336B99OO61
UNIVERSITY OF SOUTH CAROLINA
$
967,994
P336B990084
TEXAS A&M UNIVERSITY SYSTEM
$
2,550,605
P336B990062
UNIVERSITY OF MIAMI
$
1,976,707
P336B990032
SOUTH CAROLINA STATE UNIVERSITY
$
1,745,658
P336B990049
MISSISSIPPI STATE UNIVERSITY
$
1,736,695
P336B990038
OUR LADY OF THE LAKE UNIVERSITY
$
1,335,632
P336B990054
BALL STATE UNIVERSITY
$
509,936
P336B990046
JOHNS HOPKINS UNIVERSITY
$.
2,357,370
P336B990015
BOSTON COLLEGE
$
1,404,153
P336B990023
SOUTHWEST MISSOURI STATE UNIVERSITY
$
600,598
$
33,412,500
�~ Jordan Tamagni
,... 09/03/99 12:08:58 PM
•
•
0 •
•
Record Type:
To:
•
•
•
•
•
•
•
•
0 • •
Record
Andy RotherhamIOPD/EOP@EOP
cc:
Subject: Fw: From Bruce
. FYI -- I'll probably use this language pretty much verbatim ...
---------------------- Forwarded by Jordan TamagniIWHO/EOP on 09/03/99 12:07 PM -------------------------~:.
Record Type:
To:
Record
Jordan TamagniIWHO/EOP@EOP
cc:
Subject: Re: Welcome Back to Fun City!
rEl
The nub of the message is something like this (he may not want to sound quite this harsh, but we should
try): Perhaps the greatest difference between our budget plan and the Republicans is over education. My
budget provides money to finish the job of hiring .100000 teachers to reduce class size, expand
after-school, increase Head Start, and hold schools accountable for results. Their budget and tax plans
. would devastate education. The -Republican leadership hasn't put forward a Labor-HHS appropriations
bill because they have a secret plan to raid education -- and they know many of their own members won't
support it. That's wrong. They can't wait to throw $800 billion at a tax cut, but they have yet to put a
penny into education. You can't be for education if you're for a tax cut that would force a 50% .cut in the
number of kids in Head Start and after-school and the number of poor schools we can turn around. You
can't be for education if you're for a budget plan that puts education last. I will veto their tax bill because
of what it would do to Medicare, education, and other priorities -- and I will not support a budget that cuts
education when we oUght to be investing more. I want us to come together across party lines and do right
by America's schools. Politics should stop at the schoolhouse door.
At the event, he'll meet two of the first teachers hired under our program to reduce class size, who
obviously wouldn't be there if the Repubs got their way. Also, you can do the Pres's little riff on math:
The kids at this school are learning basic math. We could use their help in Congress etc.
�~ Jordan Tamagni .
,.. 09/03/99 06:23: 14 PM
••••••••••••••••
Record Type:
To:
Record
Andy Rotherham/OPO/EOP@EOP
cc:
Subject: Re: Welcome Back to Fun City!
here you go
---------------------- Forwarded by Jordan TamagnilWHO/EOP on 09/03/9906:23 PM --------------------------
ELL:J,,{,4" "',. . ..
L ) ; .~.
~..
(£.".
Record Type:
To:
Bruce N. Reed
09/03/9912:02:5'1 PM
Record
Jordan TamagniIWHO/EOP@EOP
cc:
Subject: Re: Welcome Back to Fun City!
IIEl
The nub of the message is something like this (he may not want to sound quite this harsh, but we should
try): Perhaps the greatest difference between our budget plan and the Republicans is over education. My
budget provides money to finish the job of hiring 100000 teachers to reduce class size, expand
after-school, increase Head Start, and hold schools accountable for results. Their budget and tax plans
would devastate education. The Republican leadership hasn't put forward a Labor-HHS appropriations
bill because they have a secret plan to raid education, and they know many of their own members won't
support it. That's wrong. They can't wait to throw $800 billion at a tax cut, but they have yet to put a
penny into education. You can't be for education if you're for a tax cut that would force a 50% cut in the
number of kids in Head Start and after-school and the number of poor schools we can turn around. You
can't be for education if you're for a budget plan that puts education last. I will veto their tax bill because
of what it would do to Medicare, education, and other priorities -- and I will not support a budget that cuts
education when we ought to be investing more. I want us to come together across party lines and do right
by America's schools. Politic.s should stop at the schoolhouse door.
At the event, he'll meet two of the first teachers hired under our program to reduce class size, who
obviously wouldn't be their if the Repubs got their way. Also, you can do the Pres's little riff on math: The
kids at this school are learning basic math. We could use their help in Congress etc.
�TEL; 202 260
iQlJHT IW/UH Ult ~r.c.
SEP:-SEP.· I. 1999112: 55PM
9~~'_' ~~j/
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North Carolina Centrll Unlvlrllty
P3388980OO8
Teaching Mltte...: Quillty Coun••
G91119& to 0813t12oo04
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The Teacher Qualitv Enhancement Pa~nership Grant will enable North ,Carolina Centraf University
to create or explore new avenues In order 10: 1) meet the state. local and national needs for
Increased numbers of hIghly qualified teachers over the nel1 decade who are reftecUVe of
increasIng student diversity; 2) ensure that all new teachers have the content knowledge and skills
to enable all students In their classrooms to leam; 3) achieve systemic and lasting change In
leacher preparation that 'Nilliead to improved student achievement: and 4) hold teacher educalor .
programs accountable for the performance of their graduates. ..
. '.'
Through the Use of Title II funds. NCCU win develop a framewor1< conslsUng of eight components
.that will achieve the goals stated above. These components consist of the following: 1) recruitment
~ }pJ (~
and graduation of prospective teachers; 2) expansion of clinical experiences and other school
~
based studies; 3) redeslgr. of pre-service educadon curricula wUh special attention on critical
f'· i"',....A' thinking, work with parents and community, and culturally responsive pedagogy; 4) induction and
r--~r r;fl- support of beginning teachers; 5) utilization and integration of technology Into ttle classroom
curriculum; 6) establishment of acohesive, coordinated system of ongOing professional growth for
, pt.
public school teachers and .yniverslty faculty; 7) development of policy inlfiatives in support of
_~~";ll~ teacher quality; and 8) collaborative research and disseminati~n of promising practices.
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SEP:-SEP, 1. 1999112:58PM· TQDEPT ED/OFC OF SEC.
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Western Kentucky University
Award # P336B990014
Award Dates: 10/01199 - 09/30/04
Ten "Renaissance Group" teacher prep institutions, together with 'their schools of :Arts
and Sciences, partner K-12 schools, and business partners havojoined to redesign their
teacher prep programs .Ito shift from delivering instruction to producing student
learning. Six objectives are projected: 1. Developing aa:ountabiUty systems that
evaluate impact oCteacllers On student learning; 2. Adapting IUld using Teacher Work
Sample Methodology tel demonstrate that new teachers can facilitate learning for all
students; 3. Implementing teacher mentaring teams of arts and sciences professors,
experienced teachers. and teacher educatoJ'& for expanded clinical experiences in high
need schools~ ,4. Building meaningful business partnershipa; S. Networking partnership
resources to improve tell.cher quality and student learning; and. 6. Implementing a
research and dissemination program that connects teacher perfonnance to student
learning.
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Award ,,:
,336B99004(i
101Q1J99'-49130/1004
Date or Aw"rdl:
Dept. .Contact rUloo: Mlthelle Guilfoil.
Project slTn SUPPORT (PSS) J8 " plU1Dcrship of Johns Hopkina Uni\'(lnity. the University of Maryland,
Morgan Stote Universil)'t the BaltimofO City Public School System Ind four urban MarylAnd LEAs. The
project wm recruit, prepare, mentor, and ret:lin 1390 teacbers furhish-need schools, 15% ofwhicb Are in
Baltimol'e City's highest-ne(id schools. SOme oithe project's fenntrell include: providins tuition for
teacher candldllteSi esrablisbina D. state-oC-lhe-ort electronic leaming communily. which will help eJ1bance
teacher candidates' technology competencies; developing Excellence in Tellchins Bducadan Jrutit1.1teli,
whIch will U$e Ans and Sciences (acuity 10 develop curricula, and evaluate teacher candidllte portfolios and
comperencies; and working 1.0 retain teacher candidateS for at least five years in high~nccd schools through
a lUitton loan fotgiveness program, and in ,orne cases. providing stipends.
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TEL:202 260
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Arizona state UnIVersity
P336Baaaa~B9
Taacher Excellence COlllUon: A8htewld. Plrtner'lhlp
081111&9 to 0111512004
The Arizona Teacher Education CoaUlion (AZTEC) Is designeclto: 1) Increase the number and
quality of Initial recruits to teacher education programs in state Institutions; 2) Increase the
consistency and quaUtyof math and science cantent courses and clinical experiences; 3) Increase
the quality of graduates' performances as new teachers, measuredln collaboration with their Stat&
level performance examinations; 4) Increase the percentage of new math and science teachers
prepared by stale InaUtution! and cancomitantly reduce the shortage of qualified math and science
teachers in the target Enrerprise Communities; 5) fnC(8ssa the rate of retention of quality new
teachers hired In Enterprtse Community districts; 6) Demonstrate hIgher math and sclance '
achievement for Arizona studenl! directly aHributable to the Impact of AZTEC: and; 7) Establish
suslainability of the partnership through institutional agreements, shared &cope of work. and
common certification programs.
To accomplish these goals. AZTEC will Coordinate the recruitment. preparatton, and retention of
highly qualified teachers of math and science statewide, and focus on the Enterprise CommunHies
where the need is highest.
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Applicant Name: Unlver.lt)' of Tennellee at Ch'tt~lIooll
Parmer(l) Namel:
.
UT Chattanooga. lIT Knox.\'illc:, HsunJlton County and Knox CountY Depanmenr ofEducation, Tenneaac:e
Department of BduCQtiol1, BeUsouth TelecoDln}l.fnications. Education Edse. Cueel Development Collaboration.
Project s•• rt and End n,Ce: IOI01199·9/3DIl004
�ED
Initi~tives
-- July 28, 1999
http://www.ed.gov/pubs/EDInitiatives/99/99-07-28.htm 1
. talented, Dedicated, Well-Prepared
A
Teacher in Every Classroom·
Secretary Riley announced last week $43 million fqr 52 new
grants to improve the 'quality of the nation's teaching force &
reduce teacher shortages in high-need areas. Two types of
teacher quality enhancement grants are being awarded.
Twenty-four state grants will support.comprehensive statewide
reforms that tackle. critical system changes. The~e. grants will
support stronger teacher certification & licensing standards,
reforms that hold entire institutions of higher education -- not
just schools of education -- accountable for preparing
high-quality teachers, & alternative pathways into teaching for
highly qualified individuals. For example ...
• California will use its grant to reduce the number of
teachers working under emergency permits & to reduce
math teacher shortages in high-need school districts.
The state is also reforming state licensure & certification
policies & developing new performance assessments for
all teacher licensure candidates.
I
• North Carolina will use its funds, as part of its new
performance-based licensure system, to train
"assessors" who will fan out across the state to evaluate
the classroom teaching 'performance of new teachers.
University-based teacher preparation programswill be
redesigned, & a new statewide Alternative Licensure
Network will be created to provide quality training for
. those in non-teaching careers to become teachers.
Twenty-~ight
teacher recruitment gr;:mts .will support,
partnerships between universities & school districts designed
to attract new students into the teaching profession & reduce
shortages & teacher turnover in high-need areas. For
example...
• The Bank Street College of Education (NYC), in
partnership with the Stevens Institute of Technology & 2
NYC school districts, will use its teacher recruitment
grant to recruit, train, & place 75 new teachers who are
currently uncertified, are changing careers, or who are
from the Teach for America project. They will receive full
scholarships to earn Master's degrees & extra training in
the use of technology to enhance instruction in math,
reading & science.
• The Norfolk State. University, Norfolk, VA, in partnership
with Norfolk & Portsmouth public schools, will use the
grant to recruit & train 100 teacher aides, substitute
teachers, military personnel & other mid-career
professionals interested in teaching as a second career.
The emphasis will be on recruiting qualified minorities
committed to the urban classroom. The grant will .
provide an array of support services for the prospective
teachers, both during teacher preparation & their first
three years of employment. These support services
include tutoring, book stipends, evening childcare
facilities, mentoring &. computer laboratories.
For more information, including a list of grantees, see:
http://www.ed.gov/PressReleases/07-1999/tqrecruit.html
30f7
8/18/99 12:55 PM
�ED FUNPS 52 NEW GRANTS TO IMPROVE ... ALlTY, RECRUITMENT AND PRlIiltjtFb\:wWlNl.gov/PressReleases/07-1999/tqrecruit.html
FOR RELEASE
~uly23, 1999
Contact:
Stephanie Babyak (202) 401-2311
Jane Glickman (202) 401-1307
ED FUNDS 52 NEW GRANTS TO IMPROVE TEACHER QUALITY,
RECRUITMENT AND PREPARATION
,
U.S. Secretary of Education Richard W. Riley today announced the award of$43 million for 52 new
grants to improve the quality of the nation's teaching force and reduce teacher shortages in high-need
areas.
"Research shows a direct link between effective teaching and student achievement," Riley said. "At the
same time, many of our schools - especially those serving disadvantaged students and diverse
populations - face critical teacher shortages and are plagued with high teacher turnover. If we expect to
attract and retain high quality individuals to the field of teaching, we must reinvigorate the profession
and give teachers the support they need to keep learning new and better ways to prepare today's students
for the challenges of tomorrow's workforce. The grants we are announcing today are the critical first
steps needed to improve teacher quality and help our states and communities put effective teachers in
every classroom."
.
Two types of teacher quality enhancement grants are being awarded: $33.4 million for 24 state grants
and $9.6 million for 28 teacher recruitment grants. The state grants will support comprehensive
statewide reforms that tackle critical system changes. These initiatives include:
• strengthening teacher certification and licensing standards to ensure that new teachers have a
higher degree of both academic content knowledge and teaching skills;
• implementing reforms that hold entire institutions of higher educ~tion - not just schools of
education - accountable for preparing high-quality teachers with both content knowledge and
teaching skills; and,
• establishing and strengthening alternative pathways into teaching for highly qualified individuals,
including mid-career professionals and former military personnel.
The governor or the designated state agency responsible for teacher certification must submit the state
grant application. States must match 50 percent of the Title II award with cash or in-kind support and are
eligible for three years of funding.
For example:
California will reform state licensure and certification policies, developing new performance
assessments for all teacher licensure candidates. The state will use Title II funds to take steps to
reduce the number of teachers now working under emergency permits and to reduce teacher
shortages in mathematics in high-need school ,districts.
North Carolina will implement its new performance-based licensure system. Funds will be used
to train assessors who will fan out across the state to evaluate the classroom teaching performance
of new teachers. University-based teacher preparation programs will be redesigned, and a new
statewide Alternative Licensure Network will be created to provide quality training for those in
non-teaching careers to become teachers.
The teacher recruitment grants will support,partnerships between universities and school districts that
aim to attract new students to the teaching profession and reduce shortages and teacher turnover in
high-need areas. Grants are awarded to.states or teacherrecruitment partnerships that must include, at a
10f6
911 199 5:28 PM
�ED FUNDS 52 NEW GRANTS TO IMPROVE ... ALITY, RECRUITMENT AND
PRHHt~:J7b\:wJ,0N1.gov/PressReleases/07-1999/tqrecruit.html
minimum, a college or university with.a teacher training program, a school or college of arts and
sciences, and a high-need school district as defined by statute. States must match 50 percent of the award
with cash or in-kind support. The recruitment partnerships, which may receive up to tlrree years of
funding, must also match with either cash or in-kind support at 25 percent for the first year, 35 percent
for the second, and 50 percent for the third.
.
Teachers who leave the profession in their first few years of teaching often citea lack of support in
helping them become successful teachers. These grants attempt to address that issue by providing a
variety of support services to students who agree to teach in high-need schools, including scholarships,
needed academic support during their preparation, and critical school-based support once they are in the
classroom.
For example:
• The Bank Street College of Education, New York City, in partnership with the Stevens Institute of
Technology and two school districts in the city -- Community Districts 3 and 5 -- will use its
teacher recruitment grant to recruit, train, and place 75 new teachers who are currently uncertified,
are changing careers, or who are from the Teach for America project. They will receive full
scholarships to earn Master's degrees and extra training in the use of technology to enhance
instruction in math, reading and science. The new teachers will have the extra support of a
web-based mentoring program that connects them with veteran teachers and faculty from Bank
Street.
• The Norfolk State University, Norfolk, Va., in partnership with Norfolk and Portsmouth public
schools, will use the grant to recruit and train 100 teacher aides, substitute teachers, military
personnel and other mid-career professionals interested in teaching as a second career. The
emphasis will be on recruiting qualified minorities committed to the urban classroom. The grant
will provide an array of support services for the prospe'ctive teachers, both during teacher
preparation and their first three years of employment. These support services include tutoring,
book stipends, evening childcare facilities, mentoring and computer laboratories.
The Teacher Quality Enhancement Program was created under Title II of the Higher Education Act of
1998.
###
Note to Editors: Following are two lists of grantees, one for each program ..
State Teacher Quality Enhancement Grants
ALABAMA
Montgomery
Little Rock
State of Alabama
Giles Farley (334) 242-7116
ARKANSAS
Arkansas Department of Higher Education
Suzanne Mitchell (501) 371-2062
'
$360,800
$583,250
CALIFORNIA
Sacramento
Hartford
20f6
State of California
Dennis Tierney (916) 327-2968
CONNECTICUT
Connecticut State Department of Education
Theodore S. Sergi (860) 566-5061
$3,257,866
$595,640
9/1/995:28 PM
�,
,
ED FUNPS 52 NEW GRANTS TO IMPROVE ... ALITY, RECRUITMENT AND PRIIi~R*WMaM.gov/PressReleases/07-1999/tqrecruit.html
GEORGIA
Atlanta
State of Georgia
Jan S. Kett~ewell (404) 656-02261
INDIANA
Indianapolis Indiana Professional Standards Board
Marilyn Scannell'(317) 232-9001
MARYLAND
Baltimore
Maryland State Department of Education
Virginia Pilato (410) 767-0388
MASSACHUSETTS
Malden
Massachusetts Department of Education
CarolM. Gilbert (781) 388-3300
NEBRASKA
Lincoln
Nebraska Department of Education
Marge Harouff (402) 471-4800
NEVADA
Carson City Nevada Department of Education
Holly Walton-Buchanan (775) 687-9134
NEW MEXICO
Santa Fe
New Mexico Commission on Higher Education
Bruce Hamlett (505) 827-7383
NORTH CAROLINA
,Raleigh
North Carolina Department of Public Instruction
Kathryn Sullivan (919) 715-1164
OHIO
Columbus
Ohio Department of Education
Marilyn Troyer (614) 466-2761
OREGON
Eugene
Board of Higher Education (Oregon)
Holly Zanville (541) 346-5726
RHODE ISLAND
Providence
Rhode Island Dept. ofElem. and Secondary Education
Doris Anselmo (401) 222-4600
, SOUTH CAROLINA
Columbia
South Carolina Department of Education
Sandra Rowe (803) 734-8466
TENNESSEE
Nashville
Tennessee Department of Education
Sue Goodwin (615) 532-1232
TEXAS
Texas State Board of Educator Certification
Austin
William Wale (512) 469-3006
UTAH
Salt Lake City Utah State Office of Education
Rebecca Anderson (801) 538-7742
VERMONT
30f6
$3,889,680
$1,331,000
$1,988,055
$1,415,906
$709,128
$55,890
$567,640
$3,058,454
$1,533,141
, $1,964,169
$1,131,148
$584,778
$203,904
, $3,959,118
$1,058,586
9/1/995:28 PM
�ED FUNPS 52 NEW GRANTS TO IMPROVE ... ALITY, RECRUITMENT AND
Montpelier
Olympia
Charleston
Madison
Cheyenne
PRBi~ww)N1.gov/PressReleasesI07-1999/tqrecruit.html
Vermont Department of Education
Lynn Murray (802) 828-3111
WASHINGTON
Office of Superintendent of Public Instruction
Andrew Griffin (360) 664-3313
WEST VIRGINIA
West Virginia Department of Education
Barbara Jones (304) 558-2691
WISCONSIN
Wisconsin Departme~t of Public Instruction Peter Burke (608) 266-1.879
WYOMING
State of Wyoming
Linda Stowers (307) 777-6261
$1,087,702
$1,198,123
$762,310
$1,152,360
$951,352
TEACHER RECRUITMENT PARTNERSHIP GRANTS
ALABAMA
Troy State University
Cynthia Lumpkin (334) 983-6556
Alabama State University
Doris C. Vaughn (334) 229-4417
CALIFORNIA
Los Angeles Unified School District
Steve Brandick (213) 625-4571
University of California - Los Angeles
Jeannie Oakes (310) 825-2494
Oakland Unified School District
Deanna R. Garcia (510) 879-8282
National Hispanic University
Monte Perez (408) 273-2764
San Diego State University Foundation
Patricia Cegelka (619) 594-1512
$213,485
San Jose
San Jose State University Foundation
Susan Meyers (408) 924-3605
$191,782
Seaside
California State University, Monterey Bay·
Mark O'Shea (831) 582-3030
COLORADO
Colorado Partnership for Educational Renewal
Donna Cooner (303) 457-9164
CONNECTICUT
Connecticut State Department of Education
.
Sheila Brown (860) 566-5061
DELAWARE
$427,990
Dothan
Montgomery
Los Angeles
Los Angeles
Oakland
San Jose
San Diego
Northglenn
Hartford
4of6
$395,314
$303,470
$375,926
$345,840
$318,849
$492,669
$465,677
$301,232
9/1/995:28 PM
�. ED FUNPS 52 NEW GRANTS TO IMPROVE ...ALlTY, RECRUITMENT AND PR16Fq1:Fb\wJ.0N1.gov/PressReleases/07-1999/tqrecruit.html
~ewark
University of Delaware
Barbara VanDornick (302) 831-3000
GEORGIA
. Savannah
Armstrong Atlantic State University
Evelyn B. Dandy (912) 921-2342
HAWAII
Hawaii State Department of Education
Honolulu
John Hawkins (808) 586-3601
IDAHO
Moscow'
University ofIdaho "
Isabel E. Bond (208) 885-6205
INDIANA
Gary
Indiana University
Charlotte Reed (219) 980-6889
MISSOURI
University of Missouri
St. Louis
Ric Hovda (314) 516-7311
NORTH DAKOTA
University of North Dakota
Grand Forks
Mary M. Harris (701) 777-2675
NEW JERSEY
Kean University
Union
Ana Maria Schuhmann (908) 527-2136
Upper Montclair Montclair State University
Jennifer Robinson (973) 655-4226
NEW YORK
Bronx
City University of New York
Anne 1. Rothstein (718) 960-8569
Dobbs Ferry
Mercy College
Harvey Kaye (718) 518-7710
Bank Street College of Education Patricia Wasley (212) 875-4466
New York
TENNESSEE
. University of Tennessee at Chattanooga
Chattanooga
Kathleen S. Puckett (423) 755-4431
TEXAS
University of Texas -- Pan American
Edinburg
Hilda Medrano (956) 381-3627
Southwest Texas State University
San Marcos
. Leslie Ruling (512) 245-3158
VIRGINIA
Norfolk State University
Norfolk
Denise Littleton (757) 683-8701
WISCONSIN
Milwaukee
50f6
Milwaukee Public Schools
Cynthia Gallant (414) 475-8224
$308,174
$345,934
$270,620
$315,148
$308,840
$431,056
$367,371
$457,431
$287,786
$410,389
r
$303,214
$320,623
$456,236
$424,382
$244,568
$255,556
.
$287,438
9/1/995:28 PM
�ED FUNPS52 NEW GRANTS TO IMPROVE ...ALlTY, RECRUITMENT ANDPRJliRP:F6\:wlNlNl.gov/PressReleases/07-1999/rqrecruit.html
###
60f6
9/1/995:28 PM
�.iSEP. 1 1999 1:2: 53PM
DEPT ED/OFC OF
SE~
NO. 7997
P. 1
UNrrEO 5rATES DEPARTMENT OF EDUCAnON
OFFtCE OF 'MiE SECRETARY
FAX TRANSMlTrAL
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TIllS TRANSMlSSIOfil IS vrnHDlD roa AND Rl.5TJUCTID TO TBI NA.M.ED ADDRISSU ONLY.
If MAY COrn'A.IN CONJ'IDINTIAL Al'fDtOR PIUVILIGID INPORMAnON. " YOU UCEIVE THIS
l'RAJIIISMJSSION JlIIIIUlOL YOU AU NOi Dw) 1"8AT YOU A.R& raOBDmD fROM R.EA..OlNG.
COPYING. OR DISSIMINA11NG TBI'l'ltANSMlSSION. PL&.\S& CALL lO2...I·lCJOO TO A.IUlA.NGI
rOR UT11'R.N or ANY 'l1IANSMISSION SINT IN DaOa. 1'IIANX YOU.
600 INDEPENDENCE .. E, S.W WASHIHOTON. D.C. 20202
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�, SEP, ..SEP, 1. 1999 tl2: 56,PM
TEL: 202 260 9~~,_7997
,
iQDEPT ED/OFC OF SEC,
P. 9P. 007
North Carolina Cantral Unlvll1lty
P3388980008
T..ching Mdo,..; Quality Counts
0911199 to 0813t12oo04
The Teacher Qualitv Enhancement Partnership Grant will enable North Carolina Central UnIversity
. to create or explore new avenues In order to: 1) meet the state, local and national needs for
Increased numbers of highly qualified teachers over the next decade who are reDeeM of
increasing student diversity; 2} ensure that all new teachers have the content knowledge and skills
to enable all students In their classrooms to leam: 3) achieve systemic and lasting change In
1'"\~ Ii Jr.( teacher preparation th at will lead to improved student achievement; and 4) hold teacher educator _
A<- "."~
programs accountable for the performance of their graduales. . .
.'
Through the use of Title 1/ funds. NCCU will develop aframework conelsUng of eight components
. rrthat wUI achIeve the goals stated above. These components consist of the following: 1) recruitment
~ )p41 6and graduation of prospective teachers; 2) expansion of ctinical experiences and other school·
~
based sUJdies; 3) redeSign of pre-service educadon curricula with special attention on crlticar
.f4 ,,,,,.....A" thinking. work with parent~1 and community, and cuHurally responsive pedagogy; 4) induction and
r--V"r r;f.-, support of beginning teachers; 5) utilization and integration of technology into Ihe classroom
pc.P
curriculum; 6) establishment of acohesive. coordinated system of ongOing professional growth for
, I
public school teachers and university faculty; 7) development of policy initiatives in suppor1 of
_~~~; (~~ teacher quality; and 8) collaborative research and dissemination of promising pracdcas.
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�· SEP. ~SEP., 1. 1999112: 58PM
TQDEPT ED/OFC OF SEC.
TEL:202 260 gNO.7997
Western K.entucky University
Award # P336B990014'
Award Dates: 10/01199 - 09/30/04
Ten "Renaissance Group" teacher prep institutions. together with their schools of Arts
and Sciences, partner K·12 schools, and bU!lines& partners have joined to redesign their
teacher prep programs "to shift from delivering instruction to producing student
learning." Six objectives are projected: 1. Developing accountability systems that
evaluate impact ofteachers On student 1eaming; 2. Adapting and using Teacher Work
Sample Methodology tel demonstrate that new teachers can facilitate leaming for all
students; 3. Implementing teacher mentoring teams of arts and sciences professors,
experienced teachers. and teacher educators for expanded cUnical experiences in high
need schools~ ,4. BuUding meaningful businesspartnership9~ S. Networking partnership
resources to improve tellCher quality and student learning; aru16. Implementing a
research and dissemination program that connects teacher perfonnance to student
learning.
P. l~. 012
�. SEP. "SEP. 1. 1999112:58PM
TQDEPT ED/OFC OF SEC.
TEL:202 260 9~~·_7997
P. q.Oll
ArIzona State UnlY...lty
P33BB98U064-99
Teacher Excellence Coalition: A8ta1Gwldal'altnel'll'llp
08118/B8 to 08115/2004
The Arizona Teacher Education Coalition (AZTEC) 18 designed to: 1) Increase the number and
quality of Initial recruits to teacher education programs in state Institutions; 2) Increase the
consistency and quallty,of math and science content courses and clinical experiences; 3) Increase
the quality of graduates' performances as new teachers, measured In coIl~boration with their State
level performance examinations; 4) Increase the percentage of new math and science teachers
prepared by stale InslltuUons"and cDneornitantly reduce Ihe shortage of qualified math and science
teachers. in the target Enterprlse, Communities; 5) Increase the rate of retention of quality new
leachers hired In Enterprtse Community districts: 6) Demonstrate higher math and science
achievement for Anzona students directly aHributable to the Impact of AZTeC: and; 7) Establish
sust&inability of the partnership through institutional agreements. shared scope of work. and
cornman certificatian prcgl'ams.
.
To accomplish these goals, AZTEC will coordinate the recruitment, preparation. and relention of
highly qualified teachers of math and science stateWide, and focus an the Enterprise Communities
where the need is highest.
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�· SEP.•SEP. 1. 1999112: 54PM
TQDEPT ED/OFC OF SEC.
TEL: 202 260 gNO, 7997
p, 5p, 003
Award tI = 3368990043
Applicant Namer Unlver.I", or Tennalcc .t CbattllDool1
Plrmer(lI) Names:
.
ll-\e
t,£-£,t..
UT 'Chattanooga, UT Knox"iIIc, HamJlton CoUllty IIDd Knox County Depanmenr ofEducation. Tennessee
(..fc.!.."'" Department of Bducapoll, Bellsouth TeleCODUllqnicarioRS. Educarion Edge, Career Development Collaboration.
J
''1e/
\)
J
II"J'Project Start an d End Date: IO/01/99·9,301l004
•1
C~~"'J"'''!
ABSTRACl'
Urbaa Impact aims to improve the quality of preso(Victl and inlerviee teqchm but Also to iAcreaao tho
quantity of teachers through prQfessloDIII developmeot activities and mrouBh a completely redesigned
leacher preparation cw:rlcuilim. This cUnlculuM will include sb'ateSioi Cor faculty to model technology'
proficient iIlSb'uctian, parental involvement G'lliDing. focul on diversity Issues, and clinical cKperiences for
, preservico teQChet6 in high need urban IIchoollli.
�. SEP. -'SEP. 1. 1999112: 54PM
rODEPT ED/OFC OF SEC.
TEL: 202 260 gNO. 7997
,P. 4P. 002
Award # I P336B990012
ApplicaDt Name; BOllrd or Resena or che Unlvcr.lay ofWlltODlln Sp.em
PartD'er(s) Namlll
UDlversityofWlscolUlin-Milwi)ukee, Milw.ube Public Schools. Milwaukee Teacher's Associarion. Milwaukee
Board of School Directors. Mi1waukee Area Technical Collego. Holmas PartnorshiplUNITE. Education
DevelDpment center and Na1ionaIInst111Jte for Communi" Innovations.
Project Stnt and End DatI" 10101199·09/30/2004
ABSTRACT
The gnn' proposes to:
• Develop the Milwaukee Academy for Teacher Quality, including all the PJlrtners listed above.
• Redesign the UW-M teacher preparation progmm.
• Implement a program which S"rv~8 paraprofessionals, trGditional Bse &tudenll and \letdr&n teachers.
• lmegrale arts and sciences into tbe educational curriculqm and1cadlor training prOSJUDL
• Focus on oecca& prepaIlltion and suppan for minority prospective teachers.
• Expand the role ot high!:r education faculty in K·12 scbool reform inltiatlveli to ensure aliGnment of school.
rtform and leLl,her prepllration.
• Make accountable a cclln:al feature Df the teacher preparation progl1lDl by making ongoing evaluation a key pan
of all r~lcher pteplll'otiO'ft and leadership development activities.
�SEP...SEP. 1. 1999 I12: 54PM
TEL: 202 260 9~9:. 7997
TQDEPT ED/OFC OF SEC.
PNIYIBSITY OF SOJJTUR COLQIlADO
P. 6P. 004
fl36P?W1D
The Southern Colorado Tell~her Education Alliance (SCl'EA) will imprave atudent achievement through a
collaborative e{fotTs of PK.-12 schools, inltitutions £If higher education. an other llakehotd"n in die
.
.lioumern region of Colorlldo. USC providu progtam.l leading to initial UceDS1.Jre in olementaryo secondary.
lind K-12 ccllleanon and Sri!.lluQtes ofillo program have mado important contributions within the resion, for
example, over 60% ofthe teachers in Pueblo School Dlsaicr 60 (060) are USC amdustl•. 11Ie iducational
Alliance ofPueblo has linked USC and D60 IC many levels. ne SCTRA would build on theae &tronllies
in developins a collflborativ~ regional reacher preparation pro;ram tlun includes 23 pu1ners, 4 IHB's, IS
IC.-12 school districu. and 3 eommunily agencies. Thia refonn errore will foeul primlP'iJy on the
b'aIUIformation of the preparation of beSinninS teachers, even rhrougb e\.UTCInt ~lJcbCl"ll' rolea III mentors
and master teachers wiU be developed and impact leamins in their classrooms. The theme ofthil proposal
will focua 011 developing I "community of lClIJ1lers". The pannera propose four lMjor activities which
include recruitment ofhiSh Rebool juniors and soniors; l1I:Jategiea 10 retain high quality candidates ICrou the
program: increase the nwnbers of minority stUdents intQ teachlns; and use telecommunication IIld odu:r
lechniques to develop a "cornmunhy" of thole axcited about the oppommitiell ofa teaching cU"eer.
�. SEP. -SEP. 1. t9991 t 2: 55PM
TQDEPT ED/OFC OF SEC.
TEL:202 260 gNO.7997
University ofAlaska!Anchorage
Award #,336B990073
Applicant Name: Unlvenlty of AlukalAachoraee
Date ofAwards: 10/0111999 to 913012000
Dept. Contact Person: Klthy Price
The Alaska Partnership for Teacher Enhancement (APTE) will redesign the teacher
preparation program nt tbe University ofAlaska IAncbo,..ge. the state's primary teacher
training institution, The redesign wm involve a much broader range ofparticipants jn
preparing teachers and intensitY and expand clinical experiences for preservice teachers.
Ooals of the project ate:
• To produce highly 'juatified teachers for Alaska's neediest schools;
• Coordinate teacber development policies:
• Establish mechanisms to insure continued collaboration or arts and science f.cully,
teacher educators and K·12 teachers;
• Improve academic performance of students in high nee4 LEAs.
In addition, the program will emphasize help for bilingual students, support professional
development aud subje<:t-matter training for teachers in high-necxi LEAs. and offer fural
teachers' aides (mostly Alaska Natives)opportunitiea to earn degrees and become
teachers. KashWlamiut Schools, Anchorage Scbool District, Yupiit School District, and
Lower Kuskokwim School District will participate in the project.
P. 7p.005
�· SEP. -SEP. 1. 1999112: 55PM
TQDEPT ED/OFC OF SEC.
TEL: 202 260, 9NO. 7997
P. 8P. 006
II110al. Stat. Unlursttv
Awatel.: P336B880042·98
,
Applicant Name: IllInol. Prof,,"lonal Learn.,. Partnerahlp (IPLP): Enhanalna Teachl' l:ducatlon Ihrough
8l1tewld, Partnenhlpa
Data of Award,: 1010111999 to O8/3GIZOO4
Dapl. Canlact Pa,aon: Jane Prlce.Smhh
The Illinois Professional Learners Partnership (IPLP),lhrough the use of TIUe II funds, will redesign
and fundamentally transform the way colleges of education and arts and sclencesprepare their
graduates to teach in hlglHleed illinois K-12 8chools. The effort will involve extensive collaboration
among over BOO K-12 teachers from eight high-need lEAs, tenured or tenure-lrack education and
arts and sciences faculty from five illinois public and private universities and seven community
colleges, representatives ()f state and local education agencies, as well as fIVe businesses
including IBM and Ameritech.
The TUJe "grant award will enable the partnership to focus on three major goals: 1) the
collaborative reflection and planning necessary to undertake and coordlnalS the proJect's
componenls: 2) the professional preparation that pre-service and new teachers will need to acquire
to teach In high need schools; and 3) plans to manage the organizational change process in
teacher education reform. The training of pre-service students and support for novice teachers will
involve true collaboration from the universities' arts and sciences and college of education faculty
with afocus on pedagogical skills and conlent knowledge. There will also be strong cultural
diversity and technology Cl)mponents. The students will matriculate through the program in cohorts
that Include K·12 teachers as well as faculty from each university's arts & sciences and college of
education. They will have extensive clinical experiences and be held to state and INTASC
standards. Over 2000 pre-service University students and 1300 novice teachers will benefit from
project ~form efforts durtng the five-year period of the TiUe II grant.
�· SEP, ·,SEP. 1. 1999 112: 56PM
TQDEPT ED/OFC OF SEC.
TEL: 202 260 9NO. 7997
Kallas State' University
P3368990039
nate of Awards:
lO/OJ199-09/ltJIl004
Dept. Contact Penon: ' l\flellelle GUilfoil
Applicant Name:
Award II:
'fhc purpose of this project is 1.0 dcveJop, implement, !lSsess, revise, institutiollillize. ~Dd diueminate a
p,erfonnancc·b;s,sedf~her preparation program. ThiS program will be basec1 on national standards and
deslcned 10 meet ,he needs ofK-12 schools by preparing qualiry teachers with the coment knowledge.
lechnologiCld cllpnbilities, lilld leaching skills necessary to effectively teach all K.·12 students, particularly
those with greatest needs. "(his par1nr:nhip inc:ludes the College!! orEdllcatioll alld Ada and Sciences at
Kansas Stare Univunity, three school di5b'ic:tJ with hiGh-need students, IUld lin extensive network of ove.r
fourteen communit), and business pAnners. Projecr goals include the following: expanding collaboration
and coordination amongst partner organizations, reforming tbrl! Kansas State UniversIty T~
Preparation Program. providing profession,) ~vclopDlent opponunitie.l both ror novice and experienced
teachers as well liS KSU facLI'ty members in order to enhance their perfonrulDce and encourage teacher
retention, imd d!sacmiDating effective teacher education and systemic reform practices.
P. 10'. 008
�". SEP.-·SEP. I. 1999112:57PM
iQDEPT ED/OFC OF SEC..
TEL:202 260 gNO.7997
P. l?OlO
Wallbl0at0D Statl Unlvgralty
Award Ii: 3388990068..
Applicant Name: Collaboration torTHChar Education MGountable to Children with High Needl (Co-Tuch)
Date or Award,: 08101/1889 to 08131/2104
Dept. Contact Peraon: Jane Prlca-Smllh
Washington State University has proposed aproject which" will address the fallowing challenges
Ihrough the use of Title" funds: 1) It Is located In arural area with vert small communities that
cannot accommodate the kind of intensive cfinical experiences needed b~ pre-service teachers: 2)
there is IitUe diversity In thliS8 regional schools so that pre-serviceteachers do not receive the
exposure and (raining they need 10 leach adiverse student body; 3)there Is no collaborative
relationship with schools and communities; 4)lhere Ie the tradition.' division between Colleges of "
education and colleges of arts and sciences; 5) while the university has Increased Its outreach lo
the outer communldes by placing students in these LEAs. there are faculty cDncerns about how to
provide quality programs through distance education; 6) there is anead for teachers of color,
especially Native American teachers. The TIUe II funded project will address these challenges
through the fallowing activities: 1) increasing collaboration between a broad range of constituents
In order to improve the coursework. cUnical expertences and Induction tor pre-service teachers; 2)
creating 41 profeSSional dl!velopment schools; 3) using technology to collaborate with the PDS's "
that are at adistance from"the university; and 3) developing POS's at three community colleges
Ihat already collaborate with WSU In a2+2 program at the community college; these Include
Northwest Indian College where the project will build upon aKellog foundation grant to establish a
Native American teacher education program. The TIUe II project will serve approximately 2,447 "
teachers per year, or 85% of the tolal number of teachers certified in Washington State.
�· SEP. -SEP. 1. 1999112: 58PM
iQDEPT ED/OFC OF SEC.
TEL: 202 260 9~ 0:. 7997
P. 1? 013
Sagloaw Valley lata Unly'[J1ty
Award .~ 336Il890044-88
AppllCimt Nama: Saginaw Valley Stat. Unlv.,.Ily'. Pattnlflhlp Gl'lflt for ImprcwlngTaGber Qualky
Dat, of Award,: 09101118&9 tel 0813112004
Dept. Contact Penon: Janl Prtr:a-Smlth
Saginaw Valley State University in Partnership with the University Colleges of Education, Arts and
Behavioral Sciences, as well as Science. Engineering and Technology, along with 15 regionallSDs
and 12 chartered schools will work to revamp teacher preparation and to meet the vital needs of
Ihe region. Through the use of Title II funds, the partnership will develop five major Innovations In
addressing these needs. These Innovations include: 1) 50 new university course models and 200
K·12 subject area unl! models with application materials and resources in core content areas and
areas of education for use within Ihe leacher preparation program and K12 classrooms; 2) 25 new
.
In-service models with application materials and resources in core subJect areas for K·12 schools,
especially In the areas of readinglwritinQ, ma'lhematics and sciences; 3) 100 workshop models per
year, sustained mentoring, and supPOrt resources for new teacher development; 4) 25 action
onented leadershIp institute models for K-12 teacher· leaders and administrators; and 5) an
alternative UnIversity procl5SS forcenificalion. As aresull ofTlUel1 funded effona K-16 students
and pre-servlce teachers will demonstrate higher achievement on all naUonal and stata..mandated
exams. Furthermore, ovel' the five years of Tille II funding, 'he partnership will dlracUy Impacl1200
university pre-service teachers, 47,000 current teachers and 366,000 students In partner high-need
schools in 147 schoo! districts.
l
�SEP. -SEP. 1. 1999112:59PM
TQDEPT ED/OFC OF SEC.
Applicllnl Name:
P. 16.014
Yoangstown Stace Unlverllty
Award fl.:
TEL:202 260 gNO. 7997
P336899OO35
10/01/99..091]011004
l\fic:helle Guilfoil
Dllte of Awards:
Dept. Coataot Penon:
The Tn-County Portnership for Excellence in Teacher Prcplllatinn. b.sed at Youngstown State University,
wiU IIdchl!.Q the need for iml)foved teacher eduCGlioD in science, mathematica, and language arts through
the integration of content and appropriate active learning strategies at ullevels of instruction. UnivCfSity.
in-service, and pre-service wachers willte8ch. learn coUaboralivuly tiom eacb other. and develop 0
rcpertQire of cJassroom slntesies thot have been tested and modeled in du,ir PK-18 clllurogms. One of the
project'll main activiries will establish PDS (Professional Development Schools) siles to l%8in • cadre of
exemplar)' mentor teachers, provide exchange betwcen university fal;;ully and teac::hen in the BQbools. al1d
enrich the field experiences of pre-service teachers. Another by componcml of !he partnCflihip will
establish it Summer Camp I,rogram to provide in1ervention for higll-netld 9wdentl. and at whicb both
menTor and furore leachers wiU ~l n~w ideas Ilnd ltcliviEies to detemline their effec:tiveneas in the
classroom, while lit lbe same: dme improving £he pc:r[omlllnCe ofat-riHk INdents.
�· SEP, -SEP. 1. 1999112:59PM
TQDEPT ED/OFe OF SEC.
TEL:202 260 9.NO. 7997
NBWJBRSBY
J\ ward fI: P336B 99003
Applicant Name: Kean University
Date of AWlud: 10101199-09/30100
Dept. ContBct PerIlOR! Jenny Price-Smith
The project liftks three publil: universities, len high need LBAB. corporam and paron, pat1D8l'I to improve
fundamenrally tellcher prepllrlltion in New Jersey. This pllrlncrsbip. which is designed 10 moetlhe amlC'S
Core Curricular Content Stanc:lards, will require 12 credits of mlltb and science for IU pnHel"llh:e telcherSi
change the! length and inll!!ldit)' of the clinical expericmce by 25 percent; increaso BtU and science
pllniciplnjon in teQcher preplU'ationi aUgn prc-service cqrriculum, especially in tecJmoIOS)'. IlDd other
needed content areas with I!I;wal clalsroom experience in high need schools. Other .,tivides will focull on
recruiting pre-service students. rtducms attrition among new reachers. warkiDg with parents. and
expanding ProfessiolUll Development Schools in high need areas.
P. 17.015
�· SEP. "SEP. 1. 19991 1: OOPM
iQDEPT ED/OFC OF SEC.
iEL:202 260 9NO. 7997
Oraceland College h"s craftnd a well-designed program (Project CLlMBS) which wiU respon to critical
IlhomBo. retention, and substitute teaching need, of OD k·12 scbool disllicl. CJ.IMBS will 'identify
prospective teachers at both the hiSh school and community college levels into pools of t\nwe leacheD.
The program willassit the recruitment ofnew teachers for the school c:liatrict which Inticipal'ea thd Oded fo
hire at least 400 tll!W teachers in the next five yean. The second initiation wiu be dle Grac:eland CoJlege
Master ofBducation Degree program atthl!! Independence Campus. Students enrolled in project CLIMBS
will be able to participate in the A+ Prosram. Illd the 2+2+2. OvenU, projecJ CLIMBS will resull in
reciesipod preservice and sradu8ti! Il!i8chc:r prcpBl1ltion prognuns that will produce talented, dedicated
teachers for Independence Sobool DistrIct.
P. 18.016
�. SEP. -SEP. 1. 19991 1:00PM
TQDEPT ED/OFC OF SEC.
TEL:202 260 9~O: 7997
P. 1~. 017
A.wDII'd Ii: P336B990061
ApplicaDt Name: UDivarslty or South Carolina
Partner(.) Names:
University of South Carolinll. Benedict College. Winthrop Uni~eriity, Furman UniversitY. and Greonvillc.
Anderson, York, LIUlCGster. Ilichland. Chester School Districts. .
ProJeet Starllnd End DatI/II 10/01199·09/3012004
ABSTRACT
The grant proposes to:
• It.e,,is~ current teacher preparation progrw .tthe four mEa ro en accoUDrablt standard based model.
• Develop model eHoies1 sites and field requirements. to prepare teacMn competellt to help an .tudent&.
• Involve IHE faculty and pre K,·12 teachers. administration and tbe communities they setve in the simullllncoua
renewal of schools'and telcher.prcpefauon..
�. SEP. -SEP. 1. 19991 1: OOPM
TQDEPT ED/OFC OF SEC.
TEL:202 260 9,NO. 7997
P. 20.018
Award'; ;
Appllcanl Name: TOils A&M Unlversil)"s PartDenhlp for Telas Public Schools
.Parhler(s) Namell: 47 LEA and...
Texas ASsoc. Of Secondary School PrincipallTI:JW Assoc. OfPulUJc Educators
Bank of AmOriCILCorp.
Texas Business of Bdl.lcatiou Coalition
Project Start and End Date: 10101I19gg.OgI30/2004
ABSTRACT
Texas A&.M wlivcrsities are involved in B wide rango OtcoliaborGtive ICtMti".. with school diltricrs ofthe state
thrDugh their "Partnership for T(lus.Public Scbools". This project expands on this eat.bUshed pan:narslUp.
Twenty-five colleges within TAMU nino univeraities will work in pamtcrhiap with 47 school districts, 2
professional associotion and 2 business PlII'bl.erl, Together this ooGrd balled co)Jabol'tuiva wiU advam:c seven key
. ll'Qtegica desiGned 10 Irain more leacbers, reach more high need school dutricls. Ind provjde loadetship for
s
innovation in TelUIS education.
�. SEP. -SEP. 1. 19991 1: 01 PM
TQDEPT ED/OFC OF SEC.
TEL:202 260 gNO. 7997
P. 21. 019
UnIversity of Miami
P336B990062·89
Project Succeed: School University Community Coalition for Excenence In Education
10/01/99 to 09/30104
The Project Succeed coalition wilr consist of the University of Miami School of
Education. the University of Miami College of Arts and Sciences an the Miami-Dade'
County Public School. With TIUe II funding, the coalition will build upon many on
going successful endeavors, adding new components to the partnershIp. These
additions will include: Professional Development Centers, new Professional
Development Schools. a SUPPORT Network ror mentorlng new teachers, new
summer institutes that improve pedagogical and subject area knowledge of pre
service and in-service teachers, special professor-directed and school-dlrected
projects, new interdepartmental Learning Communities, and STAR scholarships to
aid with recruitment.
l
The project is built around collaboration between the School of Education and the
College of Arts and ScIences.·It will require all elementary education students to
have adual major in bl)'th areas with an emphasis on the integration of knowledge
across the disciplines that will include three integral themes: liberal arts, diversity and
technological applications. Additionally, the connections between the University of
. Miami and the Dade Public Schoofs will be exemplified by an Advisory Board, three
on-going professional development schools. co-membership in the Holmes
Partnership and the urban Network to Improve Teacher Education, joinUy sponsored
graduate programs and summer institutes, professional development training, and
school based research. There will be 600 pre-service students, 120 new graduates,
789 current teachers dlrecHy se,rved and 20,000 M-DCPS Indirectly served each year
of the Title II funded project.
�, SEP. -SEP, I. 19991 1: 01PM
iQDEPT ED/OFC OF SEC.
TEL:202 260 9:NO , 7997
AWllrd #I : 336899oo32
Applicant.Name: South CarollllR State Vnlvenlty
Partner(a) Namtll:
Calhoun.. Marion #1. Orangeburg #13, #4 #5 and Sumler #17
Orangeburg Calhoun Technical College
Westinghouse. SCANA, DANA. WOLSET. SANTEE. COOPER. CATBPILLAR
Project Start aDd End Date: ID/01/99·913DI2004
ABSTRACT
The grant proposes to devek.p " madel for rofol'11Wlg reacher education by:
• Developing 12 prorollllianal developmen JehODll.
• Extenaingpre-clinical ~I(periences for pte ,ervice tcaebar:s.
• Establish II center for effective parenting in each oCthe 6 LBAs.
•
•
•
•
•
•
•
ReSIUtCUte 8 field
balled MAT degrcoe program.
RestI'UCllIre the M.Ed dogree proaram.
Train III pJi"lcrvicc utd in sClrvice teachell.
[rnprovCI acadamic acrue.yement of aU LEA SNdclnta.
Prepare QDd gradullte It least 100 pre service teachers Annually.
Expand the assistance to besinnins teachers 10 three yellTS.
Enhance le01ldership skill. of ,,11 LEA priJlcipals.
P. 22,020
�'. SEP.
~BEP.
1.! 999 I !: 02PM
TQDEPT ED/OFC OF SEC..
MISSISSIPPI STATE l!NMBSITY
TEL: 202 260 gNO. 7997
P. 23.021
.I33'B9'0049
Project ACHIBVB is an innovative projef::£ that will reform teacher education and schooling in Mississippi
by ChlUlSinS the way teachcl' candidaUlI are taught and they way lbelO fill'llre tc8CMd laach Btudents in
high-need LEAs. Through Project ACHIEVB MSU and ASU intend to create. new anel dynAmic
pannersbip :with each ather Dnd Iben to expllld that colJlboraUvc pannorship r iaclude thc community
colleges, high-need LEAs lind busine&a lUn'oundlnc the two universities. The (our major goala will include
initiarioJl of a partnership lhllt invites active participation by all pllrdcipantl. 1t will revitalize teacher
preparation programs based upon diJect putner input .. wen III contemporary research beM practicall, It
will ~\'liluate implementation ofthe model teacher preparation progntm aDd make periodic adjultments
sugsested by the IIssociauut manllS. La9tly, AClUEVB will dissemiuate informauon. products aod ptovide
technical assistAnce to otber inltiNtloM.
.
�• SEP, -~EP, 1. 1999) 1: 02PM
TQ DEPT ED/OFC OF SEC,
p, 2~, 022
TEL: 202 260 9:NO, 7997
Award f# : P336B990038
Applh:anr Name: Our Lady of the Lake UnivenUy
'ltnner(s) NamN:
Edge Wood ISO. Soulhw"'t ISO, FlorCsville ISO. Marion ISD
.Kelly Air Force Bl)se, 51lR Antonio EducAtion Partnership, SIn Antonio Chanber of Commerce.
ProJect Start and .End Datd: 10101l9g·09/3012004
ABSTRACT
The grllJl( proposes to
romi II prosram called CollaboratioD, Menaoring and TcchnologyPrusram (CoMeT) wmch
aims to:
II
InCrell.!l8 instruction ef(l.'Ic:tiv~nClLi of teaobers
., Improve the '1uaUty of D1sO'Uction in Ihe classroQrn
• AUlD COlllent and cOllrse to match that oCtbe BxCBT.
• Address certified teachor shortages ~lTough the MBNTC program
• Suppon reachers Ihrough inciuciltian
• Provide leachers with support to usc teeMoloS)';
.
�., SEP. -.sEP. 1. 19991 1: O·2PM
TQ DEPT ED/OFC OF SEC. .
.TEL: 202 260 9:NO. 7997
P. 25.023
Ball State Universily
Award # P3368990054
Applican' Name: Ban State Valvenit}'
Date of Awards: 10/01/1999 to 913011000
Dept. Conta.ct Person: Kathy Priee
. The project is a partnership between the Ban State Teachers Colleae. the College
of Sciences and HumluUlies, and high..need districtS of Anderson. Indiltnapolis,· and
Muncie. The partnerllhip's vision is to create, implement.evaluatc. replicate. and
disseminate a model for teacher preparation that win be demonstrably powerful in
improving the quality ()f teachers. This vision is grounded in two major initiatives to
which Ban State is already committed. Tbefirst is the dovelopment of a standards-driven
rclom of teacher educfltion programs based on the co.ntent and. developmental slandards
approved by the Indiana Professional Standards Board. The second is the continued
growth and maturation of a network of professional development schools (PDS) and:·
other partnering schools that will .serve as a critical prosram compollCDt. These PDS
provide sites·for enhanced field experiences and initial professional induction for teacher
candidates, a1011g wilhopportunities for profeSSional development and renewal for BSU
faculty and for P-12 teat~hers;
,.
�,SEP. -SEP. !. 1999112:57PM
TQDEPT ED/OFC OF SEC.
AppJleant N~me:
,,"ward ti:
JBr:ksoll State Uaiverlity
r336899007!)
PepL Contact pprson~
1\1lcbe"e Guilfoil
Dlltu or Award.:
..
TEL:202 260 9~O. 7997
10/01/99-09/30/2004
1Qclcion Slate University' Ii College of Education hili fonned a parmetship wilb its College of Arts and
Sciences, the Jackson PUblic: School system,. Hinds C01Iummity College, the Mississippi Association of
Educators, imd Ole Mississippi Toacher Center. TIus pnnnership will demonsh"ate and inslitutioDali2~ a
compcC!ncnsive intervention model designed for quality teacher eMllnccment throughout the stlte of
Mississippi. The program's five cDmponent change process will include: teacher preparation cunicula
revision; researchftbasl!d stat,. development: teacher recruitment; toclUloloSY enh;mcementj and school
administrafion leadership trQining.
P. 1!.009
�/
Bethany Little
08/25/99 05:03:40 PM
Record Type:
Record
"', ,
To:
Andy Rotherham/OPD/EOP@EOP
cc:
Subject: partnership grants.
I think you asked me for info on the partn.ership grants. I hope this is helpful.
On October 7, 1998, President Clinton signed into law the HiglJer Education
Amendments of 1998. Title II of the new law creates three Teacher Quality
Enhancement Grant programs designed to increase studen(a.chievement through
comprehensive approaches to improving teacher quality. The programs provide
three types of competitive grants:
*
State Grants to support comprehensive statewide reforms to improve
teacher quality;
*
Partnership Grants to bring about fundamental change and improvement
in traditional teacher education programs; and
*
Teacher Recruitment Grants to reduce shortages of qualified teachers
in high-need school districts.'
The three programs authorized by Title II--State Grants, Partnership Grants
and Teacher Recruitment Grants--are intended to make lasting changes in the
ways teachers are recruited, prepared, licensed and supported. A clear focus
of these grants is support efforts to reduce shortages of qualified teachers
in high-need school districts.
Types of Projects: Funds may be used to carry out reforms in the way teachers
are recruited and prepared with a view toward developing improved clinical
experiences; adopting reforms in licensing and certification requirements;
developing improved induction procedures for new teachers; and preparation
in the use of technology to improve education ..
$33.8 million was appropriated for the Partnership Grants, but we are still trying to verify exactly how
much will be awarded on September 7 and to how many partnerships. Unfortunately, until the slate is
final we won't know. I'll keep you posted.
�SEP, 1. 1999 12:53PM
DEPT ED/OFe OF
SE~
NO, 7997
p, 2
PROGRAM DESCRIPTION
The Teacher Quality Enhancement Grants Program is authorized under Title II of the
Higher Education Amendments of 1998. The purpose of the program is to increase
student achievement by imp1ementing.comprehensive approaches to improving teacher
quality through positive change in the recruitment, preparation, licensing, certification,
and on·going support of teachers in America, The Partnership Grants for Improving
Teacher Quality Program is designed to provide comprehensive and lasting changes in
teacher preparation programs through competitive grants to partnerships that include a
school of arts and science and teacher preparation program from the same institution of
higher education and a high need local educational agency (LEA) served by the
institution. This basic partnership can be expanded to include additional higher education
institutions and LEA in order to maximize the impact of Title II on the number of high
quality teachers prepared for American schools.
�Awarded
Amount
FY 1999
Applicant Name
State
UNIVERSITY OF WISCONSIN I MILWAUKEE
$
1,445,018
TN
UNIVERSITY OF TENNESSEE I CHATTANOOGA
$
648,759
CO
UNIVERSITY OF SOUTHERN COLORADO
$
749,159
AK
UNIVERSITY OF ALASKA ANCHORAGE
$
1,084,457
2,413,734
WI
IL
ILLINOIS STATE UNIVERSITY
$
NC
NORTH CAROLINA CENTRAL UNIVERSITY
$
705,419
KS
KANSAS STATE UNIVERSITY
$
·1,114,008
FL
JACKSON STATE UNIVERSITY
$
582,678
WA
WASHINGTON STATE UNIVERSITY
$
1,969,070
AZ
ARIZONA STATE UNIVERSITY
$
2,557,786
1,146,097
KY
WESTERN KENTUCKY UNIVERSITY
$
OH
YOUNGSTOWN STATE UNIVERSITY
$
262,249
MI
SAGINAW VALLEY STATE UNIVERSITY
$
1,796,881
NJ
KEAN UNIVERSITY
$
1,574,713
IA
GRACELAND COLLEGE
$
177,124
SC
UNIVERSITY OF SOUTH CAROLINA
$
967,994
TX
TEXAS A&M UNIVERSITY SYSTEM
$
2,550,605
FL
UNIVERSITY OF MIAMI
$
1,976,707
SC
SOUTH CAROLINA STATE UNIVERSITY
$
1,745,658
MS
MISSISSIPPI STATE UNIVERSITY
$
TX
OUR LADY OF THE LAKE UNIVERSITY
,q;
IN
BALL STATE UNIVERSITY
$
509,936
MD
JOHNS HOPKINS UNIVERSITY
$
2,357,370
MA
BOSTON COLLEGE
$
1,404,153
MO
SOUTHWEST MISSOURI STATE UNIVERSITY
zs
1~
1·
$
600,598
$
33,412,500
�SEP. SEP. 1. 19991 1: 03PM TO DEPT ED/OFC OF SEC.
ApplieaRE NaDlfl:
Award t#:
nate of Awudli:
Dept. Contact Perlon:
TEL: 202 260 9;NO. 7997
P. 26 024
Johns Hopkins l1nl'Versity
Jl33899OO46
10/01199~9130r.zD04
:MlcbeJle Guilfoil
Project SITU SUPPORT (PSS) JSIl plUlDcrllhip of JOMS Hopkins Ulli\'onity. the University ofMaryliU:1d.
Morgan StIlte Universiry, tIu: Baltimore City Public School System and foW' urban MllYlllnd LEAs. The
project will recruit, prePllre, ,menIor, and ret:.in 1390 teachers for high-need schools. 15% ofwhicb are in .~'
Baltimol'e City's higbest-nefld schools. Some: 01 me project's fenrures include: providins mltioD fot
teacher candtdllws; establishing a state-of-rhe-orl electronic leal11il1S communily. which will help enhallce
leacher cand;datell' technology competencies; developing Excellence in Teachinc Bduolltion Institutes,
which will UlilC Ani and Sciences (acuity 10 develop cUlTicula, and evaluate teacher candidate portfolios and
competencies; and working 1.0 remin teacher candidateS for at least five years in bigh-ru:cd schools througb
a tuition loan fotgi\leness proSnm. and in !lome cases, providing stipends.
-
;kc.~i h"1' ff":! ~1/1'A-~
~IJ" ~L
�PHONE NO.
FROM: Brooke Grove F'S,
5 ep.
301 570 6346
~3
~
1999 04:13PM Pi
Brooke Grove Elementary School
2700 Spartan Road
Olney, Maryland 20832
. 301-924-3161
Date:·
To:
"tPP2
. -~
!±lA...d,.. . e.eJ
Pages including cover page: .;3
Comments/Notes:
A~..,I-
Confidentiality
S.eJ<..:- I'c:.--
t",
I'M
J5 1-0",- J
0 ...
Notice;
The ,information in this transmission is intended only for the individual or
entity named above. It may be CONFIDENTIAL. If you have received this
information in error, please notify us immediately and send the original
transm~ion to us by U.S. "'ail. If the reader of this message is not the
intended recipient, you are hereby notified that any disclosure dissemination,
distribution, or copying of this communictltion Dr its contents is strictly
prohibited.
p
�If
To:
Bruce Reed
Eric tiu
From: Andrew Rotherham
Re:
Teacher quality-class size event, September ih.
Date: August 30, 1999
We are planning to do an event focusing on teacher quality and class size on Tuesday, the i h of
.September as part of our "back to school, back to work" message. This event will allow us to
highlight both the President's commitment to ensuring that every student has a highly qualified
teacher and to reducing class sizes in the early grades. In addition, we will be able to focus
attention on the downsides of Republican tax and appropriations proposals. These messages are
important and should be highlighted as much as possible during the next few weeks. I've
worked closely with Mike Cohen to identify potential sites for this event. We are both
convinced, and Secretary Riley concurs, that this event will be substantially more effective if we
do it in Columbus, Ohio rather than Montgomery County, Maryland or another suburban D.C.
location for the following reasons:
'
• A Columbus event will garner much better press attention and show that we are
invested in these proposals. One day after we visit a school district in Virginia as part of
our back to school events, visiting a second school in a neighboring state-espe'cially in a
suburb of Washington-minimizes rather than maximizes our exposure on this issue. On the
heels of an event with union leaders and national elected officials on a slow news day, a
smaller-scale eVent the following day will not get significant press.
By contrast, a trip to Columbus shows that we are serious about these issues and devoting
considerable time and effort to them. It sends a signal to ,the press. that these are high
priorities for the President. Likewise, high-profile presidential leadership also helps foster
Democratic unity on the Hill around this issue. Because the President will release grants to
improve teacher quality at this event, a higher-profile event will allow us a better opportunity
to showcase this portion of our agenda and make the critical link between investment and
accountability.
• Columbus provides a compelling example of the promise of the President's proposals to
reduce class size in the early grades with high~quality teachers. The Columbus City
School District, commonly known as the Columbus Public Schools or CPS, is an excellent
place to underscore a number of the President' s top education priorities-such as teaching all
children to read independently by the end of third-grade, ending social promotion, turning
around failing schools, and raising teacher quality-and to demonstrate the critical role that
reducing class-size in the early grades can play in helping to achieve these goals. CPS is
, targeting the class size funds to their lowest performing schools as part of an overall effort to
turn them around. CPS used their grant from the President's class size reduction initiative to
add 58 teachers in 13 elementary schools. These additional teachers allowed them to reduce
class sizes in grades 1-3 by about 10 students per-class to an average of one teacher for 15
students.. Most importantly, all of the new teachers are certified. In a recent Washington
Post editorial ''Not Just More Teachers-Better Opes, Too," Rep. George Miller highlighted
�....
his concern about the teacher certification issue. An event in Columbus would be an
excellent opportunity to highlight the President's commitment to smaller classes and high
quality certified teachers and refute the argument that these are either/or proposals and we
should not focus on class size until we have addressed the issue of teacher quality.
CPS also implemented an early reading initiative that incorporqtes tutors from America
Reads, requires schools to adopt one of two proven reading programs-Success for All or
Direct Instruction-and ceases to spend resources on failed programs. CPS is also
implementing the President's call to end social promotion and views smaller classes as a key
component of its efforts to help students meyt the third-grade reading standards when they
are fully implemented in two years.
The CPS leadership and teachers are enthusiastic about the President's initiatives and
supportive of his agenda. This enthusiasm coupled with the results a!ready in place provide
an excellent platform for an important "back to school", event.
' .
.
• Suburban Washington D.C. districts have had trouble finding qualified teachers. In the
past 2 weeks there have been at least 9 stories in the Washington Post either highlighting or
mentioning the problems that local school systems are having finding qualified teachers. In
Prince George's County the problem has been particularly acute. As a result of aggressive
recruiting, the CPS demonstrated that the President's class-size reduction initiative does not
exacerbate the shortage of qualified teachers and refutes critics on this point. Conversely,
an event in a local school while the press is focused on the teacher shortage here carries with
it the risk of calling further attention to this criticism.
• At least one suburban D.C. education event is almost a certainty during the next 8 to 10
weeks. Considering the nature of the appropriations and tax issues we will be dealing with
over the next few months, it is very likely that we will have to put together events to
highlight our education message on short notice in the D.C. area. Rather than use these
opportunities now, it makes sense to save them for when there is less time for planning,
travel, and development. In addition, the press will be more likely to thoroughly cover local
events when the time comes if they are not closely following other events at area schools.
• The President has done at least 6 education events in Montgomery County during the
past few years as well as others in suburban D.C. schools. The Montgomery County
school system is an excellent system with a good story to tell. However, as a result of
repeated Presidential visits, both the press and school system officials seem to view
Presidential visits as more of regular occurrence than truly special and historic
opportunity. Visiting new school districts generates excitement among educators and the
.general public as well as additional press activity, leading to better events.
a
a
The importance of these issues both politically and to our education agenda coupled with the
noteworthy accomplishments the CPS has made as a result of the President's initiatives and
proposals makes CPS a substantially more favorable location for this event, even in light of the
additional logistical considerations involved. I believe the circumstances warrant the additional
effort.
�·~ent bl.AUG.
27.1999Ill:49AMT
DEPT ED/OFC OF SEC.
..
389;
08/26/99
1 :53PM;NO.
7944523P. 3e
.
~. ~,.:.;~
..;~\ .: ;~:;:rlt( ;~.
'~~{~~ti
COLUMBUS PUBLIC SCHmLS
Columbus Public Schoo/$ .
C/ass..S/ze Reduction: The Basis of Student Success
Introduction .
The number one goal of the Columbus Public Schools is to insure all students can read
at or above grade level by third grade.
'
The $3.0 million Federal Class-Si~e Reduction grant allocated to the Columbus Public
Schools (,'CPS") perfectly complements our districfs reform efforts to achieve this goal.
.The grant ,was used to add 58 teachers in 13 Title I elementary schoo.ls, extending the
smaller learning community philosophy already In place as a result ()f state support for
class size reduction in all of the district's full ..day kindergartens.
.
The additional teachers provide a ratio otone teacher to 15 students in grades one
through three, reducing the number of students per teacher by an average
of10.
t .
Different N••dsLDifferent SUPRotf
Research supports the need for one-to-one connections with adults and customized
learning plans for all young ~hildren, particularfy those from low 6ocio-economic
families. In short, children from poverty need more and different support than children
who are not, and who come to school better prepared to learn.
A Focus on Smallness
The National Institute. on Education of A,.Risk Students outlined six components
eS5entiai to a successful school reform model. One of the critical components Is a
focus on smallness. Sma" class sizes serve to faCilitate language and communication
skill development - the basis of all learning. Students can engage in frequent and
ongoing dialogue in small groups, and receive constant feedback.
Small GrollP Strategies
Small class sizes allow for the implementation of instructional strategies that are
impractical to implement with large numbers of students. Several successful research·
based reading models, three of which are being implemented this fall by CPS. are
Constructed around 5mafl group sCr8teaies. Success for All. for example, uses a
cooperative group structure requiring frequent and ongoing dialogue, and constant
feedback.
3
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27, 1999 I 11 :50AMT
DEPT ED/OFC OF SEC, 399;
08/2a/99
Columbus Public Schools
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A focus on social skills development ,Is esse,nua!. to school effectiveness and to turning
~round .8 low-performing school. Small eta$!i,size~ faC,tUtate much-qeep~d guided
Interaction between students; and between students ana adults.
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The CPS Reilding Initiative, ;
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A S(rong literacy program is ano~h~{~rri'ROnent ,o,f a, ~u~ssful sch90J reform model.
CPS is implementing a reading init!ative]tlat consists:Qf thre,e researclj:'b~$ed reading ;
instructional programs: Success for All, Comprehensive Literacy. and"DireCt'lnstruction:~.' ~
Each building chose one program from this menu, and also chose from a me'nu of
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research-based programs for their reading and mat~ safety net programs.
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The National InstItute of Education also cttes sustaJned"staff d~v.elopmen~\as ~':~,nUcal
component of successful school reform,
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Sustain,est Staff ~av./opm'nt,
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J~\ler"th~
s!Jrnmer. more than 90% of our teachers voluntarily participated in staff I
(development 'to ,iealri"i1OW to i{l1pl~ment ti'!e districr~ new,reading programs.
,I
aemonstrating a solid eommibTteht.tO}a,SUCC~sSf~U,!:~I~menta~!On. . , ':. . ,_i ~.)
<.
Teachers will receive additional support throughout the school year from a Wteracy
Facilitator assigned to each building. These facilitators work to make every teacher a'
successful teacher of reading.
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,instructional aide it? respol"lsiplefor teaching some aspect of,~he reading program, In, '
the past. a limited number of 5t~dentS receivecradpitional.~uppo~Jn a targeted a~sist
, format .111 the new program; aiH:hiidren will receive strong cote instrUction, and~bJt~e....
j'EI:G~~~\ '~ddJtion'~I)s.up~qrt throu~!l safety nets in a timely manner,
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. Clear srang,rcis and Frequent AsSessiriitoc!)
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Last year.. ,the district's curriculum instruction team developed beri'chhlarks .whlch::CJea~y- <:
define what students need to know at every grade level. These benchmarks give ' '", "
everyon'e involved in a child's education clear indicators of what the child should learn.
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EvelY njne weeks, students are assessed to determine what they leamed and whether.,.
they are on target in meet~ng the benchmarks. This dala drives Instruction and clearly',
defines what children have-'Jeamed. ,and\focuses,the teaching for the next nine weeks. '
Additionally. these ongoing assessm~nrs')match,the'"format of the hig:h-s,ta,<e;pr.?~ciency
tests, , .
allowing them to become familiar with the test formats identicaJ to the state' ,
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�~ent b~AUG. 27. 199911 11: 50AM'T
DEPT ED/OFC OF SEC.
B89;
08/26/99
1 ; 53PMjNO.
7944523P. 5e
5/21
LINDEN ELEMENTARY SCHOOL
We believe "ALL CHILDREN CAN LEARN'J
Linden Elementary School is a he community school where 90% of our students are within
walking distance, and· many of our parents were students. Recognized by Columbus Public
Schools as an "Exemplary Improvement" school~ Linden emerges as a public school in an
.economically and socially deprived area fiUed with the commibnent to increase academic
achievement and the quality of education for our students. of many cultures. Our staff has
received extensive professional development to present educati.on in a way that will meet the
needs of our student population. We are implementing the reading program Success for All
which places students at tlleir appropriate reading level regardless of age and grade and utilizes
frequent assessments and a built-in safety net program of one-to-one tutoring for students
experiencing difficulty. Through our partnership with The Columbus htitiative program through
Ohio Wesleyan Un.iversity, we were able to pair every fourth grade student with a mentor/tutor.
as t11ey prepared for the Ohio fourth Grade Proficiency Test. This invaluable experience gave·
our students additional test preparation and also sparked their interest in going to college. The'
introduction ·of both HOSTS· (Helpjng One Student To Succeed) and Project GRAD
(Graduation Really Achieves Dreams) nicely compliment our current programs. The HOSTS
program will pair each. kindergarten student with a tutor from theLimited; -Inc., and the ~ajor
components of the Project GRAD feeder system program at the eJementary level is Succmfo"
AU and introducrory dialogue about attending college. Finally, our school district will continue
to provide curriculum support through the Target Teach alignment program. Linden
EJetnentary School has all of the components fOT success - students. parents. school. and
community working together
to improve education.
�$ent
bMUG, 27, 1999,111: 51AMT
DEPT' ED/OFC OF SEC,6S9,
08/26/99
1 ;54PM;NO,
7944s23P, 6e
MOLER ELEMENTARY SCHOOL
Moler Elementary Schoo) is positioned for success with programs md methods in
place to improve academic achievement for its students. Serving a population of
high risk children with multi-dimensional needs has been the focus of staff
planning; those plans which will be completely implemented this fall, include the
following:' ,
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• Direct Instruction for Reading at grades K-2 (Direct Insttuction' bas 20 years of
research demonstrating positive outcomes.)
• Self-Discipline Mode] for teaching appropriate social skills in the school.
• The addition of Sylvan, a safety net program for grades 3 and 4 to teach reading
in the same prescriptive fonnat as the Self Discipline ModeJ.
• The addition ofteachers to lower the student/teacher ratio in the school.
• Through grant monies, [he addition of a social skills facilitator; this person will
teach and reteach appropriate social skins as well as implementing positive
school plans to emphasize achievement and good peer interactions.
• Collaboration with the (lommunity and' parents in the development and
implementation of the school wide continuous improvement plan.
• Teachers continue to receive professional support and development in science,
math and reading initiatives.
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�~nt b~.~UG.
27. 1999 I l1:51AMT
DEPT ED/OFC OF SEC.
se9;
08/26/99
1 :54PM;NO.
7944523P.
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7/21
HUBBARD ELEMENTARY SCHOOL
Hubbard Elementary School is a beautifully restored building located in the heart of Victorian
Village. Its wide hallways, spacious classrooms and many windows help to contribute to its
welcoming aunosphere. However channing the setting" the people and their activities make
Hubbard School a warm and nurturing place, Because of, its proximity to the Ohio State
University~ Hubbard students are given access to a wealth of resources. OSU students from
many areas serve as tutors and volunteers through programs such as America Reads. Buckeye
Literacy as well as workstudy st.udents from Fees and Deposits- Because of this strong
relationship. Hubbard teachers are afforded the opportunities to participate in extra professional
deve]opment and growth. Also, the students go on many field trips to Universitysites~ such as:
Wexner Center, OSU MedicaJ Centers t The Lantern and the Campus Police Department
Hubbard and its Adopt-a..ScbooJ partner, the OSU Medical Centers have be~n working on a
project to help studeRls who have vioJence ill their lives. This project SAFE (Secure And
FriendJy Environment), combines the resources of the university, the community and school to
help provide these students with au optimum learning environment. Also, Hubbard School has
a very stong relationship with the Godman Guild. The Guild provides HUbbard students with
classroom tutors, counseling groups for students and families and "onfidence building at Camp
Mary Orton. There is also an After School Program sponsored by the YWCA and Columbus
Public Schools. In Ibis program students are given additional .help with academics and social
development. The Hubbard staff is dedicated aDd caring and provides their students with many
opportunities to achieve.
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Columbus Public Schools Profile
Columbus' schools are among the most innovative in American urban education. The 1998
Disney Early Childhood Educator of the year was a CPS teacher, l'hr~e Columbus reachers
have been Disney finalises. The 1998 Ohio School Nurse of the Yeru:, me 1998 Ohio Ashland
Teacher ~ch.ievement Award winner (our. third), and the 1998 I?iso.nguished Teaching
Achievement Award winne.: from the National Council for Geographic Education. are also
Colwnbus [eachel"s. Business \Veek gave one of only twO awards for educational innovation to a
Columbus high school in 1998. The districr has ;'sister school" (elnoonships with Denmark,
Kenya and Japan.
i~
Enrolhnent : 65,054
Second largest school system
Pupil Composirion~
42.77 % white or ocher
57,23 % black
51.20 % male
CPS Employees:
Admini~tIatot$
48.80% female
Total (Fr~)
CPS will operate ] 44 schools in the
Average teacher salary
1998~99
school year:
92 e1ementacies
Average te~cher experience
26 middle schools
18 h.igh schools
4 career centers
4 special schools
Teacher (raining levels:
43 °/0 have master's degree
Fiscal Year 1998 Budget $402.1 1I.fillion·
69 % instruction
14 % business and operations
6 % transportntion
7 % school adrninistration
2 % cencral office adminisU'ADon
I:'
4,838
Teachers
SllPP01't Staff
57
Ohio
%
2,630
307
• 7,795
$43,577
14.7 y'ears
have bafAhelor's degree
plus 30 hrs. graduate srudy
'97 Operanng costs pet pupil: $6,698
Millage assessment: 58.5 voted mills
Homeowner pays; 38.6 mills .
�Sent
biAUG. 27. I9ggUll: 57AMlT
DEPT ED/OFC OF SEC. 689j
Special Education
Scul.lcntll a!l~1i three Inrnugh 22 ..... ith
devclopmcnl.:ll. ~m~ionlli. visual.
~arioS and h:arning 4isattilide:; r~ei\'e :;pecial
odUClltion l!c;rvic~ from the dilll.ri~ in a variety,
of settings. rangjn, ~m !he genera.! education
ol1ho~dic.
closssrown 10 rutering tu re&CIW'Ce room.; 10 sclf
contained special dducation cl~. Special·
e4ucaainn c1a"csti ate located in mC/$( school!>
in the diiltricr. In addiLion, Elve scbools providt:
speci~jzed ~urvi<:e.&. 'Tbe Alex.ander Grabam Ben
Schoot SerYe:; students ~ith Maring impalJ"lTK\:ntll
or .....hu arc deaf. and pruvides presChoul illld
school-age :services boc.b ac the ~hool .a.nd al
schools tbroughout r:he district. C.oltrain SchO(II
is equirpcd with spec:i.;"I~·c:billned f~i1i1je"
fnr ~hildren with n~c halldicap-" who
I.t.ltend ~hool with OlhM wl10 live in lilt school'..
neishbc.1rhood. Thr~ of Ihe);c ~,h('llls
8eatr~ P;ark t:.lem~nW)' School. CleatbrcM1k
Middle SI.':III)ol. and AlulI\ Cre~l High S;:hool -
pmvidl! hehavillr &nd xademit: :;upPl>r'I <Inc.!
:\~r'Yic.ss (or ~ludC:I\lS ....·ith cmollonill di~lolrb:.sD\.'¢
in :,iradcs K-12.
Addirinmal .~crvic~s Inc!Lldcl s~c'h and
lanSll"S~ Ihc:r.ap),. plOychologicOlI I>Cfvic:e",
(~"p3tit)n"llherapy. phYlOical therapy . .Id:lpl~d
phy~kal cJucGlion. anti inll::rpr"ting and wCJrlt·
,lully lIc:rvi~t:I'.
Alternative Schools
Re~ngnjLing Ih~u (hi'dr~n
~iff¢(en1 w~ys.
Icarr)
IIlm..ny
C'oll.nnbus uffcn; r::hnnc!llloary.
Illiddl.: :1111.1 high :I..::huol <illt:!rnlltivd pm!;{1"'4IlL" Ih.:at
t1ilf¢f ir(11l1 tnt.! disuicf~ (:on~enliun!lIIll"fl()()11' in
dlher hu\lol !\ubj~..:(~ are !.aught I rneIMd~.
classroolll de~i~n, 1!1C') "r ill r~ (Ileu!> of Ihe
InllIN-=rilln..1\1I~"I!ltive ~chlltll:i t"".. n~e frnm
.
MonlC'~~\..ri "n,1 Frencn lUlU SplIlli..;h In'nk:r~i(lTI It!
Africenhie and Art~ Impact. Durin&: Iht 19'J7·1.J1i
",.:hcmJ )'t!l!r. for'! Hay~!. Ans ::md ACildlilnlic High
School w3li on" of oilly f')lIr high ~chlloh; ill rh~
n:uion IAI tie homHed by HUd;"t'.l.~ Wut magazine
f'll' iJ~ UlIt: of the art$ 10 r.e.:ach till :subject areas.
Staff Development
Opportunities .
Slalf m~nlben ate te91.1h:ldy invuh·cd 10
pnlf¢~~lnnlll J.;vc:Lopmellf prn.;ra.m... cuurJilu.lltd
.
. by fh~ distric['s S(aft Training and Dcveloprnenl
and Multicultural 5duc:.llion. Nlliionally known
~p.:akc:r:< I.Ilso prf::o<nI " wide Vur1I;(Y of pe~pe'ti"'.:.~
at cClDYo;nienl times. and !(lLIQcnlS an' Jismil\~d culy
L'nC:t: :t mLl111h for licho(ll·btl!!cd ~ulff devtlnpmenl.
Tea.::h"r~ 111a~ abo be! relc:a.sc:d from ~I~ssroom
:u:l'i:nmchts 10 a"end tSpc:4.:iaUy rekvam fri.lilling
sel!SiI.lDS durine the lU:n()ClI <.Ia~. TlW:::ic uaining
opponunilil!:s are in addition Lu !hi: profe~sional
meoelins da)'l> ill Ih~ regular )Chot" c;al"ndar.
Culul1'1bu:oO rc:acheJ!( may a:(IfIlinll! Ih~ir
yradUIHc ){[jdie.~ :.II Qne (II scvernille.u'by colll.!t(c.:s
llnd uniltcr~ities. Th.r Ohio SCltl¢ Ulliltersiry,
Cu.pilul t:ni'Wtcsity. On.in ("QUese nod Ohio
D(~ntinic;:;m Coll"gc: at!': \I~J')' pUPUIUT a..:cr~diled
~.:h{)ols. aU4ndcd by di~rric, staff. Thcllt insli(utjon~
nffer a limilctd rh,m~r of fee wai~ In
Columbus c.eachel'll.
�lent b~UG.
27. I999.Ill : 57 AMr
DEPT ED/OFC OF SEC. 589;
08/26/99
1 :59PMj~g ... l.9.4452a~.
Columbus Public Schools:
Diversity in an Urban Setting
Focusing on Excellence and
Continuous Improvement
You will find a commitment to .ncellem:e
ill all the ~c.1C:j)(jonal programs offered by the
Culumbus Jo\tbli..: Schools IO dx: n;ncraJ Ohio
community. Students, ranging in age from five fU
8S. Id.aI1\ skills tru.l prepare th~m for the 21s,
ccnruty while impmving rheir lives UXlCl)'. Sirxe it!:
founding in 1845, u.e di~lrict h.1I.S earned 8 n.atiOnal
rBpur.:..tion tor i!.i many innovative edLlcarionaJ
prograrru>.
Railling the academic achi~~cmenllevels of
all Columbus school children is the tIisrric:t'~ top
goal. 8y 'hird ¥fUdt. a.U children sbouJd be
reading at nr above: 8~ level. By ninth trade. all
lilllcknls shl'~lId be approprhurdy prepared ior
a.!g~bra, H)' gr..ldul1ion. ~tudent... j;huuld hliVC:
compleled 1:1 si&nirkM( itHern4lil" lind be "hl~ 10
ilpply lechllolog,Y :i~ a rcSCIIU'CC: for C'orninuou,:
learning,
Operating !.he cJiSlri;;1 dtici~mly and
c:ff'6Cli\lf!ly j" c.l.SlIl.lnli:.tllO l:3JT)int: 0\J1 me distric,'11
prim,ll'Y mi.:.:hln (If l~a..:hing and Icuming. The
C:ulum~ll! ?ublk Sctlnol" i... intht! pnK:cSS of
impiclncrllinJ U:ottille!).ic: plan mal ha." r~sultC'd in
in~reli...;ed c:hoi;.:es for purems and I'tUdenl:\ in
:;clwol ~!L"',nm.:n" "()mmunl[y.ba~d
(C4,;omrncndarions for r~villlli"ing di~InCI facilities.
antI .. SlrUfI:; fUIJl1<U1tiotl Of ~Qlla"')ruti\'c
p;annl:rshjpl> wilh local blll'ln~~kS and agencies,
:i;'t W~ till!'. im::reIL.;cd v:'U'tmal ill\lulvenlCnl.
.
Numeruus cducalionOtl (lff~rin~!\ include
prngriJllls I~)r gili.c:1J ;uIlJ laltntto !ilU~1enl'" ali wt:U
a~ fell' C'hillo.lnm with ...ari\ltl~ <lisabilides. 1'1tc!
diiitric:t'~ 4;;i.\lcer co:ntelS pruviJe: jl')b tmming l)nd
, link:; 10 hiShc:l' t(tllcuticln in :&feas as \Jiverlil:: ali
hCl.Illh <'1(;~\lpl.ltions .111(1 rhe: pc:..fnrmin~ ~U1.~. ~;Ich
of the disll'i(,;l's high lIchools is ilccra:diLCfJ by r.hc
N()I'Ih CCAltlJl Associarion of ColleJl~~ and
lJnh'li!rJ;jt;fllli. CulLlmnus AIt~mllli\l¢ High s..:hool
WI&5 re~en.ly ,.;el~clt)d il!\
the ()Ubl~~ndi(\;; high
school in Ohio by RedbmJi magllZine.
Curriculum Be Instruction
Reftcctin& divusiry in its :ochool population
and pn:.gr.lmS, [h¢ dislric;( oifer~ a wide "ariel), of
COUI'!l(;:~. All cuurse work foJlMls a Columbus
Bo;ud of EtluC'a[i~n guid¢.. the OradoBd Coun;e of
Study. which ouuincs Wh31 ;llIdents are Ulugh( in
c:la.eh subjtct ilnll Oll each grade level, Siudentli in
On in also 14k\!: pl1.,ficicnc), I~U at various gradch
I~veill. High schools. zlllemllli~ schools. and
carea' Cenlers "ficr a rang" of spccialiud COlIN:;.
Columbus 1U::sc1ulltes res;uJatly lavn more
{h.m S 13 million in !J(;holanhips and ~nUll" ~h
year. helped in p.m by the disll'ic:\'s nldonally
hM(lred r KNOW I CAN program thac pmvjdcli
studenas and p:ircntl' wjrh p::n.onal financial aid
~'CllnseUn. and 1a.~(-doJlar grln£s.
Quick Facts about
Columbus PubUc Schools
l'he Coll&mbus City School Disuict. knuwn
informally liS (he COlumbus Public Schuul.!i,
• is the s«olld larsc.~1 ~hool ~yslern in Ohi(\
with 64. 248 slUdenc... (and inC'reasing in
l~l!nSus).
• has:. raci:ally and culturally di'lll'l~ MI.I(jcnl
body wilh 56% AfriC<lR AmericlSn and 44%
white/other 4.500... leH.::h~r!l lind 7,(1(,1()-,.
employccs.
organizl':d into elemel\tllIY (gI"4dca. K-5).
middle (6-~) and high lICtIOol (9-12) ~vels.
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�ant
bMUG. 27. Iggg1lll:57AMlT
Me
DEPT ED/OFe OF SEC. 6S9;
08/26/99
1 ;59PM;NO.
7g44523P. 18
Superintendent's Message-yoals & Priorities
Raising Hope, Trust & Confidenee
Presenting parents and [he public with a credible school improvement plan for increasing
academic achievement (Goal 1) and continuing our record of good financial stewardship
(Goal 2), wil[ go ~ long way in laying 'the groundwork for our third goal: rais,ing hope,
trust, and confidence in the Columbus Public Schools. Additionally, our investment in a
Development Office, a community newsletter, BIld other outreach activities should pay
big di vidends in terms of helping us explain our work and our challenges, and in
establishing a climate thar invites both parents and community leaders back into our
schools. Without them we just cannot gel the job of educating our children done.
But ultLmately. our ability to raise hope, trust and confidence in the District comes down
to achieving results. And we all - educators. parents, board merrlbers. business and
community leaders, clergy, sociaJ service providers. and students have a stake in and
share responsibility for secw-il1g those results.
"Rtsourcingjor R"s'UIls~' is about renewing our schools, retooling our staft: re-engaging
our community. and realigning our resources to get the very best Jearning results for
every child in the COIWllbus Public Schools.
The challenge is huge. but so are the possibilities and the consequences. Together. we
can secure our children's future and mat of our community. We look forward to
discussing these budgetrecoDlmendMions with you.
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blAUG. 27. 19991111: 56AMIT
DEPT ED/OFC OF SEC. 689;
08/26/99
1 :59PMjNO.
7944'523P. 17
•• Superintendent's Message-yoals & Priorities
FUllded Legal Mandates
The law requires that we set aside funds (0 meet certain thresholds 1br kxtbooks and
other instructional materials, capital impro\'ements. and a budget reserve. OUT FY 2000
budget meets those statutory mandates.
Tn addition, the FY 2000 budget allocates fWlds that will allow lIS to exceed the new
statutorily-mandated testing requirements. The law requires u.s to test Students once each
year - at the end of grades I, 2 and 3. Our FY 2000 budget inc:ludes a$ 1. 7 mi lHon
allocation for Ta1'get Teach, a prog,ram that not only aligns OUl reading cUITiI;aiJwu WitJl
the state proficiency exams, but also provides for .u:scguenl testing of srudents thTOllghout
the school year.
Operating More Efficiently" Effectively
In addition to quality instructional technology. we need to ens Lire the District has
state-of-the..art management information systems if we are to opentte the school system
both efticiently and effeotiv~ly. The FY 2000 budget includes 52.7 million to complete
selective investments in lechnology enhancements for our student information, human
res()urce, and payroll systems. In addition to being Y2K compliant, all of these systems
will now be integrated, which will reduce errors, save time and lower costs associa.ted
with duplication in data entry and verification.
The new $tudent information system. requires ~Cessing just a single data base, which wiJ l
al10w us to provide fasler and more accurate infonnation to !:t1ooents and parents when
they have questions about student assignments, attendance, grades, immunizations, etc.
Clearly. our investments in technology not only support our goal of increased academic
achievement, bur also a more efficient and effective system ofschools.
Smart and necessary investments in technology are not the only way we have tried to
eeol1omize and maximize ourresourc:es. We have avoided deficit spending. We have
redirected resources to higher priorities. We ha\'e eliminated mallY unnecessary .
expenditures. Collectively, dlese thing5 add up to good financial stewardship, and have
contributed to ex.tcnding the life ofour c\lrrenl operating levy by at leas,1 three years.
6
17/21
�Sent
b).AUG. 27. 1999 I 11:56AMT
DEPT ED/OFC OF SEC. SS9;
08/26/99
1 :5BPMjNO.
7944s23P.
•• Superintendent's Message-yoals & Priorities
Clearly, this budget rakes a "keeping the main thing ... the main thine'" approach to
increasing academic achievementthrough a strategic emphasis on reading instnlCtion.
We will focus on the main thing - reading - bt:cause it's the maiiJ thing. At the same
time, it should bt:noted that 1he District will continue to offer rigorous and challenging
instruction in all subject areas, includins building on our previous National Science
Foundation work in math, science and technology. and enrichment programs for our
gifted sludents. OUf base investmenl in other academic areas is not only maint.ained but
expanded in the FV 2000 budget by 6%. This \\IlU better enSl.lle that the academic needs
of each student are met, and ullimately tha,1 all graduates of Columbus Public Schools are
fully prepared for the demands of work or higher education.
,
Incl'ellSed In~estmtnts in Sl(l/l Train;"g
Investing in qualjty teaching is abo a core priority in the FY 2000 budget. Research
plainly sl.lppons the idea that what teachers know about their subject matter and do in the
classroom with respect to teaching methods is crucial to student learnins. A recent
Harvard study shows that teacher expertise acco\Ulted for more variation in srudent
achievement than any other factor. And that every additional dollar spenr OD highly
qualified teachers netted greater increases in student achievement than any other use 'of
school resources.
Building on this research. our FY 2000 budget will invest $600,000, an increase of43%)
in training and retooling our school staff. Of this total allocation for professional
development, 5400,000 or 67 % is Ingered at increasing the capacity of teachers and
other staff.
. Targeted Technology
Increasing the acaden,ic achievement of our students will also require that we have the
. s~hool infrastructure, especially classroom technology, generally recommended today,
but absolutely required in the new century. 1'echnology is pervasive in our society, and
in oIder for the students. teachers, and administrators to achieve professional and
academic succe~, we must inere.ase our technoJogicaJ know-how and invest in the tools
and training necessary to SUPPOll the same.
"ReJourcingji)r Results" invests $12 million in classroom technology, including
computer workstations, instructional software, and staff training. Our goal of having one
computer for e~ery five srudents will require the instal1 acion of additional 13,400
workstations. We anlicipatc meeting this goal widlin the next 15 months.
s
16'16/21
�SenT: b~AUG.
27. 1999. 111: 55AMT
DEPT ED/OFG OF SEC. 589;
08/26/99
1 ;S8PMjNO.
7944523P. 15
Superintendent's Message-yoals & Priorities
)J.
Meet our financial obligations under HB 412', the state's new fiscal accountability
legislation,. by earmarking funds required for textbooks and insb'uctionaJ materials:
.
facility repair and maintenarlee, and OUt budget reserve.
)- Enhance technology systems and infrastrUcture so our students and sraff have the
tools they need for teaching. learning, and managing in the 21:11 centUl')'.
Finally, the FY 2000 budget has amved on schedule to allow our board rime to
thoroughly review and discuss our recommendations before a final appropriatiqn package
is adopted on June lStla. .
I am pleased to share my budget recommendations for Fiscal Year 2000 with the Board.
. "Re.sourcing for ReswJtj'" is designed spc~ifi~a.I1y to meet the ambitious education go:us
we have established together:
> Goal 1 - Increasing atademic achievement,
)0 00a12 - Operating the Disttict more efficiently and effectively, ami
:.- Goal 3 • Raising hope. trust and confidence in the Columbus Public Schools.
In order to accelerate our progress in achieving all ofthese goals, we have established
four critical priorities in this package of budget recommendations;
)0
The Reading Initiative,
)0.
Increased investments in staff training,
)- Tareeted tcclmology enhancements, and
). Funded legal mandates.
Increllling Aeademic Achievement
The Betiding ll1uialille
Ensuring that the children of Columbus can ~ad is - and must be-the number one
priority for all of US in the District. The perfonnance data compels US~ the law requires it,
and we know it is the right thing to do. OUf FY 2000 budget clearly reflects this priority
by allocatins an additional 55.0 million Oener-d.1 Fund dollars in :ceadjng instruction. This
is a 75% increase over the $6.6 million spent in FY ]999. Coupled with our federal Title
JallocationofS20 million, tbe District's total investment in reading instruction will total
$3l million. In addh:ion to. new reading materials. this allocation will fund the
.
implementation of one of three proven reading curricula - Success for All.
Comprehensive Literacy, and Direct losIrllCtion -and various safely net programs in
every elententary and middJe school in the District.
15/21
�Sent b~AUG.
27. 19991111: 55AMT
If'!
DEPT ED/OFC OF SEC.
B89j .
08/26/99
1 :57PMjNO.
7944s23P. 14
Superintendent's Messa~e-9oals & Priorities
Resourcing fo, Results: Columbus Public Schools J FY 2000 Budget
Remarks by Dr. Rosa A. Smith. Superintendent
One of [he most important policy decisions we make each year on behalf of Columbus
schuol children, is the adoption oflhe sch~ol district's annual budget. Tbese
deliberations are always difficult for the Administration and the Board because the
identified needs inevitably outstrip [he resources available. The choices in this next
budget will be no easier. Once again, we must make tough decisions about which
investments will best advance the educational welJ being and performance of the children
attending school in our district.
1t is irnp0IUnt to llO[E: that ;'Reso""cingjor Results." the FY 2000 budget proposal, has
been developed in a very different fashion from our earlier financial blueprints.
First, this budget has evolved though a process of unprecedented collaboration among the
Administration, its Budgel Advisory Corrunittee, school administrators and staff. All of
these deliberations have proven invaluable. r especially want to acknowledge the work. of
the lnlerirri Treasurer, Jerry Buccilla, and Budget Director. Brian Adams, who have
worked together closely and 81lided us throughou.t this process [0 develop the budget
recommelldations in a suategic, lh.oughtful manner. 1 applaud their work.
Second, this year's budget was huilt from the ground up ralher thanjusr incrementally
adjusting the schools' and departments' bas~ budgets for inflation and the cost of doing
business. While this zero-based budgeting process was much more difficult and required
a ~ignificant investment of time by district office staff, the school staff, and the Board, the
resuJt has been well worth it, In FY 2000, our budget allocations will:
);0
Reflect an unparalleled alignment among me Board's goals. the individual schools'
challenges and needs, and the resources available.
~ Prioritize
children and classrooms first by investing 68% of all General fWld dollars
and over 75% of all new dollars in teaching, leuming and quality instruction.
)- Leverage all of our resources - financial, human"community - behind continuous
improvement in the academic performance of our students and schools, especially'
reading.
'
3
14/21
�gent t)~AUG .. 27.
DEPT ED/OFC OF SEC. 689;
1999,111: 55AMlT
~
_'I'
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,t
08/26/99
1 :57PM;NO.
7944523P. - - 13 13/21
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April 2.6. ,999
Columbus schoolS' dismal
reading scores will improve
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Computer literacy is a necessity
rn 1197, Si, Yranris B&ooll wrote
tbIl. "lmowlMge Is p!'JW«_'" lei 10(' be
bold fIIIOugh, 402 )'H!'S &ter, IlJ add
.... tnrorma.l.itHllcad.s to Ik'.aming and
~ kladsfo knowledgc!.
Thus. those ''''100 art wi.thoUI 31'
. .to InfClm18lioo in tht.·lnfomwion
~wm bepov.'en.m.
ndmf)lag)cal tileTRc)' i'l a skill'hal
..... CINIo& de"" 0'Ut dIilcI.wA
. In iI:9 UlDIllIIUdy, "'Pldtittg 'f'hmullh
die Net D: New Dala o.D !..he ntg1ud
DIvide," u"e U.s. Departruen( or COlli·
IV...,. noted thai. black and HisplUlk
kluw~ lag Ibr nanonal avetaR!'
IcJr pelliOll&l~er OVt'Ill'!l'!lbip and
flI1I.i1te 8!JO!!lIlI.
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In the Unl(ed
owned t'Omputen;; of thO5'\'
hO\lSlf!'lllllds v.iUJ incomes IlCtWff.1'I
Ct'nt
ItO,OOO and $14,999. only ltD pt'1'Ce11l
0\\'PI!lI them.
A('oonliflg 10 lb. NaliflnaJ ('.(mWi
ror r.,,'w:atioll, md)' '3 p..,clml of
(+a.'lS~I" 11\ IOw-ull-..mt' ('f)llIl1luni
liM IIDCI ntinontJ neigltbOrhood~ ha\'e
1IC'OI'SS toille "mPi.
"Ie CotWlllbU3 PuhUc Srilools iJt"
preparing chI1dMll lor the 21:4 cen·
rury. Substandal m,'clll:meDlls being
made! in It'SeaJ'Ch-ba..'Iled COft' iru;lr1J('
tiollB1 r~p~ inek>nlelllaJY
9l'hool&
We Uf in\'CS'ling jll quallt.y 1.E\adt.
;ilg. We aT" , ..
<;rIIfIinx
IlriKh
SenIe .",e the st.Hents If
our district dIn't I18ed .
0ImI!Id,:. COItlpul
~ 1'JhiIe only
Percent
01
schoo" 10 pro'
vide workforct'
readille,s..o oppor·
runIIies. And Wf'
are planning COl
the WtalJation or
feclumlOICY in 00r
Afri(:.tl.U..A IMt1(!1II1
boIalbDkls and 19.4 pm:mt of His
PIDk househo!ds O'II'I1ed them. The
INdy aUo NKIfIrms IbI ~ompuJB
oJmffthlp rates decline> as bousdtol.tl
Jni!IMIe de<'lnes: Olbou~holds 1I"ilh
!nama fhatexcted Im,roo, 7Tt.9 per.
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1l'.sclIfi.n th~ trainirt,g lht!)· need ro WI«'
!he &edlnolog)' 1(1 ad\l1UlfJe nul' S'IU
clet\U' 8f'.adclni{' achii'vt'mt'lll.
'l'hp CoIumhu"I Bnard of HdUl."aU1l1l
and 1taIw the rt'Spo.nsibDl~· of IiPl'IId
lAg $30 mIlliDn 0( talrpll.,)'ET nso\J.rn1!8
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e. .ed the vcluntar.Y sen;qes of a.
Technotogr Ach,'l.orury COl'Dtittee
w~ ~bers repJeM'nl
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!tuum 00 Ole
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aefet'1jOIl pIUCe8S.
re
Ioiew:lng diE! qU!8lifkBtlons aAd p!Opqe
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alsof IIWT1f'l'OO11Ye1ldon1. ~:oJ.,., ,,':'. .
We RllIO enpged Ole ~ ef
IheC8I.1Jl.erGJoop, the wortd's IeItfing
8IIlMrity tilt informatlon technology.
1.0 alliSI in developillg and auMti!\g
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dnmhave-rhe ~ 'cto;tr.;·
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iP& Eachmtnl'utar will be ftDflneCt.ed. pemaaa~arCDlL1l111f1i1Wt.hIt
10 the lnk>met. Bach bWldiq ,,;0 pelIOn IothlntaNl.Il'811loulCOll
haw die a.p!!cI~ 10 link with flIlua· nedil'llIIu.dentB to II pew world
tionalliitasaroundth.e-wwld.
II!IIl1li.ng ~ ..s ofreriD.g Ute
or
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.. :~.U..~IO.e~arulad
detQvfOW'clslrfd.dotl''-rm.·''pw.oD~Jlf!Watd~Mure.''
ODltIJIU!m. 'ro them. 1ml!ra'PfJ'lPl!lO- :.: ~"AJEldueal~ W!~nwPlll'
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jCPS board approves $121M budget fo, FY 2000
I By BOB BEASLEY
the districl'schang", in poJic}' ,eguding ihe.lpcnding ofTi.tle.1 dol-
! rlJi.rw~d: SlO1J \VIi,,.,
,
,
','
T!le Columbm 801l1"11 of Educa·
tion hal apJlIDVCd a spending plan
~ ill! IlJlhon. :1111)' iI focused 011 in·
I CRalillB the aCBd1!mic adiic:.vcmenl
! of 11\1,. iss I1.Udonls,
• At ila businua meeting JUIle IS,
· the kard afopled tbe $,Cnonl dil.
: triCl'sbud&el fOf fiscat)'CIC 2000.
· Th~"21-million spendina plan in·
elude. II $486.1-million "perilling
b\ldpl.
Swjle.rintendMi Ru,!! Smilb said
cnlng lbe diJ"i~t'5 dudenll ean
read is her No. J priClrit),. BeGluse
of ht.w.said. the budge4 inclodr:s
a S)14Oiftion jn,,~men~ in r_ng
inlilrllclion - a7i-p:«efIC irtCff.Ue
fram lbe amoont spent on feading
inn~.
TIll: rmdi.ng appropriation intlutfcs
hope we. are ftOlhcaded bllCk inalnl
dimction." sIIe said.
'au is an01ber.strike agains\ 1Iu! dig·
Smith SIIHt she. acooplec1 Ml fer
l!&t's poor dUldren. Speakina after . SJIOlu,ibilily ror en~lltilJl the ..,nO1.l1e meeting. he said ,he move will ii, plan achieves positive: academic
CO~ blck lo hlunl the district by
result. ror aU 81Ddcnls. includinlt
furthering (be sap between the haves Ihose rrom di51ldvantaged (amilies..
an' have·no'5.
. "What we've presented yau iJ 11m
'''They'l'C nOl tel1in81lJ !.he whole beld mance ((lr poor children todo
lAIm _ullhe. Title (I) money," sllitl . betfer." Smith said.
Moss, who did 001 wmmenl on the
De~ M~rgall, chieC academic ofbut1ll8\ d.uriol the me~ling.
fleer. uid ahe ,jSllicl Was in comBoard mcmtJcr Lorella Hcud said pljan~ willa ledeal 8uide1inr;s re
$hr: was also collcemed abool the sardina ill allocation of lhe. Til4e I
new Imlhod of spendlll8lhe federal dDUMs. MOlBan iaid re&ulations R
oollari.
Badin& the expendilnre of Tide J
"lltope (be oommunity doesn'l (tlllds wgre loosened ill 191}4, thus
trullk we'rt. png 10 slIc:rifiu mOIK:)' allowiol! dilOlt.ic1s like CPS to use
fnr one gfoup ofchildren in la\lor Ihe monel' in l"lJore creative wa)'••
. of an~hu group," s~ said.
The dilllriCl plans to pwdl.ase.ncw
BefOlt. casling her rote in 'lIVOI reading mal~rial$ and implement
orthe budget. Heard Slid she would ORe ofthru new readillS proKrams
I
lIoJII Smilh attoufllable for then:·
sulas b'lJugfrc IIboll( by rhe new
spmr.till& slrltcgy. U the plan (!tits.
funda to pay foupecific supple.
met'ltal PlOIiatns fOl economic.D,
dil!atVl~ 5\1J~.ents, Now, all of
cbo$C {lid'" Will be conUI'iII11te4 on
schoaIwide.pro8fBmJ.
Ilill M?~,:~ o.~y ~id mem4Jcr to vO~c: agaillst.lhe budgeC. said.
Htanl uid she woull1"l'lke (Smilt-)
over the coal"."
H~a,d sili' she.llopcd the district
Will not r;n!aCiftg more inc.quily
·i\lftODg its sdtools.lneq'lily. she. s.aid,
was tJuffeQlOn b\l~i~ was iaaplemeNed in the di~lriel in ) ~19. "I
S2O-millmh in federal nile I funds.
P.rev~u5Iy,lhe altnel bted 'Ode
ftl every elemcallll), and middle
school ncxr sdiool year. Smith laid
Ihe board will be. given IItudeDI
J1I08reu reports on a Jegular bam
onu thE programs are. in p.aoe.
The ~udget II Iso includes an in·
YeJtment of $12·miUion rOi clus·
mom compulea and relaled equi~
meol. The disllic"~ goa! ill 10 have
NlCcompU1el Cur every five sllldr.alS,
The operalinA lIudger includes:
t:lZI).l-mill.ion for sabries .Ild
wages; S1S.9-miluon for lringc tJen
efils; 540,S'million (01 purcll.scd
scnices; S26.4-millioo 'or w'pplie.s;
S16.7-miltion fOf equIpmml and
capital outlay; IUd S6.4-millioD for
Innl{elll, advillcel an~ other e,,
petI!CS,
'This bull,e' is Ibe hr.rt one "ve
!leell in my seYen yean 00 the
boacd," hoard meiither Bob Teater
s.id,
.
Af llIe end of ils tegulu mr..elina,
Ole. boud eoteml a clw.cd-doolllt:s
liM '0 di&C\lss itl Karch fO( • neW
Ir~lurer.
A moo.th 810, the search rwrowed
10 two c:andidlW:lJ rrom Ibe. OIigi lUI'
lisl of 46. WonlliDgton Ciay School
Dislrict TrdasRt SlIIIle, J, BehoIU
and Qeydll1ll Public School Ii Trea
SU1W Bryan C. Chrittmu MAcho
sen 10 be iftlUVlewed in petSon Cor
,be pmiCion v&ealed by Beta PiltmaD
iDJanuuy.
Both finalillS we.re intenlif.wed
lasl monlb and. aoooaJingto board
member Mark Hatch, idditioMJ dis
clIlfJiom have lllkcn plaoe bel ween
tlte hood and 0IIt1 oflheenndidfll.es.
The board's loal willO have .he
new ueasl.l.tu in place by July'.
However, il does nor appear alla'
goal wiD be met 11te 11oatd. which
wiA have-Ie> vote. DA itschoiu. isn't
tthedoted to mccl again unlil July
6.
After Its ~-dOOI tcssiuD. !lie
board IeCOnveud 10 c.Q::nd the 001tl1K' or Jeu)' K.. BvcciUa. woo Jr~
.served as inlerim neamcer sinlz Jan
nary. 8y 8 5·0 vote, Ibe board ap
proved II Si"'moDlb conlr&d cite....
siun tDr Bwx:illlI. neal'41 8I1d MDn
dill nol rClllln 10 the. ,able for lire
YOIe.
Board President Miry Jo Kilroy
$aid BUl'c.in.' s eon.rllCl can be. lei
minllted by eitha party al Ifty lime
wilh & 14-d.,'llocic.e. Unlillhtll. she
stid, Buceilll will coOOJlve be
paid based 011 an arillDal sallll'J of
'0
19S,OOO.
A nlary fOi Bun;illa's successor
has 1101 yet br.ecI delennincd, ChriSI
maa eams a base salary 01 $9&,000
a yc.ar i'll Ocve1and. aM Babon:k
makes 186,455 a...DalI)' in' Wor·
(blOilOn.
BlIccilia ap,Ued for the puma
nenl job, but wl(hdrew hb apptiCIt
lion before lbe selUlion process
began.
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byAUG. 27. 1999111: 53AMT
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C~/I4"'11I1S DlsfHllcil
June 20. 1999
DEPT ED/OFC OF SEC.
389j
08/26/99
1 :S6PM j NO.
7944523P. 10
Schoolhudget set
for improvements
Adopril'g ()QT !lChooi tfi.Qi(1·s blK1gfl l:s
ane DC IJII? mast imporUnl d,'ciclion.'l 'to't'
make
~ad
yell em behalf or Colun\bu:;
Colwnbwt
8C'.l\oolchiJdrtl\. On 1\It!s4ay. tile
Board or F.4uC8llon adopIed its budge( lor
£he next schgoJ ,tal', WI!' made cougIl deci.
sions to do EhinIS differently 1.0 ad~ me
educafional weD.bell\& and pedcrmanc:e of
me dUld.ren adendil\g !he 8dloob in our
district. W. will do things dUfe~htl)' be
cause- the aua compeJ Il'S to do so, Ole laW
requ.ins if, and it is the ri8ht IllillCfD do.
......
We put. flWI, budget together In a manJtef
~ from &JIa[ II5<!d in preW1ui ,J'e8I'B.
lDs!.ead of aslciDI principals how ~ IlIOn
f!¥ rI\eJ ~ we .... them to ddne the needs OfIIUdeDII b\ '.,
1I\eIr buiJI:IIn&S, ~ IlnIIDd fCl't'l'l1Ql9l GIl ~ dIJI. :
dN!n's abWlllO _ 8I.1P'&de leftl br Ute Ildrd jp1IIde. 0111' No. I .
academle pi. W. suppoIfAId the p~ ill dIeir ~
malcinIby oIfenn, amenu 01 Ulree ~ iII.Mnledon&l
prosrams ctlllAlPled to ~ tile core ean1cIalwn ror all
students. We" otrered tha\ & me.D.11 of ~ .tetl/.
Del PI'Of!lI'UM for c:NIdnn who need additional academIe help.
RecentlY revbed 1JUideliru!s governing the 1.I:IIIe of fede!':U 'nile I
furl. p,ve us !.be oppollUrliry in eNs buGger. to do dlinp cUtler
ently. 'tVNch wiD yield. dia'er«mt -1IIId be1:W - JeS\lks.
During budget del.ibi:ratiONl. II lOit of que.lliCIIIS were ~d
abolal the 'l.W or Title I fwlds 10 ~nhanC'e ollr core insuuctlon161
prosral1l rf)l' fill Sl\1denLS. for S5 years, in accordaMe with led·
era! guidelines. we poured mi/Iiort.'S of TIIOISe federal fSOUars mto
I1!nl¢diaDon programs d\a( CilIeled a small number of our 10.,·
esr..:achieY\ng StIIcteots and consUUlfttb nelded po« academic
m\lIQI. As federal 1'l\Oftt::.J for remed:ialion Pl'Op"lLmll inc:na.Iled.
Rou A.
fundi; ror <:Ore WU'\It:oan.al progmns decreased. 8eror.= we
knell' It. our rentE'Ctial progams .fl~ bigger than our core ill·
structional prOSf3mS, We liken d\js praaace to an auto lI'I8hulac·
Nn!l' pouring milllons or dolhlnl ;I'\to bigger IIt\d better repair
:;hops radler than into d,~gninS a ~n(>f ear. It is rime \0 tNiJd a
tKoner car. To Corttinlolf building better rapair shops iI to endol"5e
~I\IlJl\l1'd fai]1lft'.'
rot ()\II'rhik:llen.
Our I~OCO bIJdgtt all()(.~" me doJlars nf('assary co built'!
:strong <:ota iNltruCliQnaI ptoS\'1llWl and saI'~tY-f'If.t PI'OfII'III'IS for
r:h.ildrel'l who rlftd additional 51JI)tlOtL All addidoNlJ 15 million is
aJlor-.;u,ed in the gena!'al·fund "oUlII'S \0 suppcn core ~.
instruction Procrams. a 75 per,tnt JnC1'1:'DSe over the SO.ti miWon
spl1n~ tJUs school year. Cuuplt'd ~;th OUI tiLle I allocation of 1.20
nliUion, tht' dl$Vic,'s investm~t 11\ readinc lNlo'ut'(ion wUl UJf.I!J
s:llmiWon.
FinalJ),,· this budgel
3ftSW~rs
the mOSl Impol'Wll question:;;
"WJw will nappen to poor clWdren"!'" and -Who will be account
able?" Poor c:tliJdren finally w1U ha",t!' a real oppommiCy
tD
adueve Il. hish levels. This bodEeL putS in place an accowWiIi!;y
sy~m fD ens\l.Ie inlproved and SU5t.Ilined l'eS\dt.s tor fill dlildren.
'roward uw. llI1d, the disuict', qwWf;y assunnee ad.m.lniat.raI:.
Kwes1 Kambon. has be... Biven broad authori(y r.c ask eQ\Ilry
que3Uons wirh n:sprect rD all iII,PCidS Qrdle cfu!Irk:\'~ oPQra.Cicn
By adopanc the t999-2000 blldger., OlD" Board or EdLlC8rion
.demollS'ti'aled &be courage CO stop the pnK..1:ict'! or replicadng
programs d\at tao our cNkIreo, t)rocesaes dill. rail our c:hiIdren.
~ p..u..rm. m. fI.il oW' children. and odler pa.s\ fl~
that rail OW' ohildren. ne 8~ plal\ puts .a ar.op fg and redi
rt"C'tl';
~
the dOWl\wanJ $pir:aI of raihIre d\III became commonplace
our dilIlrict. The plan lives us the best charlc:e in decades II)
propel OIU' G1SVk1 IOwan:! levels of academic achklVement Ehu
will secure OW'dIIJdren's futute and r.hal orourcomtRWll1.v.
-------------------.-------------- :
R.os4 4
U n~ V ~ I"tJIlie
~
,S"ri4
10/21
�~ent
b!AUG. 27. 1999 11 11: 52AMIT
DEPT ED/OFC OF SEC. B89j
08/26/99
1 :S5PM;NO.
7944523P. ge
CPS optimistic about performance .'
8, MAUREEN McGAVIN
"'''ft' ''''''''
The Columbus Public
School Di:u.ric:1 i$ celebrating
signs of inlpraVemcDr in
meeting sure minimum Stan
dard.s.
District leaden held I
pr1ss conCCreJI'C Monday to
IIIcrcduca 8 classification 'yi'
me
&em for
dillUlct's build·
. inp, based on 'llihe'r.her each
- - - - - - - - - -.....~i-------
.. We are IIOt there yet, bu' we've tu,ned .he
corner...
-.
III eddhion. Smidl ad
DcPIoIC)'
Superit1~ndcllr
PbyUis WUaon .aid
memben in dac 92 bq.iJdUtss
who conlriburcui to the: 2.5
percent illmCl8e i.n profacieD.
cy 1.:&1 ICOICS WID benefit
from a "slia 8biria& cla\llie"
in the (Caeheis conu,:&,
118"
mel IN= ItBI.: minimum 8W1
dardl -' whieh wiU apply
bcginuil'ls in rhe year 2000
II well ,11 me amounl of
ilnproVc:mcn1 C.lch bGlldin8 which rcwardB IbCll'l S1,000
shOwed between G.c: 1991-98 each (,am lSI millioD fUnd,
and the 1998·99 school)'lll'l. The sllff.nembeh rnu.st alao
Superinc.::udenr
Rou be • mcmllcr of die 'bargain
Smicli aid dJl di,m'. da ins uniC, 'Wilson Slid.
Schools ibid don'l MO,-"
lIifaclUOD SYBta'ft clulllrs
IChooII accOldin, to 19911·99 lmpJu\/~t (or rwo COI1o.'lCC-
proficicac1 fell BCDrea, The uovc yem will rlU ~
clasi l'icluion !hollIS 92 of the qucmo=s I'IIDJIAa from pr0
d&JC:ria's 136 schools. or ~7. 7 gram chaIl8es to cocal Ill1ft'
percent, met die year 2000 Ghqes. Sml'Ch said the low·
stag: mandalt dtal icllools tst"l'JCftonnina SCboois will
incnuc !heir proficiency test receive priority. for b.tlp tTom
scor= by , minimUJl'\ or 2.5 a S1.2 million peOOI"RWKC
percel\l
iUlPfOVCIIlCtif Ni14 !lid aside
That lIlaadard will be :rom Che peral fi.uId.
fl:cmplary achievc::monc ia
implemented nex, year. but
ColulTlbua IIChools arc a yeu defined as I 75 percent , . .
ahead of the gamc., Smhh irlg rale on all prolicmmcy
tests al the ekmerarary sehool
said.
'''This ill news that sive, ~s level. Ind a 7S pcTccu' fUll>
hope 3IId reason to be: opti il18 rale by e;shfh-;radcis 011
III ~as of me Ninth-Grade
mistic," Smidt $Aid.
Smirh said onl)' 59 .Proficiency Test a~ me rnid
Ehoob, ot 42. 9 porcent, mel die scbool Welle!. II i.!I dcfirlcd
_001 level u IS
!he ptoflCienc), l~t standard III \Ito
percenf pas.sing rate on .11
!he pm-ious ~car.
In addition, 21 ot che 92 sections of th, IOtb-Grade
schools mc:ecing tbat .laII4ard Pftlfieicney TCI'I and 60 pa-
of ilSlptovellleDt showed eel" passing nle on all Il00
uctnplary achievement or cions of the. IZth..ora4c
improvement, the highclt Proficiency Test.
el(~mplary improvclIlont
el,egory - or· what Smich
called "oQr celebrated is defmed as achievins an
schools:"
average pin of IU ledt 10
Smilh Slid eacb exemplary percent os. proficiency tcISt
BChool ~iII rece;,;e a blnner IIIC8$ at the clomen'UlY ad
to Nne in the s<;hool ~nd rriickUc school Inels, BOd an
SSOO 10 be used for continu average lim of at lease 5 per
OIlS improlle.rnen.l Thc prin cenl IC che nigh iCboollc~l,
cipals of CKb sellaol will be as \Veil a:i meefin,; di5lricl
invited Co a rCC4ptiun Aug. ) I goals.
anlS OCher m;ogniriOftd.
"We are noc th.:rc Ylili. but
Ii.,.
.... 've turned Ihe comer."
laid Chief Ac::adc:aU.c OftiQC:r
Ore MoIgan.. addiIas Ihe INC
CCHU 'IIWOte. the rr:ault otbard
wort by ad md 9mdcnts.
"JI was lOt jdSf a blip Oft Ihc
,*~"~sIid.
alclPClltary schools daaai.
tied as ~ ~Wy
ilDJllOvement m:: WilUCl'lel
showed Cllcn:apluy
acbieYlSlDc",),
. lradfan
Sprinp, Binns, Cedarwood,
(also
OcargiID HcilhUl. Huy.
Pumoor,
Salem.
SlOCkbridgc,
Avondale,
Bock, BreAlDcll, BroadIeiBh.
aabraok. Baldb. E'alfple.
fair, Hi,hiltlcl, Liberty,
Lindbergh. Linden. Mcclary,
Oaicmolt III1d Scc:oDd.
Middle Rhools ehowins
eumpll.,. achicvom_ IN
MOMOIt aDd the Spao.lsh
Imrncraion Acadcnly.
ColumblUi
Altcmalive
Higb School IbO\l/ed both
~xcmllJuy adtie\lCTlllSnt
ICrIproVcmeJ1t.
and
The =I_ificalion .)'Stem,
which 111m be lmplemcnced
Ihis fall. show, eatly rauo
of !he huildings' improve>
. men! plana that bc:gIft lUI
year. Smirh Ilid. That
.Ulcludes addressing rbe ptOfi·
cicncy ttSl req~nlS, s.ha
",14. d=apir.e uidcisms dis
Iric:l.S often face abCQI ''teac:I1.
inS Co the 1CfL"
"What we're teaohilll is
need ro know for
the tcsc, but what v." 're
uachina are chinS' we aI£o ;
wane oW" c:hildren to know," .
Sm;th said.
what'dI&y
The Booster
August 11, 1988
9/21
�)ent
b}AUG. 27. 19991l11: 52AMIT
DEPT ED/OFC OF SEC.
689;
Aqua 15, 19'9
!.
·'QIht (folumbus IDispatdt
JOliN F. WOLFE, Chairman, Publisher and CEO
MICHAEl F. CURTIN, President. AleGeIate Publisher and EdItor
EDITORIALS
".:
Setting goals
Columbus schools ho,ve·toughjob ahead
,,,;
The scnolBSOc: sltuadon In the ColumbUs
Public Schools ilS noc the sua' of honor rob. In
fact.in a'V8CUWll, the disn.""s te6\ scores r11iUre
il look downright lUCile.
The IOOd. news Is thal school ~)'lRems do
11.0( opel'l8lf i.n a vacuwn. While CO\\U1ltnw'
SOOM show mas. d\e district will be placed in
p
...
8omewtud. dbmai pel1'onnance.. I.n fr( percent
Of the 136 sc:hoob, Cor~, the number of
childtel\ who passed prolieiency tsst9 in
creased r:bis par by at least 2..5 perrenEage
poincs, astmdard used by r.be fUIIe (or3SSe$ll- .
ing meaningful lmproyemefl'- The previous
year, ju::;r: 43 percent of CoiumDus !iChools mel
"academic £=mergen.'
cr' whel\ r.N report ....., JOum." to -Iaa........._
state A.,'
Sf.anS issuing
nl. . . . .UlUUlI
cardsfor~etYdisalcl .....adns ....... an "~wl1ed""'"
~~~~~
~
~N
p~
re8ec1: !Om" inl[lIOV&O
~L
Sull, if Ute Colum·
bUll schools' perform-
of Ilfficult and often ....
IUIlnful
........5, &"llftIII~ 1M. bard lW........
"UU. IVn..._."
"",a.
ance doesn't i.tnprove
over five )'ears. the
$laCt' could interVene and run che diIltrict
N.\Y journey to renabl1il.ation ~ With an
ackno'\l/I~dgrnent of cliMt'ult and often painfW
trUths.foUowf:d by hard work. $uperintendet'll
Rosa A. Smith hill» Eaken the I1rsl steps. She's
diagnosed Ute nlaftY problen~ moving lhe
disaict p!b't tbc dellia! phase and into recovery.
Is\dl.lded ill the ,.'ourse or Q'fJW.mcn( she's
ordered a.rt~ .som~ medicines thai: were a little
that target
The di.slricr. wi.U
meet or 5WpU1i live of
«hesl'afeoMtstlndards
_~~~~
prelAOlIS ~ aNllWO
more Ulan VIe year berOft! thai. Al~
stare ofndals ttave
w.wned against direct
c::onapansons berwe:en
difrert1lf )'dIS because of ch~ criteria.
there's no argtW\g thai Colunabus scbools are
' moYi.l'IS in the right direction. Ul\loltW\iltelV, 10
get out of ac:adelJlic; emefiel'CY, me dl&n;d ,..ru
have to meet one-third cit thlll stare's 21 SWl·
dards. There'spleru;yOf""'ork ahead.
What's mom, while moa1. schools are show.
illg improvement - several' elemental)'
schools Idtow p:.ins of20 percenr.ag4:! poinllS or
l1Ion= in me nwnbers or students Pding
proficieftc, tesbI - !:lOme an\! JmL Many
lIIChools' srudents' ~ ~ have declined.
But this infol'1'l\lllion is not!hodc:ing. Slrtc:e
'she arri"ed ill ColUmbus. SJnif.h h. been clear
and c:onsiste4l in her directive that the S)'Stem
ft\WI\ imPJ"mIe, She has aboWJJ thac $he po&
liI!lS&I!$ che iNenr:i~ ta1IciDs and ~ nec:es
hard tD swaJlow; Smith was criticized tor
removing Wan<1a Knight lIS principal 01 the
At'I1~nt.rk School at, Mohawk and ~butning
tbe ~l's cad' f;ul! tear anG for bel' o\oUhaul
ofrbe teaching sWf az: Linden-Mc.lC!nley Higll
Sr.tIooI.CnJumbus PIabtic Schools oflic:ials 1MlI·.
C3lJy hlt.ve been toO ~low to acknowled,e I'IIld
prescribe solutions for p.oblems. Sm.idI s -Wb\grless to lUe
Hteps is & welcome fiiU1 CD pull up the grades. Straight A"' aru't
dI.Inge.
"
. 1Ordy, bC~improveroent.l& It won'ecome
roue
'DIeIe are same briaIt.... (,be cIisI.1tcB
~
�!nt
b~AUG.
27. I999 Ill: 49AMT
DEPT ED/OFC OF SEC. S89j
08/26/99
1: 52PM j NO.
7944523?
!
~icOlumbUS Public Schools
. , : 270 East State St...t
•
.
Columbu,. Ohi<' 49215 • Ph. (814)365·5888 • Fax (614)365.5689
Rosa A.. Smith, Ph.D,
Superinoondent
:
i
I
I
August 26, 1999
i
Michael Cohen
Sentor Advisor to the Secretary of Educalion
U.S. Oepanment of Education
.
400 MarYland Avenue, SW
Washing~on. DC 20.202·
RE:
I
Dear
Columbus Public Schools
Class-SizB Reduction: The Basis of Student Success
Mr.1 Cohen:
I
.
Thank y6u for inviting us to share information aboUT our Class-Size Reduction program, al1d
about our djstrlct. This program is an integral part of our effort to achieve our district's #r
academib goal, which is to iniure all students can read at or above grade level by ttllrd grade.
i
In additi~n to this fax, we are sendin9 via overnight express an original packet fhal includes.:
I
.
I
1
2
3
4
5
AI 2·pageprogram summary;
~ecent news clips;
A! brief profile of our district:
The message that accompanied the presentation to aur Board of Education of the 1999-
2000 budget which discusses our district's keylniliatives; and .
Ihformation about 1hree of our elementary schools fhal the President might consider
visiting when he's in Columbus. Priority order for B visil from our perspeCTive would be
Linden, Moler, and Hubbard,
'
i '
Thank you again for giving us 1he opponunity to share 11'1is information with you.
.4 .
/ ()
1L ,.u..
i
Sincerely,
I
r.A'YU~
I
Rosa A. $mi1h
I
I
Al'tachments
I
The COILln;.bul'l City Sc:hooll)"n"il:t dl.lClI Mt cliliarllilill.. tll bue:aulle ofracc. color, hllllf.tnal ori~ill, f<lligiDn. lilt( or handicap .... j;h
I'epnl to :.dl1\illllion. /u:eun. t~aLm(:n' or Irnp'"ymllnt, 'rhl.i pelley \;I tl.pplicalllt. in z.lIl1il\en~t program&! und :\ctivitieli.
I
?e
2
�<, ... - - - -
I
.
, 1
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,
PHONE NO.
Er60ke Grove E.S.
I
301 570 6346
Sep. 03 1999 12:44PM P1
,I
:
' I ! ' ,I
Brooke Ciro"e Elementar)" School
2700 Spartan Road
OIneyIJ Maryland 20832
301-924-3154
Fax: 301-9.;;} 4 - 3, <.:. 1
FAX TRANSMITTAL MEMO
From:
I
pag~s including '~over page' £2.'.Q
1
I
Comments:
_"_~
1&:
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1
q~{qq d3~ ~~
SCJ.~
~-~CAb~~
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Confidentiality Notice:
;
The' i~formation in this transmission is intended only for the individual or ~tity named above. It may
be ConfidentiaL If you have' received this information in'error. please notify us immediately and send
the 0r:lginal transmission"to us by mail. It the' reader of this' message is not the intended recipient. you
are h~reby notified that any diSClosure, dissemination, distribution. or copying of this communication
or its {contents is strictly prohibited.
i
�~
5 e:p. n3 1999 12:44PM P2
.
PHONE NO. : 301 570 6346
i .
FROM : Brooke: Grove: E. S.
E
W
, ....
AsSIGNED BY NO~ATING AGENCY
,
.'
CHE~ONE IN EACH GltOtJP: .
~ NarJoaa1 BlucRi"_ Sc:Dool: Yes_ No....!..
~pec;ial Hoaors Omdidate: ....L- AIrs Education or _
1998-~999
IfYa.. Yca(S)_ __
Characzer EducaDon
Blu, RibboD Schools Program
Certification Sbeet
i
Name oflPrincipaJ Mrs, EQH De ~ty
'\
(Specify: Ms.. Mill. MIl.. Dr"Mr,. 0I:bIr) (AI,au wisb it ill die oftieiallUOtds)
Official School Name Brooke Grove ElemeD'tary School
i
( w i l l a if.... o8ic:ill nccmII)
School Maiq 2700 Spa~'tal'Vc:d
Tel. f!Ql
I
SIICetIP.O, . . .
Olney
city
Maryland
20832
S_
Zip Cade
Websi'- b't'tp:llw3.mcps.k12.mcl.qs[
:
schools/brookesroveee
COUllI)' i Montsomery
Address I
) 92'-3154
.
Fax ( 301 ) 924-3161
EZDIDEoline-Cary@fc.mCRs.k12.md.us
(Principal's e-mail address)
I
Nearest Major AitpartlCily, StI1e__W.-.:uhiDlIIoIIUlilllllt. ....,..... ......_ _ _ _ _ _ _ _ _ _ _ _ __
·
.... gp 12,wC
I
.
I have m1eweci the .
I !he bat
rmy
'OD
pIC".
in t1U
iacludiDa abe elislDiJity reqWCliXflti on pap 3. and
IecIp i l i s - .
~
~~¥.W==c:::::~~~=~_ _ _ _ _ ~L 1.:2, IflY
___D~[~._Pwa~u~l~I~.,_y~a~g~'& ~______~___________________
__
(Specify: Ma.. Mia. Mn.. Dr.. Nt.. 0IbIr)
Montsomery County Public Schools
Tel. 001 ) 229-3381
N~cmS~~
.
i
OisU'Jct Name
I
Disrnct
Malliftg
Adc:iress
850 Hungerford Drive
I
S..,.O....
Rockville
Maryland
CitY
Salt
1 have revi I
Fa. (:30'
)
279-32Q)
2Q8SO
____
Zip Code
the iafarmIaiGD ill dais 1*Dp. iacludiDc tbe dip'bilily requiremlDts on PBF 3. and
the belt
bowlc:dge it ilKCIII'II1I:.
.
-
certify
~=~~~:::::.
I
DIal:
Iball-Iff'
I
Name ofScbI &c.N_______
~~
I
I
Mr.s~.~Na=n~c~y~K~i~n~g
_______________________________
(Specif)-: Ma.. MiII.- ...... Dr...... 0dIa)
I baYe ~ _ iDfonDllioD ill dUs Pldrlp.. . . . . . . _
c:.
~ die bell of lIlY lalawlcdp it is...."..
ctipDiJily NqUile"w hLt em pa~ 3, IDd
�FROM: Brooke Grove E.S.
I
'
PHONE, NO.
301 570 6346
Sep. 03 1999 12:45PM P3
I
Prep.ratioD of School Self-Assessmeat
Rqx""DI1ives O( all relevmt SIIkeholdlr sroups (includizlB admiDirrrarars. 1aChers. other school staff.
sNdeftu. !parcms. 8IId COIDIIlUZIity ~ves) sbAuld be iJrvoM:d in the pn:pararion of the School
Sclf.~ lnf011lWioD about iii pn:pararion is requizecl under F3 IDcl is used ill scOrma mat Item
m CODjuDCtion '!ith the iDformaUon n:quared below. List the iDdMduals involved i:a. l'f'C'PImlon. If
necessarY. add an additioDal page numbered "28."
Name
I
,
PeIbIoIlfl1tle
I
Pr1Ds:ipal
EolinJ Cary. Editgr '
. (LISt ~ .~iediror bcft)
I
•
I
Counselor
John Moran
I
'j
Media Specialist
Therea, Flnsh
i
I
Hary cay Ricci
Parent
I
Dreams I Ger
PTA President
Charle~
Fiftl. Grade Teacher
Southworth
i
Anne ~ld1ni
Fourth Grade Teacher
SharyniTolkach
Fourth Grade TeaCher
Darzeli
Reading Specialist
Paz
Lynne Quest
. Learning Center Coordinator
I
Annett~ Hennigan
Media Assistant
I
Jean Zislar
Stan
I
Secretary
•
K~e~n
Assistant Principal
Janet Levy
Special Education Teacher
I
Cindy
~oodf1eld
Second Grade Teacher.
GailF®ks
Fourth Grade Teacher
I
I
Joe Sac~o
Parent
Vivian Malloy
Parent
Robin S¢hulman
Parent
2
�I
I
FROM :
Broo~e
PHONE NO. : 301 570 6~46
Grove E.S.
Sep. 03 1999 12:45PM P4
I
pART I - ELIGIBILITY CERTIFICATION
\
.
.
The s~pa.sres on the fim pase of this application cen:i.fy that for each of the smremenrs below
concerning your school's eligibility, previous rccOJDition in the Blue Ribbon Schools Program; and
complFce witJl U.S. Dc:pauzbeDt of Ecluca1icm. Office of Civil Rights (0CIl) rcquimnenrs an: he and
correct.
I
it.
i
I
I
The school is an elcmcmary SGhool ~ . includes some combinalion of grades Pn:K,-8. Or the
school is an iDtermediare or micldle school that ends ill gr;3de six.. Or me school is K-12 and
the K·8 components are apptyms. Unless VIe school is K·12. the en1in: school is applying for
recognluon.
"
"
2.Thc school bas ban. in"a.isCeDce for five fUll years.
\3.
!
The: school has Dot n:cei"c aatioaal recogaitim as a Blue Ribbon School since: September.
1993.
1
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i4. The nominated school or dis1rict is DOt refasing 0CIl ac:ccr.s to information -necessary to
'. \ investigm a civil righ1a complaint or to ecmduct. c:tistrict·'Sride compliance review.
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The OCR. must Dot have: issued. violation.leacr offiDdinp to the school ctimiC:l concluding
that the nominaled school or
~ as a whole bas vieWed one or more ofthe civil nghts
SratuteS. A violation. lear of tmctinp wiD DOt be considered OUCStaftding if OCR has
accepted a con:eclive acUon piaD fivrn the clis1rict to n:medy lbe violation.
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6. The U.S. Depanmc:m of JUSIice docs :cot have a pending suit alleging that the nominated
school, or the school disa'ic:t as a whol~ bas violm.red. one or more: of u. civil righu statutes or
.the ConsrituDcm's equal pn:n:ectian clalue.
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Broo~e
Grove E.S.
PHONE NO. : 301 570 6346
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.Preparation of School-Self-Assessment (COnt.)
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Name:
POIitieaItitle
EiJeenCuny
Theresa Sallee
SusanMapp
Music Teacher
Physical Education Teacher
An Teacher
Former PTA President
~riend and Colleague
Cindy Retterer
Mary~eit
2a
Sep. 03 1999 12:46PM P5
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FROM: Brooke Grove E.S.
Sep. 03 1999 12:46PM P6
PHONE NO. : 301 570 6346
PART II· BACKGROUND AND DEMOGRAPmC DATA
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DIS11UCT (Questions 1·3 not applicable to privat.e schools)
1.
Total number ofstudeftrs (Pn:JC.·12)· enrolled in the dis1rict:
2.
~wnber of schools in Ihe ctiSlrict:
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128,000
12~
Elcmau:uy schools
32 Middle schools
-.-:... Junior hip schools
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......zi HiP. schools
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-185. TOTAL "" 6includes 1 Vocational'-&
Center.Schools
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3.
D~uict Per Pupil Expenditure:
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$7,28§
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(FY99)
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Jeraac Scare Per Pupil Expendimrc: $6.446
(FY96)
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SCB09L (To be compleled by all schools)
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4.
Ca~gory ~ best describes die 81D when your school is Incated:
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Urban or luge
[ i]
eemral city
Suburban school with cbaracteristics l)'pical of murban schoo]
[ !)
Suburban
[X i]
[ \]
[ I]
Small city or town in a nnl an:a
Rural
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5. --.:..Q_Number of years me principal has been ill berJms position at this school.
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If leas thaD Ibree years. how 10q was: me pmrious priDcipal_ this school?
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6.
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N~ber of stUdents enrolled at eacb pade level or its equivalClll in )'OUr school:
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1 Prc~
31'11
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93
1.7*=
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76 Ie·
92 A·
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99 2l1li
·93 1';
87 S·
6·
~ 598Total
~~.1:- '" Amc:ricIm IDdim or Alaska Nauvc
8.p % Asia.
12 ,9 %Black CIII' AfriC8ll American
5. 5 ~ Bispaic or LaIiDo
~~_% Natiw BawaiiaD or 0Itaer Pacific Islander
73.4 % WI:dI.e
.1~T""
1at:lujIc pre-~ oaly ifyaur . . . . DIIIffl dimic:I opa_ Pn=K PIOpimS.
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Brooke Grove E.S.
FROM
PHONE NO.
3 n 1 570 6346
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Sep. 03 1999 12:46PM P7
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8. SJoe:nt1UZ'Daw:r.
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~ mobility me. durinl the put year. . %
3 5
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(This rate should include the total number of studentS who 1l'aDSfem:d 'CO or from diffcrmt schools
between October 1 and the CDC! of me school year. divided. by the row number of students in your
sc~ool as of"October 1. multiplied by 100.)
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T.i'*'itfOHQlidt pmfi,.ii!!!ftt .cfl.lll.s,. .iII tJ-. ~~._k
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2::1
ToaeJ Numbr:r
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Number oftmguages rqRSeDtccI: _1.... _
4_
S~i£y
languages;
i Spanish
Sambodian
Vietnamese
Ga
Japanese
French
Mende
10. StuOenlS who qualifY for fteeln:ducecl price IIlDCh:
9.0 %
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54 Total Number
Arabic
Korean
English
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Igbo
Iho
Cantonese
Thai
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If this is nOl a reasonably accurate esr:imate of the pereadIiJe of studcaIs from low-income families
or ~ur school does not participate in die feclaaJ.1y-su:pported iuIa. program. specify a more accUftte .
estimate. tell wby you chose it. IDa apIa how. you am. at this estimate. .
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. 107 Nu.mber Sc:rwd
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_._~ .. _
....... -
..... ,._.l..-.. V~ :.~ W1Ul aJSKJUlUeI
Indiraduals With Disabilities Education Act.
accoramg to eODClltlons designatcd in the::
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12. Describe allY sipiticam changes in the data ~ in ib:mS 4-11 that ha~ occum:d during the past
five ~ lad aplaiD why die GhaDaes or:curred.
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At ~he start of '96-'97 a·change of·school boundaries resulted in a 200 student.
enrollment reduction.
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FROM: Brobke Grove E.S.
PHONE NO.
301 570 6346
5ep.. ~3 1999 12:47PM P8
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PART HI ~ SUMMARY
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Stude:ms, parentS, aDd teachers at Brooke Grove bave fcqed a partn.ersbip dedicated to exeellence
and ~ to the belief that success is attaiublefor all srudents- This is our credo, and all ofour .
efforts, ~ mW abiJitiesare focused on the amimmem of success, aDd the quest for exceUence. We
carefully develop goals. standards, and expectations. aDd. measure our pcrf'onna.uce in order to adjust
iDsrruction ~ meet the needs of our studems. At B!ooke'Grove. we are process- and goal-orientcd. Our
pursuit of ~ence is p'larnud aDd deliberate. We be1ieVe in apro-actille process to monitOr and assess
student per:fi:mnaDc;e, and to DUItUl'f.': aD iDvitiDg leaming IllIMfOUUlC:nt. The Brooke Grove "'fiuniIy culture"
supports and reinfo.rc:es the pervasive and dominant pereepti.OD of students, pareatS. and teachers-Brooke
Grove is a J,ondeTfi,tl place forleaming and teaching and a GREA.T PUCE TO BE!
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NoVius about Brooke Grove. loo1ciDg in cJassrocims, absorbiDg the physical' surroundings: halls,
offices. instructional support ~ c:afeleri&. playsrouDd and. COU1t)'ard,oue finds a pl3ce vibrautly alive
with student lactillity and work. EvideDc:e of studc:al wmk fills Ibe walls aDd hangs from the ceilings in
classrooms ~ coniclors. Indicators of student success and examples of eXcellence are featured and boldly
displayed. Qne also sees and experiences aD eavilmnwr where cbi1cbea are WBDted and wJidated by a
auiDg. dedic8ted staff. and activities arc organi=., focused, aDd purposefbl. Students kDow wbat to do,
where to go. ~ how to get there. Teachers eajoy teaching. cbildn:D are cbaIlc:l'J8'ed in leaming. and
pan:ntS are iDtimatelY involved with the process. All admlnistnmve presence is evident. \1Ir'hich conveys,
"We're bappy you are here. you are imporraDt. aDd this is our school__ stlmu1ating. safe baVeD where our
purpose is tol help you the best you can be."
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At Brooke Grove, participation and involvement is ~f par;Unoum importange and evident
throughout ail aspectS ofleami:og and reaching. Teachers; parwts, studmts. and central offige staff are
engaged and ~ested in the quest for ex.cellence. Hiring teadJers and. stafI, idcmifying goals, implementing
change, monfcoring program delivery, ensUring a safe and healthy enviromneat. and measuring our
performance ~s a collective, shared effort in which teacherS and pa.raltS., actively and purposefully
contn'bute.
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Our children are stimulated aDd meaningfi.dly chaUeoged at Brooke Grove. For example: word .
walls in KaS. Writing centers, gnphic orgarrizers, K·W-L are some of the straIegies used for guided aDd
inquiry-based.iin.stru~OD in aU CODteDt areas. A sampJiDg oftbe straregies intended to involve and motivate
students are ~ Pattems·Making connecti~. Instruetiooal Systems in Math. cross--grade
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approaches to problem solving. and the use ofcueing systems and coope!ative leaming strategies. The
implementa1iob of the William and Mary Language A,.,s Program for HighJy A.ble Learners; Reading
Recovery Program (an intemar:ioDally recogni.zcd interventioD program); Math and Science Clubs; science
hands-on kits; :Malh Content Connections funded by the N&r:ionaJ SQence Foundation; and the use of
teclmoJogy (~uter Jab, researcbIlc::amiDg hub aDd CODDeCtiwity in an classrooms) eaables our ctiildrcn to
ac.quire skills 8nd. Ieam how to problem solve for the future.
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Our
bas a 1ife.lorag c::omm.i'rmeni to lea.miDg.' FlUID our youDFSt kinderp.rt:aer through the
5th grade, and ',including our most ~ te.adlers, we com.inue lO develop our skills and
undenr.andiDg.\ celebrate our accomplishments aDd successCs. and share the joy of applying what we have
leamed aDd diK.overed. StafftraiDing is essential to cur ~c:ticmal succ:ess. New t.eachers panicipare in
one week of aa.io.iDg prior to ioiniDg the sraft" ancl haw a coadHnemor throughout their first year of
service. 1D all Subject areas, grades, and departmeuts. Sld'is actively eagased in traiDins and supported in
their desire to Ray Qlrta1t aDd skilled in effective 1c:amiDg practic:es. Sipificam numbers ofreachets were
trained. in the ~owiDg staff deve10pmem iniIiatil'\\S: Williain aDd Mary eurriculum; early literacy
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FROM: Brooke Grove E.S.
PHONE NO.
Sep. 03 1999 12:48PM P9
301 570 6346 .
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strateSies for readiDg and language iDsuuction~ Math Coat.cat Ccm.nection: Gifted aDd Talerated lDsauction;
Use ofTedmology Workshops; Readinj aDd wribog Coo.aeetiOD.; Impmviug Teacher ObservatioDS;
Hand.s+cm-Scieuce and UDits of SUldy ftmded by the Narioaal Science FOUDdariOD~ AEMP. Seieac:e and
~ry Reading; ~ Human ReJations topies as it re1aU:s to our school imp~. goals.
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l At Brooke Grove we haw demoDstrated imIOwIive and creative avenues for acknowledging and
motivaliag students. We strive for aD CIIwoan!eQt in which c:hildnlD want to achieve, are supported in their
etfons:to achieve, and n:ceive acknowledgment aDd. support for tbcir acbieYemems. The PTA and staff
provides 3-Srh grade Sb~deats with bil::aJc:,fast duriD& me:yearly fifteen days ofNatbcmatics Criterion
R.efere!u:ecl Test Mathematics (eRn. Me:r:ropoliraD Acmewemcnr TCS!iDg in Reading (MAT 7). and
Maryland St.atc PerformaDce Assessment Program (MSPAP).tr:sIiDg: NiDety-eight percent ofrhe students
had ttJir "student passports" stamped for meeting attendance aDd effort standards during assessment days.
As a reward zhese student\; reCeived a special aftemooa. cdebratian at the local rhca1:re. A "sleepover" in
. the sclJx,1 gym., c.omplete with slecping bags,
~ aud matt was the incentive for meeting
reading~! goals, and eamiDg Red Apples for public service ent:itlcd the beams to McDonald's certificates.
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cbilctnm.
iIn summary, as indicated by our na:at e=npbuy growth sc:oms an the ]997-98 MA17. the
MOl1tg~ County Public School Mathematics CRT. and MSPAP. it is evideat 1bat our improvement
.efforts ~ve enabled our students to perform at their potaltiaJ. Not ODe isolated SI:ral'egy. individual or
group is entitled to lake credit for 1his accomplisbment. We attribute our success to motivated students.
committed parents, dedic:atcd staff aod adminisnarioa.. aod a caring and ge:a.emus community working
togethe~ as we "soar to achieve ex.celIeoce".
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PHONE NO.
FROM: Brooke Grove E.S.
301 570 6346
Sep. 03 1999 12:48PM P10
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PART IV - V1SIONIMISSION STATEMENT
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The Momgomery towny Public ScbooJs (MepS) Vision S1almad' aDd goals are me foundation for
Brooke ~cfs formation ofits vision statCznent and ~opmcmt of yearly objectives des.isned to meet the
needs of oUr customers aDd staIceholders.
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MoatgomCry CowRy Public Schools Vllioll
We. the ~le of Moutgomery COUDty,. beIiew 1bat a quality educ::aliaa is a fimdamental rip of every
child All bbndren will recoiw the respect, eax:ouJ"&8'CInenI aDd oppoibmities they need to build the
. knowledgel skills aDd aa:itudes to be sucx:essful. coatn'butiDg members of a changjng global society.
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Brooke G~ove Elemeatary School VIROIl
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Brt)()ke G,ow EJementtl1ySchooI is a comWlllllity I:OI'if!'drred to the development ofQ leaming
.environmek, that va/lies divel'Jity. nspecu tire individual tIS well tIS the group. tmd t'Mpi1'e$ IntelleclIIDI
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and pel'sona/ gl'OWth.
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Brooke Grove staff and. parems came togerhenmd cn:ar.ed their mission staremear in AUP,St 1989.
Workiug toIetber. they cmftcd the mission statanaar It is reviewed yearly aDCl GOJJtiDucs to reflect the
vis~on. BrOoke Glove was crmIai from two ovaaowded schools. The pmats carried a sttoJ:rg visiOD of
what they Wanted in their DeW school. The staft selected for their expertise and COilinrinnf:ut to creating a
new sdJoo)j brought their own expecwioas aDd visiODS. Each year. tbc goals aad objectives roay change
based upon ithe needs of the students as daenniDed by aD aaalysis of test data, community and student
surveys, ~ut from focus groups, and initiatives of1he ~ool ~.
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The Success for Every Student Plan. developed at the c;oumy lev~ articulates the goaJs for the school
system. ~ loc:aJ school objectives are Iisu:d UDder the ~ goals aDd am the driviIig forc:e in the
Brooke Grove Elemeo:rary School Improvement Managemem Plan.
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Goal 1 EDsure Success for Every StudeDt
• To develop a social climate that fosters respect for self-and a sensitivity towaRI classma1es and
conununity.!Attainment will be measured by narratiw and quantitative data collected and summarized by
the Schoollinprovement Tearn.
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Goal l Prl,vide aD Effective ImtructioDBI Program
• To ~ stUdeDt acbieYanent in n=adiDgIlanguag ans as measured by MCPS Criterion Referenced
.Tests (CRn and Maryland State Perfonnance Assessment Program (MSPAP) srandards. At least sevemy
five perCCDl ~fthc students in grades 3,4. and S will meet the CRT reading standard. MSPAP scores for
students in ~es 3 and 5 wiD increase 15 percentage points toWard arra.inmem of satisfaetory and
excellent standards.
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• To impro~ the iDsrrucrioa giVeD to gifted. and talented studeDts. Brooke Grow will focuS on more
consistent UnPlemcawion ofinsaudicmal strategies designed to improve their performance in
readingllangUage ans and nmbematics. AttaiDment will be mca'U.'nlld by aD increase of 100/0. at each grade
level, of identified. gifted and talented aDdIor higbly able students scoriDg 800 or above on the MAT7 and
CRT Math~cs assessments.
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�FROM: Brooke Grove E.S.
PHONE NO.
301 570 6346
Sep.' 03 1999 12:49PM P11
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PART: V • LEARNING-CENTERED SCHOOLS CRITERIA
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~STUoENTFOCUSANDSUPPORT
AI. H~'" would you descn'be your stacleat population? What are your students' neecls? How do you
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assure ,that the aeeds of aD studads are met?
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"Stkuing to A.chieve &cellence" ;s not only the mono til Brooke Grove. bUI also the goal ofour 600
students. ADy description oftbe audeal: populatian;nced DOle that Broo1c:e Grove opeaed in 1990 with only
400 reSuJar and special education studaIrs in kiDdergan.e.D-5th grades. During the DeXt nine years, the
school grew to over 800 studems, survi'ved a bigbly conr.roversial bouDdaty cbaDge, aDd stabilized this past
year at 1600 students.· The diwrse studeDI body ccmsists of SSO regular and 48 special education stl1dents.
who are part of our Inteasity 4 and 5 School ~ LeamiDg Center (SBLe). EmoJlment figures are
provided by MCPS Depa.nmcm of Educational AcqHmtability (DBA). Statistical dam is maintained
c:enttallY OD the maiDframe, as well at the school-level OIl the StudeDt IDformation Ma.nagemeIJt System
(SIMS)I. Thirteen pen:enl of the population is idenrified as AfricaD...AmericaD; 8% as Asian; 6% as
Hispanlc; and 73% as Whim. Thiny..four perc::em ofthe Brooke Gnwe Sb.1dents have been identified as
gifted
talented. 4 % as ESOL, and 100" ,smdc:ats as eligible for special educatiaD serric:es. Two
percent 'of the students receive acamunndations UDder SectioI1504 oftbe Americans with Disabilities Act.
Nine peh:ent of the SIUdents qualify for free or redu.ced luncll and breaIdBst. Our SBLC consists of four
imensu.y 5 classes, servirig students in kinderprtm Ihrougb JP3'k S. In ad.ditioD" we have one lm:eD.sity 4
class setving 4th and Sill grade smde:nt.s. AD SBLe stlldeotsnx:eive services from more than one special
ecluc:ato~, e.g. occupatioual, physicaL vision, auditory. ad speech and JaDsuage therapy.
One pfthe challenges m= in the past Dine years·has beeD the change from a semj·homogenous
population to one more heterogeneous. We strive to maimain our commitment to our vision sr.atement:
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Brooke prove Elementary is a community commined to the development ofa learning environment that
values diverSity. respeclS the individual tIS well tIS the ~ ~ ~~ and inspires inlelleclUQ! Q1Id perSonol.
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Classroom tGlchers review ~ pre...assess studeDt5, coasuIts with pareats and colleagues, and
observe each studmt to detennine needs. The c:ouoselor reviews folders for all transfer students and shares
information with the receiviDg teacher. Sra1f reviewnbe records of every Gbild in the SJ)LC befo~ each
ac:ademib year to determine the need for adaptive facilities, additional relared. services, and/or additional
personnel, to ensure that all children achieve sdlool success. The SBLC c:oordiDator attends monthly
~ with central office pefSOJlDCl to commuaicate the Deeds and expectatiODS of stUdents. Some "
resou~ have been provided as a din:et result the co;')rdiDators'requests to meet needs. For example,
SBLe cl,asses have received' new eompUJers with appropriare software,
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Our School Improvement Mana.gemem Plan (SIMP) c:usures thai the needs of all students arc met.
Objectives, goals, and tasks are developed jointly with parenTs, sra1f, and administration. ensuring tba1 all
students ~ provided the best possible program. This data-driven documem ~ reviewed four times yearly
by the SI:MP and I'DODthiy by staff to guataDtce its SU~S.
Al. What nonacademic: services and programs ~ av.able to support SlUdenu, and bow do they
relate tolthe student needs and school goals identified? '
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Brooke G1'tJW! is committed 10 the IJDnocademic tIS well tIS ,he ~mic needs oft. students. The
school c6uaselor works with individuals, small group$~ aDd adire classes on issues that are identified
through CommUDicalioa with pan:m.s. staff andstudfms. FiftI:eD percent oftbe students received individual
counsetmg in 1997; 4S% received seMCCS as panofa spec;ial iDterestgroup; 70%oftbe SlDdems received
service pan oftlieir regular classroom instruction and 10004 of the SIUdanrs participated in "LWlch .
Bunch." informal opportuDitY to provide SDJdcnts Witb soc:iaJizaEion skills. The colmseior COIIm1UDicates
regu1arly!with teaching staff'regardiDg studeut CCJDC:.erris aDd issues. The counselor provides periodic
~ classes to assist with a variety of issues. P8:Ieat and srudem satisfaction surveys are
administen:d every three years.
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�PHONE NO.
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FROM :. Brooke Grove E.S.
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Sep. 03 1999 12:50PM P12
The 1997-98 Pupj) Semces PlaD placed an emphasis on skills aDd. actMties identified. as needed to
~ ~ for all students. As a result, prosrams such as "Luach Banch", DeBug, Red. Apple and
Silver ~e Awards. Sponsmausbip AwanIs, ind peer mediation are all in pJace as part ofthe .
noaacad~ic suppon to stUdentl. Additionally this year, die pbm was revised to include activities to foster
a
collabonstion between the reguJa.r and special c:ducatiaD dasses. Parbciparion in activities
desigD£difor greater iDclusion of the SBLC classes with the n:plar c:Guc.aboD classes such as 'Poetry
panners~, scbooJ c:hoIus, school safety patrOls, S'bldc:at GoveiilD1CDt Association (SGA), media ceater aad
office helpers will be com:inued this year.' Our Cammuaity Health Nurse provides iDstnaction during our
stb-sradC Family Life uoit.. lD add.itioa, opportunities to maximize partic:ipaticm \1ritb like grade level
classes are part of the 1998-99 objectives (see vision sratcmcm. p l . objective 1',
The Brooke Grove PTA Special Needs Chairperson plaDs eve:aiD& and daytime programs designed. to
encou~ p.ueuts to playa sreater role in the education of our studmts. Programs such as Open House,
Back-To-School Night, .K.inderganc:n ami First Glade Reading Night, Pan::ot Night of Asscssmems, Sc:cond
Grade W~ Night, and Gifted...eDd..Ta'leated Parent Night me prosrams intended to help parentS suppon
our stuA:idns. Each of these is designed to bclp pareqrs 1.IIKIersr.aud ho\v aud What is beiug taught so that .
they can Serve as partDers in the .leamiDg process.
Al. Ro- ldoes your school determine ad acklras tile deYdopmanal Deeds ofstudeDts as they move
froan grade to grade?
BrookS Grove $I/lflbelieves in ""owing each chlld:.- strerJgtIu tmd needs. and engoging in 1'egu/Qr
planning, iimonilOring, and evaiuoling ofthe chillJ:r P1'fJg1VSI fJCQ(/em/CIllly. socially, and emotionally.
The devel~mental needs of students as they move from glade to grade
identified aDd addressed in a
variety of;ways. Grade 1eve11ean1S meet with support SpecialisIs and the next grade level teachers to
discuss St¥dent needs and groupings prior to the cad of school in June. Student streagtbs, needs. and
teacher reCommendations are emphasized.
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In the ~pring ¢ each year, school toWS are offered duriag the instruetionaJday to allow incoming
families
opportunity to experience Brooke Grove in action. Small group and individual consullations
,,;th scb~l administtators and support spcciaUsts are offered to maximize the exchange of information
regarding needs of inc:oming student. Kinderprren 0rlentation provides the opportunity for parents aDd
incoming l&dergartners to explore the resources available to tb.enJ and become acquainU:d 'With staff.
Older students matriculating to middle school partiCipate an initial oriemar:ion session with the
counseJor.IFormer studenu visit to discuss course offerings aad ex.pedations at the middle school level.
Cunent t=khers fiD out articulalion fonns to provide information to aid in appropriate placements. Prior
to the be:gi.Dning of school, in<Oming students attend a 'balf-day orientation at 1he middle school campus.
Stu~ who ha~ been identified as nc=;ng special education services are monitored dosely by the
EducatiODa:l ManageineD! Team (EMT) and the AssessJnent., RevieW. and Dismissal CARD) team. Stu.clems
with ~ Individual Education 'Plans or Section S04 Plans are formally reviewed by the EMTIARD
teams within the·first two weeks of the new school 'Wm. This review includes both staff' and pa.reors to
address the istudents· needs as they nwriculate to the next year' s teacher.
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Monday, eveiUDg meetings with parents, and school a.dnUD.isttatia aad support speciaIisrs have beeD
offered by bade level eaeb year. These meetings are designed to take p~ in an infOrmal atmosphere
where pa:n:rits are c::ucouraged to cornmunic:ate their concems aDd. offer their suggestions regarding 1:he
iDstrucrionaJ. program.
Parents ¥ incoming SBLe stuck:nts visit and tour me facility. lDrer'\'ieYJS are held to discuss specific
needs perrainiDg to incomiDg students such as academic~ behavioral, medical. physical, and language needs.
Students are eoc:ourager.i to spead a balf-day with reachc:rs prior to atamding the school.
A4. What cOcurriadar aetMtia are available for studetats aDd bow do those activities atend the
gn:ater:
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are
the
m
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a~~caUricwWB?
Brooke qrOW1 sptmJors tI variety ofCOCfirricull:n* oetiViiies IMI alenJ the instMlc~ona/ program.
Currently, 76% ofthe students arc mvolved in either a school or PTA sponsored activity. Activities such
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as: S~ Scboo1 Safety PaErols, BlOOD Grove Newspaper. MoJ'Di.Dg and After-scbool Math Clubs, Media
Lunch Bunch. School Banking. and Studcm:ts Helpiilg SQUDts are pan oftbe regular Brooke Grow
p~. The 4-H Club has iDaeased in membership froIIl l~ studems to 25 studeDts in just two years.
PTA-sPonson:d programs. such as FLES (foreip langnage). Jr. Grear Books, Hands-On Science, Hands
00 Art! Chess C:ub. aDd Primary Math Club are offered throusJlout d1eyear. Each ofthese activities
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~ swdems with opporbmities to develop leadership skills, social imeraction skills. and
responsibility, as well as dewlop aDd extcDd skills in an, scieDc:e, J'CIdina. math. and written language.
Curre:nqy 101 4tIJ and 5th grade stUderas are cmoUed in aur IDstrumcmal Music Program and 120 in the
Choral Music program. Their ta1eDts are sbowcascd during frequc:at scbool c:oncerts. It is important to
note ~ the Sth..grade Ird:easity 4 and. 5 SDldems participate as safely patrols and are encouraged to '
participate in all activities to tbe fullest cxtc:nt. .MoDIggmeIy CouD1y Depanmeat ofRecration.(MCRD)
and the Piney Boys aDd Girls Club offer fee.based activiUes in dance and sporting activities after school
and. CD ~eekeods. Scholarships are ammsed for fee.based aaivir:ies for families in need.
All students are encourasal to partieipatD in activities aDd share their ideas for new programs. The
Cbess qub was fonned as a result of studaItIpanm iutcrat. Spaosonbip was obtained by the PTA,. and
sraff and parentS supervise regular meetings. Brooke Gmve Math Clubs were designed to meet the specific
needs o~ individual groups where groups may emphasize 1b= acbiewement of girls in the area of math. the
needs oflthe gifted and taleub:d. population, or the aeeds of UDdemc:bieving 3rd-grade SDldems.
AS. Ho';" does yOW' school address the accessibility of its &ciJitiec to studaats and other with
disabilities?
B"~ G,ove is commined to QSSIlri",fidl (lCCesslbilityfor all persons. 'The facility is fully
accessible to all persons as provided UDder the ADA pideIines. Luge letters and numbers have been
plac;ed o~~ide each classroom and office area to assist the visuaDy impaired. In striving to provide
handicaPped access, eKb classroom aDd restroom has been adapt.cd.. one of our classrooms bas been
modified.ifor wheeldWr use. there is aD elevaror to the second. floor, aDd the paric:ing lot and sid.ewaJks have
been equ~pped with ramps. AdditiODally. specific modific:atiOQS have been made to ft1=t the needs ofa
particular student who bas been identified as having dwarfisJD. Aqjust.ed. door, handles and access windows
in the ~ music and an rooms, and media c:enter as wen as several classrooms, iJa"e provided access for
this stucU!nt. Modifications to playground equipment and hallway water fountains exist as weU. Sign
language linterpreter3 are utilized for our hearing·impaired parents during parent conferences and school
prc:sentaqons. Large print nweriaJs are provided for visually impaired students and parents.
Students identified with disabilities are served in their classroom. The SBLC staff and regular
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education staff are involved in a team teaching approach. This iD¥Olves c.olJaborative efforts in plarming
for and ~ the needs of all students. The SBLC provides a transdiscipJinary approadt. That
is. our ~ialists. such as occupational or physical cberapists. p1aD lessoDS with classroam teachers on a
regular basis. Students who have ideati.fied disabilities may meet wilh their tc:achers in small groups or
large groups. Effons have been made by special education scaff to ensure that evay clilld referred is
educated itt bislher home school. This requires additiODalIime and plann;O! to assure that these students
are provi~ with the proper supplmncntary aides and seMces.
B. SCHOOL ORGANIZA110N AND CULTURE
.
Bl. How\does the culture ofyour school support .1earDia& of aU its maaben ad foster a carine
c:ommuaity?
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From il'lCepnon, BI'OOItB G,ove Elementary School sllljftmcoUraged DI'Iti pMVided opportulrlties for
meaningfu, involwment from the greater school cOmJffJI1dty. What bas emerpd aDd evotved over the
years is ~ existence of a stroDg 8Chool family c:ulD.uts aDd school idallity. A scbool' masCOl, c:oI~ aDd
motto were coUaboralively selec:red. The scbooI DllDCW3S approved by the Board of Pdutarion as
requested aDd petitioned by the eommun.ity. enabling Brooke Grove to maintain iIS historical identity.
Parents actively participate and contribute to the~. Every day, one sees volunteers working in
~ offices. and.comers providing assistaDce to SbIdears, pan:a.ts, and staff, and serviD& on schoo]
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c:ommi~. such as homework. disQpliDe. assessment, gifted aDd .talCDred. aad Scboollmprovemeat
ManageuicmrTeam (SIMT). 0urC'adreof2361 voIuuteen bas coatributed 10~S43 hours ofassistance over
the last five years.
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We
guided by the sttong belief that success is anainable for all c:hiIdreD in our diverse ~
population. Our SiMT guides the establishment of priorities witbiD the SIMP. The SIMT moaiton the
implemarfation of objectives, prosram impJemeilbdiIJD aDd. stucleal auaimneDt, amd seeks input from all
stakehol~ iDcIudiDg pan:ats, ~ members. studeDts. professioDal stdf: aud supporting services
scdf. Seems the need for additiaDaJ iDpuI from parrmrs bas PfomplCd us to invoM them more aaive1y in
these ~. DuriDg OW' mcmrbly grade-Ievel team meecinSS. classroom teachers have the oppommity
to reflect On how c1ase·we are to attaining our leamiDs gaaIs. Sugestioas are made for revising our
strategies,l to provide suc:ce.ss for all studenls. AdmiDistratioD meets regularly with SOA officers and
repRS~ves to elicit feedback OD bow studems perceive our school. .
In a roUtme aaalysis of test data, our AsseamCllt Team (A Team) ideutified a de.6cieDcy in baSic fact
masterv. The comm.itree J'eCOlIJ11IeDCI to the SIMT the impler:ra;t'lation of a math iDcc::mive program. The
SIMT ~ec:live1y agreed and confi:m:d with the PTA Executive Baud to c1ica Dmmcial support. One of
our businc:lss partDerS agreed to spaasor Ibis program. This illustrates our 'USC of dara to assess and adjust
our au:riduum, and the m1e of the st.abboIdcrs.
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assessmem data, Brooke Grove joined witb cluster schools to panicipat.e in the Renaissance
Program, f;iesigned to acknowledge aDd reward academic ~ The duster high school. Sherwood
High SchOol, bas supported us by proWling a variety of~ such as cheerleaders and pep band for
our academic pcp ra1lyy and buuoDs for all smdents who participated in OW' Read to Succeed Summer
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Reading Ptogram.
The ~ recent county adm.i.aisteRd Student aud Panmt Satis&ction SW"\reys suney was amducted in
the Springlof 1998. The results help us evaluate and plan in the following areas: school facilities. school
sra.tI: sc:hobl safety and discipline, academic iDstruc:tiOD, aDd tcacher-studeDt relalionsbips.
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Areas br highest studeut satis&cticm indic::ate:
My te3chers expect me ro do well• in class
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My ~sroom has books and eqwpmeut that
help me lca.m
• My teaehers care about me as a person
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•
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Areas ofhigbest parent satisfaction indicale:
My child feels safe at school .
TeadJers arc iDterestcd and QX)pel8tive when
they discuss my child
I feel welcome at this school
These respOnses range from 96:4% to 99.2%, aDd are typicaJ of our parem and stUdent sum=ys, iIlustmting
how Brooke Grove is perceived as a IlW1Uri.ng. caring school c:ommunity.
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Bl. What loppol'blDities do students have
to buDd sustained and caring reladoasbips with teachers
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.and other adults? How does your school promote a healthy peer dialate amoag the students?
Students at Brooke Grove leam to appreciale and ime1'l1cI with a wide nmge ofpeople, A great deal
of emphasis is placed OD srudem cooperation. both with their peers and aduhs. Goal 1 ofour SIMP is to
"develop a ~ c;1.imate that fosters respea for .selfand a seDSitivity towards classmates and c:ommunity."
The DeBug program was introduced to aU classes by the guidance eounselor, and implemeat.ed school
wide Iast~. It enhances self-esteem by helping the child acquire c:oping skills in relating to~.
StlIdenIs l~ to use appropriale laDguage and develop strat.eaies to interact with others. Steps are
modeled for them for n::solWig confliCts.
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The SGA provides anatber "iebicle for SlUdeats to help dlemse1YCS and others in the c:ommunity. Lasl
winter, our ~elor bo:ame awan: ofa &mi1y in· crisis. Through SGA efforts, over a momh's supply of
food and staples, holiday gifts, and cJorhiug were pi"oYided for me fam.i]y. AD of this was ac.complished
without di~ ~ student's ideatity.
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Stu.d~ interact with teeDS tbrouP our iDvolvcmcm with the Sherwood High School student iDuml
program!. 'These iDr.eIDS read with the Stlldents. act as ebaeriead&:n and me:tdOJS for them, and provide
positive ~le models. Some of these iDIems are Brooke Grove ahmmi.
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stucUms al Brooke Grove have the opportuDity to imeract iDtcr~ with ,two loc:a.l senior
groups.
3rd..gmde students iDterviewed the seDiors, wrot:e n:potIS, pn::pan:d skits and presentations.
Visitations between the school aDd the cearers were ccmducted. You can't imagine how awed the seniors
were 10 ~ee the tedmology being used. in our school.
EachI)'Qr, staff members doDate their time aDd resources to spoasor iU:bvilies \1IIith students through the
PTA Si1eDt AuctiCID. S~dents bid on opporftlniries to spead time widl sraff members. e.g. pizza and a
movie, lunch, or ice cn:am parties. Red Apples Awards are sivat when sraffmembers "catch" a cbild
. performiDg.an unsolicited act of obarity, cariag. or sc:rvice~ Red Apples are .later redeemed for m~
COUpoDS :from McDonald's. Our most recc:ar studerit survey sup~ that; .. My teachers care about me as
a ~!"(al) Studcm recogaitian is also provided. by our PTA moutbly birthday bulletin board. PictUreS
of the ChlJdren whose birthdays are celebratp:l in a Ji'ven moath aze displayed OIl this board. In addition,
moming ~cemeats include best wishes for our "Birthday Buddies,... and c:bildreD each receive a
"Birthday Buddies" pencil. 1bird grade stuclenh develop camnnllricalion skiDs and a sease of pride and
ownershiP while woIkiDg as weather "'f)OtICn duriDs II101'Diug 8DDOIDJCCII'leD
~ly programs, which help us to better UDdc:rstand. our difF<::1 CUQ:S and similarities are given
priority. iExamples include: Kids on the Bloc:k. MomaomerY .Exc:epticmal Leaders (MELs). multi-cu.ltural
programS,
During a rec:eo.t MEu' PleSClltalion. in which physicaJJy-cballenpd students shared their
applian~ and prostheses aDd discussed their disabilities. ODe of our ...dears opeqJy revealed for the first
lime, that he, in fact. has leg braces. This took an enormous amount of courage on the student's part and
could only occur in the non-threarming, accepting aunosphere.
The ~is placed on student relationships II Brooke Grove helps create our healthy school climate.
The progTams cited are maunples of Sbategies used to cnbaDc:e and nunure a c:aring atmosphere to convey
the m~e thaI our school belongs to the c:hildren.
83. How are teachers hired ill your scbool? How are SlSigJluneDts made?
The ,~cruiting, hiring and retention ofstoffar B1"OOIce G,O'IIe are a high priority with Ddminisrrators.
students. and community. When \\Ie Imow a v.acanc:y may occur. we carefiilly begin the process of
identi~ the skiDs and qualities are needed and compatible with the needs ofour students and the
philosophy of the school. lDteMew questions e:oa.ble the applicant to address areas we are targeting while
giving insight into their background, philosophy and beliefs. 'The MepS Office of Personnel has a
comprebepsive system of scn:ening and ~ the emp10yability of prospecltive applicants. 001y after
an applicant bas fulfilled application requirements and met the disuict standanis can belshe be considered.
This ~ year Brooke Grove Cleployed a team of interviewers ineludiDg five u:a.cbers, two
admini~rs. and two.support personnel to the fir~ Job Fair initiated. by MepS. Approximately 64
teachers sought tnmsfers to one offour possible vac:aocies at BGES. This was the highest number of
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interviews: conducted by BDY scboo.l, including secondary schools in MepS. As a group. the in.Icrview team
and a PTA representative reYieweci and refined the list of all applicams. This same team iateniewed
candidateS, assessed compatibilitywitb. student needs and made ~ons. For example. our .
school neddeci a special educaror -who had experience with 10-12 year old studeDts with multiple
disabilirid. was cenffi.ed in updated asscssmemS, and able to CGDIJDIIDica:re effecti-vcly with parentS. The .
team interViewed nine candidates prior to sclectiDg aD indi\'iduaJ tbal would meet aU criteria. Prior to
leaving fot the summer, teaching and room assigruDerllS are detennined· based upoD enrollment, student
needs, andiareas ofteacher ceni1icatioa and~. The u:ac:bers aod admit&isa~ worlc cooperatively
to determine professional objectives for the DCXI year based upon iDdividuai aDd. school needs. Time is
provided ~ facilitate a smooth traDSitiOD for a DeW sc:bool year.
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84. Wbatis your school's plaa for school safety, discipJiae., anddiug Preveat1oil? What was your
record fol1 the past live years?
:Our
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. We believe thot ou, apprDlll:h 10 school safety, dj$t:ip/tnB. tmd drug prevention C1'eDles and mppom (J
lair and c:orl.sUlent lBQ1,'fl.ing e1I11i101lllle1Jt.Accordiag 10 our n:amt Studc:ut Sa:tisfactioD Survey, 91.1% of
the BGES students repaired. "feeImg safe at school," as weD IS 88.2% felt safe as they traveled to and
from school. Likewise, the "Pareat Satisfaction Survey" indicated the 97.6% felt ~ " their cbildnm were
safe from weapons." at Brooke Grove. AD overwh.eImiDg 99.2% felt that their "cbildnm feel safe at
sc:hool". Brooke Grove bas bec:n awa.rdecI the AAA School Safety Award annually. Accon:IiDg to our
MOD~ County Police Depanmc:nt (MCPD) spcmsor, this only bappeDs in a school where there is a
QUe cornrniUneo% to\VaI'ds safely on the part of the pallO} foR:e aad ~ staff spoasors. A staff Crisis
Committee ~xisu for U$C ,in the evc:at trained interweDIion support is required. The coimniuee bas been
called into service cmly'OACe over the pas! three school years.
Our ~line Polic:y clearly defiDes the scbool sraadards" c:xpcaatioDs of sta:&: Sb1dems. aDd parents,
and incl., roles delincatiDg infractions aud c:aasequeaces tbr the bus.. ~ playgrotmd. asSemblies.
balls and classrooms. ID early September, the DiscipIiDe Committee, ~ ofpare:ldS 8DCl staff. meets
and nwiews ~ DiscipliDe Policy amd makes chanp as aeeded, The poBy is seD! home to
parenr.slguardiaDs with a request that it be discussed with tb.e child, aud a ~ sheet is reDJmed to
school prior the end ofthe momh. Parems'/guardians' input. sugpsticms. qucsriODS. or c:oncems are
requested ana welcomed.. A Studeat Appral Procedure is also induded.
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Our apptpach for a'discipliJied leamiaa ~ anpbasizes positive expectations with the belief
that our studeDts will behave in an af6rmative aDd respcmsible marmer, aad that they w:iIJ eustomarily
behave apprhpriatclY without the need for rigid ctiscipliDary a:iItrols. Discipline referrals for administrative
intervemion ~ minimal. The behavioral caregories used to detmmiDe suspension iDc1ude physical attack
by a studentJ fighting. classroom disru~ aDd theft. From 1993-98. our suspension I3lc bas never
exceeded 1% of the total school popularion, as reponed quarterly by the DEA. Disaggrepted by race,
students are lrepreseuted in all edmic groups.
At Broo~ Grove we adopt a Zero ToleraDce for the possession, use or sale of drugs. includiDg alcohol
and tobacco.: Students in grades three to five study the implica!;ions ofalcoliol aDd drug use as pan of the
health and
curriculum. Fifth graderS participale in thC DnlI Abuse ResistaDce Edu~Qll (DARE)
program with the MCPD and culminate with a graduation ceremony in which students pledge to be drug
free. Par~ atU:Dd this special ceremony. lD additi~ the elttite student body makes a commitment to be
drug free on IRed Ribbon Day. an activity sponsOred by the Character Educ:alion Unit of the MepS. Our
efforts to educate our studeals to make responsible choices and to be drug.fnx have been recogn.iz.ed. Over
85% ofthe parem.s feel that the school, "does a good job in teaching about drugs, alcohol and tobaccD."
C. CHALLENGING STANDARDS AND CURRICULUM
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f
S¥ety
CI. How does your curric.ulUID serve tbe brOad Coals for student IeanliDC aad development that the
public gene~aJJy apects education to acbieYe: penollal aDd iDt.eDectual growth. dtizensbip. and
p~paratioDI for work? What relative emphasis do you place on these goals in your curricul~Dl?
B,.ooke Grove Elementary, a.J Q pan oftlu: Montgomery County Public Schools. believes that Q
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qUtlliry educ;Qtion is a jundbmental right ofevery child. All children will receive the respect,
e:nc;ouragem~ and opportuDities to build the knowledge. skills amd altitudes io be successful. contributing
members of ~ changing global sociely. Our goals for student achieYemeat result in active. productive
students. I
Basic skills programs build a foundation ensuring success in acquirina aU leamiDs. We bcIieYe literacy
extends bey¥ language and ClOIDDlUDic:alion to scicDce. tedmoIOSY. Dumcracy. and other acadctnic areas.
Our goal is for our students to be able to read and wi1rc in sreater depth than in the J»8S.t. Critieal analysis
,and ref1.ecti~ are essemia) in produclq citizens who are able to tbiDk, problem solve, and work
cooperatively in the workplace.
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In RlLA, lbasic ~ are taught with diIecUan from MaryIaDd State Depa.rtmeDt ofEducation (MSDE)
Outcomes for RcadiDgILanguag Arts. Students will dancmstraI:I::
1. Positive ~tudes towards rradin,s. wri1:iu& liJtening, tmd ~ag.
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2. The ~ility to nad., write.li.stca.. aDd. speak ,for a variety of purposes aDd. audicDccs, in a variety of
fonus and. snnatioas.
3. 1'be ~ility to use skills and strategies to CODStmct, .extend. aDd examine meaDiDg.
4. Deve1opmeot of slobal UDderstaadiDg, iDteIpletatioas, aud critic:al aru:l peISO.D8l responses to written or
~ com.-mmication.'
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5. The ~ilily to se1f~ lcaming.
PersoDaland iDtelleczual growth are fostered tbroup pade-level langnage arts 1IH:mes that address
au:rheDticsituatioDs. Basie skills are taught'through stnategy..cased iasauc:tioD across the grade levels
within a fuerature...bas curriculum in wlIich Sbulents mad and respond III grades K-2. for example.
smdmts ~CI word walls, which highlight grapbopboaic paueiw. ~ reading students find words
, that fit s~c pa!lemS. such as initial sounds. rbymiDg ~,~Iing paa:ems. and exceptions.. Which
are posted on the wall and referenc:ed wbeD read.iDg aad writiag. This is a fimdamemaI component ofan
integrated cueing system, which uses leaer-somxi re!atiDDSbip. meaning. aDd laDguage structure to build
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und~ while rea.ding.
In addition to using ,word walls wheD pJannmg '.for rmdiDg amd. writing, the upper grade SIlldems use
sk.iUs andjsuategies, such as the K-W-L Orgarri:r.er. In this Sbategy~ Sbldears must evaluate what they think
they knoW (K). wbal ~ey want to bow (W). and cuiminate by tistiDg what they have leamed (L). Students
and ~rs use the'graphic organi2Jer to di.rect insrruc:tion for basic iDquiJy in any subject.
"I Lo~e to Read. Week" guestS have provided adctitional CL1JtheatiC situatiQllS to stimulaIe studeats'
writiDg. ~h year, this PTA-fUDded eveDl includes visirs by local authors and illustrators. These guests
share thepnx:esses involved ira writing and iUUSIJ'a1iug cbi.ldnm's books. Some authors have prescmed.
writing w?rkshops for teachers BDd Jbldents ~ they model the process. Last year. we were honored to
have David Wisniewski. 1:he 1997 Caldocott Award WiDner, join O!lf studeDts.
At Brooke Grove. our school-wide mazh theme is lU:cognize PattenJs..Make Connections. MepS
cunic:uJuzh objectives are integrated 'With MSDE Outcomes and the Natioual Council ofTeachers of
Mathematics (NCTM) Standards, The c:oumy ISM model provides pre-assessmemsfor all basic skills,
i.ns1:ructi~ models, and post-assessm.cnts. At all grade levels, students uSe maDipulativcs for
visualization of patterns to acquire basic skills at the concrete level. and move 10 the absttac;l; level using
paper and, pencil, Teachers in grades 3-5 have worked togedler 10 develop an across grade level approacb
to prob~ solViDg. nicknamed the IBM (lntroduce, Build, Master) applO2U;h. Sequential rubrics and
graphic Oi;gan1zers were constructed for use with students to develop problcm-solving strategies. 'Students
study math language through specific vocabulary activities and word walls and apply this terminology in
their math joumaJ writings and orally in explaining ma%h processes. The expectation is that alI students will
be able to1communicate malhema1icaJly,
Social ,Studies instruction develops an understanding ofthe social, economic, and political institutions
~ foster: a democratic way of life. Students learn about the past and present from a wriety of
perspectiVes, The program besins with students' immediate surroundings and expands to more.disr.a:m
environments, in kindergarten.. stUdents explore the school community and its worlcers. Fim-grade
students ~OP a smse oftheir place in society by studying basic needs of a (X)mmlIDity. The 2Dd-grade
students ~ the loc:a1 area. visit businesses and interview workers about their careers. Our 3rd-gmde
studmts cOnsider the community globally. Students study Mary1a:ad ia 4th grade and. expand their studies
in 5th ~ to inc:1ude the United States. Our 4th graders prc&all a county fair as a culminaring activity.
It rep~ weeks ofresearch, correspondence through IDtcmct and US mail, planD.ing and c::onsttuetion of
booths.
presenration to the schOol conununity. Career Day is held bi-amrnaJly. ~ diverse workers .
from 1:he gre.ater Olney area iDtD the scboollo share tbeir QpCJtise. This cveut suppom the sacia1 studies
curricul~ Ie-S. At each level, students h:am. ',nda"oda. values of our societ:y. democratic behavior. and
similaritie$ and di1Jenmces amaag diverse cultuIal. ~ and racial groups. Through role-pJaying and,
simulalioris related to past and CUrrelll events. scudeats prepare'to take their place ill society.
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Success in science is based QD mastery of process skiDs, The process skills emphasized at all JeYCIs are:
AskiDg ~ODS. GatheriDg DaJa, MakiDg Sense of Dara. 8Dd Communication. "I'hese allow sm<l=ts to
integrate haDds~ experimaItatiQD with the applic;gjan of ftmda.memal reading, writiDg, aDd ma!h skills.
Teachers ~ provided kits, which iDclude all materials aecessary for instruction. For example. our 3rd
grade studeIits ~y PJamGrowtb 8Dd Developmeat by makina daily obserYations. Background
~
informarionl in addition to n:adiDg expository se1ecti.cms. carefUl measuremems and aoaIysis oftbose data
are used to ~ and record aDd im:arpMt c:hanges in their simulated eD'VinmmeDt. StUdents apply
process skills praaiced in class to makiDg real-world decisiQDs.
To p~ OW' school goal f'osteriDa respect aDd seositivity toward classmates aDd community. we
utilize the DeBug Program to teach stucleats 10 effwtively resolve iatapenoual c.onfliClS. This school-wide
.program .IJa!i been in effect for four years. Each. year, Ibategies are modeled., and smdeDts role-pJay age-- .
appropriatesituatiODS promoting cbaJacta' deYelopnieat and ethical judpneut in all students. The Martin
Luther KiD8 KindDess aDd. Justice ChaJlenge bas been preseared by the SGA produ.eiug studem pledges to
perform "rahdom acts ofkiDdness" lOr each,other 3£ school and in 1hc comrmmity. Curricular CODrleCtions
are made wi;b SlUdeats ncord the acts in writiD& tabulate daily results, aDd orally communic:arc and
evaluate the;efi'ect the a.d. bad OD others.
la aU cuPicu1um areas, the strategy of cooptl:uM: Jcamiag promotes teamwork aDd problem soJviDg.
Students ~ afforded opportlmities to work in groups ofvaJyiDg sizes appropriate for the cuniculum
objective, ra;ngmg from iDdividual, pairs, uams, to whole group.
TeclmolOsY is used as a tcx'Il to achieve our broad leaming goals~ Our computer Jab is used to reinforce
math. scieDce, and social studies skills. It is also used for publisbiDg stuclem work. Our Media Center and
classroom. cOmputers use the World Wide Web (WWW) lOr acquisition of global infonnation,
0. How is iyoDr smool oraanized to provide for differiDg studeat academic aeeds within the scbool's
goals., prio';ties and eurriculum?
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Broou Grow organiZQtion provides fo1' diffenng aa::tdemic needs. Class plac:e:rneots are made through
an aniculati~n prcic:ess involving the CUll'eDt aDd receiving t.ea.ehers. The academic. emotional. aDd social
needs of each child are COIBidered. Each 3rd-. 4th·, and 5tb-gra.de classroom CODSists ofa cluster group of
identified Gt students. as well as a group in Deed of remediation. At some grade levels, speech stUdents
are clustered in order to provide speech therapy. In additiOD, a plug-in model is used for resoam:e support.
As a result. ktudents are provided a c:onsistenl uaf.ragmear.c:d piognan. The instructional groupings within
the classroom are flexible and based on ccmtiDuous assessment.
. Students ,are pre-assessed in maIh and RILA The Pre-assessmmt serves as one tool in planning for
differenrianJ:t groups within the classroom. A direct iDsa'uc:rion mcdeI is w;ed for the students who show
little or no khowledge in that particular skill. For studems who c:lemonstraIe the capability and/or
motivation tb excel. tCachers use c:urriculum compacting smuegies, sueb as enric:bing and ac:eeIerating units
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in identical subject maner while other studems are learning basic information. Cross-grade and cross-class
groupings ate instituted on both ends of the achievement spec:trum. This occurs primarily in RILA and
math, where; a child·s needs for that particular subject are best met with academic peers.
In the Spring of 1998, .95 srudeDts iii grades 1-5 wen: at least one-balf to two years above grade level in
math, as assessed by the MepS ISM. Over 75 students panicipaled in the William and Mary Language
Arts Program in grades 3-5.
.
Students ,from the SBLe, lDr.eDsities 4 and S. are maiDst:reamaJ for regular academic iDstruc:r.ion at their
gtade level weD in the ans and media cluster. Students in repIar education classes who arc having
difficulty
progress are ieversed" mainmeamed iDro speeW education dasscs for iDstruc:rion
by a special ~ror in n:adiDg and/or maIh.
0. How you easure that diverse leanlers (for eampIe, SbndeBts with disabilities, gifted and
talented students. students witb limited Enpisb proficiellcy, m.ignmt studeats, ad students placed at
risk) all ba~e the opportuDity to IearD cbaUeapl collteDt and acbieft.at bigh levels?
as
deinonstraDng
do
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�i
FROM: Brooke Grove E.S.
PHONE NO.
301 570 6346
Sep. 03 1999 12:56PM P20
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B7oo1«, Grove is dedicmed to dt1Wll0pi"g ,l'III.ient Dbililies to thei,. greatest ezmnt. For example, the
school is Qurmtly inStiUJtiDg a diapostic baUcry for students in grades K-2 10 ideatify those who may
benctit f.roDt DUI'tUriDg their iutellectual parentis.. This battery is based on the succ:ess of the Program of
AssessmcIh Diagnosis and Instruction (pADI). The nunu.riDs sttategies are intended to develOp.aDd
prOl1'lOte the gI'0\\'ib of a stUdeat's abilities to thiDk. ~ aDd cn:ate usiDg higher- order intdlecr:ual skills.' .
This is esPecially critical for thOse stUdcats most at risk for haviDg mu:ecogni7UI abilities, including
minority studems aDd disadvantaged stU.deaIs. Spec:Uic behaviors tbat can serve as valuable clues to
students' ~ gift.edoess may be dra:wD out by this iasttuc:boa.
GT SlUdems are cluster-groupcd WitbiDthe regular c:Ia.ssroom (C2). Teachers preassess abilities within a
given topi~. and plan for tlexible groupiags. Teacbers are requjn:d 10 complete a nine-week Instructional
planner th8t documents this groupiDg Pmcrice. lhase are reYie'll'l/l:d montbIyby the princ:ipat and members
of the SIMT. For GT leamers. the pace ofiDstruction. is more mpid, and the stUdents go into greater depth.
The school: is piloting the MepS Accelerated and Emidxd MathemabJ;S Progmm (AEMP). which will
enable stuqems to complete the K-8 nmh curric:ulwn by the cad of5- grade. Cross-grade grouping is used
for maximizing SbldeDtS' abilities. For example. a SbIde:at who has demcmsrrated proficiency at 2nd grade
level will ~ve to an instruc:tioaal group m a 3'" glade classroom. A weekly After-School Math Club is
offered to 4th-gm.de GT studatts. Tbe:se sr;udents have partiQpated. in Marh Ol~ Maryland
MathematiCs League, and Math and Logic Challenge ~. Studeuts who display exceptional cognitive
abilities caia apply for admission to the Ceurer Program for the Highly Gi1Ud. This magnet progr.un is
designed for those few students who Deed a more imaJsive and KCelemted program than is offeJed at the
.local school level. In the last five years. 1& of our swdrms haw been aa:epted.
.
The Wil,liam and Mary l..anguap Arts pqram is DOW m 1hi.rd year. This prognun is a framework
its
for provi~g reading and writing insIrucriOD for highly-ah1e learners. It includes activities in litemb.U'e that
ensure chal,enge for these leamers. The program emphasizes the deveJopmeut of analytical responses to
literatUre. Persuasive writing skills, liDguistic comperency, Jisteniqg/oral cxmmumication skills, aDd
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reasorung. I
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. In 1991Ja group of 15 teachers participated in a 16-week sraif development course titled, "Teaching the
Gifted in ~ Regular Classroom." lbis core group then disseminattd the iDfo:rmaaon to the rest ofthc
-staff. They; modeled and fostered development ofbigber-order thinking skills wi1biD the classroom.
Brooke Grove holds an annual Gifted and Taleared PareDI Night dedicared to educaling parents about
identificatiClo procedures.. the planS for. iDstruc:tioa.. instructional Sbategies. assessment tOols for GT and
highly-able ~dentS. and c.ommwUtyenricluneDt opportunities. ODe bUDdn:d studans and their &.milies
participated in the Family Math Nights. The program, taught by a. 3111 grade te:ac:b«, was intended for
'rnath-phob~c' students. This program reinfurced skillsraught in the classroom and provided n:al-world
applications.
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The staff is also commined to helping snadents who need assistance and support, in addition to
.curriculum Provisions in the classroom. The Primary MaIb Club meets weekly to review basic slcills. In
4th glade, ~ who need exua. practice wiIh basic facts aDd skills meet with Sib grade students at recess
for peer~. Brooke Grove students participate in the cIoscd c:i.nou.it televised Washington Post
Spellins Betl. Last year's winDer represented us at the state level.
Reading R=overy, III iDremaJiODally recognized iater\'emiaD plograDl, was iDstituted last year. 1bis
program. ;dem'ifies 1st padcrs wiIh few emergenlliteIacy beba:viors. aDd who find it bard to leam. The
kindergarten, and lst-grade teachers ideatify studcuts who 8IC at risk for failing to learn how to read in Ist
grade. ~ at risk students may include dilldn:n with I.imitecl English rnoficiency as weD as those
receiving ~ thenlpy. The idCDtified stuclerms n:ceive iasttuctiOD from a trained Reading
Recovel)' teacher for ODe balf-bou.r~ five days.a week ill a 1:1 sc:a:iDs. The goal oftbe program is to place
stUdeD:ts
into the classroom as iMqw:nde:at reade:rs and. writas at or above the level of their
Last year
srudems reached the goal.. This year the goal-is to .~. at last eight studeuts.
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pee..s.
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1&
�FROM : Eroo~e Grove E.S.
PHONE NO.
301 570 6346
Sep. 03 1999 12:57PM P21
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C4. Succ:essfulschools olier all ShldeDa OpportuDities to be _gaged with sigaifiC8Dt COIIb!Dt. Ho
does your ~DOI easure· dud _deBts achieYe at hiah.1eveIs iD the core subjects?
BTOOa Grrive Eie1Mntary Stri11elto Il.U1lN that ItIIIients IlChil!tle at high levels in the core subject
areas.
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A. E"gli8h.1Ltmgutlge Anr: l'be program of study in RILA is direcrA:d by the MSDE Outcomes (C1).
BGES bas idC:ntmed incRased reading ac:hieYc:mtmt as measured OIl ),fAn aDd MSPAP, as an objective in
the SIMP fOl] the last thn:e years. Last year, our MAT7 scores iD snu:&:s 4 and. 5 increased signifi~.
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Our goal this year is to have at least 15% of our 31d, 4th, aDd 5th gnuters IJleet the CRT Math and
MAT7 scale k.ore samdard of 650. SimultaDeously, our p i is to have our 3rd aDd 5th graders' scores
. increase 15 ~ poims toward anajnment ofMSPAP sabsfiactmy aad excellent standards: From
reading sent:eftces c:cmraiDing the Word Bird Word of1be Week. to sbari:ag weather station info, to e--mailiDg
pen--pals in Malta and New Mexico. studc:Dts daily iDcOJporate literacysk:ills. Tbe student day consists of a
variety of activities employiDa litcncy sldUs. sUc.b. as recording sciealific obserYaticms. rtadiDg aDd
interpn:ting ~es for playing a DeW pme in PE or CIIdiDs their day by haYing DEAR (Drop Everything and
Read) time with their &mily.
.
In order for our Sbldeats to IIlCet the demands of COUDty aad state asSCSSllleDt progrwllS, we have
integrated thei curriculum to provide opportuDitics for tcacbers to model, iDsttuct directlY. and guide
students.in thb practice ofreadi:Dg a vari~ oftexts aud 'Wl'itiDg for a wriety ofpwposes. Students in 4th
gr3de, for ~ple, 1'i:ad a number of ficUon aad expository texts about Maryland. They lead selections
about the Ch~e Bay, includiDg, Waterman's Bqy. The pay They Left thf: Jky, sud Chadwick the
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Crab. CODUa$tS are made ar:nona these books. 1hey.aJso study the scieutific data about the status of the .
flora and ~ oonected on their field alp to the Bay. Studa:ds CODtinue lc:amiDg froql their experiences
in many ways~ including, writiog a picmre'or ABC book about the Bay. doiDg fbnher research on an
animal or p~ and plamriDg, CODSb'Ucbng. and writ.iDg the sreps and rules for playing a game about the
Bay.
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We recoghlze that when our stUdents are assessed.. they are faced with more demanding teadiDg aDd
writing than ~ the past. We have infused reading and writing critically Uno the curric;ulum by providing
students with prompts for addressing tile pwposes for writing and rubrics to ensure that studems. teachers
and parmrs understand the required outcome. Our Sbldents, sraf( aDd parems haw a clear understanding.
that reading i~ the way into our assessmeat program and writing is the way out.
B. MtUlremtltit:s: Our curriculum is guided by the MCPS ISM. an information gar.bering, recording, and
reporting syst;m. J:be county objectives en correlared with the MSDE Outcomes aDd the Standards
developed by the NCTM. Cement lmowledge is pre-assessed and flexible groups are formed. PaciDg of
instructiOD is driven by student needs and abilities. Ongoing "assessme:m allowS teachers to plan for
reteaching. ennchment., and acceleration. To enhance learning, a variety of Internet sites are accessed and
used as a teaching rool.
A sequential, bands~ approach is used for iDstruction.. Teacbers use a variety ofgrouping strategies.
such as whole Sroup, cooperative aroups. Deed-based"groups.. pa;iq aad indiWtual support. Performauce
assessments ~ given at the end of c::ach unit to measure applic:aUOIl of slcilIs. These MSPAP«yle testing
prompts prepare studeDIs for authem:ic ~ measures. An iDstIuctional aide provides 45 rninutes of
exaa support to every class each week. Ticn:d classwork aDd bmDeworkassigmnenrs allow for iUrtber
difien:miatiOD ~ needed. MaDipulali-ves are used exteasiWlly 10 belp SlUdents make c:onnectioDs between
the concrete and absuaa. Prognuns in the computer lab are used for slalI pradice. such as ~
Decimals. ~1em solving. such as Gerqude's Pu"d'-la aad iatcpaJ:i0ll with other curriculum areas such as
Oregon Trail. Our commitmem to belping studads canmamM:ate mathematically results in early use of
math vocabulaly in speakins and writiDg about maIb topics. In upper pdes, math joumals are used for
explainiug p~, such as bow to round auznbeJs, aDd applyiag skills, such as plaming a day at the
amusement park with SSO.OO to spead..
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�FROM :
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Broo~e
'
Grove E.S.
PHONE NO.
301 5713 6346 '
Sep. 133 1999 12:58PM P22
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Our school is DOW PilotiDa the MCPS AEMP. This program is designed to provide a more cballeugiDg
math ~ by ~ aDd inrqp:ariosobjecr:iws. In 1994 to 1995. BGES stafFparticipatt;d in the
Math Cooicnt CoDnecticms (MCe) courses fimded by the National Scieace FOUIJdation (NSF) ami based on
NCTM~. Teacben dt:veloped, teSted. aad implemeated lessons ildbgiatiDg maIb with other
conteDt
The media specialist 'fI7OI'ked with the tcacbers to ptber literatme for a ma!hIibrary that
correlated:with specific units.
.
C Scienr:e:. "Scicmce is AIive," the MCPS slogan for scieace, is exemplified. ill our Brooke Grove
program. ~Having UDdergoae extensive revision in the past 10 ycaJS, the program delivers canteDt by
3ctively ~volviDg stud&;ms in investiptioas to develop plDCCSl skills. These skiDs (C1) proYide cominuity
tram one grade 1eve1 to the next. Studeats at all ie'veJs participate at each grade level. Many stUdents ftom
our SBLq are mainstreamecl because ofthe muIti«llSOlY D8Sm'e of o.ur scieace iDsb'uction.
Using process skills to investipre CODStaDtly invol'4/eS stndeDrs in practicing and developing skills in
reading to: be informed, nading to perform a task. wririDg to iDfonn., aDd. both literal and inferem:i.al
ana1ytical ;skills. They are able to address alteJ:Dat:il'e ~ through 'baDds-on investiptions. which
refine or ~ their cumm badcgrouDd kDowJ.edp. Since the program emphasizes a hauds-on approach,
we decided not to purchase commercially-published.leXtS. In the abse.ace of'a textbook. students use
~ the Internet. aDd experts to satisfy tbair curiosity.
Brooke Grove uses countywide sc;icDc:e UDiIs at each grade level. Three in-depth kits are provided
yearly. T?pics cover the categories ofEanb, Physical. and BioloJical Sciences. We customize insttuction
with exrension and enrichment ac:Iivities for each tmit. Assessmem is auche:Dtic, ctirectly relating to the
instructioDal unit and focusing aD MSPAP-ttyle delivery.
The MaryiaDd Science Center presents shows to excite and motivate the st:ucIerit5 to further investigate
their wor¥. Sc;ence to Amaze awl Intrigue aDd A.rcs and Sparks
two or the m.osr recent shows.
Speakers from the Connection Resource Bank share their expertise with studemc:, Parents are invited to
share tbei1r careers and expertise. Experts in the fields of panning for gol~ eartbquakes, and predicting the
wea!her a1t sea have shared their time and kDowledae with our studems.
Formal aud spontaneOus field trips provide a.dditioaal ~ with their enviiomnem and. reinforce
grade-appropriate content while providiDg practiee iD. the processes of science. The 1st graders have
studied a :neighborhood pond. 4th grade regularly visits the Chesapeake Bay. and. 5th graders have
participated in uips to the BuildiDg Museum.
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Curri~ulwn aaivities are supplemented using available community resources. We are a satellite
weather ~tion for ChaDDel 9, 'WUSA. Third graders daily read and record information from the monitor
and repor:t to our studeat body during morning announc:emerns. Founb 8J3ders have participated in a
bluebird-monitoring program run by the Maryland-National CapiraI Park and Planning Commission,
Studeitts ~ 8rade 5 ~erc filmed by the Montgomery County Recycling Center as they reused discarded
items to make crafts. Cultural Arts programs. such asBiUy D's Romp in the Swamp, have been chosen to
provide mtegrated am and scieace presemations.
Scien~ technology use is supported throup the Internet. During a study of earth matmials, students
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accessed Ithe "Ask-a..Q:ologist.. site to ask questiODS about volcanoes. Programs in our computer lab offer
opponunities for simulations otberwise UD8vaiJable for study. 0deU Lake is a simnlated fOod ebain
program.: while in C1emrwarer Dertctives SlUdents to determine pollutiaa sources through data collection.
D. Social Sndes: Our program encourages students to make sease of the society in wbich we live.
Leam.i.ng~ prOmotes evaluation of eve:ats oftbe past. preseaI, aad NIme. StudeDts find that our world is a
combiDaiion of tile actions aDd reactions of its citizens. Studears in the schOol communiJ;y model the larger
society by pmcticiDg skills ofboth iDdep:Ddcnce aDd Wtadapeadence. In doing so. dWersity is ncognized
and acc:ePted. The frame of reference grows as So:aderJrs progress through each grade. Beginning with the
stUdy of ~ the. focus gradually opeas thnJusbout the prqpam to eucompass'the world beyond.
In ~tion to elassroom leamiJJg supported by tcdbooks. tradebooks" aDd audic>-visual media. field .
trips offer maDy opportuui1ies fOr studems to experic:Dce aspectS of social studies first-baad.. Teachers
areas.
are
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PHONE NO,
FROM: Brooke Grove E.S.
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301 570 6346 •
Sep. 03 1999 12:58PM P23
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access the "~CPS Sc:M;ial Studies Website" to plan for c:oatcat-related field Irips. Our 2Dd graders study
the Amish cWture and _ visit the area for a day. After 1heir visit, SlUdeals prcpa.re aD Amish feast in
which each tlass cooks a pan of the meal. SlUdems presaned their Amish A-B-C projects, made a slide
show prescqtatioD a:ad CODStrUc:ted a pharo aDd repart display.
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Studeats focus on ethnic groups throughout the year based on the designated cu.ltwal awareness months.
Bibliognaphies are prepared by the Media Cenrer to aiel in provicIiDg accurate iDfmmatiOD to students.
1mernet access also expands the 8JIlOllQt of available iDformaticm. Grade levels arc assiped a month in
which to cniam a toIal-school pmsearatiaa in ~ of a particular cultural group. Fifth-grad.m
produced a ~oseckircuit videorape pJ'e91 nung n:sean:h aD famous Afriam-Americaus. Fourth graders
visited classrooms and shared their projeds &om tbe:ir study ofNarive Americans. Tbird graders prepared
videotapes Celebrating Hispani~ Heti1aae Month.
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Our 3rd-8radC curriculum is based on the comparative study oftbRe distinct ethDi~ populations.
Studeut.s stUdy Japm. Mexico., aDd Ghaaa. Many haDdsooQD actrrities are p.roYided duriDg these uniIs. In a
visit to the Capital Childn:n's Museum, childreD. made Mexican crafts aDd food. Japanese.food was
sampled ao the ttip to a Japaaese restauraDt. Fcnip.-IaDguap phrases arc iDa:odu.ced during each unit.
Simularibns fill the classrooms. Founh-gmde SlUcfents~ in die study of Maryland, reIm!he voyage of
lhe Ark and!the Dove by creating passports for adnrillioa to me boat. Famous Marylanders are researched
and portrayed in a Wax. Musenm On Maryl:md Day. a feast is held c:elebraling the food products of the
state. Stu~ts plan the eVent. cboosiDg mc:DIl items based OD the food pyramid, incorporating Dutrition into
lhe activity. I A cuJmiDating activity. the Coumies Fair. is presemed to studems and parents in the school.
Our SG~ provides oppommities for students to simulate the ck:mocratic process. After televised
campaign sPeeches and elections to choose o8:iccrs aDd represeUlarives, issues are discussed aad decisions
are made by the SGA body. As a result of participaling in this proc:eSs, studeat.s sec how they fimcrion
'productively as memben ofa group.
E. The Ant: Arts insauction at Brooke Grove c:ncompasses the mainstream population as well as our
I
siuable special education population. AU smdeDIs at BGES have tn:meDdous opportunities to ~ their
potential s~ in the arts through assessments telatai to team, as well as iJ;IdMduaI effort. Rubrics that
measure w~rk habits are used. as well as rubrics for individual pmjects.
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Sharing the accomplishments of the Arts program is a high priority. Children see their artwoJk ~bited
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throughout the school. and they perform for school and pub1i~ audiences regularly. Studems have the
oppo~ to respond to musi~. an and movemeDI aesthetically; emotionaIJy. physically. and intellectually.
CarefuUy sequenced curriculum in an., music, and physical education" as well as c:uhural arts assemblies.
field trips. 8nmts for the ans~ aDd cormmmity involvemeal in sharing careers with stUdems are all utiliz.ed
to motivare jsrudems towards ~chiDs thcir·lives and setting high expectations for themselves through
artistic achievcmem.
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F F()rei,~ LtmgllllgG (Optional)
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The stu4y of foreign language at HOES is Dot presented in a formalized setting, as MCPS does not
provide stafBDg. We flDC'OUI38C students to participate in the Foreign Language in the Elementary School
(FLES) p~ Over the past two yean, 1% of our stUdent body has partidpated in FLES instruction.
Spanish I, ~l, and mare offered for students in grades 2"S. Introductory Fn::nch. Spanish, 'and Japanese
phrases ~ p~ as pan oftbe 3rd-grade social studies cunicuJum. "CommuDities Around the
World". BeginDing ltaIiaD pIuases arc ofB:n:d in one class at 41b grade. It is DOE unusual to see word cbans
displaying ~lementary vocabulary and aumbers in a foreign language as the SbIdems study various cultures.
Oppo~ to Iea.m foreign laDguages evolve wbcn etyII'IOlogies·ofkey words are preseuted in lanpage
am. readDJ8, math and scieDc:e. A lst..grade pan:ut is c:um;ody teaches SpaDisb terms cxmspoadiag to the
social studi~ clorhing and shelter UD.it.s.
.
CS, Wbatlother coDtmt areas play eslt'JltiaJ roles ia your scbool-wide curriculum Boals?
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.BrooJr.e Grove staJ!and strll:lenu haw dedicoted ~ Itoun 10 e1ICO&t1rlging andfoci1iltlting study
sid/is. ~ damaiD. spaDS the
eu.rricU1UID. With effective ~ ~ studems are provided a solid
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�FROM :
Brook~
,
PHONE NO.
Grove E.S.
301 570 6346
Sep. 03 1999 12:59PM P24
fouadationIlfor leamiDg. One meaDS of empbasiziDg smdy/organimriODal skills is 10 provide students with a
variety ofBraPbic orgaDizcrs. This beaiDS in kiDdeIpta:n. and Mnrinues through 10 5th grade~ providing
consistenc;y. 'Kiaderpnaers use the Vcan cfiaarams. Studems in Upper grades use T-dJa.ns to organize
iDfonnali~ into calegOrics. Studcars are required 10 maintaill aD. assigDmeDt book, and teachers model
recording ~"lU\'.IlTS each day. They discuss Sbategies for organizing maIIIDials and time necessary to
complete
Staif eacouiase ~ility for all missed assisnmems. by maimaining home
school c:o.rDmunic:ation. with follow-up occurriDg in ma:ay ways. Fowtb grade staffuses Lovenores. a
fiicadly rdmnder to both stlJdents aDd parents regantiDg missing assignmeUls. Fifth gJ3de teachers use a
MiWDg ASsigDmeDt Sheet. wh~ students must explain why the assigament was missed and how they plan
to submit it later. Brooke Grove "Good News Nores"have been iDiriatedas a vehicle to n:cognize stUdents
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showing iIpprovemeDt or excelleDce in classroom study habits. NOles are sent home to the parents through
the US Mail. A Homework Club assisted studems who Deeded addilicmal support for their assignments.
Brooke Grove worked with a local dnudJ, 'Which provided tutoriag for at-risk students. Stuck:ars in the
National HaIIOr Society at Sberwoocl High School pnMded readiag assistance weekly for seleaed students.
Technology education 1m Deell enendal til providtng students with an impol1anrlife skill fo, the 21M
Centz.uy. IEducation in the use ofbardware aDd software begiDs in the primary grades where a MAC is
provided ~ every classroom. Appropriate software is made available to the teachers to enhance aU
curriculum areas; In addition to the classroom ~ Ibldeul:s rep1ariy visit the computer lab where
they
iD drill aDd practice, as well as writiDg aDd kcybaarctiDg skill activities. The Media Center
Hub is uS¢ to introduce studeDts. not only to the WWW, but also to individual CD ROM programs.
Expectations for technology education arc derermiDecl at each grade lew:l by all sraa: using the curriculum
as the basis. SBLC classes have been equipped with touc:h screen PC's 10 better meet their studenfs needs.
The Intellikeys board provides keyboarding capability to studeuts ,with severe motor-skill impain:nents as
well as ~ual impai:rmem.s.
C6. What requirements must be satisfied Wore a stucleDt is promoted to the nat grade or level of
.;ssignmeats.
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Pl'Om~tion al Brooke
Grove ;s based on meeting co'll1lty-p1'OVided age-appl'Opriatr! sttmdords. At all
1evels, teacbe£s recommend promotiOD based OD evidence of skill aDaimnent For example, students in
grnde 3 ale expected to be on grade level as they move into the 4th grade. Studc:nts with special needs are
assessed. ~ased on their Individualized Education Plan (IEP) goals and objeetives and promotion is'
detcnnined by the ARD committee. RetentiODS are discussed using the eqJeJtise oftbe EMf and iDput
from a v~ety ofsources. If retention is rec:om.meaded.. additional supports in areas ofneed are put in
plate for the cominS year. Annual reviews are hIi:ld for students in the SBLC. At these mmuaJ reviews, the
ARD co~ makes deciSions regarding a child's promotion.to the ~ gn&de level.
Eligib1lity for acc'eleraled COUl'Se'Work in math'is determined by a wrietY offactors. ISM data (6198)
identified: 95 students performing at least % 10 2 years above grade level. Scores OD the MAT7 are used at
the beginning of the year to estimate a student' sperformance level. As a ~ ofdata. analysis. math
ability gr9ups are formed to provide advanced instruction and emicbmem opportunities.
Readibs acbievemeDl is moaitored continuously via rumUng n:cords after guided and iDdepeadem
readiag aDd use ofaudear portfolios. Achievement OD Bendmwk Pe[forn18D.Ci! Tasks in Readipg
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~ eligibility for inclusion in acceIenv.ed iDsD:uc:tiOD. Cumulative reading aDd writing proficicacy .
scales an: updaIed anmca1ly and are used. as indi~ for appropriate plaeement.
C7. ~t is the process lor COD_nollS curriculum n!IIH!Wlll at your school? WIsat questions about
curriculUm is your school curreatly addressiag?
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Curriculum renewal is initiated Dr the cenmzl office il!llel and modified IUIfi eqxmded at the school
level bQSfuI upon QSsessment of,nJent new. PrioriQes are bigbligbred in the SIMP. The local sdlool.
based oo! the needs of its populaJioa, .bas the power to cboose mareriaIs aDd meEbods to realize its
iastructiqaaI objectives. All tacbcrs are enc:ouraged. 10 participale in
evaluation aDd selection of
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instructi~ marerials. The SIMT solicits rccomnmdgtjoa,S from the classroom teachers aDd specialisls for
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additiODS to bur existing iDsauctiaDal materials ·collection. Program I'CDewal is subsequently evidcaced in
the maDDer which t.cacbets use materials to iDDDerse SIlJd=s ill die auriculum.
The ~ goal ill our SIMP is to iDcrease srudc:at acbievcmGDt as measured by multiple assessme:ars.
The imri.xiuC:tion ofMSPAP bas served as a catalyst to eae!JJize aad ctin:ct curriculum. These tesrs use
short-answer ques~ aud exteDdcd activities to dctamiDe if schools have met stare s1a1ldatds of
perfo~ in core curri.cu1um
S1Udars ill aiades 3 aud S take these yearly fifteeD.-bour
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assess:mems,for one week. in May. Since individual scores are DOl reported. we use the n:sults to evaluate
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our ~ce as a school in these essential iDstructiaaa1 areas. T'hree,ears ago, based on an aoalysis of
dara, ~ chOse to fOQlS on improWig reading, writiD& laDguage usage, aDd matbema1ics. Programs and
activities
implemented and. regularly mODitored The results on 1997-98 Math CRT, MAn. and
MSPAP daIa are mace ofhow successful ~ of data, impJementation of specialized prog:rams and
activities, and cm-going monitoring aad evalualian. This yeat7 the m1f is focusing on analyzing MSPAP
social studi~ and scieace daIa.
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. SlUdentsi caD be grouped based on MAT? aDd CRT test scores, and materials are c:hosen aDd developed
to meet ~ needs. County repons include foagituclinaJ dam to help estDnatc studc:at aDd, scIxJol progn=ss.
identify ~ aud needs, aDd assess the. e:ffec::t of measures taken to improve perfonnaDce over the
years. T~ specialists at the Cemral 0:9icc, assist staff'in the impIetr.eUrabon of our local school
curriculum,:by keeping us iDfonned of chanp as 1bey develop aDd providiDg Ibe iDformaUon needed to
purchase ~ newest materials. 1Jmovari1le aDd rescarcb-based medlods for me teaching of reading are
emphasized! Current joumals aDd materials are purchased aad discussed by stafflit.erature groupS:
Suggestibns are gathered &om pareDt surveys to mcmiror aDd evaluate areas of c:urriculum CODC'CID.
This informkOll., in CODjunctiou with curreat resean::b, is used by our Slaffto implement curricular
changes. ~ SIMT, made up of parents. administtators.1eadters and supporting staffmembers, plan..
evaluate and monitor all changes to curriculum delivery.
All ~ staff must mea stringent certi.fic::ation reqW:rcmeuts requin=d by the state. Staff is
encouraged ito participate in curriculum training opportunities to eaable them to more effectively meet the
students neCds aDd fulfill their professioaal aainiDg plaDs. For example. last year, aU kindergarten and 1st·
grade teac~ attended training sessiODS targeting early literaey trainiDg. This year? we will auend many
sessions, inCluding Reading to be J.nfoJmed in Science. (RlS) Accelerated aDd. Earicbed Science (AESP),
and AEMP~ Due to overwhelmiog interest, our school offered a satellite location for TeacbiDg the Gifted in
the Regula.rIClassroorn and Teaching the Reading of Real-Worid Litera!ure. Staff is invited to attend
training opportunities offered by organizations at the cuttins edge of educ::atiOll. TcacbetS garber and
dissemiDalel new ideas aDd educatioDal researeb.
D. ACTIVE TEACHING AND LEARNING
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Dl. How ~ teadaiitg practices and laming esper1enca in yoUr school consisteDt with current
knowledge :about successful teacbiag and learning?
Current Iknowledge aboul S'II.CceJ~lulleachi"g and learning inCludes pre-QSsessment. subsequent
differentiad,on and grouping. modification ofmethods and materials and ,ening high expectations. As an
eumple of Seams high ex:pea:ations. school mottoes and programs are geared towards acbievemcnt. Our
school mott~. "Soaring to Achieve ExceJJeuce. motivates students ~ be their best. Eacb classroom
displays a ~r of a soariDs eagle remindiDg us to "Spread Your WiDp and Soar to Great Heights." Our
Read·t()aSu~ program pmmores excellence in reading as students set persoaa.1 goals. Our principal
'soared to 8reat heights'. reward.iDg students for meeting their n:admggoals (1996-97) by flying an
airplane ovt:r the school, pulling a banDer announciDg "Brooke Grove Reads to Succeed" to the community.
Incentive pic:Jgrams provide c::x.ttiDsic motivators e.g., a school sleepover. McDonald's coupons. Frederick .
Keys ti~ Pizza-Hut Book·h, aDd pop=m aad movie parties, etc.
At BGE~, instructional merhods·meet tile leamiag styles aDd ~ ofall students. For example, use
of mbrics helps set pararnecers for achievina exceUeaceiD all subject areas. Studems in 3rd grade have
created a ~brie for 0Ja1 preseatatiaas. which is posted in hal oftbe room. Grade 5 students ha1le created
were
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tP evaluate tbejr Structures projecrs in science. Grades 3-5 use pre-assessmeat to determine
groupmP, ,for math ~bjectiYes. This aIlotovs for moveme:al widUn and. across grade levels. Aa:ommodaIions
il rubric
are~! in.'Schedufmg so S1Udcms C8Il beDdit ftom iastrueUon aJ adler gnu:Ic levels.
, A wzlety of instructional resources. iDcludiag priDt, 1XRl"PrUtt. udmological, aad human resources help
accomp~ the'goal ofeducaDon. Our'Media Cc:azer caarains volwDes oftradebooks and an exteDsive non
print collCctiOD available for use in the classroom. Loc2ny aerworla:d computers provide access to the
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Imemet. as well as drill..ad-pm.cr:ice., sinudatiOD, aud referc:Dce programs.
Iastrubticmal assiSfams are provided in the classroom aDd to assisl smaller groups outside the classroom.
This accOmmodates at-risk studeats who Deed more iutalsiw support. Group size has also been modified
to provide a smaller teacher-studem ratio in the lc:a.miug eaviruamem. To address needs of the bigh1y-able
leamer. ~ have c:reared math mid readiDg JI'OUPS which facilitate incorporating the AEMP and the William
and MatY LaDguage Program.
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Attenaon is givm to idcatifYj.Dg student leamiDg styles. 1be first spelling UDit in the ,4th-grade program ,
allows ~dren to aaa.lyzc their leamiag styles. Students are presented with three sets of challenging words
to learn for the week. Eadl set of S words is pnt.Cliced usiDs a d.i.irereat Jeraming style: auditory,
kinestbeti~. or visual. When tested, scudtmt.s can evaluar.e which metbod. provided Ibern with the most
words correCt. for the rest ofrlle yealJ stndeats are a:u::ow:aged to use their identified learning style in all '
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Ktivities;. which involve acquiriDs DeW iafonDaIioD..
In reading across the curriculum, we stress respoase ill D3l1'iItio.D aDd exposition. focusiD.8 on global
understmiding. developing iDterpretatiOD,. personal response, and critical aaalysis. The math program is
based on fOD'Puwioa skills, and problellHOl\'iag tedmiques such as guess and. check. work backwards,
and using logical reaoning, allowiDs diffeRmtiation for all students. 'J'hrough regular analysis of student
performa.nce on fomial and iDformaJ assessments,leaming needs are ick:ut:ified and. accommodated (C7).
Empbasi~ was pJaced OIl improving c:omputatiem skills \\'beD upper-gtade teachers noticed a need in the
, area of basic met recall. Our Dew math inC'cntiw program is a direc! outgrowth of this observed need.
In all keas, smdems are afforded hauds-on experiences. "('he MepS science units are based on using
first-han4 experiences to develop process skills (C4). III math, manipu.Iatives are used in appropriate sub
units. For example, pauem blocks are used for geometry. base 10 blocks for llUDleI"aIion units, and
tangrams! for problem solving and geometry. sc:icial Studies iDcorpol3tc:S many teaching strategies (C4)
reaching fhildren who have a variety of teaming needs.
Dl. ID ~bat ways do your teachiag pradices support studeat-iraitiaced 1eanIiDg?
At B,qake Grove. the responsihility jor JeIlmil2g is SMl'f!d between shiliems tmd teachers. Projecrs are
assigned to reinforce c:oDceptS presented in the various curriculum areas. MaDy of these projecrs are
inumded ~ be completed during in-school visits to the Media Center and classroom periods~ Projects
, assigned for comph:tioa at home are generally aecompauied by a rubric Slating the expected ouu:ome. ,In
the beginDing of the year, reachers model project evaluation usiag these rubrics: Students critically analyze
and evaluate products in writing. math, sciacc. ~ studies and the ans to idcmify essential components
for suc:cess. These factors constitute the rubric and are used as the guideliDefbr excellence.
Third~ studemsparricipated in aD iDtaTeIated multimedia arts pmgram fimded by Wasbingum
Post and ~ucaiicmal fDU.Ddatioos Gnmts. 1be project focused OIl the "Camival of the ADimals." a
musical p~ece by Samt SaaIs. Studems worked with the an, music, aDd. physical education tcIChers in
oollaboratiOD \Vith their classroom teacb.eD to produce tbi.s amJtimedja c:xuavaganza. Groups of varyins
sizes wo~ within each of their c:Jassroom seIZings. mming qedJer for their filial production.
Stu~ are givea multiple opportUnities to woik in c:ionabomtive groups for a'variety of purposes. In
introduc~ a topic, S1Udeats complete a KWL (C4) chart. The ow- secticm oftbe chart, stating what the
children Jam to learn, drives the instructioD and iJrvestipriOll,. which helps vest studmts in the process and
the produf'. for example, Sth grade stndcars partiGipared in a srock D18Itet project. After completing a
KWL ~s were put iDto groups, giVCD a c::err.ain amou.al of money and directed to rese;a.rch stocks they
would be imerestcd in pun:hasing. After pUR:hasing their stocks, they ~ fiadions to deeimaJs to
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purcbasdsCn stocks, makiDg graphs to traek PlOfitIloss. 1be cnlminating activity was 10 tally money aDd
canpare what was learned to their pls SIaUId iD the KW secliOD oflbe cbart.
Fim-sdlde studeatS had the opponuniI:y to join 1be ElemeIltaIY Science InIegratioD Project of the
UDWersity ~MaryIaDd as they studied a ~ JaIce sileto Ieam n:search methods aod ~
~dCrStaDdiDg of i.ile sciCatificprocess. 'They made ~ hypothesized. possible changes, anc:l
c:ollec:ted db to draw CODdusicms inteqJret'iDg the DBtuI31 changes occurriDg at the lake. The lake scicDce
c;lasses c::ort.bined math, science aDd reading skills.
D3. How1are resoun:::es made a¥BiJab1e to teachers ad studmts for gatherial iDformatioD and
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sbariag the results 01 their efforts?
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Anab~ ofleaming TeIOUn:eS ;s INitient al B100kII Grove. Staff is kept iDformed of all Dew
materials ~uirecL A variety of print _ nan-priDt resources are checked out for an exteDded period of
time and b~ 10 the classroom for use. 1be Media cearcr is utilized by the entire student body, is weU
stoc1ced ~ a 14.000-item coJlection ofbooks, CD ROMS9 ~ and professiODal items covers aU
curriculum: areas, as -well as studem-based iDt.enst reading materials. BibliasraPhies are readily available
upon requ~ listing ma.terials in a giwa cxmrem area. All K-2 studmts are provided schecb.ded Media
CenleI' periOds for litemrure sharing as
as technology irIb'oclIuction. Grades 3-S use the Media Center
based on cbculum CQl"d:eIIt area need. Media skills are UWgbt within the caoteat areas. For example, 3rd
graders learn to use the World Book lqftmn!tiqp Find., an ~c cncycJ.opedia" as they study the
culture of Japan. Fifth grade students use the Hub as tbey invesbgate structures around the world: Founh
grade soutMrs access the IDtcmet wbcn studying famous Ma.ryIaoders iD Social Studies. For example,
students ~y share reportS in me Classroom. develop a slide show usiD,g Kid ~ or produce a video, which
then can be sbared usiDg the closed circ:uit aetwDIk. Stndmts share the results ofthcir research in a variely
ofways. ~ Media Center displays smde.ats' work aDd operates as an OpeD Media Ccuter, giving
individual ~dents opportuDities for UDSC.beduled visits for book exchaDge9 research pmjeets, and book
repons. The Media Center is also opeD after school for studmt visits.
D4 What technology applications are yop aiD:? How do they relate to your curricular goals and
how do they support teadUng and teamilll?
Technology applicotions aTe used tis a tool at Broo/r.e Grove. All teachers are provided classroom
mu:met coiu1ection" eaabling and all staff mmlbers tbc use of a syst:c:rJ:I-Wid e-mail tool as a meaDS of
oommunicating with administmtion and odu::r teachers. Applic:atiODS are available on each classroom
computer, ~clu~ word processing. database, and spreadsheet t:mnpODeIltS. WritiDg 80d dnlwing tools .
are used f~r student productivity. Stude:ats have daily aca:ss to all multi-media resources available at the
school. T~ ensures that all sWf is- kDowledgeable in the Use of the lDtemet. Use of videotapes, CD
ROMs. anclloc:al school DelWOB: programs mrich insauction in 'WI"itiDg. resea.rcb. and problem solviDg.
While OUI applicarions coUection is in p1aee.we are continuiDg to upgrade and augment our technology
. hardware holdings. We have worked diligently over the years to acquire the hardwan: so that our school
bas 'Global Accessibility'. Through the efforts of our sraff, members ofthc community, and the support of
Maryland ~dDay. 'We. have wired our entite building to provide lDtemet access throughout the school, as
well as ~ to local-scboo1 networked programs. In addition to classroom CCIIDpUtCrS. Sb1de:ots have
access to the R.esean:bILeami Hub in the Media Center, consistiog of seven computers with CD ROM
drives. ~ c:ornputers are used ~y for resea.rcb. bcgjllniag with primary prqpams sueb as MY
First.. Incredible. Amaring DictigNuy. ~ to World Bogk aad EIK:arI:a on·line,as Well as the
www. ~ of the Hub computers has video-out capability 8IId is used for wbolc-class instruction by
connecting it to a ~reca monitor. We have received suppcnfor our tccImoIogy efforts through local
business ~p programs.
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Our computer lab is equipped with 30 Apple DGS ccnputers aDd. an abuDdanc: of software. This
software provides drill-and-practice and siIDuIatian pIOgiam5. Our chiU-ad.pradice programs,. such as
Number Munchers; are primarily maSh, and provide the tcadJen. with , hisbIY motivational tool for math
instruction!. .Simulation programs, such as Otgon Tmil and Odell J.ake. &i\'C students oppommities in
wen
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probl~l~.
In ,Oregon Trail, students must make dccisicms to safi:ly lead their group to Oregon. In
additiOn, ~ appijcmiOD pqrams are used exrensively. Students visit the lab weekly, provicIiDg
opponumties to matdl their leamiDg style with an engaging method of program delivery, answering the
,age-old question, "How do I motiva1e cbiIdreD to lcam1"
The mtrcciue".ion of educ:aJioual tecJmology has raised a myriad of questiODS for its use in the
instmcti~ program. Teachers require a wide range oftraiDiDg, dependiDg on their c:omfon level with
computets. In-service sessions have progressed from basic ba.rdwaIe sJalls to presematioDs on the use of
the wwW in their classrooms. The levels of expen:ise available within our building provide us with a
sUppOR rietwork as we ,strive to make teclmology come alive in our classrooms. The Media Specialist
serves asia resource, making suggestions as to appropria:re software to support the curriculum. as well as
keeping ¢informed about curreDt relevant W~. , "
E. PROFESSIONAL COMMUNITY
E.1. WIult opportunities do teachers BDd other stafF ha\Ie to build professioaal ~ommunity that
enhaace ~eir collective capacity to wor~ toptber to support studeDt IearaiDg?
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The projessio1lDI stakeholders til Brooke G1't1tIe p/Dy an actiVe I'Dle illletlming. teaching. and 'NorIcing
together to develop Q cOml1llDlity in whJch then is a sense ofcolIectiwJ support for colleagues and
responsibility for all childrsn. Professiaaal staff atr£Dd traiDiDg cJasses so they can Ieam and implement
new stra~es, thus improving mmuction. IDfoDnatiOD is sbared in,formal and informal settings. All staff
members: share the responsibility of serving aD the SIMT. A Team, aDd. wrious subcommittees, By
decision inalcing as a team. ideatifying problem areas, ami approaches to remediation. we have a collective
sense of ~rability for student outcomeS, taking oWnership for acbiewmeat.
Our ~rincipal has consistently encoutaged and recognized inDowIiOD, in our insuuction. Evidence of
success, b shown by test scores, has been rewarded both with taDgible and iDraDgible rewards.. Two y~
ago, grade levels received a specific amount of funding for each child meeting the standard on the CRT
tests. Sraff share, across grade levels, original ~ assessmeDts with ~yiDg rubrics at
monthly Staff meetings. Under the direction administration., we have developed a school notebook of
grade-sp~ific and generic rubrics. Staffis self-direc:led and motivated and is able to function effectively as
a comm~ with limited supervision. Our PTA encourages tead1ers to try 'out DeW ideas by setting aside a
$3,500 Creative Enrichment Fund.
We cOnsult professional publications to locale DeW pJ'Ktices to improve programs. Guided Rooding was
purchas~ for all K-2 teachers, who meet monthly to discuss chapters. Tc:a.chen have participated in grade
level stUdy groups. Upper grades are using the text, Skillful Teacher as the focus of their study-group
discussi6ns. The combined dons of self ~d group learning have resulted in development ofperformance
and operl~ded assessments, implementation of new and improved reading strategies. more consistent
classrootn use of the computer aDd Internet. and development of grade-lcvd rubrics. As a result of our
Teac:hing the Gifted in the Classroom in-service class, each staff member was provided a copy of
Differentiation in Mixed Ability Classrooms by Tomlinson. This docwnCDl supports the findings on gifted
aDd tal~led education, published by the Association of Supervision aDd Curriculum Development.
Monthly Istaff meetings and iD-service days provide the opportuDity to reflect on where we are and where
we are going with our prognunmiDg and its delivery.
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El. Ho~ does a coherent approach to professional developl!Dellt for _chen and other staff ensure
their ab~ to implemeat effectively the school's curricuiJalD, illstrudiolUll strategies. aad support
. systeaa? i lfIow do orpnizaCioaal arr&Il&ements. such as timle ad teaching assignments, and school
DOrms aDd culture, make professional development. priority?
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ProfefSiontll development is Q key ingredienllO the $IIceess Broou Grove students. Professional
cenification requirements exist, begjmiDS at the stale level. MSDE requires that all certified t&:aphers
submit a lcobermt plan m:ry 5 years. include 6 semesIa hours of SbJdy or equivalent activities, such as
tcaching ~a course, supervising a studcm teacbcr. etc. This must reflect c:ounework appropriate for plamled
professi~ growth. The stm bas recently revised requiremcDrs for n:certifiQl1ion to include credits ill
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special.~ sci~ CODteIlt, aDd reading ~ogy. CoI1Isework in these amas is ?",!,?~~.
therefore MCPS has assumed the lespoasiJ:»ilityfor off'eriDg iIHervic:e aRD'SCS to support this lDJbaIlW.
ReceDt .in-semce of'feriDp have iDdudccl the MeC Course (C4). WIlliam and Mary Advana:d Level
T~ (C4), AEMP. AESP. and R1S, aad Meeting the Cballcmge ofDiflicuh ~dreD and. ADD/ADHD
Cbildren. MCPS iIJ c:ommitted to traiDiDg ancl pm\'idcs substinJte time for teachen to atte:Dd. As our
. c:oumy ~bics have chana=. Human RelatiC)DS persamd ~ ~ traiDiDg ~ edmic and
gender equp.y .in workshop format. Pre-serrice school days must iD.clu.dc SCSSlaas ,to ~ this~. The
count\' offers courses 10 suppon its COIII:IIli:tmeD to 1edmoJogy. S~ luIegtSbOn Trammg Umt (SITU)
provides iri-deplh mUaiDg on su;cesstW. ttJCbnology aDd computeT practic:es..
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Our foimal.iz.ecJ school-tmiDing ptvgxam is developed as an outgIOWth of the SIMP. A subcommittee of
. the SIMT
a scboo.I-wide training plan. which is 1bcD shand with sraf[ Pre-service days allow
staff suffi'iicnt preparation time to become fiunjJ;ar with revised or aew amicalum aDd methodologies.
Time u; prOvided dur.ins those days to plan 'With grade-level tmm'"ates for the succ:essful implememation of
curriculu.nt. Half...u..y in-servi.ce oppommiI:i.cs are pIiIt of1be MCPS calendar and. give the loc:al school the
ability 10 foc:us on particular school JHIeds. Once the caJendar of ewms has been pJaD!lfd, iDdivid.ual
teachers ~ encouraged·1O add additicmal traiDiDg ad.ivides to meet their specific needs related to student
leamiDg. For example, the 4tb-grade marh teacher participated. .in the Stale math ccmference 10 gam
additional ,background and. iDsigbt iDro dif:B:aen'iming math presolfaticm, aDd a 2ud pade teacher ar:r.ended a
conferen~ on gifted and talemcd students to pin addiUcmal skiDs in providiDg IlUI'bIr.iDg opporumities for
underidentified populaticms. All regular cduc:alioa teacben iii gmdes 2-5. media specialist. aDd reading
teacher . d one or more oftbe muJti..session workshops OD RIS aDd share the iDfonnation presented with
proposes
their con.es.
The p~cipal., SBLe CoordinaIor. and a 2Dd-grade teacher are participatiDg in six days of fonnalized
training fdcused on improving teacher observarion and e-valuatiOD thmugh deYdoping a common
v~bularY and better understand.i.Dg of the learning and assessment process. The training is pm'Vided by
stafffromithe Research for Better Teaching, Inc. S1ratqJies for its implcmcaration are shared monthly at
staff meetings. Release time will be provided for teachers to meet aud discuss wbaI works. whaJ doesn't,
and bow we can work together to assure success for every student.
Experqse ofour local school professionals is used for uainiDg in specific CODk:nt areas. mentoring of
new teachrrs. and stafF..Jed seminars. Staff participarcd in a baIf..day workshop, presented by the Science
Liaison to: help teachers develop questiODiDg techniques ctireet1y reIati.ng to the SciaKe Outcomes· as
.prescribed, by the NSF and measured OIl MSPAP. Our 4th and Sth grades depanmeatalize for instruction.
to better nleet needs of stUdents and to capitalize on the streDgtbs and staff. Veteran teachers are paired
with begUmers to offer support and help with plamUng and presenting curriculum.
The S~ reviews the trainiDg plaD at its quarterly meetings and makes modific:alions as appropriate.
To assure:continuity of1J'ainiDg and programming. the special educ:alion teacbers mcer: ~iththeir gradc
level equi~ems and within the SLBC unit.
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£3. How ~oes the school tailor proressional deveiopmem and support to take ae~ ofdiffereaces in
career experience or professioaal rapoDSibility?
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The B~oo1at Grove professional devel"Pmtnt plan is tQflonui to p1'OVlde for difforlng levels of
e:r:ptrrise, ~rience, roles tmd responsibilities. New teac:bers in MCPS must meet stringent MSDE
which iDdudes satisfacrory perfol'lD3DCC on the Natioaal Teacher Exam. To fAm.iJ.iarize lICW
teachers With specific MCPS conrmt and instructional practices. a __ of iDtensivc tra.ining is provided
prior 10 th~ opening ofscbool. MepS assigns mc:uiors tbmugb tbc uaiD.iDg aftlce. In:-SChool mentors
.
provide exPertise and gnidance for DeW teachers in areas of daily routines. classroom mauagement, ~
malerials. :- strategies for c:omnnmic:ar:iDs eWer:tively with pa.n::DIS. (El) MCDtoriilg ancI peer macbins are
buih into ~ tra.iniug pqram and all sTaff are ClDCOUragcd to share their successeS aDd disasters with
colleagues. Grade-leve1 teams form a 'buddy system wiIb tc:acbers new to their grade level or 10 the school.
New staffmembers meet montbly with the priDcipal to assess their progtc&s. ccmcerDS. and needs.
requitemefs.
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Ver.eniD staff are· ~ 10 be risk tabrS aDd look for DeW \1118.)'1 to exte:Dd their skills and ex:pen:ise.
Release time is provided to deod outside Workshops, aDd participate. in peer ~~
PersoDiJlIpfofessional objectives for the year are deYeloped cooperatively 'With the adminisaatiOD and are
related td the school's SIMP. A teacher in each grade level is daignated team~. h is hislber
respoDsibility to'aueacl the SIMT meetiqgs ami make SugestiODS em die team's behalf. The st:r'engths of
our experiencCd. teachers are also shared through professional developmem activities. (E3)
. Counselors, speda1ists., art, music,. and pbysic:al ed.ucatiem Traebm are eacOuraged to am:nd
amferen~ that will enhance their programs. 'l'b: media specialist aud reading teacher are active in their
professi~ organizations aad. share iD.fo.rrnati<m aDd ideas with staff !dared to ~ia1 wmbhops and
materials.
.
FA. Ho,* does your school use the processes aDd raults of stud_ asse:stment. staB evaluation. and
smool review to support proressioaaJ growth' How bas teacher professioDal developmeDt improved
teachingiBDd resulted in hlgh _dent adlievenaeDt ad IUceess?
SupeMsion and flVQluation aTe seen. as ka'f'lling tools Dt B1'OOie G,01Ie as tetlche,.s continuously
strive fo;' professiontil improvement. The cumm teacber-evaluat program focuses on 10 criteria lor
competeDcy. New teaehers are observed a mmimum of !ow' times, and. panicipate in a formal evaluation
t\\;ce a
for the first three years. Tcomal teacbers are obserwd two to three times annually and receive
a fonnal ~on every three years. ObserYaliom focus an evideDce of anajnmem in BRaS identified in
the individual PersonalIProfessoaal Objective (El). Data piDed. annually tram SDldeDt assessments assist
in eval~ a staff member' s strerJgtbs or weaknesses in c:aiIrieulum presematim Recommendations for
the focu~ of further teacher traiDing are based an this aDalysis. Our pri:r&cipal and assistant principal
regularly: visit the classrooms and provide feedbaclc em a formal and informal basis. 1'hese informal
obSetVabons lead to valuable COIIUIU.IDica.tian. Staffmembers are provided c:oastmlt feedback on their
.professi~na1 performance, ranging from simple .notes of 8CCX)mpl.isbmertt-with gold sticky stars to
nominations for local and national recognition. (li7)
B~ Grove is involved in a pilot program to improve the teacher evaluation model aad 'Will be
working closely with consultants from Reseo,ch fo, Bene,. Schools. Inc. (EI, E2) Observation information
will be pfesemed in an objec:tive and daIa-driVeD manner des.iped to provide the teacber with clc::ar and
quantifiable evidence of teacher performanc:e as shbwn in student 1eaiDing.
Annut'lly, the SIMT. consisting ofadministrators, profcssiDaal aDd suppon: sr.af( and community
memberS. reviews the SIMP. During Ibis review, ~ons are made regarding how well we are
anaining:the stated objectives aDd where we need to improve program delivery. An outgrOWlb of this
nMeo.v ptovides suggestions for possible staff development areas. and is aD ongoing process.
A clear example of bow the inveslmellt iii professional development has improved teaching is our
commitment to impleritentation of the strategies learned at MCC Training. (C4) Delivery of objectives
~volved to include a more inregraled approach to teaching and learning math. Students became more
moti~ ~ leam and increased their performance on CRT's. Over a three-year period., at gzades3-5,
students rmsed scores on the MSPAP by an average of IS petteDtage poims.(HS) Professional
devel~ has improved reaching and resulted in high s'tudeut acbiewme:at.(El, El, 84, HS)
'year
F. EDUCAnONAL LEADERSHIP AND VITALITY
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Fl. How, does leadership move your scbool toward its visiollllmissioD? How is the instructional
leaders~p role defiDed 8Ild implemeated? How are resOIlJ'CCll dgDed with goals?
The o.dmin;straton ofBroo/ce Grove believe in lhe IICtIve invOlvement ofDll stakeholders in the
e~~ti0?al ~~ty. As a DCWly~led sraff mmtna together fiom diverse assignments, the
pnncipallelt It was UIlpenlIi\le to secure III CIIe!'giz:iDg OCB'lSlIltant to guide us as we dCvcJoped our vision
~.. ~. ~ assisred our pri:r&cipal as she moved. the scbool toward c:n::ating our vision. (Part
IV) Sm~ Its ~an, the schoo) has operauxl with a school ~ or school Jeadmshlp team
(SIMI) ]Tbe principal serves as the f3cilitaIor aDd chair ofSIMT. The SIMT discusses school issues such
as
procedures, IIlOIUtDrS progress toward aaaimneDtofgoals ami ob.ieCtives. and prepares suppJy
dimmsr
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orders for the next year~ SU~, i,ucludiDg addiricmal staffmembers aDd c::onu:mmity members,
address speeiDc ~ for eXample; 1:be Safi:ly and Sea:arily Committee pJ:umed, evalwm:d, aad made
clw1ges toithe: Bomb Evacuation Plan. McMIig 650 $hJdems arad. staff in a timely, s8fc. efficient mazmer
was it. CballeagiDg task. The c:ommittee idemifia resources Deeded to accomplish this lofty goal. AnoIhcr
example, ~ readiug committee rcsarcbed DeW readiDs aDd wri1iDg materials. made nx:omJllendations to
the SIMT, [who then prepared aDd processed the orden. A sub group ofthe SIMT, the SIMP. meets four
times a ~ to m;aalyze data. det.cnni.De need.s. fomm1ale PlaDs, moniux' implemeaIaticm. ait.cl revi~'
progress. An additiODal task oflbe SIMP committee is tbe deYdopmeDt ofthe .sdtool-wide objectives.
Under fPe directioD of the principal, grade-level teams meet 'M'leldy or m.<mtbly. depeDdiDg on issues and
concems. r~ su~miI ~jng ~ ~i]iDg curri~ p~ing, ~d trip plans. and geoe~
. conc:ems. A secllon IS piovidld. to indicate ISSUCI nc:"""1 admioisuative atteI1tlOD. Follow~p occurs m a
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timely fasbiOD.
The principal celebrates successes with staif. For example, when the MAT7 and the Math CRT data.
arrived ov~ the summer, she called staff' to.share 1he exdtiDg aews aDd c:oogmD.I1sre them on their effons
at improviDg teSt scores. (H4, HS) She SIlpporlS dfons to adIieve these SUca=s5eS. She assumes the role of
ltest facilitator and scheduler for thc MAT7 aad Math CR.T. diSlribatiDg mareriaIs. aDd securing
accomm~tOlS. She implemeDted a DeW idea to IDOtMIte studeats during this testing by making 300
indiv.iduaIiU4 "StudCDt Passports" 10 help SIUdeats moniror their eftbns and auendan=. Staff develop
leadership d by followiD& her example. as she models strategies 1bat she values and bows will
contribute to the maintenance of the school vision, She scnes as aD advocate for students and sr.aft alwayS
searching for ways to engage the school community in "soarias to achieve exc:eJleDc:e." (AI)
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Fl. How d.0e5 the school enlBle its interaal ad ateraal staIkeholden ill leadenbip and decision
making? What is the relationship betweea the priacipalad . . . .olden?
.
. Brooke IGrove encoW'agtlS and suppons active pa11;Cipation herween ll1Id among all stakeholders.
There is coPious evidence to show tballeadersbip works jointly with appropriate stakeholders to realize our
vision. Professional and support mff. paremS and admiDistrators:meet n:gWarly as the SIMT. (Fl) This
vehicle pro)idcs a forum wbcre new ideas and opinions are wlued. Studedts' 'Views are elicited by the
~on in regular meetings with SGA officers and represemarives. (Bl) The principal maintains an
open-door Policy and commuruc:ales weekly witb sratf via the StaffBulletin. Agendas are published
announcing monthly staff meetings 81 which ~ve iians and educ:arioaal issues are discussed.
NewsletterS. parent c:of£ees. PTA meetirtgs. and paRd and community conferences provide the necessary
link to the &xnmunity. She bas formed pannersbips 'Rith load businesses within the cammUDity. whicb
have benefited us by providing financial support for school prognuns. (04)
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As a reside:at of the local school cxmmnmity. the principal closely int.eracts with our stakeholders on a
social level; Her av3ilability to the community. both al school and. home, makes her approachable 24 hours
a day. sev~ days a week. Knowing the community Cx:pecrations so imiriwely helps her as she guides us
towards implementing the vision.
Fl. What kind of participatory seDool improvement proeess operates at your school? H~'" did your
school prepare its Selr.AssesSJDeDt for the Blue Ribboa Schools prognm ad lao", did this initia1:ive
relate to o~r school improvement and planning efforts?
'
School i~prove".elll effom Dt B,ooa G1'OW! are ongoing. (Fl) Because Brooke Grove is only DiDe
years old., ~ of our original staff have records detailing our aaiYities and progress as we ba.w striveD to
implement ~ yjsign, Our PTA, bas chronicled our plograJllS aDd achievements over the years. Botb
sources were refereac:ed as we prepared the respcm.se to the Sdf-Alscssm.eDt. We accessed data regWarly
gathered and analyzed by the SIMT. A sub-<:onmUucc oftbe SIMT was fOl'lMd to address c:ach item in the
Self-Assessment document. Each member oftbe commiUec was assip:d particular sections based on their .
expertise. arid collected additional input ftom tbCir calleapes. The com:miD= I'CCOII'VeDed to share
informatiOD~. Members 'W'eI'C amazed _ excited. by the cbaDses _ progress our school has achieved.
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FROM: Brooke Grove E.S.
PHONE NO.
301 570 6346
Sep. 03 1999 01:06PM P32
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~ely educati.Dg Sbldents in the core ~It areas is acx;amplishcd 1brough a variety of
instru.di6aal merhods and materials. (C4, CS) As a RlSUlt of CODStaDZly evaluating and adjustiftg the SIMP
over the Yearst ~ delivery bas undergone modific:arion to correspond to identified needs. (Fl) Sraff
participates comiuuously in professional de'Velopment ~ 1bus curriculum is presented to our
student body ~ cuuiag-edge metbcds. materials. aDd tecbnolosy. (FA) Studa.1t performance bas steadily
improved., as noted in scores aDaIyzed duriDg iUIll1I8I SIMP evaluations. (H4. HS)
,
'4. How1does your sdloolleadership use the most curreat iaf'OrmatiOB about ecblcatiOD to promote
coDtiauoUs improvemeDt in your scbool? Bow does such evideDce iDfluence dedsiOB-makiog?
Continuous educt.ztional impl'OVe1lle1tt is the key to success atB1'OOIte G1't1W. ThepriDcipal. as the c0
chair ofthe STandards Committee for MCPS, is vested in the use of c:umm iDfonnation about educuion to
promote ~provemeat in our sdtool. .The Sfalidards COmmittee develops the pcrfonoance standards for the
MAT1 aa~ the Math CRT for the county aDd dircas the assesmeat iDfrasDucture.
The school's process for fostering growrh aDd development focuses OD CQainuQUS improvement of our
instructi~ program. ImplcmoutatioD of guiddiucs aDd staDdants, following CUl112It treDds. directs our
education8l p1aming. The receat adoption of the NCTM Curriculum aDd Evaluation Stmdards for School
Mathematics, a docwneu.t wlUch provides a framcwOJt to guide reform in school math. contains a set of
standards for mathematic:s curricula aad for evaluating tbe quality ofboth the cuniculum and student
achicvemci:lts. OUr prinwy insuucriaaal sIBiF is eacowaged to embody the philosophies of the Narioua.l
Associatioh for the Educ:arion ofYouog Childnm (NAEVC). usiDg their guide. Developmentally
Appropriate Practice in Early Childhood Programs ,Serviog Children from Birth Through ABe 8. This
I
guide advOaltes that an early childhood programplOYidcs a sate aud m:utmiag enviromnent that promotes
the physi~ social, emoiiODal. and c:ogDitivc developme.ut of youag cbildnm. The recem nMsion of the
science curriculum was based OIl naticmal guidelines established in Project 2061: Science ~ All
Americans~: (l989)
:ai:nebmarlcs for Sci~ Litmacy (1993) published by American Association for
the Advancem~ ofScieoce ,(AMS). The Naticmal Science EduQtiou Standards (National Research
Council, 1~6) published after our cwriwlum was developed, supports our iDstructioDaJ program. (C4)
The county!s triple-pronged: approadl to tedlDology infusion focuses on banIware, connectivity. and
training. InI 1995. our Media Center was CODvertai to a MAC Cirallation and. ResearcbILeamiD Hub
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system.
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The SIMT uses iDfOrmalion &om 8SSeSSDtaltSaDd other data, such as the MCPS Pan:at and Student
Satisfac:tiod Slll"Ye)'. to make'informed decisioos'regarding our sdlool"s goals, polides. 8nd practices. For
e~le. ~ area 'of concem last year was ~Ik - type. quality~ and quantity. One oftbe panmts on
the SIMT offered to prepare a paren~ su.rveyy collect information, share data with staf(.aud chair a parmt
staff commi~. The coriuni~ is.meeting, analyziDg the data. reviewing r:u.trcIlt research. and proposing a
pilot pro~ to provide parentS with a menu of opportunities for bomeworlc that will meet the needs of the
stUdents, sa#f: and pareors.
,
, Acbieverhent and attendanc:e data are used in measuriug school performance. MSDE provides data
gathered as a pan. of the MSPAP evalualioD -of ~ve schools. (H6, A~cfnnent 1) Data relative to
discipIi.na:ry acbOllS is reflected in our suspCDslix, report provided by the DEA. (B4) Post-promotion
performance data are provided each semeSter by the local middle aDd bigb sdxxds.
The SIMiI' analyzes dua provided by tbe MSPAP 1eStiDg as pzuposals are made for curricuJwn delivery
to our diverse popuiatiOn-, (AI y C4) These data can demoDsaate JP.VMh wiIhin a grade level, as well as
,JongitudiDal- 8rowth across grade levels, of Students as they ~e to beDefit fivm the cumulative effects
ofthe evolu~on of our iDsttucrioaaJ prognun. With etJi:d:iw study skills, SbIdeDrs are provided with a solid
foundation ~r J.eamiDg. l'bey become indepeadent 1eamers aDd. take respoDsibility for their progress. (CS)
FS. As you look back over the last five yean, wUt couditioas or cbaDges ave cODtributed most to
the overall ~ccess of your school?
Stti.ffand parent commitment ro quoliry edMcation has contributed tp BnKJke Gl'tNe 's ovemll
dlMiopment {mil $UCCOS. ComiDuity in lead&:rlhip arid staff provides. a stroDg foundation on which to
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,wv ....UAAQC;L nw::u=uaes, asmg. me :..-...-................. pr<W'lQe
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evidence ofteclm.o1ogy imegra.tion in the curriculum.; anctdevelOp and maiDtain a three year buyiDg plan for
technology pUcbases.·
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The follo~ are examples of bow we are achieving our bendu'narks. Our Communica1ions Lab .
enables srudeDtS to create video productions and special class projects, which are then close-circuited
throughout the buiJdiDg. Students used the Jab as a vehicle for shariug multi-cultwal preseatations duriDg
various culturid awareness momhs. (C4) Our Lab provides an altemative mode of leamiDg for students
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with disabilities. The Corn.munK:atioa Lab, in conjunction with the PC hardwaIe rec:eady acquired in our
Level 5
allo\IVS the teachers to address the needs of the visual leamer. You can see all the
exciting ~ happc:oing al our school by ~i.ng Brooke Grove's Web page.
T ecbnoJ~ training Caatinu.es to be a high priority. To'iacnase ta:bDologicalliteracy of the staff we
bave provid&::d)the foUowiag: Tech Day, when. staffmended &m:t~ training al a ae.1ghboriDg school; two
days of trainiDg eac:b year occur focusiDg on.the IDr:cmc.t, me use of First C~· our parIDerSbip with the
DLC~ usc of SCamu:r and' Quiok-Take c:ameni.; 'risiliDg proft::ssionals 10 assist n::acbers with iDregra!iDg
technology'intb their curricuJum; and mabttainina aD OD-gomg suppon system tbr,trainiDg within the .
school. R«.eatly parentlchild-uaiaiDg sessioas wen: of&aecl in CoDjuDcrion with Maryland NetDay
ciassnx.ms.
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PHONE NO. :: 301 570 6346
Sep. 03, 1999 01:07PM P33
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a.ctivitie!.. The f~ ofthe sessions was to imroduce paraItS aDd. cbildnm to a wuiety of age-appropriatc
CD-R~~ programs, as well as the WWW.
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example of our ~ to the iDu:graEion ofledmology into the curriculum. we have fanned
a'pattuersJUp with DLe. TheY have provided us with a cxmsuIraDt to show the staff many ways to
incorporate teclEology. both computer and video. imo their cJassroam. UsiDg the Internet through the DLC
site and Videos. teachers caD. enrich iDstruction. As a resuh of our tt:.aebeMra.iDi etJons to use
teclmoJ.o8y. a producer from Japanese Public Television (NHK.~ recartly visited our school to Wieotape
ponions :of a documema.ry called "Media aDd Pduc:a1iua...
", The use of tecbnology has improved our maDagemeIlt ami efred:.iveDess by aDowiog administrators to
c.ommuaicate via e-mail (First Class) with teachers for a variety of reasons, e.g. staff meeting agendas.
bigh-llgb:ting available tminiug. IraiDiDs earoUment fonDs. It faci1ilates the coUectioD and. analYsis of data,
such as ¢kT results and tesf groups, and MSPAP iDformatioD.·
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The p,roblems -we ftu:e are a lack of computers to create a MAC Lab and a need for additional traiDing
suppon. We have felt compelled to raise our own IJlODC)' to purdJase classroom computers and the Hub and
to provide our own cIassrooJn CODDec.tivity as we are DOt designated as a Global Access school by MCPS.
n. ~ do you (ouider the major ed.....ti. . . challenges your lCbooimust face O¥er the nat five '
years. -,d how do you plan to addras thaD? '
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Mainlotnillg CU17'e1lllevels ofenrhllsilUWI, dltdiC4t1011. resOUTt:es. and overall stldientperj'Ormtl1lCt will
be our gtealest challenges during the neztfi'w! yeaTS. We comim1e to ask:more ofteachers, as additional
cur:ri~ exped31ioDS are coupled with the same amount of iDstrudional time. We value the insights
gained frOm staff panicipatiOD ill training and developmall ~ however, it has come to our ammtion
that teachers' frequent absences to atreDd those sessioas may be iInpacting classroom iDsbuclion. Mon::
MCPS inLservice days and pre-service days could help n'SOlve this issUe.
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~ cballeage is to reduce the disparity between scOres of dUfenmt ethnic grouPS. as seen when data
are disag8regated (Attachment 6 " 9). Following an aDaIysis of the daIa, we are utilizing tutors, smaU
group iasUuc:tion and p8IeI1t support groups 10 assist us in closing the gap betweeD African-American and
White stu~ts. The EMT is closely monitoriag progress and providing additional intervention as needed.
Meeti.Dg the diverse needs ofour students COD.tinues to be a cbaIleage. 10 our 5th grades, we have 30
students ill each class aDd no iDstructiODal assistant. Theteachcrs depanmenta1izg and regroup students to
max.imize! learning oppoltUDities and tDne on task. The high ability math group bas 32 students and is
CWTenlly ~orking on s.ixth and seventh grade objectives. As we aecelerate the students in math, teachers
must obtain additional training. For example. some stUdents are ready for algebra. TraditionaUy algebra
has not ~ taught in the elemeinary school; however, staff must 1ea.m c:ontent, obtaiD the ma.teri3Js and
plan the l~SSODS - while simultaneously teaching math cuniculum covering grades 4-5.
AdditipDalJy, obtaiDing and muging changing technology will contiDue to be cbaI1eqge. as weU as
assuring appropriate trainiDg and full imegra1ion of technology no. the curriculum. Our technology
benchmarlc$ has driven our plans for future acquisiticm and training. (F6)
G. SCHOOL, FAMILY, AND COMMUNITY PARTNERSHIPS
G1. What are the BOals and priorities of your school, f.tmiIy 8Ild co_unity partnenbips? How
have yo"'; school, family _ commuaities both improwd 81 a result of these p.a.rtnerSIiips aad how
did you ~ the improvements?
,
The gOflls andpriorities ofBGES hJNe always been 10 prtNide stutJenu with the best oppomtniriesfo1"
success. OUr goal is to provide a positive. inviting envirorunent for aU iDvolved. We rccogDize that to be
successful iwe must have a 'complete puzzle'. Each indiwtual represeDts a piece of the puzzle. To
experience: sua::ess in aU areas of educabOD we must ~ sharing ideas.
Students in the 2nd and 3rd stade have participated in Projeet Share; 3D iatergeDeration prognun
designed to bring together smior cir:i:mus and smdems. Scaiars meet with studems to sbare activities. '
conve~ and re&esbmeDIs. Su.dears have visit.aI the ccater, p1.a:ab:d flowers for spring. and 'played
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basketball. IMemol')' books help srudems remember their new frieads and ~.
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FROM: Brooke Grove E.S.
PHONE NO.
Sep. 03 1999 01:08PM P34
301 570 6346
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The s~ool as a whole has pan:icipated in meetiDg our carmnuD.ity needs. We built a ·Cirde ofLove~
arotmd ~ inside perimeter of the school using <:aaned aad boxed. foods.· We conecrr:d toys, mitteDs, ha1s,
and coalS for disaibuuon to needy families iD our commuDity. Concemed studcm:s were involvecfm a
eampaip to save a 20()" yrar old white oak tree mar the school. "I"bey cxmtacted the gove~r to help save
it. A SawtThe-Tn:e campaign petitiODed fellOw stlldenls aru:i COIDIDUDity leadcnJ to join the fight. Governor
Parris GlcDdening responded to the SlUdears. aDd !be tree was saved.
~ty leaders have belped. to bridge the fiDaDcial sap bctweeD ftmdiDg provided by MCPS and
what is ~ for our iDstructicmal program. Local busiDtsses haw invited stdf to work in their
estab~ with a portiaa of the profits sivCD. to our school. The stafFbas worked at McDo.oald~s,
Jeny's Subs aDd Pizza, and the local movie tbcatre to support these etfons. Studc:ms enjoy these events,
whidl heqj foster school aDd commUDit.f panuenbips. Reacting ~ programs spousored by local
businesses: have offered students free pizza or bambu.rF.:n tOr amrining 1heir goals.
GZ. How does your school involve families ill their childreD's educadOll?
Neithei: the time on the clock. IIDr the ",alb ofthe schoo/limit the i1MJlYemenr o/the community in
our school pl'OgTtl'lftS. The evaUng Family Mach Program was implemented last year to empower parents
to help studeD!s improve in mathc;matics. Over 100 fiunjlies n:ceiwd tools.. ideas and traiDiDg experience to
help
leam mathematics at hoInc. They also ra:cived hauds.o(d1 traiDiDg to UDderstaDd the use of
rubrics., prpblem solving ~ and strategies to assist Ihcir chiIcben. .
Act:iYely involviDg parents helps c:bi.ldnm achieve success. Grade 3..5 parenrs are invited to attend
IJlmings to receive uainiDg aucl information about 1be assessmeat program, such as the types of assessmem
activities. and how to support children in preparation for and duriDg testiDg. Assessmeot results were
significantly improved. Approximately 4S parents served breakfast aDd macks for students.
We ha~e sponsored InremationaJ Nights to showcase our diversity feaI:uri.ng potluck dinner, crafts,
entert.aimnent, games, .and dances, representing ~ et:ba.ic bacJrarouDds in our school. The writing
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procedure 'is emphasized as student's work to prepare cookbooks aDd.reports on the COUDtries that are
repr~. The goal ofthe evening is to show tbat while we are &om cfi1fcft:m backgrounds. we work
together as a school &mily. and apprecia!e our diversity while -we ceJebrare our sameness.
As a mba.ns of eosuriDg effed:ive commuaicar:ion. we irnplc:menr.ed a voice-mail sysrem. making direct
communication easier and more eflicieat. A message board. higJijjgfning school bappeuings ~
availabili~ of importaDt information at IDy time. Alteodance is efficiently moDit.on:d bec:ause parents em
advise the Ischool of aa absence. The £Ogle s Nest. Principal's Newl/ener. ca1eDdar of school events, Open
House, Babk..to-School Night. aacl Kinderganm OrientatioD also e:obance bm;ne-sc:hool comm.wUcation.
AssigDinent books and ~ Weekly Wednesday Folder both establish effcdive communication and
facilitate IWning. This system provides itUonnation to parents. aod is.a means to receive their
communi~ CODcems~ and suggestions. Weekly folderS i.aclude information aDd updates about the
school, h,*ework and expeaatiDllS for classroom and school activities. Parents return the folders the
following day. The folders are used throughout the year and serve as a vehicle for regular communication.
Assignm.~ books ate used daily to help students organize their homework and fadlitare leaming at home.
Parents arc aware of daily assipments. and prepared to assist with shon...umn and loog-ruge projects.
Our local Q)mmunity newspaper is DCltified ofevems aad invircd to aumd. Business le:ld.ers not ODIy
help to p~ moueta.ry rewards; they often invite us to attcDd cwms they are spoDSOriDg. to further build
on our c:ommunity reIaIioaship. Bmoke Grove is indeed.. a ~ f3miJy.
At BGES. we seek aud elicit volunteer support for school_ srudc:nt needs. (81) The PTA Volunteer
committed vigorously WOJb 'Wir.b saaff'to recruit, coordiDafe. aDd organize VOJ.untceIS. Their presence is
prominent ~ day at school. They IUD copy mac:billes" work in the .Media Ceater. Main Office, and
Health R~ and assist in classrooms. Staff train paIaIIS on writing procedures, reading programs, the
math cp.rrituJum. aDd testing data. HelpiDs with Can:cr Day, Apple Dapple Day, KiDdeIpm:D Orie:otatian.
and tutoring, are just a few ways they make a ctiffereace at 8GES. Recnsirmellt efforts :ue expaDded to
include semor VOIUDteers. DICIlto1'S IDd teacher aides. High-scbool intems work ill the classrooms. (82)
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. Pan of the educarionaI PJ'OCZSS includes pan:m:aI iDvolvcmeDt in d.ecisioD making, Satisfaction swveys
are distn"butai to all stakeholders. (Bl) Data provides iDfOmmiOll for study aDd. 'usc in makiDg decisions..
A ~ representative On the SlMT creared aud distributed a baritework survey as an out,g:rvwtb of a
focus grOup. The results were shared with staft: PTA, and community leaders at the SIMP meeting in
Scp~. SUTit-ey information is beiDg reviewed and ccmsidered at all levels ofdecision·makiDg and
rec:ommeudation will be fonhooming.'
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PTA Imeetings are structured to create a forum for panmts aDd staff to discuss issues and shared
~. Parents and iDterestai citiUM are able to express their opiAiorIs on issues aIICi are given the
vehicle to fBcilitate chaDges where needed. The admiDisIration aDd a SlaB'inember atteDcl all mec:rings.
G3. Ho~ does the school support the needs ud CODeerDS of f,milies?
lntef,uted health and social services are 1'f!adily tNtlilable and easily contacted by any stoffmember,
parent. or stlldent. Health CODCeI'DS aDd. reWed sUpport for mDca1 or demaI services are eoordi:nated by
our .public health nurse aDd school health teclmician. Issues related to a child's sccial, CIlviromnental, .
educ:aIi~ or emoticmal conditions are reielled to the EMT, ARD or admiDistration. Our school
psychol~ aod pupil penom1eI warlcer are by c:onraru with outsUIc agencies and QD plovide a menu of
community resources to pareDls and imerested parties. Staff are aained in a varietY ofbealtb areas,
including health identification issues, Deeded or requ.in:d. iDtmvaJrians, and. emergency health procedures.,
Parents ~ regularly called aDd. advised of aD)' bta1tb. COIK:Cl'D or referral to the Health Room. The nurse
assists ~ in ammgiDg for imnnmizatiaas. glasses, medi~ and medicaJlmeDtal hea.lthcare.
S~c Traini.ng for EfFec:tive Parem:ins (STEP) programs have heeD offered. Parents leamed
techni~ for acquiring a greater UDderst:andiDs oftheir cbild's behavior, as well as approadles to develop
positive intemctioos and desirable behavior. (Al)
Oppobmities are available to interested parenb and SlUdcmts ~ ami after school. Before school
FLES (q4) is offered. After-tcbool sessions operate for Math Club, Mad Science. and Hands-On-Art.
These activities enrich and suppon leaming at ROES. (A4)
BOES panicipa1es in the county-spoasored breakfBst aod bmch program. Teadlers and staff carefully
check to ~ure that students are Dot .I;l\mg;ry and amvc at school n:ady to learn.
A foqnal conference is lteld berwveen parent(s) and teacher for each student in November. Conferem::es
are encouraged throughout the year. Communication on a regular basis cnsu:res ccmtinuoUs and open
communication. PTA~. special prog~ training iDfOanarional meetings are publishci:d in
advance ~ the PTA and Principal's newsletters, c:alendars~ and. DOnees placed in Wednesday folders.
G4. How are educatioDtl resources ill the smool aDd the community used to estend learning
.oppo~ for students. teachers, ad flUllilies?
.
Com~ity ,esources a;'e sought 10 enhtmce leafning!o1' childre~ On the first,day of school. the
ABC radio aftiliate WMAL broadcast live from the main lobbyofBGES. In anticipation of this ew:nt,
students prepared questions for the show' s co--hom to aD.S\\'Cf related to curricular topics. Several S1Udems
and ~ers were able to query and evaluate the hosts on live radio from 6-9 am.
We ~e to readl out to our commUDity 10 expand our educ:as:ional basC knowledge. Staff from the
DLe conducted 'WOI'Icsbops providiq technology trainiDg for pan:ats aDd teadJen. This yalf'S NetDay
fealured ~ parc:nrJcbild worJcsbop he.ld to explore bow the computer Hub and IDtemet work. (F6)
What t)egan as a butterf1y garden in the courtyard has since bec:ome friaIdsbip p.rden and ecological
leamiDg tnvimnn1em. MODI8omery Gc:aeral Hospital.. the local Boy Scout troop, and a collllllUDily business
leader hak all worked to maintain and improve the courtyard.
The ciassroom bas chaDged dramatically in recent years and helping engage fiunilies in these changes is
one way for us to help. Pareau and community leaders pat1icipale ill our Career Day. Careers are
~ as studeats I~ about the many prof'cssioDaJ opportunities. On Guest Reader Day, members
of the community and school board. are iJMIed to read their mvorile books. VISiting authors and
~ diseuss'their books as a higbligbt of our PTA fimded. I I:-ove To Read Week. (CI. F5)
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BOES is ,utilized duriDg the day, fMII.iDss. aDd aD weekeud.s by a variety of groups. iacludiDg various
civic, religious, comnnmity agencies. ID additioa. many ~ bouse ailer.a.ool p~ and
~ gtoUps. Scheci1JJjDg' and c:.ocm:IiDating the use ofour school facilities is a fblI-1ime eDdcavor and is
managed by the lDter-CoUDt;y CoordiDariDs Board. Our playgrmmd ;mel gym are used extensively for youdt
athletic ~vities and league play and practice. Year--rouncl programs ir.dude summer recreatiOD activities.
special a.n4 regular education summer school '
H. INDIGATORS OF SUCCESS
HI. WIllI is yo,or school's owrall approacb to 8SSeSSIDeIlt? Bow do your methods align with your
eciucatioD8l'ftsio.aimissioD and CW'I'icaIum? What qaesdoas about asseslaaeat is your school
curreatly , d d r e s s i a g ? ,
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BGES Uses a multifaceted app700ch to assenmellt. We believe that all studeats can leam, have the
right to leah... and that giVeD a. sysremar:i.c appiOaCh to learning, ilDcludiDg assessmeut as a key component,
all StU~ willlearD.. We also believe that this approach to asscssmeDt helps us derc:rnUDc the best
learning mtXia.l.ities for Sb,dents aDd yields a more accurare picture of SIUdem mcngtbs and weaknesses.
Asses~ is built iDtoall aspects oftbc curric:ulam, iDdudiDg the arts. A variety of assessment
strategies , used to provide iDformatioa 011 how !be school as a whole is Dmctioning, how individual
,
studenls are ;perform.iDg, aDd whether cbaDges or modific:alicms am needed to the instructional program..
These ~'iDclude the Metropofuaa A.chievane:at Test 7 (MAli) in gmdes 3 through 5, reading and
marhematics critericm-refereuced tests in grades 3 through ~, aDd ~ perf.OJ1DIIlCC tesEs
(Maryland State Performance Assessmcut Program) in reading, writiDg, Ianguase usage, mathematics.
science. aDd:social studies in grades 3aud 5. Classroom 1i:acbers make use of portfolios containing samples
ofstudents' ~rint and DOD.prim: work. se1ectecl products. imd pre- aDd post-assessmcms. In our
read.infI1angUae ans curriculum, srudeat perfonn:mce is assessed usiDg teacher observatioDs of guided
reading, ~ records. integrated perfOrmaac:e asses~ rubrics. and otheIs. Our mathematics
curriculum. Instructional System. in Mathematics (ISM) bas built·in assessmeats that provide monthly
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performa:nc:.e profiles for each smdeat on 'Which sJci.Ils they haVe masten:d. In addition., teachers use
mathematics, open ended and performance assessmems to measure a student's ability to communicate what
they know
how they know it. In an, music. and physical educa1ioD. leaebers provide unit and task- '
specific rubrics and assess through class pa.rtic.ipalion and written open-ended assessments. The
distribution 6f student grades in each subject area is aDalyzed.. are any changes· from mark:ing period to
marking period. In addition. standardized individual assessmellts (WoodcocklWm) and monthly math
profiles arc Jsed with our special educar.ion students who receive Intensity 4 and. 5 servio:s. (AI)
.
BGES's ..,proach to as~t is consistent with irs vision. By usiDg a Variety of measures. 'we
a.cknowledg~ that DOl everyone lc.-ams in the same way or at the same pace. Staff amtinuously investigates
ways to imp~ove our aSsessment of student Jearning and our ability to understand test performanc;e.
Teachers, as :leamers. continue to seek new and divergent ways to assess students. 11uougb focus and StUdy
groups, they Striw to expand :and maimain knowledge ofchanging assessment strategies and materials.
.
Staff cun1mtly is focusing CD questions related to student performance on opcn-oended aDd performance
assessmems 8nd bow to a1ip expectatious of atta.imnem on these assessments with auriailum objedivcs
and iDsrructiqoaJ straIegies. Additionally. staff are investigating the dfective usc of pre- and post
assessments in con~ v.irh c:otnpad'ins and other instructional SIlategies Iba! will euable the bighly-able
and gifted ~enu to progress at an accelerated pace. CODCWIaIdy the staff utilizes additioaal strategies 10
address closing the gap ill achievement between white and AfiiC'aD'-American studc:m.s. (F7)
Hl~ How d~ you use assallDellt ri:salts to understand ad improve studmt and school perforaumc:e?
How do da~ influeDce decisiOJt..akiD&?
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Unders"fndillg. ll1IQlyzillg. and utilizing tUSlJUment Mra llla!y in ;"'pn1Ving stUdent anti school
performance. Results ofthe assessmears 1isrId in the previous section are reviewed regularly by
admioi~, teachers, A Team. SIMT, aDd comrmmity members. These data Udlucnc:e decisiOn-making
in the following areas: ideDtifyi.a,g srudeDt strezISCbs aDd weabesses, groupiDg students for insauaion,
are
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FROM: Brooke Grove E.S.
301 570 6346 .
Sep. 03 1999 01:11PM P37
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11f~ iDsaucticmal practices, initiatiDg DCW programs to meet scudcDt Deeds, aDd develOpDls Brooke
Grove's !SIMP.
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Test ~ OD Jhe MATI aDd the mathematics CRT's are aDalyzed to idemify SIUdem strengths and
weakDeSses in those arca&. (Attac:bmeat 1) For eumple. based on the results ofthese analyses, the 4th and
~ ~ teachera deterinine iuitiaI iDstrudioaal groups ancI target small groups of students for short-term.,
pullout iDmuction. 1"hrough pre-assessmems and reassessmems, studeDts are n:grouped .acc:ordiDg to
needs. These assessmem dara also provide essential irrformaIion for teaebers as they analyze, adapt. and
cbarsge ~ iDstructicmal practices.
.
Our A Team,. which consists of parentS; teacbezs. aud admiDistr:ators meetS monthly to review da1a and.
make retommendaticms for iDstructioDal iDitiatives that lead to improved smdeat performance. Four years
ago, the !A Team's examination of' MSPAP reading da:Ia promptecl ccmcems with oar instruerional program
in readiDgllansuage arts. The staff ~ded. into teams aDd begaD the process of analyzing Marylaml State
LearniD8 Outcomes. stUdent performance daza. aad !be iDstructioaal program. They detided that we needed
a more ~rm n::adiDg and writiDg program with high e:xpo~latioDs for studcm.s and parems. We
vol~ to pilot a primary readiDa approach that emphasized numing records, guided reading. word
walls, arid more. 1mermediate grades focused em improving the breadrh aDd depth of reading genre,
impl~ the William and Mary ~ Ans Program. and S1n:DgtheDing writing aDd
languag~ usage componeats in aD CODta.It &laS. SmaD. groups of s",dears wolked with the n:adiDg and
resource'teacbers on specifie areas of need as iadic:at.ed by the assessment data. This year. staff deeided to
initiate ~ level performance assessmcmD every Dille weeks to ideDti1Y areas of need and to target those
studeDts liD Deed ofshon-term additioaal suppon. The progress bas been paiDfuUy slow, but our students
performanc::e on the MSPAP tests have coafinned that we arc on the right course (refer to section H5 for a
discussi6n oftbese test results).
Basdi on analysis of assessmea.t results over the past three years, the A Team recommeaded evmiDg
parent v-lorkshops on reading. writing. assessmeut. bow pan:ms can help their cbildren at home and a
rqmir:edi summer reading sad writing program. Read to Suc:ceed This year staff implc:matted a math
incentive program.. The Key to Suc:c:ess Is Knowing Your Basie Facts. that was rccommendcd by the A
Tearn after it exam.iDed rest results on the mathemalics CRT'~ MSPAP, mom:hly ISM profiles, and. data
from peIformancc and open-ended assessmeots.
Eve~ JUDe, the SIMT meets to review aDd aa.alyze MSPAP, Madlemati.c:s CRTt MATI. ~ other
school-based d8ta (e.g., ISM objec:tives mastered. teacher ereated a5SCISIIlents) to identifY major objeetives
for the upcoming school year. by compariDg stUde:ar. and scbool progress to MatyIaDd State l..eamiag
Outc:omes. The ~ reconvenes periodically to review data as it becomes available and make eurriculum
delivery adjust.rnents. This dala.-aaalysis process easures that we are omrimaously reevaluating and, if
necessarY. modifyiDg our school objectives based on the most rec:eot data available to us. (C7)
.
H3. ~t assessment data are communicated to studeDts, parents, and the tommurdty? What is .
the PurJlose of these communications? How does the school easare that these stakeholders
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unde~d the staIldarcis for judgaDe.Dt and the meaDing or the data?
CommlUliCllling the metming t:tnd imponance ofDSstUsmenlS and the resulting data ;$ vital to lhe
succen illthe school. MCPS seads a bnxhure to aU paleDtS that briefly describes tests administered in the
schoo] sYstem that are requinxi by the MSDE and by the school system.. This bmcbure also provides a
time schedule for adm.i.nistraIion of the tesis.
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Additioaal effons arc talam by !be stafF to cusure that pan:ar.s are iDformcd ofthc importance oftb.ese
tests and! how to help their cbild perform well. For example. when the Mary.IaDd Stale-TestiDg program
first ~ our paRDtS.did not ~ ns tUll imporIaDc:e or imp~. W~ ~ tbat fiuniJy
~ or docror/dentist appotatrneurs frequeudy ware sc:heduIed cIuriDg the t.e:stmg penod. A tbree-year
plan for iDformiDg our studeats and community abouIlhe asscssmeDl infiasuucuue was developed as a
result of bur findings. Year I-Information about the tesIs was int;luded in priDcipal. tacher and PTA
ru:ws1euCrs; Year 2-Year 1 Ktivitics plus a p8IaIE preseatation. "Night of Asaessments." was conducted in
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which ~ wor.ked on publicly-released. test tasks.8Dd aua1yzed testda1a; parems also were given an
open-en4ed ~ packet as homework; aDd. a student motivation program was begun (e.g.. pep GIlly,
individual ~ paSsports); Vear J-All ofthe above. except "Nigbr. of Assessmeats" will be held over
two eveDiD& one to involve parmrs in worid.D& OIl assessments aDd ODe on iDterpreciDg data. (G2)
In J~. the MSDE issues a ''report c:an:I" for cada MarylaDd sdlool. ccmrainjns school..pmormance .
iDformaIion related to meeting state staDdank in each subject area OIl the MSPAP (AttaduDent 2). This
informaliab is seat to pareIIIS with a lea:cr from the priDcipal. PTA meetings provide opponu.nities for the
principal ... teacben to diseuss the test results wirh pare:uis and ar.aswer quesboas. This also is an
opportUJJi1:Y to discuss with paRII1tS the purpose of: and. nscarch OIl assesmv:nt.
In the faIl, pareuts receive the n:sults of their cbilcl's perf"Drmam:e on the MCPS Math CRT and MAT7.
These resJIts are accompanied by a J.eaer from 1be supcrintc:adaIt and an: presemed grapbical1y as a
themlomerer. Information shows how the cbi1d pc:dbnncd relarive to the MCPS standard and the local
school. as weD as the smdc:Dt's past peJfarmance on the test.
In addi1ion to commu:aic:atiDg the results oftbese more formal tests.. Brooke Grove scbedules parent
conferences to provide parems and teac:hers an opportuDjty to review a cbiId's portfolio. discuss assessment
dam. and Outline how the assessment iIlformat.ioD is used to,provide appropriaD: iDsttuctiOD. (G3) Parents
also are eqcouraged to scbedule CODfeIeuces ~!bey haw questions about their child's performance.
Report c:aids are issued four times a year; gzadcs an: reported a.laag with aamu:tve information about a
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child's pr~.
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Furthehnore, studertt performance ISM is shared with pareDIS twice a year with bar graphs to indicate
the ~cs objecriws the student has ~ &ad quanerly profile indicating progress in specific
~cs skill areas is sent by the school with the chilcrs report c:ard. These data help the SIaff and
parentS de'lermine each student's rate of pIogress, a:ad whether ac:ce1end:ioD or J'elDf'4iarion is needed.
84. Wbat standardized tests (nona-referenced) developed ODdIe DJdioaal, state, or distric:t IeYei bas
your sch~1 given in the last five years? What are the nsuIts for the last &ve years?
The standardized (norm-1'ejerenced) tlSsessmenl administered in May in MCPS is the Mel1'Opoliron
Achiewment Test. ~ Edition (MAn). The test was admiDistered to BJOOke Grove students in grade three
through five. AttJlcbmeat 3 provides infOunation on the test, the 8J'C'UPS thai: were excluded from the test.
and the reasons that they were excluded. For each grade level from 1993-94 through 1997-98, the
foJlowing ~informaliOl1 is n:ported: the rmmber a:ad perccil'lta8e of SEUdeats tested. the DUmber and. perccil'lta8e
of smd~ who were excluded. mean scale scores, aDd staDdard deviaIions. The data 8lso shows that in '
1997.98'l:b..een 3.1 aDd 5.3.perce:nt ortbe students were excluded &om testing in grades 3-5. The
perc:enrage excluded has been reduced cb.lriDg the five-year period.. lhcse students participate in all aspects
of the testiDg program.. ~. their 8.CC'4ml'IlOda1ons. as specified on lEP's or S04 PlaDs, iDvalidate the
test scores. For example. if a stUdem receives untimed tests as an accommod.atian, bislher scon: is
in~-alidated On the MAT7.
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In aU ir'ade levels. the mean scale score increased from 1993-94 to 1997·98. Attachment 4 shows that
in grades 4 and S. scale scores increased more than lWic:e the 1993-94 STaDd.ard. deviaIiOD. AdditiODalJY.
when die
scale scores obtaiDed ill the 1997-98 adminisaatiOD ofrhe test are compared to aati.oDaI
nonns. ~ 3rd grade mean scale score is equivalent to the 77 perce.ati.Ie. Ibe 4th grade's is equivalent to the
91 percen1:ile aDd the Sth grade's is greater than the 91 pacemiJe.
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Within; MCPS, school perfonmmce is eva.lualed by lookiDg at the perc:eutage of S'bJdcars who meet the
school ~'s set proficiency 51aDdard. SflJeImts who cam a scale score of 650 meet dUs standard. To
meet die • standard for each school. the school must have 75 ~ of its studeol:s at a given gmde level
meeting ~ student proficiency staDdard. Attachment 5 i1usttates these data in a bar dIart which shows
mODS imProvemem in the perCemage of sr.udt:als IIICC1iDg the proficiency staDdard. fmm 1993-94 to 1997·
98. partidHarJy in grades 4 aDd. S where 91 and 90peRZIIl of the students met tbe proficiem:y staDdard,
respectively. This progn::ss is amibuud to the implana:datiOil of an ~y titemcy program iD grades K·)
and
methods aDd materials used in grades 3..5. (82)
mean
reviS#
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A~t 6 provides disagregared ethxUc aDd gc:Dder dam. &om 1994-1998. Minority groups do not .
COIJ.II)rlst,lS% or mo~ of our stucIe:ut body; however. we are deeply ~ ~.tbe disparity in
acbiev.~ between White and. Afric:aD-American studeDts. (C3) This cancem 15 being addressed through
memoriDg and. parmtiDg sroups and is JftODitored by the EMT. (F4) AD aaaJysis of the gender da%a reveals
,that ~ p~ is UDeqU8l at 3M grade. males carcb-up al4da grade. We 'will cominue to closely monitor
both etlmi.e aDd geader data..
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HS. what DollltaDdardized (criterioa-refereated) or aItenIati:ve assessmeats of studeDt performance
do you lose? What are the results for the last five years?
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BnJke Grove staff.-os a variety of D.QDST.aDda.rdi aDd. altematWe assessments 10 measure individual
and lrouP perfomumc:e. These include a Math CRT, used in pes 3 tbroup 5 throughout our school
sysu:m... and the MSPAP. a colJectiOll of performance ~ used in grades 3 aDd S throughout MalyJand.
In addition to these tests, Brooke Grove uses a wiele w.riety of~ and alternative
assessniems !bar vary from classroom 10 dassroom aDd from grade IcYel to grade lewl. Historic:al data is
available on the first two lIStS memicmed above. The other 8SP'SsmeD'S. which will be discussed briefly
later, ~ically are nat carried over from ~ to year and. in maD)' iDsrana:s. may be unique to a classroom
or grade level.
Mathematics Criterion-Refere.aced Test. Attacbmeat 7 illustrates these:results from 1995-96
throughI1997-98 for grade 3. 4. aml S OD the Math CRT. Data. on tbjs test are available for only three
years bbse in 1995-96. the staDdards for the test WItte reset (i.e.., set hiSber for grades 3, 4, and 5) and
an ~-end.ed component was added 10 the test. As can be seen at all grade levels for all test components
(multiple choice, open-ended, and combined scores). the permnage of Sludems meeting the proficiency
standard increased from 1995·96 to 1997-98. These incrc:ases were particularly dramatic i.D grade 4 on all
test eon1ponents. Brooke Grove met the school sysran staDdani at 41h grade aad is approaching it at Sill
grade oh the cOmbined. scores. The introduction of the open-eaded. cxmponent oftbis test bas called 10 our
attentioh the need to incorpomte these typeS of tasks into our instruc:tianal practices, particularly at the 31'11
grade. :
.
Attachment 8 shows that for all rest c:omponenrs at all grade levels, Brooke Grove had a higher
percen. of students meetiDg the school system's standard thaD the school system as a whole.
Attach"ent 9 shows disaggregated data. by etlmic and gender groups. We are encouraged by the progx~
at 31d ~ in closiDg the gap betwa:a White and Afilcan-America.n students; however, we are addressing
111
the gap:at 4 and 5111 grades through small tutorial groups. Through GOlltinuiDg rneotoriDS efforts, females
are closing the ac:hievemeDl gap al 4111 and Sill gmde.
MS~Aft. As mentioned previously. MSPAP c:onsilRS of performince tests in n:ad.ing, writiDg.language
usage, ~thenWi~scicmce and social Studies. The MSDE set standards for scbools on these tests based
on the ~centage of students
attained cenain set scores. Schools meet the stare satis/aClory level
when 7~ percent of their studeDts score a I, 2. or 3 on the perfonnaoc:e tasks~ schools meet the state
euellent standard when 25 percent oftheir srudents score a 1 or 2 on the performance tasks. AttacbmeDts
16.1S ~ the percentage of 1tUd.cms meeting these standards i.D grades 3 and 5 for readiDg. WritiD&
language usage. mathematics, science aDd social studies. In all subject areas a grea:er percentage of
~ met the satisfactory staDdard in 1997-98 than met the standard in 1993-94. This also wu true
for the P,erc:entage of SIlld.ems J1'ICdiDg the e;rcellenl standard. with the exceptioe of Sth grade students on
the IaDMe usage test where the pen::emage of srudents meeting the ereellent staDdanf on this 1m was
companlble to the percentage rneetiDg the excellent standard m1993-94.
ComPanxl to coumy- and sc:ate·wide results. Brooke Gftm: bas larger pcn:eat.ap ofstudems meeting
the ~ satisfac:tory standards tban either the COUDty or stile pen:catageS in reading. writil1g. rnathClll3&s,
and sci~ at 3N grade aDd in z:eading and mathema1ics 81 5111 grade. We also have larger percanages of
stu~ meetiDg the sati.sfaaory SlaDdard thaa the statewide percen1ages m language usap and social
studies. i Additionally. we have 1arJer pcramtages of studatts meeting the exceDern standard in reading,
who
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. matbc:maties, and social stUdies at S* pda than,both 1bc coumywicIe aDd the state'Wide pen:eatages.
state·.
Our
per~~ of stWiems Il'ftting the QCOUeaE SlaDdanl exceed the
~ ill reading. vni.'tiD&
ni
langnage ~ maIhema1ics. aDd science at3 grade aDd in all subjects at stt. grade. (Attaduneat 16)
AsIeSSJrteats Uaique to 8 Classroom or Crade Le¥eL Teaebers combine ~res to monitor short
and long~ term progress toward iDdividual studaJt atta.imneDt of objectives. These measures iDclude:
Po11/oDo: :In all grades, samples of studt.mt work are maintaiDed in a portfolio, which is reviewed
periodically with die smck:m:s aDd pareDlSlguanIiaDs; the portfolio is giveD 10 the ne:xI year's teadler: Upon
leaving the school or promdtion" the portfolio is sMa to the cbiId; RaI/br.g~: In the pnmary
grades, ~ performance in reading is measura1 by ftIDDiDs records; teacher obserw;tioos, aDd informal
readiDg inVentory usessmems giveD two to Ihree times a year; ~~.rs II.ItdPerj'IJI7IIIl"ce
A$I~": In pdes 2·5", gnsdc-level pc:rformance assessments-are givea quarterly to detenniDe
strengths and areas ~f need. Gra.de-level subrics are used to dt:r.ermiDe scores in cament and language
usage. -<>Pea-eDded
assessmcatS an: provided at all glade levels; MfIlII: ISM assessments are
given 10 teSt mastelY ofobjectives in aU domains. (Ill math, teachers use monthly studat.t profiles which
derail st"Ucbtt acbievemcDt aDd. progress ill specific eategories. i.e. additicm" subtta.ction. multiplication.
problem s91ving, ere.) Quarterly summaries are seal 10 pan=dIS with the fq)Ort cards. In grades 3-5 a
criterion~ereaced test is giWCD to mlda:dB ill grades 3,4,aad S. St:iellCI!! Performance and opeIl-ended
assessmeuls are used with the CIOUDty provided scieace UDits~ Post-pcrfbrmaDce ~ closely
resemb~ MSPAP tasks are also beiag used this year; aad T~....d·ll.UC'lSlIIi!fIftS: Pencil aDd non
pencil. ar~ used to der.c:nnine individual aDd group progie5S.
H6. what was your aoof's record for the past me years ill tbe followiDg areas that may serve as
quaati~e indicators of school dimate aDd
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BGES ~ consiStefttly maintained high stu.de:nt and staff attendance rates. which contribute to positive
school.climate, and maximizes engagemeat as indicated by finding OD the MCPS Panmr and Student
Satisfucrion Survey (B 1). When a teacher is on maremity leave. efforts are made to secure a "perfect"
substitute;t.eacber who will meet the Deeds of the studcur.s in that class. Our expectations are \lery high for
staff and Students' performance. -BoUDdary change resulted in n::assignnleUt of 200 stUdents and 6 staff.
H1. Wbith awards received by your school, staII'.or studeDltS are most iDdicative or sellool success?
The stt,ffand shl.lienls Dt B,oou Grove htNe received local tmd ntItiDI'IQi recognition fo, thei,
dediCDtio? and ha,d work. The follo'WiDg aainples are shared. to illustrate the hish caliber of staff and
students at Brooke Grove Elemcmtarv Scbool:
Estelle Moore
1991 Teacher oftbe Year. Washington Post
Allene Br?WD
1993 Marian Greenblatt ExceUence in Teaching Award
Jeanne Reardon
1994 Presic:lential Award. for Excellenc:e in Seienc;e aad Malbematics Teaching
Sharyn Tolkach
1995 Gifted and Talented Teacher oflhe Year, MCPS
Tyler LaUrie
1998 0u1stand.ing Student Award. MCPS
Robert Seuben
1998 0utsamdiDg First Year Teadler Awani, MCPS
1997 &. 9~ Eileen Curry, Music teaeher, Terry Salke. PE te.acber; and Michael Ca.rsoae. Art teacher
rec::eived ~o g:nmt proposals to produce a interrelated multimedia pedormance; Lymae Quest. SBLe
Coordinaior. selected for, Who's Who.AmoDC A.merica·, Teachers. 1998 Editioa. In addition to
inclivi~ a-wuds aDd nomiaatiaas cited. above. a IaJae II1UDber of Brooke Grove stucJi.ms are recogJlized
yearly fo~ their dfons aDd acbi~ througb the ~friCIIDJ-Am.eriClln AWD'dsfo, Ezcellence P,ogrDm:
Pnsiden'i's Eductltion ~wards P'Ogrtllll fo7 Oumtllfiling At:llMMmic Achievement Dnd Imp,ovement: the
PresidentUll Fit1Jess AWQrd; aDd panicipatiOil in the MontgOmery County Honors Chorus.
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301 570 6346
Sep. 03 1999 01:14PM P41
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PART
SPECIAL HONORS CANDID~TE: ARTS EDUCATION
Curria;.Jum and'iDStructiOD
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1be:Naticm1 StaDdards, the MSDE, and the MCPS Progmm of Sl1ldies guide the elemematy art, music
and phjsical educarion progtamS at Brooke Grow. We feel that ~ arts are an ~~ ~~ area for
iDsIrudion in and of themselves aDd that tJIey serve 10 f3dlitale high levels of cnucal thmking mother
curriculum areas bv tbeirinc1usion, Teaching cbi1drea the imponaDce of aesd:u:tic:s in their lives also
teadlesl them to ~Y7-C. orgaDize, aDd. :reDder judgemc:ats based aD. pre-deler:miDed criteria. Tc:aching
chil~ about di~ cultural CODtributions 10 the arts helps them to 1lDdeJ::5taDd their own cultura1
, ~ and that their cultllre is c:onstam1y redefining itself towards a global cuiblre, From
Kindezprten through 5th grade, stUdents have oppo.rtmUties 10 develop positive values through the ans and
respond intellectually. aesthetically, physically, aDd imaginatively within arts experiences. These goals are
realized through the ca.refW.ly sequenced QUriculums. cultural arts assemblies, field trips. and grams for the
ans. perfonnances and exhibits.
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The: visual arts program at Brooke Gtove Elemeailaty School is mUhicultu.ral in approach. Students
observe and disc:uss the iconography aad lifestyles of cultures from various tlme periods aDd ftom around
the gI~, 'They
that very often the images of a ~ group of peoples have distiDguisbing
similarlties that are related tQ their lifestyles and
and'that the coocepts of artistic individuality are
more ~rary. Each lesson is cmilcd to introduce a culture, an artist, or a school of art; every lesson
incl. adequal:e time to produce or create a watt mart; eadllesson iuvolves critiaLI aDalysis; and maoy
less~ involve a discussion ofaeaheOcs. Within this templau; the cIane.ms of art and principles of design
are continually referred to and utilized
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~ and process include painting, SCUlpture. printmakins. drawing, com.mercial art. collage. design,
textile ans, arcbitecture~ crafts. puppetty, and performanc:e, Teclmiques within the media are also
explored. Most art lesSOllS provide badc.ground. for other areas of the currieulwn at a particular grade level
and in40rporau: skills and knowledge acquired from malh. sciax:e. social studies and language &ns,
. ruden~s increase their vocabulary with the SlUdy ofan terms through wriUeD, oral, and experiential means.
S
Res~ on the lnrmnet is encouraged and a book of images aud descriptions of artists collected from the
Intem~ is kept as a classroom resoun;.e. Exhibits throughout the school are ac:c:ampanied with a
descri~tiOD of what was explom:l .in the art lesson., and this dcscript:ion a.:companies each piece of artwork
home, :This provides the child with an opportunity tQ become a tt:acbcr ~ their family. sharing
inf0n:n3tion about
arts of the \\'Orld with the community beyond the school.
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. Thd general music program ~t Brooke Grove is developed through singing.
Starling in kindelgan:en.
cbil~ are taught that their singing voices are very spec:ial music:al inst:rumcDts and that singiDg is a
leamed, belDvior; it is DOt a gift bestov.ul upon a raleured few.. Childten are taught how to sing and every
lesson ~ludes strategies Cor vocal development. Children sing folk soap and singing games oftbe .
~ culture, music ofmaster' composers, and folk songs, aud. singing sames of intematio.nal cultures.
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lD addi~on to sigging. musical skills and concepts are de-vdoped by listening. playing instruments.
movement. reading aDd wririDg music:al notation., crealiag aDd exploriDg, makiDg imerdiscipliDary
CODIl~ODS and eYaluasmg their OWl) pcrformaaces. Eveaing performaac:es are an ~ to share
musical skills with the community" Extensive Mitral program notes or SIUdeat announcers communicate .
descriptions of what was explored with the music 1esSODs. Newslecr.ers "have also been used to
~cate the musical skills aad concepts beiDa developed ii.t music class. By the em of 5th grade,
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children
hare. developed skills aDd aaitudes that ~ them. to panicipate ill music as a liftloug
acti~.
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The physical education cunial1um at Brooke Grove focuses ~y .on physical fimesS. ~
movement ~ lbe'deve1opmeat of fuDdameatal motor Rkills. Fmpbaus IS also placed on developmg self·
worth, social skills, and safety a\V8l'e:D.eSS, The content arr:as include gynmastics, rhythm ~ dance
activities. ~d the development of motor skills. The conter¢ is iDtRJdu.eed and taugbt through the movement
educ:atioa. ~roadl, which is based OIl Ibe Schema lheoIy. Mavemalt is lm:Ike.D itttD four ~~:
body spaQ=. effort. and relationships. &perieDces are developed througb. these aspectS. aUowmg cbi1dn:D
to ~ the totality of movemeat, which in tam enhances the pot&:Dtial for slciIl development and
.a.chievemehl.
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The m6vemem educ:alion program at Brooke Grove complements other content areas ofinsttuc:tion. For
example. ~ math, symme:ay. time and spac:e are discussed. In scieace.. basic biomechanics are observed
and exp)oted. The movemeut approach insr:ilIs a positive value about fitness at a youDg age and teaehes
children lifeloug skills to help them to bec:ome healthy. fit adults,
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Co~ ad Sdlool EaYiromaeat
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Brooke move is fo1'lUDa1e to have beautifal, welkquipped arrs &eilities. The physical education
~t, housed in a owcU-aruipped gym, bas an abUDdance of equipmeat aDd resoura::s to compJement
the pbysic;aJ education program while accommodarlng an JearaiDg levels. The art room is equipped with
two
kilns for firing clay. The PTA contributes resources aud equipmeDt in addition to MepS
budgets fi?r c:onsumable art rnateria1s. The general music propam bas a complerc tcctbook series., compaa
discs. audio equipment. teaCher resource materials. choral music, aDd musical iDsttumeDI:s.'
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The classfoom teachers at Brooke Grow are highly.trained professioaals who reeogDize and support the
arts Curriculum. Schedule permitting, 811 iDlerdisciplinary period bas bean incorporated with the
cooperati~ of the classroom readlen, art, physical education. aDd music teadlers. Topics. such as regiaos
of the world.. Navajo customs, gmphing. Mexico, and the Tbir1reen Colonies have been enbam::ed through
the COUa~ratiOD of the arts teadie:rs and classroom teadJers. Time is pro\'ided far team planning and
lessons are taught with the classroom teacher and the arts teacher together. They are ciesigued to draw
stUdent's ~OD to the appropriate comleCUons for each subjec:r presented. Parans at Brooke Grove
~ue the
Quality ,arts p~ and provide suppan both fbwtcially and 1hrough personal
f&h
InVolvement.
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Indicato~s
of Success
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Brooke Grove sets high standards and expectations for all students in the ans programs. The classroom
and SBle teachers, support specialists. and the arts teaehers work toseda' closely to ensure success for
every S1U~. Peer 1WOl'S, coJor-codai visual aides. ortbopedically-adapted equipmeDt, templates, molds
for claY. 8nd wriucn COIItraCtS are all used 10 belp ma.iosIn::amed SbIdc:nts in the arts classrooms. Verbal
and ~ positive feedback from Ieadws to students aad from pan:Dts to teachers aDd stUdems is
contin~Y expressed. Rubrics are used both as a learning 1001 and at an opportunity to extend and refine
new marma.I that haS been leamecl.
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Students' :anworlds publicly displayed. as pan ofb MCPS Arts Fair c:adl)'al. PanicipatiDg in physical
education spc:msorecl events bas eac.ouraged smdears to pursue sports and acrivities beyond the school
setting. ~'evems have helped to develop positiw Iifeloag attitudes r.owant healtb and physical fitness.
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PHONE NO.
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lbe B~ Grove Elc:rneDtary Chorus bas aD owsrandiDg tepUlatiOD for its beautiful in-tuDc singiDg. poise
aDd professi~ aDd 1arp emoUmeat. FOD'DCI' SlUdems ba'Ve baa selected to perfonn ill auditioned
. groups such as the ,American Choral Directors Associatioa ChiIdn:D's Choir. the Maryland .Boys Choir, the
Mary~ All·State Chorus, and the Child1'ea's Chol1lS ofWashiagton.
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Parents!are always welcome ill the,gym. music, and an rooms and are ~ to sbare their own
artistic 8nd musical careers with the SD1dents. CuImral Arts assemblies are c::an:fi.ally lClected to provide
the highbst quality ans experiences for child:rm. Two Brooke Grove favorites have beea Nada Brabma
Productions ami Yvetre Lewis "This Is Opera.. Nada Brabma has ,.;sited Brooke Grove an numerous
occasi~ and worked with the 3rd. gradi: SlUdems on aft AfiicaD music folk !ale. The student; played
authentic Afi'ican iJlsuumCDts.' moven:Jatt was adda:i. and Nada Btahma attcDded the evening performance
to provide additicmaJ music ac:c:ompanima:4'aDd storyIDUiDg cxpatise. Nada BI8hma also worked \\i:th the
Brooke Grove ElemcDrary Chorus to perform ~ Afric:aD soog. MOWIII8IIl aad haDd. clappiDg were added
to help cilWd.reu achieve an autbmdic Afric:an musical pcrfimDaDce. Yvette Lewis pea~ at Brooke
Grove and provided aD opera WOlk:shop for sDJdents, B!'OOkc Orove applied for and rec:eiw:d a grant from
the ~laod State. Arts Cou.ncil AI'tists--in..f4ucatjOD Program to haw Y'VCUC Lewis rerum for a weeklong
opera reSidency for all gtade levels.
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Last~. we recC:ivedgraDts from the WashiDllOB'POst FouadatiOD aad tbeMCPS EdacatioDBI
Foundation for an interdisciplinary project. The Camtval oft. Animals. music by Camille Saint-Saens.
\\'as the basis for the project. Third grade and SBLe srudeDrs and teachers collaborated to develop poetry
and lynds in language ans. In art classes. the stUdears studied the tntditio.aal Japauese Conn of puppetry,
Bumaku. The creative proc:ess began by braiDstonni.ng ideas about how to create large puppers and an
works forme stage. Students bad to considt::r materials, size, weight. movement. form.. color, and texture.
Based on the ideas of each aaimal group. studems worlced rogerhcr to plan aad CODStnlct life"5ized puppetS
for the ~e. In physical educatioo. each class braiDstonned and collectively decided how they could
create ~vement that would illterpret the music as well as the animals.. The students explored mauy dance
mo~ such as rising. sinking, su,dden aDd sustained movements. l~ extensions. and straight and
curved shapes and pathways. In m.us.ic: class,\~ students studied 1he music composed by SaiDt-Saeos.
Musical Cona:plS ofm.eloclic din:cr.ion.,' form. meter, toile color. phrase andspeci1ic rbyr:bm patterns were
explored through movemem, playiag instruments. aDd other hands-on music Jis'tcDiqg act:Mties. Students
also created or leamed a song to perform about each animal. Based on the ideas of each class, students
workedtogerher to creare musical performances,
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. Parents often stop by the gym, an and music rooms to CUlntuem how much their child loves art, music.
or pbysic8J education. Seeing the joy and sense of wonder in the children's faces duriDg an., music, and
physic:aJ
classes is the best testimony for the iDtriDsic wluc of the arts education programs at
Brooke ~ Elc:memary School.
+wcation
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FROM: Brooke Grove E.S.
PHONE NO.
301 570 6346
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Attachmmt 1
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,
, CriteriOD Referuced MathCllUltiCS DomaiDI
in Grades 3-S for 1991..98
Metropolitan AcbievemeDt Test (MAli) DomaiDl
in Grades l-S lor 1997·98
Sep. 03 1999 01:16PM P44
�BROOKE GROVE ELEMENTARY SCHOOL
'1
:;0
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a
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".S 885
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M""
_0 S4J5
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tn
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.054.S
.0 au
2.a 31.2 U •.0
J) 71." 20.0 40.0
II.' ..... 23.1 110.•
.0 •.4 22.~ .....4 Zl.' 150.0 21."1:5
U .45..5 .. .I 22.2 •., 84." fO.O 17.5
.0 54.S to.Q •.0 '.5 53.2 •., 11.5
'4.3
.0
.0
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rn
110.0
52.'
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-
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- .0 SO.O -
- - .0
-
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- - - - 5Ui 80.8
- - - ... ... -- O:U ....
- - - 415.' IU
- - - - 11.2 72.7_
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- , ....
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EU
- - -
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41.0
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e2 52.3
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PHONE NO.
FROM: Broo'ke Grove E.5.
5ep. 03 1999 01:19PM P2
'301 570 6346
Attaehme~t3,'
' ,
'""
, MIetropo.IIUIB ... -.L:-vemeat Test SummL- of Test ~ts from 199>94 10 1991-98
'!.o.~_
.
~
",.ana
" -
'
"
,
Test N.J:
M,et:rclpotitaD Achievement Test EdiIicD.IPUblicationYar: 7th EdiriOl1
Publisher: i
PSychological Corporaticm
Grades ill . .cit test is admiDistered: 3-5
I
s1IJIIIDlII"J .,rTest Results'
i
'Grade3
1994-95
1993-94
1
I
'
.
i
Numbet Testa!
Perecat ITested
Number JEmuded
PereeatlExcluded
MeaD sbale Scme
Standard DeviatiCD
Grade4 I
Number Tested
PercmtlTested '
Numbef Excluded
PerceatExcluded
Mean SCale S()c)Je
Standard Deviation
GradeS I
Numbet Test.ecl
Percent Jested
NumbeJ1 Excluded
Percmt .cludecl
Mean Scale Score
Standard Deviaticm
98
79
69
93.3
7
6.7
674
53
74
92.S
6
7.S
686
62
79
92.9
6
7.1.
672
61
92.7,
6
7.3
674
74
91.5 "
7
1.5
701
68
1~97
199.5-96
79
93.3
6
6.7
70S
66
105
94.5
6
' 5.S
685
55
9i
94.2
6
5.8
675
54
9S
93.1
7
6.9,
684
1991-98
,
90
' 94.7
91
78
96.2
93.8
6
6.2
677
62
81
95
94.l
6
5.7
692
91
95.2
59
S
4.8
695
62
5
5.3
682
49
3
3.8
720
67
78
96.9
2
3.1
742
76
Groups cs.C18ded from tbe tcftiIIg.' wby diIey ••re ~duded. .Dd lIow wel/"e dacy UlCllIed: £SOL:ItJIIlenu Yo'ho do Dot meet
the miI:Limum[Eqlish ~ proficiency level speci(1Cd by 1M s:bool disuict may bt "'"'ZIII""" &om participatioa in tcStMg
for up to ~ yaD. Ho'Wl:Va'. duri.og the last twO ~ stvdcD.rs must psnicipate on a :no-fault basis. 1'bei1 tes1.s are sc:ored
and re$Ulls are reponed to school CId pareD.~ the:Ic SII'.lDI'I:S are not included in the CIOZIIpU'I8boD of the pe:ramtage of stu.deIlui in
the s.cnool ~ met the SlaDdurd. SpccitJl edllcari"" snrdl!!1JlS who ro;cjve iDsuw:tion based 011. the r\lDdamc:nlal Life Skills
c:urricuJUIll ad: exempted al1agCdJc:r frvm lI:S'liDg. Speeial
D'I' j(U nw/llnll' 'Wbo n=iYe i:Irva.I.ida:ti ac;r..ommocIarioas
are reqWlrcd U) take the 1CI'& em aDO-fault -...
. ' ,
_ani""
I
'
Attachment 4
Assessment of PtogJeu
Metro -"'
Adaie¥1I!IIIeIIt Test 1 (MAT 1)
Gracie
i
3
I
4
i' ,
S
I
1994 Mean
Scale Score
1994 SD
674
686
701
69
62
61
0J:le..11Iird of 1994
SDis:
69/3=23
.
,
6213=21
6813=23
1998Maa.
Scale Score
682
733
742
. CbaDge ill Scale Mean
Scores SiDee 1994
,682--674= 8
733-686=:47
742-701=41
�.,.,
Al
o
3
Attachment 5
Percentage of Students Meeting the School System Standard on the MAT7 from 1993-94 through 1991-96
~
----~~
----~~
ro
~
~
Percentage·of Students Meeting the School
'System Standard on the MAT7· from 1.993-94
Through 1997-98
100
Il.
I:
e·
'a
:::s
....
f/'J
'0
•
m
S
c
"0-1 ....... --.__ ......_-_ .......
-I
80
-
7R
(':;1
e
D..
!J1
nn" ,
-0
I
~
m
~~
(H_
. I
I
z
p
w
[] 1993-94
.1994.. 95
01995-96 .
01996-97
.1997-98
60'
40
ell
CD
,rn
.~
20
I
CSl
....
U1
CSl
"
.IJ'
W
b
IJ'
tn
ro
l'
CSl
w
....
ILl
ILl
ILl
0 I
I'~'!~
I
Grade 3
CSl
....
..
....
ILl
I i;~~
. Grade 4
Grade 5
-0
3
-0
W
�FROM: Brooke Grove E.S.
PHONE NO.
301 570 6346
Sep. 03 1999 01:20PM P4
I
Attachm~nt 6
MAT7 Grade 3 Reading Results
Percent of Students Meeting Standard and
Number of Students Testecl by Ethnic; and Gender Gr~up
N/A - Data Dot reported because there were five or fewer students in the group.
• Group meets MCPS proficiency standard
MAT7 Grade 4 Reading Results
Percent ofStudents Meeting'Standard and
Number of Students Tested by Ethnic and Gend~r Group
N/A - Data. not reported because there were five or fewer studem.s in the group.
• Group meets MCPS profic;iency standard
�,
I
I
PHONE NO.
FROM: Brooke Grove E.5.
301 570 6346
5ep. 03 1999 01:20PM P5
I
.Attachment 6&
MAT7 Grade 5 Readiag Results
Percent of StudealS Meeting Standard and
.Number of Students Tested by Ethnic and Gender (koup
"
,j
.,
Totals
)
NIA - Data not reponed because there were five or fewer
• Group In:eetsMCPS proficiency standard
students in the group.
�~
AHachmenC1
Percentage of3 h1 , 4111, and Sill Grade Students Meeting School System Standard Oll the Mathematics CRT from 1995·96 through 1991·98
---
I
I
"I
.....
.0
••••••
.IS
_ • • •
80
a t1l95-96
60
.,996-97
& 40
D\991. .
20
0
MlAlJpIe Choice
open-ended SCOles Comblned Scores
80cres
. - _ . ---
Percentage of Fourth Gr~. student. Meeting the School
System standard an Math CRTs Iram
1995-98 Through 1991-98
Percen'age at Third O,ade Studenla Meeting khool
S,.tem Sland.d an Math CRTs trom
1995-98 Through 1991-9~
100
-..~-
I
,
(IJ
100
~
ro
!-O
~~
Dtggs.gs
.,998-97
40
J
!?
rn
1'" .......... ....,. _ _
.... ....-........... --. - "'·'78
80
60
---~-
01997-98
20
0
MulOplit Choice
Sooras
Open.ended Scores Combined Scores
~
m
z
p
-~
. Pevcenlsg8 0' FI.... Orade Stude nil Meeting the SchoOl
System Standard Oft the Math CRTs from t995-96 Through
l:sI
1-'.
U1
iSI·
189'-98
(J'I
I
•
I
a
.,
;
'V
..
1:11
I
Q.
100 -_._-_...... - - - - -.........
. ---.-
~
(J'I
-.-
80
:~II bGrtll~
~
4
j\
.
. i,:
-
~ ~~
20
C 1995-98
. • 1996-97
C1991-98
~
"'?
:;]
0
I-'
Ml.dtIpIe Choice
Scores
Open-ended
Scotes
Combined $ceres
.1.£\
tB
IS)
I-'
I\.l
I-'
~
~
�I
FROM: Brooke Grove E.S.
PHONE NO.
Sep. 03 1999 01:21PM P7
301 570 6346
I
Attachment 8
I
I
I
I
I
ComparilOD of Brooke Growe'. Mathematics CRT Results with County-1ride
Results ill 1997-98
.
Peree.atage ofStudeJlts Meedae Sebool S~'. Profieieacy StJUldard
Brooke GraY.
. Maatgamery
13
67
68
48
61
11
67
()pID...ted
Combined. Scons
GmdeS
70
SO
57
MultiDle Choice
Opm-eded
Combined Scores
II
68
67
54
.73
62
..
Grade 3
MuhiDle~
Oom...c:Ied
Cambinecl Scores
Grade 4
MuhiDle Choice
S3
78
. r";'YI'Ifv
�i
1
PHONE NO.
FROM: Brooke Grove E.S.
Sep. 03 1999 01:22PM P8
301 570 6346
I
I
I
,
- AitaehmtDt 9
!
CRT Grade 1 Mathematics Results
Percent of Students Meeting Standard and
Number of Students Tested by Ethnic and Gender Group
.. "
pa,;
;.--,_.. . . - ;Ipe~~t Met StandantiNu;'i,er ;rStud~~!S Tes~'
~I
.~rade\;
....
. Group· .
;11;;'-( _. 1m .~.~~
..··~IAtii~-~~:1
"--- - -_ .......-- .... .
29
.
3 ;1.. _-
:I:t
i
r
,67.· :: .
:l.' ..N/A
t,
-_ -
.".
•••
...
_ ..
,.;
.. '..... __ ~/A _.. ...
N/A
19
- - , - , - -•
.,
_ _
'~_ ..'M ___
.
_ _ •..
76-... 1
58
J
46 ...... i
.-
56
48 .. .'
....
41
~
49
·i
Totals
1
.,
7
S9
... •
,.
'I
i
1998
.1
i
J
it
:
N/A
58
;1
Male
I. ..... Female
--
:1
51
'1i
'/
'51 ."
.;
.
!l Asian AmeriCan ;1
r...... itisp~~. w\Vhlte-"
;,
1991
. 11
,:1
.~
67
53
"
.
.. , _ .. . --
r
{
..
.. 106
-'
90
N/A,- Data not reported because there were five or fewer students in the group.
• Group meets MCPS
proficien~
standard
CRT Grade 4 Mathematics Results
Percent of Students'Meeting Standard and
Number of Students. Tested by Ethnic and Gender Group
.......-- ......--:1
. .........---- .....-
I.
:~~~e!!~t.
Grade'
4
... --- -,- .. ..-~
I~_""'--.---
---.-'" ··.. 1
jPereent Met Standard;[Number of Students Tested;1
1997
1991
1997' ,
1998
Group
30
SO
46
NJA
!.~n_ no . '
..u_._ ..
10
I
13
N/A
;
;/ Asian American .
:! Hispanic
N/A
N/A '. _j
N/A
N/A
:1
White
54
85-,.";:''''::
72
' 59
:r,------~-------------------------'I
., ,_ ..
... . ....
I 52 _. ;.....:':.: 73
48
Male
40
,I
:
Female
41
39
.
:I 51 . . \r':' ·SS
'
...
!I .._.__. ..... . .
•r-'""'''''''''''""'-=.........
!1. Totals·
~......
.... . ..
;1
-. .. . ..-
52
,
~
-= ...:.:..........---.;'- .. ... ..- ... ... ..--..:::.
r··, 78- ,
9S
'.
I
.__....,,-_ .... '''.,
N/A • Data not reponed beeanse there were five or fewer students in the group.
j
�I
I
PHONE NO. :
FROM: Brooke Grove E.S.
~01
Sep. 03 1999 01:22PM P9
570 6346
Attacbment 9.
CRT Grade 5 Mathematics Results
Percent of Students Meeting Standard and
Number of Students Tested by Ethnic and Gender Group
..._. ]~~!,l\!et·~taDdard:~u~~;~!~!Ude~::: T~;Jl
"Grade!
Group
II 1997 t· ·1998·.J 199' l 1991 ;
,
itAfrican Ameri~;j 45' I '.: :,::45 '. '. .~ 11
:11'
fiT
«
.
!
:1 Asian American :1
'1
:~
.Hispanic
'~r
White
'!,;'I
., 5 a
il
: :;
.,
···.!I'
7'·
N/A
" ..
.l:·:",'·,.~, :'. '.;
;,......, ·N/A '.
·i:>.. ''''·:: .:'.;;
...
13
N/A
80
.,
.,
N/A
:ir----------------------------------------------
:!
Male ·....·T··· 69 ··--··t'· "~'7~ .:": :;'" "'-'39 """
4'
:j
.':\
.••. ,
.. , ~..
Female
JI
67
I
70
f
. 12 :'.
.66
.
--4-'-
.~!--------~~------~----~~~--~--~--------.'
:;. . .-.:..;.T.....:o...:.W-=-s-·--.'"",if;:.....:.--68-"'--'----' r--...:::·::.;73....:-"'::O·=;""";_·""'"···:..:.·=·"!=· ···....... ...:. --94--
0:..:.5-"""' ·... ;:.
N/A • Data not reported because there were five or fewer studems in the group.
• Group meets MCPS proficiency standard
I
·1
I
!
�"TJ
i!l
3:
Anaehment 10
Perc:entage of)1d grade and Sib Grade Students Meeting the Slate Satisfactory and
~--to~)991·98--
-~-~----
Excelle~t Standard on the MSPAP Readi.ng Test from 1993-94
~
o
o
---,.--
------ - --- - ----
flJ
~--~------------------------------------
----.
Percentage of Third Grade Students Meeting ,
State Excellent Standard on the MSPAP Reading
Test from 1993-94 to 1997..98
Percentage of Third Grade Stud8nts Meellng
State Satisfactory Standard on the MSPAP
Reading Test from 1•• 3.94 Ulrough 1991-98
IEl·~7§···
'& 50.0
!.
~
6J
~_:2
•
5.._ _....~1."'rW-,
I" 3D.0
J~BII-,·1;111---,I JJ 1-,j.; 1 I.~"B
I
1994-95
,9!l).96
1996-97
. -. . ....
... . . -_ .. - ...._.
i
i
10.0 8.0
0'
6.0
~~
......-.d----ll : ~
t9M85
D
.. 50.0
• CI.O
f
~
I
.~
State Excellent Standard on the MSPAP ReadIng
Test from 1993..94 Through 198''''1
l
'993-94
(~·"I
'994-95
I
it".
I
UIl6-96
School Year
l '.J
I .... I
1996-97
1997-93
z
m
a
!sl
....
()1
~
~
b
en
"'10.5 ..
12.0
10.0
08D·-~--
u ..
4;
.r-------,-:.------.,
i.~~E!l=:i~1~1=j J=j .. 13
I
_:::=I
r----- .. ' .!:
30.0 f--.- - ~,,: -
20.0 - - ~. - - - - I
'f
10.0
•.•----0.0
'.. -
1991-.
Percentage or fifth Orade Students Meeting
Fifth Orade Students Meeting Slate
:'I'":". -" _.
19:16-96
,99&$7
ScI\OGt Yall
from 1193..e41hrough 1917-1'
I:~
~
o
f----.I_
,•
ISBHM
.991·98
Satisfactory Standard on the MSPAP Reading Test
80.0
..........._. .:.. '2.2 . _.
. 69
School Year
Percentage
~
m
I t - - - - - -
1 !::~I------';
4'),0
1S8l-94
o
U1
.10~.~
Q
G1
..,
I
199).94
,994-95
1995-96
Schoot Yelr
'99&-97
1997-98
U1
flJ
-c
eJ
....
U)
$
!SJ
....
Itl
~
-u
....
!SJ
�.,.,
;:0
~
AU.ehment II
Perc~nta8e of ltd and Sill Grade StudenU,Mee1ing the ~tate Satisfactory and Exceltent Standards on the MSPAP Writing Test ftom 1993·94 to
1997-98·
.
8Jn
1ClJ.
l
f
70.0
.
~I-
:::
~
...U
5.1.8·--
r- __
46.1
,...
/·;·r.
.
41.0 - -- :),"
30.0 r
20.0 ' - ~t ~
to.O c-- ' , - -
0.0
'.
.~:~
~'\~
'-- :.: :
'EIIiD04
.1994-96
..
• .?
'
tggs..ge
1998-97
.~
I
~D'-------~-----------25.0
'5 t5
.0 -
~.) -
J
,
:~!. .
~ i'
" •.;
0.0
.
tsm.94
'997_
o'
L'~
\!l;.-%'
:'.':
,.
5.0 I---" ;.,.;
IdIootV••r
Porccmtliila
,•
~ •~~
.--
100 r-- .":' .
~'I!.'
.,~,
~~l
or{;.
...
,
'f··..U
'3
Imn
SO.O
"8 4).0 r-
r-
:.
;.
f~ r--1t
20.0
'0.0
0,0
-.,.
49.5
f--i
i(~
IID3·94
46.5
~
-
41."
~.
;:~.
,"
.. .,
°l!:.
~
. ::: '..
,
.
";
-'
r
---:
.
:
..
-
i_
-
'I
l~.•
tfi1M.&6
1995-96
SchoolVea,
tS98-91
1997_
Yl
25D
-,~
:."
"!~ .
,J
":. .
:,!"
,.,..
c."
\l:.,;'
"
tE1SS98
SdIooIV.
'.
1996-81
.~I
.';::.
.\ 'J
;\;.-:
f--1
f:
.t~~ l
'
":-1'
1891-98
ffi
~
U1
is:!
from 1913·94 Through 1911·"
1
-0
a
~
....
Excetlent Sllnd_d Oft Ihe MIPAP Writing Te"
(J)
_ _ _ _ _...,.-_
30.0
«).0
m
.
....- 9 . . . .... - - I;;:. .
.)
36.0 , -_ _ _ _ _ _ _---11_ _-
m.o
'1'
ro
~
Percentage or flM Or.... Studente Meeting Stat.
Fifth OrMie SIuden" "'ee"ng Slate
.....ractoty alandard on the MSPAP Writing , ...
from t••, .... T"rough 1"'·98
8
G1
'1
0'
Percentage
Third Orade Students MeeDng state
Ellcell.,nt Standard on .he MSPAP Wrltlng Teat
from 1983-14 Through 1811-1'
Percen..... of Third Or. S.udent. Meeting state
Sllt••factory Standa'" Oft tbe MSPAP Writing T•• t
from tSlIJ-M Through '891·98
ttl
~
29.8
25.0
o
~.. ""1
20.0
::. - -
•
15.0
.
I . !.
........-.
tD.O
,
228
r-
5.0
0.0 4--:-~--L_.....--J"--..I-........-L-.l.--.....--'-......I.~...-.L-.....L~
1997-98
1894-95
t995-96
t998-97
t'lJ93.94
Schoof v•••
~
eJ
....
~
lSI
....
~
-0
....
....
�;tJ
Attachment 11
Percentage of 3101 and SIb Orade Students Meeting !he State Satisfactory and Excellent Standards on the MSPAP Langllage Usago Test trom
1993-94 to 1991-98
~
[
in
Percentage of third Grade Students MeetIng State
e_ceUent Standard on Ihe MSPAP
. lanagage Usage Test
from 1883-94 Tb~ough 1897...8
Percenlage of Third Grade Students Meeting Stale
Satl.factory Siandards on the MS,PAP
laRguage Usage Talt
"om 1993-84 Through 1997·98
=
1I
73.6 .....
80.0
70.0
1
I
0;19
!WIn
t
~
20.0
10.0
0.0
19!J4.96
i996-96
SelllIOl
1996-97
~
rn
............_ ...................._ ...." _.........._. 4',8 -_.
22.8
, .....
U.L
'1J
5.0
0.0
:r:
o
'1993-94
1997...
1S84-95
1986-98
1996-97
\997-96
lctlool Velr
Yelr
0'
. Percentage of fifth Orade Slud..... MeeDng Stale
Excellent Stlndard onlhe MSPAP language Uwage
Teat
from 1893-94 Through 1"''''8
from 1893"'4 Through 1897-98
1
flUI
z
m
a
w
IS)
Percentgae fifth Ofade Student. Meeting State
Satt,factoey Standard on the MSPAP
L:anguage Usage Test
80.0
70.0 I
alO
~ 50.0
(j)
Ir-===----=====
15.0 I
10.0
l
1119).84
'1
j ::~ ,====~-----===,==--'0
25.0
20.0
:~
1
I
45.0
4),0
Q
Ii
!lID"
46.0
410
35.0
'--"39.0---'-" ..-........ - .•.~.--- ..............- .......
3d.e ...
~
~
~
~
J
:.JlO
,
'6 25.0
: ~:~
20.0
15.0
10.0
1
20.0
10.0
0.0
~
ra. 5.0
IS)
w
0.0
IfIO.94
1994-96
1995-96
School Yel'
'£196-97
1997-98
,91&94
19!ME
19196-98
School Year
'998-97
1997-98
~
\.0
~
IS)
~
~
3:
'1J
~
I\)
�~
AUaehment IJ
OJ
d
o
Percentage of 3rd and 5th Grade Students Meeling Ihe Slate Satisfaclory and Excenent Standards on the MSPAP Mathematics Test
7'
III
·94 to 1997·98
Percentage
0' Third
,from 1993.94 Through 1997-98
m
......... t8.3··
18
=1 4 1 , - - - - - - - - - - - - - -
'6
I
I:I--~~----------
I
'Ci
12
10 - 1 · - - - - 1
n
';50
IE
o
1J
~
o
,ggs..96
.994-96
~
Yl
90
1910-94
!f
o
Pefcent&sle of Third Orade Studene. MeetIng State EGellen' '
Siandard. on the MSPAP M&l1ternaIIes Test
from fl93.... n'ough te87-8.
Grade StUdents Meeting State
Satisfactory Slandard on MSPAP Mathematics Test
fggs;91
11197.98
19fD.84
1994-96
19&5-98
. t1!l964J7.
m
z
.p
1991. .
School V••
Sotho'" Year
~
~
Pe.ce.nla.eo' FtftII 0,.... Siudents MeetlngS'ate. EacelleRl
SUlndUd on .... MSPAP Matbemdcl lett
from 1M'44 Through
Percentage .... FIRI1 Orade Students Meellng Stale
SatiltHtory Stand,,'- on Iht MSPAP Matbeinattc:. Telt !'rom
teN'" '''fDugh tll1....
90.0
1
~~ I
".'"
"
I
... -.~.~
.
~
~
30.0
13.'
25.0
m.o
I
.21.9
'& 20.0
'& 50.0
410
~
1
15.0
30.0
'!'
to.O
f
.
1m...
35.0
... . _ 8l.O
~
IS)
20.0
10.0
0.0
G.
\9m-94
'99495
1(195.S6
School Yea,
199&97
1997-98
~
5.0
0.0
~
'993-94
1994-96
19!J5.96
'996-91
Sdlool Year
L -_ _ _ _ _ _ _ _ _ _ _ _ _ _ . _ _ _ _- -
1S97-98
~
IS)
~
~
1J
~
VI
�Attachment 14
~
Percentage of 3"' and Sib Grade Studeats Meeting the Slate Satisfactory and Excellent Standards ori the MSPAP ScienceTest from
1993-94 to 1997-98
!f
8
Percentage or Third Orade Students Meeting State
Sat. ,factory Siandard on the MSPAP Selenee Teat
from 1813"4 Through 1897-88
_u-··· 6iii------·----~~
1
1S
Percentage or Third Orade Students Meeting State
Excellent Standard on the MSPAIi Science Tut
from 1ge3-84 Through 1997-88
,mIl
It
I
4).0
.:'i
:.~:'
f
30.0
200
•
;'~'.
;...., .
.•
;.~
'0.0
0.0
.";1.
1. .
'8
.'.
, 1!'1Q.94
1994-95
1!JS5.96
1998-97
18.0
'2.0 r--r-10.0 I-8.0 - "
I_~I:.
.
6.0
4.0 _.
~
'tiro
t:
~...
__,
_
"
":'
.0
9.2
2
•
00
'I,
.'
'997..Q8
1993-94
t9M9S
School Y.ar
from 1883.... Through 1917-98
Iii " ... - ...... _ ..__......" "'- .... .... ......
...-
Jeo:o~SO.O r--
""11:
.... ..
r-
;::
..
1::
'
20.0 r-10.0 ~
0.0
'99:).94
.
'_
,:.
7t3' -.
,........,
~
:I~
_
=
".
1_
_ _'_
J
1S4S5
' . . .96
School v••,
•
",.r
-~"
;i i
8.t~:
I.a
'.
.. :.
".i";~
1:~;
:'
•••~f'
- '-
.:....
t9G6-96 ,
Sf!;;
':la~'
t!:. _ _
._ .. ~.
I.
1996-97
• I
1991-SS
I
t 25.0=- . ....... .
.. _.
..
j
2D.O
..= Is.OB
10.0 - .-
f
.
.....
--,-
.'
;:'.
I·
198&97
.i'~~
~.
,:.~
:~~
."t,
'997-88
ffi
a
w
IS)
I-"
~
IS)
_.....- -_ ......... .,....-._._--.... __....- --
20.9
m
w
~
m
I
to.8
, La
---1..,~.7~--.--.--.---
0.0+
'1
I
.994-95
1
Ul
III
199M4
-u
~
1"'1'.""1
I
SD
!1l
--<
Pmteentag. or fifth Oreda Studentl Meeting Stlde
Standard em the MSPAP Selence t •••
from 1983-94 Through 1187·98
,SIt'lract.", Standard on the MSPAP Science Telt
.6
~
SchaeIYw
Peteeftll8D of Fifth Orade Studentl Meellng state
roo
"1
71ft
'7
·~-- ..·:······~H
.... _........._-_..............
13.0
" .. -.-•. "-'"
:::~
f
.:'" •
:."
60,0 '-"
G1
m
10.0 _ . - ....
::
ii
I
1995-96
1996-91
Schoo'V••r
--------'-------. -_.
__
I
U197-9!1
"9
~
I-"
~
'~
IS)
.
I-"
~
3,
-u
I-"
~
�§
Attachment 15
lI
. Percentage ofJ • and Sib Grade Students Meeting the State Satisfactoryalld ExcelJent Standards on the MSPAP Social Studies Test from
1993-94 10 1997-98
Percentage of Third Orade Student, MeeHng State
Sall.factor, Siand.rd 011 the MSPAP Social Studle. 'etl from
If"..... TIlrough 1..'-1.
80.0
'roD
,
I
" -. .
"
. 68.0
::~
3>.0
10,0
0.0
18lJ3..94
t994-9S
19E1S96
1996-97
1991-98
:~~
I
61.9
.
68.7
~ ..
~
ro
!il
t
I
j fil i i
1!DJ.94
,994-95
no
I...
iii I
199&e7
1997-88
~
~
Pefcentage of Fifth Orode Student. Meeting Stste
Ele"".nt Standa'" on the MSPAP Socla1 Studl•• re..
from tle3·94 Through 1"7"&
~
.....
U1
~
eJ
25.0
20.9
~
J.no
.. 15.0 f·--------~Il
1': H_'--I}~fM--
~.O
,
a.o
ScboolV.a,
"om
'5
10.0
ScttoolYq,
PerC'tfltage or FIIUI 0,. . Sfulletlle Meeting Sfele .StltlDflldory
, Sllnda,d 011 the MSPAP
Soclll SILtdII. Te.t
1t"-Nl11rGUgb t997-18
j
I
1
G1
p1
12.0
I/)
20.0
80.0
70.0
00.0
is.'....
'0.0
11>.0
"
Pen:e.ntage 01 Tlltrd 0 .... SIudenls Meeting state elceileRl
SiandMd. on the MSPAP Social Studl•• from
Throdgh 1tt7-1.
~
ffi
2O.D
'0.0
0.0
1993-94
0.0 t
19!J4.95
1fJ!5.96
School Year
1996-97
'997-88
• .~, ..
J9!!B-94
I-
!I
UIM·gs
f
!;l
W
Iggs.98
kboolYear
1996-97
1997-98
.....
~
1iJ
lSI
.....
Dl
~
.....
"'0
U1
�Sep. 03 1999 01:26PM P16
PHONE NO. : 301 570 6346
FROM: Brooke Grove E.S.
Attachment 16
Comparisna of Brooke Grove'. Mathemltica CRT ..... with Collllty· aad Statewide
,
RemIts ill 1996-97*.
Percaitace of Studem MeetinI MaryJadlls ProficieDey SIBDdan:I
ExceI_ Standard
Grade 3
ReadiDg
Writing
Laoauaae 'Usage
Mathc:matic:s
Scimc:e
SacialStudies
GradeS
ReadiDg
' Satis&.ctorv StaDdanl
Stare
Broob ,CouIII:y
Bmoke
Co\mty
Grow
GradelSubjec:t Azea
Ilesub
Grove
Results
50.0
52.'
51.8
51.6
S3.7
41.5
46.0
36.'
3.5
6.2
5.0
50.9
'60.3
55.S .
50.3
46.8
40.0
16.3
18.7
13.2
49.5
22.'
21.1 ,
20.8
6.6
49.1
44.S
49.8
59.0
WritiDg
46.5
LaDrmue Usaa '
51.8
64.6
63.2
SS.9 , . 59.2
48.8
S4.J
Mathematics
Scimce
Social Studies
bsults
41.4
38.2
35.'
35.6
39.3
. 46.8
41.2
46.3
43.7
7.8
8.1.
12.3
9.7
2.4
4.9
10.2
,22.8
30.7
7.1
22.0
11.0
15.7
2.5.5
33.8
20.S
13.8
15.5
,Slate
Results,
6.7
3.6
6.0
18.4
24.1
11.9
9.3
11.6
*This is the most naat year in 'Which test results are awi1able far the, schooI. c:ounty aDd state.
~..
.~
.
.'
,
:-.
�
Dublin Core
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Andrew Rotherham - Events Series
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Domestic Policy Council
Andrew Rotherham
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1999-2000
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<a href="http://clinton.presidentiallibraries.us/items/show/36330" target="_blank">Collection Finding Aid</a>
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2011-0103-S
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Within the Domestic Policy Council, Andrew “Andy” Rotherham was Special Assistant to the President for Education Policy from 1999-2000. Before working for the Domestic Policy Council, Rotherham was Director of the 21st Century Schools Project for the Progressive Policy Institute (PPI). This series of Events includes records relating to education events and the corresponding background materials. The records include reports, memoranda, email, congressional correspondence, press releases, and speech drafts.
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Clinton Presidential Records: White House Staff and Office Files
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Class-Size Event September 7th
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Domestic Policy Council
Andrew Rotherham
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2011-0103-S
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Box 13
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2011-0103-S-events.pdf">Collection Finding Aid</a>
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https://clinton.presidentiallibraries.us/files/original/30d52efea1bd0a3eb35c5beba1d8d43a.pdf
0b507b27724b2a788d2d6b6c7639da83
PDF Text
Text
Draft 10122/99 7:45am
(}lastris/)\fTidi
PRESIDENT WILLIAM J. CLINTON
REMARKS TO THE NATIONAL BOARD FOR
PROFESSIONAL TEACHING STANDARDS
WASHINGTON, DC
October 22, 1999 .
)\cknowledge: Carole Moyer, (teacher; Columbus, Ohio); Barbara Kelley, Chair; Jim
Kelly, Founding President; (}overnor Hunt, Founding Chair. When it comes to showing the·
country how to invest in teacher quality and performance, (}overnor Hunt has earned the title
master teacher.
I want to thank all of you. I remember just four years ago when we had a reception at the
White House for the first 177 Board-certified teachers. Times have changed. I don't have room
for you in my house anymore-I have to corne to you. Next time we might need RFK Stadium.
We have corne a long way. Ten years ago, standards and accountability were a matter of
debate .. Today, high standards, rigorous accountability and strategic investments are part ofa
new consensus leading to world-class education. And as we know, you can't have world-class
. schools without world class teachers. That's why I've been such a strong supporter of the
National Board and so proud of all you're achieving. You truly are setting the standard for what
a master teacher is-and the kind of teacher all our children deserve.
We also have corne a long way as a nation. This is a time of unprecedented opportunity.
We have the longest peacetime expansion in our history. The lowest poverty rate in 20 years; the
lowest welfare rates in 30 years; the first back-to-back budget surplus in more than 40 years. We
proved you can balance the budget and double our investment in education and training at the
same time-opening the doors to college through HOPE scholarships; connecting every
classroom to the Internet by the year 2000; investing in more after school programs to keep our
kids safe. Tougher standards are taking root around the country. In 1996, there were only 14
states with measurable standards. Today, there are 50. Test scores are going up, even in our
inner-cities.
Now we're in the midst of another budget debate. To many Americans, it's just a lo~ of
numbers and a lot more noise. But this morning, I want to tell you what this budget debate really
boils down to. Because in the end, a budget isn't numbers on a page or words in a book. )\
budget is about values and priorities and direction. It's not just about how much we spend--but
how we spend it.
A big part of this debate is about honoring our obligation to our children and our future
by making the right investments in education. It's about what specifically we must do to
increase learning in our schools.
�I believe the first thing we must do is crystal clear. We must fulfill our commitment to
hire 100,000 highly qualified teachers to reduce class size inthe early g~ades. We know why it's
so vital. We have the largest, most diverse group of students in our history--more than 53
million strong. Over the next decade, America's schools will need to hire two million teachers.
And studies confirm what parents and teachers know: smaller classes mean more individual
attention, more discipline, and better student performance. This is especially true fot'younger
students, who need a firm academic foundation for later success.
We also know smaller classes are a way to bring in new teachers and improve job
satisfaction. God knows, teachers deserve higher pay. But in a survey published this month in
USA Today, some of America's best teachers said they would prefer smaller classes over higher
pay. That's how important this is.
Last year, Republicans and Democrats agreed-making a commitment to put a down
payment on 100,000 new qualified teachers. Schools around the country based their budget on
it. Lawmakers of both parties campaigned on it. But now the Republican bill undermines that
commitment. It's wrong-we need those 100,000 teachers. That's what this budget debate is
about.
And we have to reject the notion that we can't raise the numbers of teachers in the
classroom and the standards we hold them to. That's why my budget invests in improving
teacher quality. We know one of the most important factors in a child's educational success is
having a trained, dedicated, talented teacher in the classroom. And through your good work, we
are adding more and more.
But the fact is, a quarter of all secondary school teachers do not have college majors-or
even minors-in the subjects they are teaching. Students in schools with the highest minority
enrollment have less than a 50/50 chance of having a math or science teacher with a license or
degree in the field.
That's unacceptable and we can do better. That's why I have proposed that we require
states and school districts receiving federal funds to stop the practice of allowing our children to
be taught by uncertified teachers or those teaching out of field.
But to demand excellence we must invest in excellence. That's why I have called on,
Congress to invest in recruiting, training and supporting high quality teachers in high poverty
areas-and to support my Troops for Teachers initiative which has helped 3,000 active-duty
soldiers who were already planning to leave the military find rewarding second careers teaching
in our public schools. '
Once again, the Republican bill underfunds teacher quality initiatives and doesn't even
provide a cent for Troops for Teachers. We need more and better teachers. That's what this
budget debate is about.
This budget debate is also about holding schoo is accountable. 'Across America, we are
seeing a grassroots revolution in accountability and rising standards. We know it works.
2
�We know states and school districts that have tried this have seen dramatic improvements
in student achievement. Just ask Governor Hunt. Two years ago, North Carolina sent assistance
teams to their 15 lowest performing schools. One year later, 14 of those schools had met their
goals and were taken off the list. We're seeing the same kind of improvement in Chicago, in
Dade County, and throughout our nation.
My budget has $200 million to help states and school districts identify, turn around or
shut down the lowest performing schools. For example, states and school districts could send
Board-certified teachers to help students and teachers get their schools back on track.
Unfortunately the Republican bill didn't put a dime into it. We need to invest in what works and
increase accountability. That's what this budget debate is about.
Finally, this budget debate is about empowering students to meet high standards.
Standards are meaningless if students aren't prepared to meet them. So we want to invest in
after-school and summer school programs, providing extended learning time to help kids reach
higher standards and help states and school districts end social promotion the right w~y.
And one of the best ways to get kids excited about academic achievement is to help them
see the hope and possibilities ahead. That's why my budget invests in the Gear Up mentoring
initiative to help middle school students get on the path to college-and stay on that path.
We also have to ensure that all students have access to a quality education and the
opportunities it creates. My budget invests in our Hispanic Education Action Plan to reach out to
our fastest growing student population.
But, again, the Republican bill doesn't make the grade. Their bill underfunds after
school and summer school programs. The House bill would have shut down Gear Up. And their
bill comes up short on Hispanic Education Action Plan priorities. If we want students to meet
high academic standards, they need the tools to get there. We want to make sure they have those
tools. That's what this budget debate is about.
More and better teachers. Smaller classes. Increased accountability to turn around failing
schools. High standards and the tools to achieve them. That's our goal. It's not about politics.
It's not about dollars. It's about direction.
I want to thank you for leading America in the right direction as we move into the 21 st
century. Henry Adams once said, "a teacher affects eternity; he can never tell where his
influence--or her influence--stops." Thank you for teaching our children and thank you for
teaching America.
Thank you and God bless you.
###
3
�;
.;.....
...
:
~
!
Final 10122/99 8:30 am
Glastrisl Afridi
.'
PRESIDENT WILLIAM J. CLINTON
REMARKS TO THE NATIONAL BOARD FOR
PROFESSIONAL TEACHING STANDARDS
WASHINGTON, DC
October 22, 1999
�,Acknowledge: Carole Moyer, (teacher; Colun1bus,
.I
Ohio); Barbara Kelley, Chair; JilTI Kelly, Founding
President; Governor Hunt, Founding Chair. When it
comes to showing the country how to invest in teacher
quality and performance, Governor Hunt has earned the
title master teacher.
I want to thank all of you. I remember just four years
ago when we had a reception at the White House for the
first 177 Board-certified teachers. Times have changed. I
don'thave room for you in my house anymore-I have to
come to you. Next time we might need RFK Stadium.
1
�...;.,
.
We have come a long way. Ten years ago, standards
and accountability were a matter of debate.. Today, high
standards,. rigorous accountability and strategic
investments are part of a new consensus leading to worldclass education. And as we know, you can't have worldclass schools without world class teachers.
That's why I've been such a strong supporter of the
National Board and so proud of all you're achieving. You
truly are setting the standard for what a master teacher·
is-and the kind of teacher all our children deserve.
We also ha.ve come a long way as a nation. This is a
time of unprecedented opportunity.
2
�We have the longest peacetin1e expansion in our history.
The lowest poverty rate in 20 years; the lowest welfare
rates in 30 years; the first back-to-back budget surplus in
n10re than 40 years. We proved you can balance the
budget and double our investn1ent in education and
training at the same time-opening the doors to college
through HOPE scholarships; connecting every classroom
to the Internet by the year 2000; investing in more after
school programs to keep our kids safe.
Tougher standards are taking root around the country.
In 1996, there were only 14 states with measurable
standards. Today, there are 50. Test scores are going up,
even in our inner-cities.
3
�Now we're in the midst of another budget debate. To
l
many Americans, it's just a lot of numbers and a lot of
noise. But this n10rning, I want to tell you what this
budget debate really boils down to. Because in the end, a
budget isn't numbers on a page or words in a book. A
budge~
is about values and priorities and direction. It's
not just about how much we spend--but how wisely w'e
spend it.
A big part of this debate is about honoring our·
obligation to our children and our future by making the
right investments in our schools and demanding more
from them. It's about what specifically we must do to
increase learning for our children.
4
�I believe the first thing we must do is fulfill our
.'
commitn1ent to hire 100,000 highly qualified teachers to
reduce class size in the early grades. We know why it's
so vital. We have the largest, n10st diverse group of
students in our history--n10re than 53 million strong.
Over the next decade, America's schools will need to hire
two million teachers. And studies confirm what parents
and teachers know: smaller classes mean more individual
attention, more discipline, and better student performance. '
This is especially true for younger students, who need a
firm academic foundation for later success.
We also know smaller classes are a way to bring in
new teachers and improve job satisfaction.
5
�God knows, teachers deserve higher pay. But in a survey
.I
published this nl0nth in USA Today, some of America's
best teachers sai<;l they would prefer smaller classes over
higher pay. That's how important this is.
Last year, Republicans and Democrats agreed-·
making a commitment to put a down payment on 100,000
new qualified teachers. -Schools around the country bas~d
their budget on it. Lawmakers of both parties campaigned
on it. But now the Republican bill undermines that
. commitment. It's wrong-we need those 100,000
teachers. That's what this budget debate is abollt.
6
�And we have to reject the notion that we can't raise
.I
"
both the numbers of teachers in the classroom and the
standards we hold them to. That's why my budget invests
in improving teacher quality~ We know one of the most
iInportant factors in a child's educational success is
having a trained, dedicated, talented teacher in the
classroom. And through your good work, we are adding
more and more.
But the fact is, a quarter of all secondary school
teachers do not have college majors-or even minors-in
the subjects they are teaching.
7
�Students in schools with the highest minority enrollment
have less than a 50/50 chance of having a math or science
teacher with a license or degree in the field.
That's unacceptable and we can do better. That' s
why I have proposed that we require states and school
districts receiving federal funds to stop the practice of
allowing our children to be taught by uncertified teachers
or those teaching out of field.
But to demand excellence we must invest in
excellence.
8
�That's why I have called 'on Congress to invest in
recruiting, training and supporting high quality t~achers in
high poverty areas-and to support my Troops for
Teachers initiative which has helped 3,000 active-duty
soldiers who were already planning to leave the military
find rewarding second careers teaching in our public
schools.
Once again, the Republican bill underfunds teacher
quality initiatives and doesn't even provide a cent for
Troops for Teachers. We need more and better teachers.
That's.what this budget debate is about.
9
�This budget debate is also about holding schools
.I
accountable. Across America, we are seeing a grassroots
revolution in accountability and rising standards. We
know it works.
We know states and school districts that have tried
this have seen dramatic improvements in student
achievement. Just ask Govemor Hunt. Two years ago,
North Carolina sent assistance teams to their 15 lowest
performing schools. One year later, 14 of those schools
had met their goals and were taken off the list. We're
seeing the same kind of improvement in Chicago, in Dade
County, and throughout our nation.
10
�My budget has $200 million to help states and school
.'
districts identify, turn around or shut down the lowest
performing schools. For example, states and school
districts could send Board-certified teachers to help
students and teachers get their schools back on track.
Unfortunately the Republican bill didn't put a dime into
it. We need to invest in what works and increase
accountability. That's what this budget' debate is about.
Finally, this budget debate is about empowering
students to meet high standards. Standards are
meaningless if students aren 'tprepared to meet them.
11
�So we want to invest in after-school and summer school
programs, providing extended learning ti~e to help kids
reach higher standards and help states and school districts
"
end social promotion the right way.
And one of the best ways to get kids excited about
(
academic achievement is to help them see the hope and
possibilities ahead. That's why nly budgefinvests in the
Gear Up mentoring initiative to help middle school
students get on the path to college-and stay on that path.
We also have to ensure that all students have access
to a quality education and the opportunities it creates.
12
�..
~
My budget invests in our Hispanic Education Action Plan
to reach out to our fastest growing student population.,
. But, again, the .Republican bill doesn't make the
.
grade. Their bill underfunds after-school and summer
school programs. The House bill would have shut down
Gear Up. And their bill comes up short on Hispanic
Education Action Plan priorities. ,If we want students to
meet high academic standards, they need the tools to get
,
there.
yve want to make sure they have those tools.
That's what this budget debate is about.
More and better teachers. Smaller classes. Increased
accountability to turn around failing schools.
13
�High standards and the tools to achieve thenl. That's our
goal. It's not about politics. It's not about dollars. It's
about direction.
I want to thank you for leading America in the right
direction as we move into the 21 st century. Henry Adams
once said, "a teacher affects eternity; he can never tell
where his influence--or her influence--stops." Thank you
for teaching our children and thank you for teaching
Anlerica.
Thank you and God bless you.
###
14
�"
""
October 21, 1999
REMARKS TO THE NATIONAL BOARD FOR PROFESSIONAL TEACHING
STANDARDS
DATE:
LOCATION:
. BRIEFING TIME:
EVENT TIME:
. FROM:
I.
Octo ber 22, 1999
Hyatt Regency Washington on Capitol Hill·
9: 15am - 9:40am
9:55am - 10:45am
Bruce Reed
PURPOSE
To address the National Board Certified Teachers attending the National Board for
Professional Teaching Standard Annual Meeting, and to call on Congress to make
strategic investments in national education priorities.
II.
BACKGROUND
Today you will address the Third Annual National Board Certified Teacher Meeting of
the National Board for Professional Teaching Standards (NBPTS). The theme of the
meeting this year is "Teaching America About Accomplished Teaching."
NBPTS was founded in 1987 as an independent, and nonprofit bipartisan organization
based on the recommendations ofa 1986:Carnegie Commission report. The Board's
mission is to establish "high and rigorous standards" for what teachers should know and
be able to do, and it operates a system of voluntary national certification designed to give
teachers clear and objective standards of practice, and to help drive professional
development and standards-based reform of teaching in the states. To date, the Board has
certified 1,836 teachers in 27 states, and another 6,500 are currently working toward
board certification.
Your Involvement with NBPTS
Throughout your Presidency you have supported NBPTS. In 1995 you hosted a reception
at the White House for the first 177 NBPTS certified teachers. In 1997 you hosted
another White House reception to celebrate the 10-year anniversary ofNBPTS. In your
1997 State of the Union address, you advocated using federal funds to support the goal of
having 105,000 National Board-certified teachers across the country -- one for every
school. Both the leadership and staff ofNBPTS and the board certified teachers consider
you a champion of their cause.
�Todats Speech
• NBPTS proves that your formula of standards, accountability, and investment is
the way to improve education. National Board standards are rigorous -- only about
50 percent of teachers become board certifi'edon their first try. But by investing in
the National Board we are raising standards and investing in what works.
• Your balanced budget allows for strategic and targeted investments to improve
our schools. Reducing class sizes in the early grades, turning around failing schools,
and expanding after-school and summer school programs are key strategies to help
stud~nts reach high standards. You will use today's remarks to emphasize that
Republican spending bills undermine these strategies -- and call on Congress to invest
in reform and accountability.
IH.
PARTICIPANTS
Briefing Participants:
Bruce Reed
Loretta Dcelli
Andy Rotherham
Sam Afridi
Greeters:
Governor James Hunt, Founding Chair, National Board for Professional Teaching
Standards (NBPTS)
Barbara Kelley, Chair, NBPTS
Jim Kelly, Founding President, NBPTS
Betty Castor, President-Elect, NBPTS
Bob Wehling, Vice Chair, NBPTS
Sally Mernissi, Vice President, NBPTS
Leo Ramirez, Finance Chair, NBPTS
Phil Kearney, Senior Program Advisor, NBPTS
Pat Soto, National Board Certifi~d Teacher and NBPTS Board Member
Carole Moyer, National Board Certified Teacher, Columbus, OH
Stage Participants:
Governor James Hunt, Founding Chair, National Board for Professional Teaching
Standards (NBPTS)
Jim Kelly, Founding President, NBPTS
Betty Castor, President-Elect, NBPTS
Bob Wehling, Vice Chair, NBPTS
Leo Ramirez, Finance Chair, NBPTS
Pat Soto, National Board Certified Teacher and NBPTS Board Member
2
�Program Participants:
YOU
Barbara Kelley, Chair, National Board for Professional Teaching Standards
Carole Moyer, National Board Certified Teacher, Columbus, OH
Carole Moyer is a National Board Certified Teacher and has been a kindergarten
teacher in Columbus, OHfor thirty-two years. She teaches at Salem Elementary
School, a Title 1 school, and has 22 students in her classroom this year. She has
been active with NBPTS, participating in outreach to other teachers to encourage
them to become board certified and training board certification assessors.
IV.
PRESS PLAN
Open Press.
V.
SEQUENCE OF EVENTS
YOU will greet stage participants and NBPTS representatives.
YOU will be announced onto the stage, accompanied by Barbara Kelley and Carole
Moyer.
Barbara Kelley, Chair, NBPTS, will make brief remarks and introduce Carole Moyer.
Carole Moyer, National Board Certified Teacher, will make brief remarks and
introduce YOU.
YOU will make remarks, work a ropeline, and depart.
VI.
REMARKS
To be provided by speechwriting.
3
�Draft 10/22/997:45 am
GlastrislAfridi
PRESIDENT WILLIAM J. CLINTON
REMARKS TO THE NATIONAL BOARD FOR
PROFESSIONAL TEACHING STANDARDS
WASHINGTON, DC
October 22, 1999
Acknowledge: Carole Moyer, (teacher; Columbus, Ohio); Barbara Kelley, Chair; Jim
Kelly, Founding President; Governor Hunt, Founding Chair. When it comes to showing the
country how to invest in teacher quality and performance, Governor Hunt has earned the title
masier teacher.
I want to thank all of you. I remember just four years ago when we had a reception at the
White House for the first 177 Board-certified teachers. Times have changed. I don't have room
for you in my house anymore-I have to come to you. Next time we might need RFK Stadium.
\
,
,
We have come a long way. Ten years ago, standards and accountability were a matter of
debate. Today, high standards, rigorous accountability and strategic investments are part of a
new consensus leading to world-class education. And as we know, you can't have world-class
schools without world class teachers. That's why I've been such a strong supporter of the
National Board and so proud of all you're achieving. You truly are setting the standard for what
a master teacher is-and the kind of teacher all our children deserve.
We also have come a long way as a nation. This is a time of unprecedented opportunity.
We have the longest peacetime expansion in our history. The lowest poverty rate in 20 years; the
lowest welfare rates in 30 years; the first back-to-back budget surplus in more than 40 years. We
proved you can balance the budget and double our investment in education and training at the
same time--opening the doors to college through HOPE scholarships; connecting every
classroom to the Internet by the year 2000; investing in more after school programs to keep our
kids safe. Tougher standards are taking root aroUJid the country. In 1996, there were only 14
states with measurable standards. Today, there are 50. Test scores are going up, even in our;
inner-cities.
Now we're in the midst of another budget debate. To many Americans, it's just a lot of
numbers and a lot more noise. But this morning, I want to tell you what this budget qebate really
boils down to. Because in the end, a budget isn't numbers on a page or words in a book. A
budget is about values and priorities and direction. It's not just about how much we spend--but
how we spend it.
A big part of this debate is about honoring our obligation to our children and our future
by making the right investments in education. It's about what specifically we must do to
increase learning in our schools.
1
�I believe the first thing we must do is crystal clear. We must fulfill our commitment to
hire 100,000 highly qualified teachers to reduce class size in the early grades. We know why it's
so vital. We have the largest, most diverse group of students in our history--more than 53
million strong. Over the next decade, America's schools will need to hire two million teachers.
And studies confirm what parents and teachers know: smaller classes mean more individual
attention, more discipline, and better student performance. This is especially true for younger
students, who need a firm academic foundation for later success.
We also know smaller classes are a way to bring in new teachers and improve'job
satisfaction. God knows, teachers deserVe higher pay. But in a survey published this month in
USA Today, some of America's best teachers said they would prefer smaller classes over higher
pay. That's how important this is.
Last year, Republicans and Democrats agreed-making a commitment to put a down
payment on 100,000 new qualified teachers. Schools around the country based their budget on
it. Lawmakers of both parties campaigned on it. But now the. Republican bill undermines that
commitment. It's wrong-we need those 100,000 teachers. That's what this budget debate is
about.
And we have to reject the notion that we can't raise the numbers of teachers in the
classroom and the standards we hold them to. That's why my budget invests in improving
teacher quality. We know one of the most important factors in a child's educational success is
having a trained, dedicated, talented teacher in the classroom. And through your good work, we
are adding more and more.
.
But the fact is, a quarter of all secondary school teachers do not have college majors-or
even minors-in the subjects they are teaching. Students in schools with the highest minority
enrollment have less than a 50150 chance of having a math or science teacher with a license or
degree in the field.
That's unacceptable and we can do better. That's why I have proposed that we require
states and school districts receiving federal funds to stop the practice of allowing our children to
be taught by uncertified teachers or those teaching out of field.
But to demand excellence we must invest in excellence. That's why I have called on
Congress to invest in recruiting, training and supporting high quality teachers in high poverty
areas-·and to support my Troops for Teachers initiative which has helped 3,000 active-duty
soldiers who were already planning to leave the military find rewarding second careers teaching
in our public schools.
Once again, the Republican bill underfunds teacher quality initiatives and doesn't even
provide a cent for Troops for Teachers. We need more and better teachers. That's what this
budget debate is about.
This budget debate is also about holding schools accountable. Across America, we are
seeing a grassroots revolution in accountability and rising standards. We know it works.
2
�We know states and school districts that have tried this have seen dramatic improvements
in student achievement. Just ask Governor Hunt. Two years ago, North Carolina sent assistance
teams to their 15 lowest performing schools. One year later, 14 of those schools had met their
goals and were taken off the list. We're seeing the same kind ofimprovement in Chicago, in
Dade County, and throughout our nation.
My budget has $200 million to help states and school districts identify, turn around or
shut down the lowest performing schools. For example, states and school districts could send
Board-certified teachers to help students and teachers get their schools back on track.
Unfortunately the Republican bill didn't put a dime into it. We need to invest in what works and
increase accountability. That's what this budget debate is about.
Finally, this budget debate is about empowering students to meet high standards.
Standards are meaningless if students aren't prepared to meet them. So we want to invest in
after-school and summer school programs, providing extended learning time to help kids reach
higher standards and help states and school districts end social promotion the right way.
And one of the best ways to get kids .excited about academic achievement is to help them
see the hope and possibilities ahead. Th~t's why my budget invests in the Gear Up mentoring
initiative to help middle school students get on the path to college-and stay on that path.
We also have to ensure that all students have access to a quality education and the
opportunities it creates. My budget invests in our Hispanic Education Action Plan to reach out to .
our fastest growing student population.
But, again, the Republican bill doesn't make the grade. Their bill underfunds after
school and summer school programs. The House bill would have shut down Gear Up. And their
bill comes up short on Hispanic Education Action Plan priorities. If we want students to meet
high academic standards, they need the tools to get there. We want to make sure they have those
tools. That's what this budget debate is about.
.
.
More and better teachers. Smaller classes. Increased accountability to turn around failing
schools. High standards and the tools to achieve them. That's our goal. It's not about politics.
It's not about dollars .. It's about direction.
I want to thank you for leading America in the right direction as we move into the 21 st
century. Henry Adams once said, "a teacher affects eternity; he can never tell where his
influence--or her influence--stops." Thank you for teaching our children and thank you for·
teaching America.
.
Thank you and God bless you.
###
3
�Notes on NBPTS in current legislation:
House passed TEA---not an allowable use but could still fu~d it from FIE
c
, Senate Approps Bill--covered under national activities (flat funded for '00 at $23
million)
House Approps Bill-assumes TEA
Conference Draft-flat funds Eisenhower programs at $23 million
Numbers of teachers:
To date, the Board has certified 1,836 teachers in 27 states, and another 6,500 are
currently working toward board certification.
They are estimating 10,000+ applications this year
(
�October 21, 1999
REMARKS TO THE NATIONAL BOARD FOR PROFESSIONAL TEACHING
STANDARDS
DATE:
October 22, 1999
LOCATION:
Hyatt Regency Washington on Capitol Hill
BRIEFING TIME: 9:15am - 9:40am
EVENT TIME:
9:55am - 1O:45am
Bruce Reed
FROM:
I.
PURPOSE
To address the National Board Certified Teachers attending the National Board for
Professional Teaching Standard Annual Meeting, and to call on Congress to make
strategic investments in national education priorities.
II.
BACKGROUND
Today you will address the Third Annual National Board Certified Teacher Meeting of
the National Board for Professional Teaching Standards (NBPTS). The theme of the
meeting this year is "Teaching America About Accomplished Teaching."
NBPTS was founded in 1987 as'an independent, and nonprofit bipartisan organization
based on the recommendations of a 1986 Carnegie Commission report. The Board's
mission is to establish "high and rigorous -standards" for what teachers should know and
be able to do, and it operates a system of voluntary national certification designed to give
teachers clear and objective standards of practice, and to help drive professional
development and standards-based reform of teaching in the states. To date, the Board has
certified 1,836 teachers in 27 states, and another 6,500 are currently working toward
board certification.
Your Involvement with NBPTS
Throughout your Presidency you have supported NBPTS. In 1995 you hosted a reception
at the White House for the first 177 NBPTS certified teachers. In 1997 you hosted
another White House reception to celebrate the 10-year anniversary ofNBPTS. In your
1997 State of the Union address, you advocated using federal funds to support the goal of
having 105,000 National Board-certified teachers across the country -- one for every
school. Both the leadership and staff ofNBPTS and the board certified teachers consider
you a champion of their cause.
�Today's Speech
• NBPTS proves that your formula of standards, accountability, and investment is
the way to improve education. National Board standards are rigorous -- only about
50 percent ofteachers become board certified on their first try. But by investing in
the National Board we are raising standards and investing in what works;'
G
III.
Your balanced budget allows for strategic and targeted investments to improve
our schools. Reducing class sizes in the early grades, turning around failing schools,
and expanding after-school and summer school programs are key strategies to help
students reach high standards. You will use today's remarks to emphasize that
Republican spending bills undermine these strategies -- and call on Congress to invest
in reform and accountability.
PARTICIPANTS
Briefing Participants:
Bruce Reed
Loretta' U celli
Andy Rotherham
Sam Afridi
Greeters:
Governor James Hunt, Founding Chair, National Board for Professional Teaching
Standards (NBPTS)
Barbara Kelley, Chair, NBPTS
Jim Kelly, Founding President, NBPTS
Betty Castor, President-Elect, NBPTS
Bob Wehling, Vice Chair, NBPTS
Sally Mernissi, Vice President, NBPTS
Leo Ramirez, Finance Chair, NBPTS
Phil Kearney, Senior Program Advisor, NBPTS
Pat Soto, National Board Certified Teacher and NBPTS Board Member
Carole Moyer, National Board Certified Teacher, Columbus, OH
Stage Participants:
"
Governor James Hunt, Founding Chair, National Board for Professional Teaching
Standards (NBPTS)
Jim Kelly, Founding President, NBPTS
Betty Castor, President-Elect, NBPTS
Bob Wehling, Vice Chair, NBPTS
Leo Ramirez, Fin~ce Chair, NBPTS
Pat Soto, National Board Certified Teacher and NBPTS Board Member
2
�Program Participants:
YOU
Barbara Kelley, Chair, National Board for Professional Teaching Standards
Carole Moyer, National Board Certified Teacher, Columbus, OH
Carole Moyer is a National Board Certified Teacher and has been a kindergarten
teacher in Columbus, OHlor thirty-two years. She teaches at Salem Elementary
School, a Title 1 school, and has 22 students in her classroom this year. She has
been active with NBPTS, participating in outreach to other teachers to encourage
them to become board certified and training board certification assessors.
IV.
PRESS PLAN
Open Press.
V.
SEQUENCE OF EVENTS
YOU will greet stage participants and NBPTS representatives.
YOU will be announced onto the stage, accompanied by Barbara Kelley ahd Carole
Moyer.
Barbara Kelley, Chair, NBPTS, will make brief remarks and introduce Carole Moyer.
Carole Moyer, National Board Certified Teacher, will make brief remarks and
introduce YOU.
YOU will make remarks, work a ropeline, and depart.
VI.
REMARKS
To be provided by speechwriting.
3
�THlJ 16; 41 FAX 737 5773
__________________
-LU/.ann!
_~
---..::.="'~,.~.
CENTER
@OOI
FAX COVER SHEET
Hyatt Regency Capitol. Hill
BUSINE~"'S SERVICE
CENTER
400 New Jersey Ave. NW.
WASHINGTON, DC 10001
PHONE (201) 941-1574
FAX (201) 737-5773
r-------'7"------~-----.-------.-----------__,
To:
Company:
Phone Nu.mber:
~ /
Fax Number:
Number of pages (Including cover):' /0.
From: "
.
J[/ »
.comments:
�10/21199
THU 16: 42 FAX 7,37 5773
SWANK BUS. CENTER
Barbara Kelley's Remarks
Introducing Carole Moyer's Session with President Clinton
Thank you all. I know I speak for all of us here on tpe stage--Leo
Ramirez, Pat Soto, Bob Wehling, our dear friend and founding chair
Governor Jim Hunt, Betty Castor, Jim Kelly and Carole Moyer, and I
speak for all the National Board members and National Board Certified
Teacher here, when I say welcome Mr. President, and thank you.
You knew we were a good idea for this country long before most
141 002
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THU 16:43 FAX 737 5773
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I4J 003
2
of us here knew it. As Governor of Arkansas in the Jate eighties and
early nineties you worked to enlist the support of tht~ National
Governors' Association for the mission of the National Board. And you
have worked your entire Presidential administration to provide federal
support so vital to us to implement and grow this system. You know
that standards count, and that quality counts, and that most of all, for
the success of the student, the quality of the teacher counts.
r. President, you set a goal-for us. You said you wanted
�10/21/99
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3
100,000 teachers seeking National Board Certification in the coming five
years. Well, it is almost three years biter, and we an~ well on the way!
Each year, we more then double the numbers seeking certification.
When you first set the goal, tht~re were roughly 600 National Board
Certified Teachers and the candidate pool was roughly twice that.
Right now, there are 1835 board certified teachers. This past school
year, over 6,000 teachers completed the certification and are awaiting
their results. And, now, with over a month and one half to go before the
�10/21/99
THU 16:44 FAX 737 5773
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141 005
4'
sign-up deadline, We already h:ilve OVE~r 5,000 candidates. We
expect to easily reach into five digits this year with candidates alone.
Add all these together plus our field test candidates and those in pre-
candidacy programs, we expect to have at least 25,000 teacbers
seeking certification. If this pattern (~ontinues, we will reach the goal
you have set for us.
I am so very pleased today to introduce one of our family, Carole
Moyer, a National Board Certified Teacher from Columbus, Ohio, who
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5
will introduce the President. Carole achieved her board certification in
1996 in the field of Early Childhood Generalist. Carole-is truly a model
teacher, working with our youngest students, 5 and (; years olds. She
has taught for 32 years in the Columbus Public Schools. In 'addition,
she is a committed member of our National Board family. She has
served as an assessor and a trainer of assessors for us; she leads
facilitators' institutes for us, a.nd makes speeches Olll behalf of the
mission of the National Board across the country. Her cOinmitment to
�10/21/99
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6
our profession is absolute.
It is my honor to introduce to you Carole Moyer, National Board
Certified Teacher.
�10/21/99
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. SWANK BUS. CENTER
R~Io-\.k.A ~
C!:U{) I-e.. MOi t'A-_
•
I am thrilled to be here to introduce the president of the lJnited States of
America. And I am doing this on behalf of all of the 400 or so National
Board Certified Teachers in attef1dancc~ here today, but not just for us
also for the 1835 National Board Certified Teachers thr~ughoutthis
nation. Mr. President, I personally thank you for making this possible for
us
for me. After 28 years of teaching, I finally felt
likt~
a real
. professional. Thank you, Mr. President. And you know, we all have a
story. Please let me take a moment to tell you nline. I heard of National
Board Certification in the 28th year of :my career. I had no idea what is
,
was, but is sounded like a challenge and I took it. I heard a lot of negative
comments about my pursuit, like" you're nuts ~ I always thought you
were, but now I know it". But the conunent that struck rne most was "why
would you do this at this stage of your career, Carole, when you should be
winding down?" But you know, I do not believe dedicated teachers wind
down - they give it all they have and when they have no more to give to
their students, they step down.
�10/21/99
.
THU 16:46 FAX 737 5773
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14J009
'
And that is especially true for me. You see, I beli(=ve that I have a Divine
call on my life to be a teacher. I knew in third grade that teaching was my
calling and as a young sixth grader I knew that I would someday teach
kindergarten. Now believe me, it has not always been easy. In fact, I
started out with my first class of 40 students for one half of the day and 42
for the other. Now, thirty-two years later my class is sm.aller, but you
know, Mr. President, it's not small enough. I do not teach just subjects, I
teach children and I must be there to meet the needs of the whole child. If
they need a hand to hold, a shoulder to cry on, a listening ear for a story
they just typed on the computer, or just a hug, I want to be there for each
one of them. So, Mr. President, I personally thank you so much for your
efforts to decrease class size. In my city of Colurrlbus, ()hio, that is
needed so desperately. In addition, we have a lot of decrepit buildings in
Columbus, and I also thank you for your concern for school
construction.
i~~tr
�THU 16:47 FAX 737 5773
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,
.;
SWANK BUS. CENTER
141 010
.
Of
you know, the National Board process is ,a very rigorous one
I
I
WfilCh Includes a few snap shots of our class on vIdeo' tape. Although it
was somewhat difficult to look at myself on tape, the wonderful innocent
nature of those children came out so clearly. I remember fondly my
science video in which I was trying to elicit from Iny kindergartner
thoughts about how sound is produced. Their ideas were wonderful!
remember them even to this day and I especially remember one child who
said with authority that he knew how sound traveled to his brain. He said,
"Oh, I know, the sound comes over here and it goes in this ear and it
comes right out of this one. Mr. President, I am so glad that the voices of
educators far and wide have not just gone in one of your ears and come
. out the other. Thank you so much for all that you have done and are doing
for America's teachers.
And now it is my great pleasure to introduce to this audience, the
president of the United States of Ametica, President William Jefferson
Clinton.
3
,
�Bethany Little
10/21/9907:39:53 PM
Record Type:
To:
Record
Andy RotherhamlOPD/EOP@EOP, John
8. Buxton/OPD/EOP@EOP
cc:
Subject: numbers
Here's where we stand with the conference report numbers (still not final)
=
Title I $7.8 I- ')(
After school = $400 (apparently not 3 at this point)
,f
Class Size = $1.2 tf""I.-+'7
GEAR-UP = $180 ".;' D
"
Educational Technology (total) = $707 ($801 request)
LMP = $10
""--
l--GlU
�In a speech to top teachers from around the country, President Clinton today will call on Congress to fund
strategic initiatives in education. Noting that the issue is not only how much we spend on education, but also
how wisely we spend, the President will call for targeted investments to reduce class size and improve teacher '
quality, turn around failing schools, expand after-school programs, prepare students for college, and raise
standards. He will point out'that the Republican appropriations bill shortchanges these goals, and will urge
Congress to work with him t6 pass an education spending bill that prepares our children for the 21 st Century.
WORLD-CLASS SCHOOLS BY INVESTING IN SCHOOL REFORM AND ACCOUNT ABILITY.
Speaking to more than 400 top teachers today at the annual meeting of the National Board for Professional
Teaching Standards (NBPTS), President Clinton will call on Congress to invest in proven strategies for school
reform. He will remind Republicans what any good teacher knows: that targeting our education dollars -- on
smaller classes, after-school and summer school programs, quality teachers, college preparation, and
educational technology -- is the most effective way to achieve results.
The President will also recognize the special role that "master teachers," like those certified by the NBPTS, can
play in turning around our lowest-performing schools. The NBPTS is an independent, nonprofit organization
that establishes rigorous standards for teachers. It operates a system of voluntary national certification designed
to give teachers clear and objective standards of practice, and to help drive professional development and
standards-based reform of teaching in the states.
REPUBLICAN EDUCATION BILL FAILS TO MEET THESE STANDARDS. President Clinton is
committed to ensuring that the prosperity generated by years of fiscal discipline and the hard, work of the
American people is invested in their priorities. That is why today the President will pledge again to protect
these priorities as the budget process moves forward, and will remind Americans that the current Republican
Labor/HHS/Education appropriations bill:
• Reneges on the class size reduction initiative that both parties agreed to last fall, and provides no guarantee
that 30,000 teachers hired last year can continue teaching in smaller classes throughout the country. It·
provides no funding for the additional 8,000 teachers the President's plan would support this year.
• Fails to hold low-performing schools accountable for results, by not funding the President's plan for a $200
million Title I accountability fund to fix schools identified as failing. The current appropriations bill
provides no funding at all for turning around failing schools, a strategy that is helping raise student
. achievement in North Carolina, Texas, and elsewhere.
• Underinvests in after-school and summer school programs, denying at least 300,000 students access to safe
and academically enriching opportunities to get extra help to reach high standards.
• Undercuts efforts to improve teacher guality, by shortchanging teacher quality and recruitment programs,
and eliminates the successful Troops to Teachers program that enables retired military personnel to teach in
high-need areas.
• Underinvests in the GEAR UP program, denying more than 130,000 disadvantaged young people the help
they need to get into college, and underfunds crucial investments in education technology.
�October 21, 1999
REMARKS TO THE NATIONAL BOARD FOR PROFESSIONAL TEACHING
STANDARDS
DATE:
October 22, 1999
LOCATION:
Hyatt Regency Washington on Capitol Hill
BRIEFING TIME: 9:15am - 9:40am
EVENT TIME:
9:55am - 1O:45am
FROM:
Bruce Reed
I.
PURPOSE
To address the National Board Certified Teachers attending the National Board for
Professional Teaching Standard Annual Meeting, and to call on Congress to make
strategic investments in national education priorities.
II.
BACKGROUND
Today you will adqress the Third Annual National Board Certified Teacher Meeting of
the National Board for Professional Teaching Standards (NBPTS). The theme ofthe
meeting this year is "Teaching America About Accomplished Teaching."
NBPTS was founded in 1987 as an independent, and nonprofit bipartisan organization
based on the recommendations of a 1986 Carnegie Commission report. The Board's
mission is to establish "high and rigorous standards" for what teachers should know and
be able to do, and it operates a system of voluntary national certification designed to give
teachers clear and objective standards of practice, and to help drive professional
development and standards-based reform of teaching in the states. To date, the Board has
certified 1,836 teachers in 27 states, and another 6,500 are currently working toward
board certification.
Your Involvement with NBPTS
Throughout your Presidency you have supported NBPTS. In 1995 you hosted a reception
at the White House for the first 177 NBPTS certified teachers., In 1997 you hosted
another White House reception to celebrate the 10-year anniversary ofNBPTS. In your
1997 State of the Union address, you advocated using federal funds to support the goal of
having 105,000 National Board-certified teachers across the country -- one for every
school. Both the leadership and staff ofNBPTS and the board certified teachers consider
you a champion of their cause.
�Today's Speech
• NBPTS proves that your formula of standards, accountability, and investment is
the way to improve education. National Board standards are rigorous -- only about
50 percent ofteachers become board certified on their first try. But by investing in
the National Board we are raising standards and investing in what works ..
• Your balanced budget allows for strategic and targeted investments to improve
our schools. Reducing class sizes in the early grades, turning around failing schools,
and expanding after-school and summer school programs are key strategies to help
students reach high standards. You will use today' s remarks to emphasize that·
Republican spending bills undermine these strategies -- and call on Congress to invest
in reform and accountability.
III.
PARTICIPANTS
Briefing Participants:
Bruce Reed
Loretta Ucelli
Andy Rotherhani
Sam Afridi
Greeters:
Governor James Hunt, Founding Chair, National Board for Professional Teaching
Standards (NBPTS)
Barbara Kelley, Chair, NBPTS
Jim Kelly, Founding President, NBPTS
Betty Castor, President-Elect, NBPTS
Bob Wehling, Vice Chair, NBPTS
Sally Mernissi, Vice President, NBPTS
Leo Ramirez, Finance Chair, NBPTS
Phil Kearney, Senior Program Advisor, NBPTS
Pat Soto, National Board Certified Teacher and NBPTS Board Member
Carole Moyer, National Board Certified Teacher, Columbus, OH
Stage Participants:
Governor James Hunt, Founding Chair, National Board for Professional Teaching
Standards (NBPTS)
Jim Kelly, Founding President, NBPTS
Betty Castor, President-Elect, NBPTS
Bob Wehling, Vice Chair, NBPTS
Leo Ramirez, Finance Chair, NBPTS
Pat Soto, National Board Certified Teacher and NBPTS Board Member
2
�.
.."
...
Program Participants:
YOU
Barbara Kelley, Chair, -National Board for Professional Teaching Standards
Carole Moyer, National Board Certified Teacher, Columbus, OR
Carole Moyer is a National Board Certified Teacher and has been a kindergarten
teacher in Columbus, OHfor thirty-two years. She teaches at Salem Elementary
School, a Title 1 school, and has 22 students in her classroom this year. She has
been active with NBPTS, participating in outreach to other teachers to encourage
-them to become board certified and training board certification assessors.
IV.
PRESS PLAN
Open Press.
V.
SEQUENCE OF EVENTS
YOU will greet stage participants and NBPTS representatives.
YOU will be announced onto the stage, accompanied by Barbara Kelley and Carole
Moyer.
Barbara Kelley, Chair, NBPTS, will make brief remarks and introduce Carole Moyer.
Carole Moyer, National Board Certified Teacher, will make brief remarks and
introduce YOU.
YOU will make remarks, work a ropeline, and depart.
VI.
REMARKS
To be provided by speechwriting.
3
�Questions and Answers
The National Board for Professional Teaching Standards
When tbe Board first requested federal funds in the late 1980's, their
representatives claimed that they only needed $25 million from the federal
government for "one-shot, one-time R&D activities." And they promised that the
federal government's share would only be 50%-private corporations, foundations,
etc. would pick up the other half. The Board has thus far received well over twice
that amount from the federal govemmentand they are not finished yet. Is there no
end in sight?
'
When NBPTS first requested its original authorization and appropriations, it '
based its request on its best estimate of what the R&D would cost. When the Board
actually began to put the standards and assessments out for bid in 1991, it found that the
bids it received were far more costly than anticipated. The proposals received in
'
response to the first RFP (Request for Proposals) all came in higher than the figure
offered by the NBPTS. (Keep in mind that these assessments are not multiple choice
tests-they represent the first legitimate exercises with the new field of performance
assessments involving cutting edge use ofvideo presentations, portfolios, analyses of
student learning and other complex measures of a teacher's abilities.) Working with
these "research market" factors, the Board has nevertheless worked to reduce costs of
development whenever possible without sacrificing the quality of the assessments. The
end of the original R&D of the system is in sight. Two more appropriations cycles (FY
2000 and FY 2001) at the current level will complete the development of the system
What about tbe private sector's participation?
NBPTS has raised more money from nonfederal sources (including fee income,
in-kind services, and corporation and foundation grants) than from the federal dollars
received to date. The commitment from the private sector has been both wide and deep,
and the Board expects to continue receiving substantial nonfederal support in the future.
The Board bas been in existence for 12 years and has spent more than $70 million in
federal funds, but has produced fewer than 2,000 certified teachers. How can we
justify these numbers?
While the National Board has been granted over $70 million ($73.3m including
$2 million from the NSF) in federal funds, not all of those funds have been spent.
However, they all have been spent or obligated in multiyear contracts for assessment
development work or for the small candidate subsidy program instituted with FY 1998
. monies to provide subsidies for candidate fees for a limited number of candidates from
each state. ($5 million has been appropriated to date for the candidate subsidy program.
FY 98 monies are being used for this school year. FY 99 monies will be expended for the
next school year.)
�2
To lay the entire cost of the research on the first few cohorts of Board certified
teachers is misleading:
• It is like allocating all of the cost of a brand new state-of-the-art high school, intended
to serve generations of students, against the first couple of classes of graduating
semors.
• It is like taking the cost to build the Rayburn Building (which was the most expensive
office building in its day) and dividing it by the number of Congressmen who
occupied it in the firSt year, to determine its per unit cost to the taxpayers.
Keep in mind that the federal money has all been spent on R&D to develop the necessary
infrastructure of standards and assessments for each c(;;rtificate; you have to build the
system in order to fully utilize it. The first teachers to receive Board certification were
announced in Januafy 1995; each year since then the number of assessment candidates
has more than doubled, as has the number passing the assessment. Close to 6,500
teachers are currently in the midst of this year's assessment cycle; if historical trends
hold, a little less than half of them will attain Board certification on their first try. That
should bring the total number of Board-certified teachers from 1835 to close to 5000.
NBPTS expects that the doubling of candidates and NBCTs will continue in each of the
next several years.
'
Despite all the money that the federal government has given to the Board, we still do
not have any tangible data to show that NBPTS will improve teaching and le3;rning.
The answer to this question is: Preliminary evidence suggests that National Board
Certified Teachers do, in fact, differ in significant ways from teachers not certified by the
.National Board and that they do have a positive impact on student learning.
In the fall of 1995, the National Board commissioned a small-scale pilot study to
investigate the impact that NBCTs have on student learning outcomes. The study was
intended to answer tWo questions:
.
1) How do NBCTs perfonn in the classroom compared to teachers not awarded
National Board Certification?
'
.
2) How do NBCTs impact student learning?
Data from the pilot study which included multiple occasions of direct classroom
observations as well as collection of extensive interview data - indicated that the NBCTs
were more likely than the teachers who were not certified to:
1) use more deep and effective questioning;
2) know how to more effectively facilitate student learning;
3) use more in-depth considerations when planning lessons;
�3
4) give greater feedback to students; and
5) produce deeper learning outcomes for their students.
These results provided early and encouraging evidence that NBCTs do, in fact,
differ in significant ways from teachers not yet certified and that they do have a positive
impact on student learning.
Building on this small-scale study, the National Board has commissioned a·
second study, which includes a larger, more diverse sample of teachers. The focus of this
study is to further examine the question of whether and how NBCTs differ from those
teachers who are not certified in the quality of their classroom teaching and the outcomes
they achieve in terms of student learning, including student achievement on standardized
statewide pupil assessments .. This study began on January 1, 1998 and is scheduled to be
completed by June 30, 2001.
Also, there is a growing body of testimony from teachers who have gone through
the assessment process that it has in fact improved their teaching profoundly. This is true
for both successful and unsuccessful candidates. Teachers are pushed to reconsider the
way they practice, the basis for the decisions they make every day, and the alternatives to
their current practice. National Board Certification demands a critical self-examination
unlike anything most of them have ever faced during their teaching careers. And their
comments afterward are uniform: "This is the most valuable professional development
activity 1 have ever participated in." "I have become a much better, stronger teacher as a
result of going through the NBPTS certification process."
The ultimate focus of this critical self-examination is, "How am 1 doing? How
well are my students learning? How can 1 do an even better job of enhancing student
leapling?"
The NBPTS is dominated by the teachers unions - especiaJly the NEA.
The Board has the broad support of all of the major stakeholders in education,
including both teachers unions. However, it is not dominated by anyone group or
faction. The Board is also strongly supported by business leaders, by virtually all ofthe
teaching disciplinary and specialty organizations, by many governors of both parties, by
organizations such as the National School Boards Association, the National Association
of State Boards of Education, and the National Conference ofState Legislators. It is hard
to imagine these groups and leaders being so deeply involved in an endeavor that was "in
the pocket" ofthe unions.
�4
Parents should have a greater role in the NBPTS.
National Board Certification is, like other credible systems of professional
certification, based on tough-minded peer review. It must be in order to be respected by
teachers. No one would seriously argue that parents, who have equally important
interests in the quality of medical care for their children, should determine which
pediatricians receive medical board certification. That said, however, parents and other
representatives ofthe lay community have an important role in NBPTS. They sit on the
Board of Directors, they review the standards as they are being developed, and
candidates, as part oftheir portfolio, are required to demonstrate that they can work
prod~ctively with parents.
Isn't the Board pushing us towards federal standards in teaching, and toward a
federal curriculum?
The Board is about voluntary national standards, not federal ones. States and
localities are examining the Board's standards and assessments and making up their own
minds about whether they want to buy in and in what ways they want to support the
Board. The Board accepts candidates (who have the required three years ofteacher
experience) from any public or private school. The Board respects state and local
authority over education, and expects teachers to take into account state and local
curricular requirements. However, we can still have the high standards in terms of asking
teachers to know the subject matter, which they are teaching, and to understand best
practices' for helping children learn that subject.
�John B. Buxton
10/21/99 11 :04:03 AM
Record Type:
To:
Record
Andy Rotherham/OPO/EOP@EOP
cc:
Bethany Little/OPO/EOP@EOP
Subject: NBPTS in the budget
The National Board is part of the Eisenhower Professional Development National Activities language
(Title II, Section 2102). As for a budget line item, it is folded into the Eisenhower National Activities line. At
present, its status is as follows:
FY 99 . FY2000
23.3
30
House
23.3
Senate
23.3
Cont Agreement
23.3
+/- Pres
-6.7
�Oct-20-99 15:55
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Points about tbe National Board and Its Leaders
• President Clinton has supported the National Board throughout his Presidency. He
hosted a reception at the White House in October 1995 for ~e first 177 National
Board Certified Teachers announced that year.
• There are now 1835 National Board Certified Teachers and nearly 6500 are currently
•
seeking Board Certification and are awaiting t~eir resu.its. By (he end of the year, the
number of National Board Certified Teachers will more than double:
• 1835 NBCTs teach in thousands of different schools across the country.
• 1835 teachers are equallyrepresentative of urban, suburban and rural schools.
•
: • President Clinton also hosted another White House reception in honor of the National
Board's 10 year anniversary and for the First Annual National Board Certified
Teacher Meeting in October 1997. This was a historic gathering of accomplished
teachers from across the country, coming together to share best teaching practice and
to envision educarion reform centered on teaching and leaming in America's
classroom.
• President Clinton understood the National Board's vision of quality teaching and
•
always supported it.
• The National Board created high and rigorous standards for the teaching
profession where none existed before.
.• Through colleges. and universities that are adopting these standards, future teachers
will graduate better prepared to enter the classroom and to seek Certification during
their careers.
• The National Board creared an innovative perfonnance assessment to capture the
essence of teaching and learning.
•
• 37 states.and more than 140 local school districts recognize the value ofNational
Board Certification by offering incentives and rewards.
•
• Over 60 colleges and universities are right now looking into ways to incorporate the
rigorous standards of National Board Certification in.to their coursework for training
teachers. This is really key. We know that the quality ofthe education of the teacher
is not unrelated to the quality of the education the teacher imparts to her students. It
is so important that this loop be made and strengthened.
• While the success of the National Board is due iIi large measure to the individual and
collective efforts ofniany people, there can be no question that the NBPTS founding
president, Jim Kelly, was a key to your success. I know you will miss him. but I also
know that the in-coming president. Betty Castor, is fully capable of taking the Board
to scale. And I want you to know, Betty, I'll be watching. You owe me 106,000
Board Certified Teachers injust a few years. So get cracking!
/
�OcHD-99 15:55
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'';
Points about the Third Annual National Board Certified Teacher Meeting
•
-'.
r
• This year's theme is ''Teaching America about Accomplished Teaching" and takes
place Thursday through Sunday..
• More than 300 National Board Certified Teachers and 300 National Board
Certification supporters are meeting to discuss the importance of aCcomplished
teaching as the key to improving student learning.
,,'
'.
This meeting provides soine of the nation'S best teachers the opportunity to Share best
. practices, explore leade:rshlp roles in promoting Jiigh stimdards for the teaching
profession, and an opportunity to build a national community of accomplished
teachers dedicated to the future ofAmerica's children.
.• On Thursday, National Board Certified Teachers visited their individual
Congressional representatives to thailk them for their support and engage them in
strategies for advancing improved'teaching and·learning.
"
'.
�BacJ{groun(fer
The National Board for Professional
Teaching Standards was created in 1987 after
the Carnegie Forum on Education and the
Economy's Task Force on Teaching as a
Profession released A Nation Prepared: Teachers
for the 21st Century. The report called for the
. National Board to "establish high standards for
what teachers need to know and be able to do, and
to certify teachers who meet that standard." The
report followed the landmark report, A Nation at
Risk: The Imperative for Educational Refonn,
1983, developed by the President's Commission
on Excellence in Education.
A Nation at Risk set off alarms across the
country with statements like, "If an unfriendly
foreign power had attempted to impose on
America the mediocre educational perfonnance
that exists today, we might well have viewed it as
an act of war." Educators, parents, business
executives and legislators awakened to the
economic and social consequences of an
education system failing to keep pace with a
changing American and global society.
The Carnegie task force offered solutions:
"The key to success lies in creating a profession
equal to the task - a profession of well-educated
teachers prepared to assume new powers and
responsibilities to redesign schools for the future."
The task force urged the teaching profession to set
the standards and certify teachers who meet those
standards.
Those suggestions helped bring the nation's
educational community together to create the
National Board for Professional Teaching
Standards. The National Board is an independent,
nonprofit, nonpartisan and non-governmental .
organization governed by a 63-member board of
directors, a majority of whom are classroom
teachers. The other directors include school
administrators, school board leaders, governors
and state legislators, higher education officials,
and business and community leaders.
National Board
~1FOR PROFESSIONAL
~TEACHING STANDARDS·
The National Board's mission is to establish
high and rigorous standards for what accomplished
teachers should know and be able to do, to develop
and operate a national voluntary system to assess and
certify teachers who meet these standards, and to
advance related education refonns for the purpose of
improving student learning in American schools.
Financial support for the National Board's work
comes from grants by the nation's major private
foundations and corporations and from federal funds.
Once the entire certification system is in place and
operating; fees paid by or on behalf ofNational Board
Certification® candidates will support the majority of
the National Board's work.
The standards grow out of a central policy
statement, What Teachers Should Know and Be Able
to Do. This statement and the vision of teaching it
describes are organized around Five core
propositions: I) Teachers are committed to students
and their learning; 2) Teachers know the subjects they
teach, and how to teach those subjects to students; 3)
Teachers are responsible for managing and
monitoring student learning; 4) Teachers think
systematically about their practice and learn from
experience; 5) Teachers are members oflearning
communities.
Based on these propositions, the National Board is
s~tting advanced standards in more than 30 certificate
fields. The certificates are structured around student
developmentallevel(s) and the subject(s) taught.
Standards are created by committees of classroom
teachers, teacher educators and subject experts and are
then reviewed nationally and extensively before final
approval by the National Board for Professional
Teaching Standards board of directors.
Based upon the standards, multi~part
assessments are used to identify National Board
Certified Teachers®. Teachers applying for National
Board Certification are expected to demonstrate
principled, professional judgment in a variety of
situations. Evaluating such complex behavior
Backgrounder continued ...
�requires innovative assessment methods. National
Board Certification assessments are perfonnance
based exercises and give teachers an opportunity
to grow professionally by requiring them to reflect
on and describe their practice.
The first part of the two-part assessment asks
teachers to develop a school-site portfolio
reflecting various facets of teaching. Candidates
show evidence of teaching practice through
student work, videotapes of classroom interaction
and written commentaries that provide a window
into what they do and how they think about it.
During the second portion of the assessment,
teachers attend an assessment center where
exercises focus on content knowledge as well as
age-appropriate and content-appropriate strategies
teachers use. Teachers demonstrate their
knowledge and strategies with written responses
to prompts or stimulus materials, like journal
articles and student work samples.
National Board Certification is a symbol of
professional teaching excellence. A National
Board certificate will attest that a teacher was
judged by his or her peers as one who is
accomplished, makes sound professional
judgments about students' best interests, and acts
effectively on those judgments. Offered on a
voluntary basis, 'National Board Certification
complements, but does not replace, state
licensing. While state licensing systems set entry
level standards for novice teachers, National
Board Certification establishes advanced
standards for experienced teachers.
Many state governments and schools districts
are encouraging teachers to apply for National
Board Certification by paying the fee and by
rewarding National Board Certified Teachers with
financial benefits, recognition and new roles in the
classroom.
National Board Certification also represents
an opportunity for professional growth unlike any
other now available to teachers. Teachers across
the nation are able to gauge their skills and
knowledge against objective, peer-developed
standards of advanced practice. And as teachers hone
their professional skills, their students reap the
greatest rewards.
The National Board has awarded National Board
Certification to 1,835 teachers nationwide. For the
1999-2000 school year, the National Board will offer
sixteen certificates.
Early Childhood/Generalist
Middle Childhood/Generalist
Early Adolescence/Generalist
Early Adolescence/English Language Arts
Early Adolescence/Mathematics
Early Adolescence/Science
Early Adolescence/Social Studies-History
Early Adolescence through Young Adulthood/Art
Adolescence and Young Adulthood/Mathematics
Adolescence and Young Adulthood/Science
Adolescence and Young Adulthood/
English Language Arts
Adolescence and Young Adulthood/
Social Studies-History
An additional four certificates are currently under
development, and plans call for these to be available
December 1, 1999:
Early Childhood through Young Aduldhood/
Exceptional Needs
Early and Middle Childhood/English as a New
Language
Early Adolescence through Young Adulthood/
English as a New Language
Early Adolescence through Young Adulthood/
Vocational Education
For further information please contact the
National Board for Professional Teaching Standards
at 1-800-22TEACH or visit our website at
www.nbpts.org.
National Board for Professional Teaching Standards
26555 Evergreen Road, Suite 400
Southfield, MI 48076
JUNE 1999
This project is funded in p"rt with grants from the U.S. Department 0/ Edu""lion and the National Science Foundation. Through September 1998, the Natimutl Board for ProftssiDnol T.adting Slandarda has
receirred Federal funda 0/$53.8 million, representing approximakly 48 percml O/Ihe National Board Cert!fication projtct. Mmt II"", $57.4 million (52 pert£Tlt) of the project's cost was financed by non
govulImmtal SDUTC~,
�
Dublin Core
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Andrew Rotherham - Events Series
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Domestic Policy Council
Andrew Rotherham
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1999-2000
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<a href="http://clinton.presidentiallibraries.us/items/show/36330" target="_blank">Collection Finding Aid</a>
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2011-0103-S
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Within the Domestic Policy Council, Andrew “Andy” Rotherham was Special Assistant to the President for Education Policy from 1999-2000. Before working for the Domestic Policy Council, Rotherham was Director of the 21st Century Schools Project for the Progressive Policy Institute (PPI). This series of Events includes records relating to education events and the corresponding background materials. The records include reports, memoranda, email, congressional correspondence, press releases, and speech drafts.
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Clinton Presidential Records: White House Staff and Office Files
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20 folders in 3 boxes
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Domestic Policy Council
Andrew Rotherham
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Box 13
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2011-0103-S-events.pdf">Collection Finding Aid</a>
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Clinton Presidential Records: White House Staff and Office Files
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FROM
STEPHANIE DREA HAGER SHARP INC
Oct. 18 1999 05:00PM P2
PHONE NO. : 202 789 4002
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.October 18, 1999
To:
Karen Coleman
From: Stephanie Orea
Executive Vie President, Hager Sharp Inc.
Re:
1'&/7
Follow up regarding the National Education Goals Panel Video Project
::I~
The National Education Goals Panel will commemorate the lOth anniversary of
the Charlottesville Summit and the creation of the National Education Goals at an
anniversary dinner in Washington, D.C. on December I.
Special funding has been obtained to create a video to recognize, reflect and
celebrate the creation of the education goals. the Goals Panel and most importantly, the
role ofthe leaders in this historic initiative, especially President Clinton and fonner
President Bush.
-_.
---,
~
We anticipate that this video will not exceed 20 minutes and will be made up of
dialogue from the two presidents - along with comments from the governors· and former
governors who have served as chairmen of the NEGP.
..----
In that regard, we would appreciate the opportunity to President Clinton respond
to a group of questions posed to him. Those questions are as follows:
• What were your original expectations for the national education goals?
• What was your role at the Char10ttesville Summit?
• How did you go about building such a historic bipartisan consensus?
• What do you believe the national education goals have accomplished (or
helped to accomplish) during this decade? .
• What are the big issues in education that will need to be addressed in the next
decade?
• How can the Goals be used to keep education front and center?
It is our hope to have all of the video footage shot in the next two-to-three weeks
so that the final video can be put together by mid-November. Karen, thanks.for looking
into this..
IO!1U \b1tUml, t\YI!llIIl~ N.w., ;'1111'(1 l"loor: Wal'llin:;t1xl. PC 2UOO:i
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&12-0000 FAX (202) 1l42403Z
�The National Education Goals Panel
•
wysiwyg://35/http://www.negp.gov/WEBPG30.htm
.4
Building a Nation of Learners
Published by the National Education Goals Panel
This page was last modified on: 03/03/99 10:05:34
National Education Goals Panel
The National Education Goals Panel is an independent executive branch agency ofthe federal
government charged with monitoring national and state progress toward the National Education Goals.
•
•
•
•
•
•
•
What is the National Education Goals Panel?
Goals Panel Membership
Contacting the NEGP
Resources Available from the NEG~
Advisory Committees, Programs and Activities
Publication Request Form
1998 House Appropriations Subcommittee Hearings: Statement of Ken Nelson
What is the National Education Goals Panel?
The National Education Goals Panel is a unique bipartisan and intergovernmental body of federal and
state officials created in July 1990 to assess and report state and national progress toward achieving the
National Education Goals. In 1994, the Goals Panel became a fully independent federal agency charged
with monitoring and speeding progress toward the eight National Education Goals. Under the
legislation, the Panel is charged with a variety of responsibilities to support systemwide reform,
including:
•
•
•
•
Reporting on national and state progress toward the Goals over a 1O-year period;
Working to establish a system of high academic standards and assessments;
Identifying actions for federal, state, and local governments to take; and
Building a nationwide, bipartisan consensus to achieve the Goals.
Goals Panel Membership'
LIST OF MEMBERS AS OF March 2, 1999
Panel members include five governors, four members of Congress, three state legislators, and two
Administration officials.
.
1 of3 .
10/25/19993:05 PM
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*- '
Governors
Paul E. Patton
(D) Kentucky, Chair, 1999
John Engler
(R) Michigan
Members of the Administration
State Legislators
Richard W:Riley
State Representative G. Spencer
Coggs
(D) Wisconsin
(D)
u.s. Secretary of Education
Michael Cohen
Special Assistant to the U.S.
Secretary of Education
James B. Hunt Jr.
(D) North Caro lina
Members of Congress
Tommy G. Thompson
(R) Wisconsin
U.S. Senator Jeff Bingaman
(D) New Mexico
Cecil Underwood
(R) West Virginia
State Representative Mary Lou
Cowlishaw
(R) Illinois
U.S. Representative William F.
Goodling
(R) Pennsylvania
State Representative Douglas R.
Jones
.
(R) Idaho
U.S. Senator James Jeffords
(R) Vermont
U.S. Representative Matthew G.
Martinez
(D) California
Contacting the NEGP
The National Education Goals Panel can be contacted in the following ways.
By mail:
1255 22nd Street, NW, Suite 502
Washington, DC 20037
By fax:
202-632-0957 or 202-632-1032
Bye-mail:
NEGP@ed.gov
If you would like to order a publication from the NEGP, please use the Publication Request Form.
Resources Available from the NEGP
The NEGP publishes a variety of materials including the annual reports, papers on special topics and
guidebooks. Review the List of Available Re~orts for brief descriptions of some of the Panel's more
popular pUblications. You can also view and ownload these documents. Submit your request with the
Publication Request Form. All NEGP publications are free of charge.
Advisory Committees and Initiatives
The Goals Panel recently completed two initiatives to move the nation and the states closer to Goal
achievement. The first, Goals 3-4-5 Standards Implementation initiative, focused on the implementation
of state standards and recommended ways to make the implementation process more effective. The
second, the Goal 1 Early Childhood Initiative, provided a series of publications related to getting all
children ready to learn.
.
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�Paul D. Glastris
10/25/9902:14:02 PM
Record Type:
To:
Record
Andy Rotherham/OPD/EOP@EOP, Joshua S. GottheimerIWHO/EOP@EOP
cc:
Subject: draft of Ed video script
What is your most vivid memory of the Charlottesville summit?
What I remember most is sitting for hours and hours :in a room at the Boars Head Inn
in Charlottesville, with Governor Terry Branstad, who was then head of the NGA, 'Governor
Carroll Campbell-he and I were co-chairs of the NGA education committee--and Roger
Porter from the White House. We stayed up until 2 a.m., and finally negotiated the wording
on a.joint statement that sealed the partnership between the states and the federal government
on education reform.
What was the legacy of Charlottesville?
I think Charlottesville had four profoundly important effects. First, it engaged the
federal government to help the states carry forward with reforms that they had already started.
And I think that was an important breakthrough. Without the federal government playing its.
role--granting more flexibility, demanding more accountability, providing more investment in
e~ucation-I don't think we would have had the same level of progress-in rising test scores,
for instance-that we have seen in over the last decade. .
Second, in Charlottesville we created, for the first time, a set of clear education goals
for the nation-having demanding academic curricula in every classroom, reducing school
violence, making sure children start school ready to learn, and so on. These goals became
and still are--the North Star of all of our efforts on education reform. They define where we
need to go, and thereby energize and focus everything we do.
Third, by setting as a goal that all students should master challenging academic
material, we created the need for mechanism to define what mastery is. That set in motion the
whole drive for standards that started in the states and was finally incorporated in OUf Goals
2000 legislation of 1994 and in the creation of the National Education Goals Panel. And if
you consider that in 1994 only a handful of states had academic standards, and today, nearly
every state has standards, you realize that we have made extraordinary progress.
Fourth, I believe we showed in Charlottesville that the best way to make progress on
education is to put politics aside and work together in a bipartisan spirit. Back in 1989, in that
room in the Boars Head Inn, we all knew who was a Republican and who was a Democrat.
�But we didn't let that get in the way of doing the right thing for our children and our schools.
We need to do that today.
What are the big issues in education that will need to be addressed in the
next decade?
Clearly, the standards movement has made great strides, but with increasing mobility
and the spread of information based-technology, we must take standards to the next level.
Parents have to know not only how their children are doing compared to other children in their
schools, school districts, and states, but also how well they are doing compared to other
children around the country.
We must also push ahead on subject that we a greed to at Charlottesville Summit-that
in addition to standards, we need to hold students, teachers, principals, and everyone else
accountable for meeting those standards. I have proposed measures to help advance
accountability, just as we advanced the cause of standards with our Goals 2000 legislation.
Now, if we are going to hold students and schools accountable for higher standards, I
believe we have an obligation to provide them with the tools they need meeting those
standards-through more after-school and summer school program, more .and better teachers,
and smaller classes. Finally, I think we must continue to give parents a greater say in where
their children go to school within the public system, by expanding ·charter schools. When I
was first elected there was only 1 charter school operating in this country, now there are more
than 1700. I'm working to reach our goal of 3000 charter schools by the end of my
administration.
�United States Scorecard
http://www.negp.gov/chap2/WEBPG410.. htm
;.,
UNITED STATES
1. Children's Health Index: Has the U.S. reduced the percentage of
37%
34%
t
75%
78%
t
66%
72%
t
28 points
29 points nS
86%
86%
Grade 4
29%
30%n5
....
Grade 8
29%
30%ns
.....
Grade 12
40%
.36%
infants born with 1 or more of 4 health risks? (1990 vs. 1996)
2. Immunizations: Has the U.S. increased the percentage of2-year-olds who have
been fully immunized against preventable childhood diseases? (1994 vs. 1997)
3. Family-Child Reading and Storytelling: Has the U.S. increased the
percentage of 3- to 5-year-olds whose parents read to them or tell them stories
regu larJy? (1993 vs. 1996)
4. Preschool Participation: Has the U.S. reduced the gap (in percentage points)
in preschool participation between 3- to 5-year-olds from high- and low-income
families? (1991 vs. 1996)
5. High School Completion: Has the U.S. increased the percentage of 18- to
24-year-olds who have a high school credential? (1990 vs. 1997)
6. Reading Achievement: Has the U.S. increased the percentage of students who
meet the Goals Panel's performance standard in reading? (1992 vs. 1994)
7. Writing Achievement: Has the U.S. increased the percentage of students who
"
can produce basic, extended, developed, or elaborated responses to narrative
writing tasks? (1992)
Grade 4
55%
Grade 8
78%
--
Grade 4
13%
21%
t
Grade 8
15%
24%
t
Grade 12
12%
16%
t
Grade 12
8. Mathematics Achievement: Has the U.S. increased the percentage of students
who meet the Goals Panel's performance standard in mathematics? (1990 vs.
1996)
9. Science Achievement: Has the U.S. increased the percentage of students who
meet the Goals Panel's performance standard in science? (1996)
Grad r 4
29%
Grade 8
29%
Grade 12
21%
10. History Achievement: Has the U.S. increased the percentage of students who
meet the Goals Panel's performance standard in U.S. history? (1994)
Grade 4
Grade 8
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17%
14%
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�United States Scorecard
Grade 12
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11%
11. Geography Achievement: Has the U.S. increased the percentage of students
who meet the Goals Panel's performance standard in geography? (1994)
Grade 4
22%
Grade 8
28%
Grade 12
27%
12. Teacher Preparation: Has the U.S. increased the percentage of secondary
school teachers who hold an undergraduate or graduate degree in their main
teaching assignment? (1991 vs. 1994)
13. Teacher Professional Development: Has the U.S. increased the percentage of
teachers reporting that they participated in professional development programs
on I or more topics since the end of the previous school year? (1994)
66%
63%
85%
14. International Mathematics Achievement: Has the U.S. improved its standing
on international mathematics assessments? (1995)
Grade 4
7 out of25 countries scored above
the U.S.
Grade 8
20 out of 40 countries scored above
the U.S.
Grade 12
14 out of 20 countries scored above
the U.S.
15. International Science Achievement: Has the U.S. improved its standing on
international science assessments? (1995)
Grade 4
lout of 25 countries scored above
the U.S.
Grade 8
9 out of 40 countries scored above
the U.S.
Grade 12
II out of 20 countries scored above
the U.S.
16. Mathematics and Science Degrees: Has the U.S. increased mathematics and
science degrees (as a percentage of all degrees) awarded to:
.
all students? (1991 vs. 1995)
39%
42%
t
minorities (Blacks, Hispanics, American IndianslAlaskan Natives)? (1991 vs.
1995)
39%
40%
t
females? (1991 vs. 1995)
35%
37%
t
17. Adult I.:iteracy: Has the U.S. increased the percentage of adults who score at or
above Level 3 in prose literacy? (1992)
52%
18. Participation in Adult Education: Has the U.S. reduced the gap (in percentage
points) in adult education participation between adults who have a high school
diploma or less, and those who have additional postsecondary education or
technical training? (1991 vs. 1995)
27 points
32 points
enroll in college? (J 990 vs. 1996)
14 points
JI
complete a college degree? (1992 vs. 1997)
16 points
21 points
19. Participation in Higher Education: Has the U.S. reduced the gap (in
percentage points) between White and Black high school graduates who:
200
points nS
"
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�United States Scorecard
.;,;"
http://www.negp.gov/chap2/WEBPG410.htm
\'
Has the U.S. reduced the gap (in percentage points) between White and
Hispanic high school graduates who:
enroll in college? (I 990 vs. 1996)
II points
9 points ns
complete a college degree? (1992 vs. 1997)
15 points
17 points
using any illicit drug? (1991 vs. 1997)
24%
40%
using alcohol? (1993 vs. 1997)
63%
I1S
20. Overall Student Drug and Alcohol Use: Has the U.S. reduced the percentage
of 10th graders reporting doing the following during the previous year:
21. Sale of Drugs at School: Has the U.S. reduced the percentage of 10th graders
reporting that someone offered to sell or give them an illegal drug at school
during the previous year? (1992 vs. 1997)
65%
I1S
"
......
18%
33%
"
10th grade students (\ 991 vs. 1997)
40%
33%
t
public school teachers (1991 vs. 1994)
10%
15%
"
I Othgrade students (1992 vs. 1997)
17%
18%115
seconaary school teachers (1991 vs. 1994)
37%
46%
22. Student and Teacher Victimization: Has the U.S. reduced the percentages of
students and teachers reporting that they were threatened or injured at school
during the previous year? .
23. Disruptions in Class by Students: Has the U.S. reduced the percentages of
students and teachers reporting that student disruptions interfere with teaching
and learning?
24. Schools' Reports of Parent Attendance at Parent-Teacher Conferences: Has
the U.S. increased the percentage ofK-8 public schools which reported that
more than half of their parents attended parent-teacher conferences during the
school year? (1996)
41%
26. Parents' Reports of Their Involvement in School Activities: Has the U.S.
increased the percentage of students in Grades 3-12 whose parents reported that
they participated in two or more activities in their child's school during the
current school year? (1993 vs. 1996)
63%
"
78%
25. Schools' Reports of Parent Involvement in School Policy Decisions: Has the
U.S. increased the percentage ofK-8 public schools which reported that parent
input is considered when making policy decisions in three or more areas?
(1996)
......
62%I1S
-- Data not available.
,ns interpret with caution. Change was not statistically significant.
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�The National Education Goals Panel
, ...... ,... .......
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"
Building a Nation of Learners
Published by the National Education Goals Panel·
This page was last modified on: 04/13/99 J5:31:05
In this year's report the United States received:
t
10 arrows pointing upward for significant improvement;
...... 10 horizontal arrows indicating where there has been no significant change in performance; and
.,
8 arrows pointing downward for significant declines in performance.
Areas of improvement
The 10 arrows that were awarded for significant improvement are associated with Goals 1,3,5, and 7:
Goal I : Ready to Learn
t
The proportion of infants born with one or more of four health risks has decreased.
t
The percentage of 2-year-olds who have been fully immunized against preventable childhood diseases has increased.
t
! The percentage of families who are reading and telling stories to their children on a regular basis has increased.
Goal 3: Student Achievement and Citizenship
The percentages of students who are proficient in mathematics have risen in:
t
Grade 4;
t
Grade 8; and
t
Grade 12.
Goal 5: Mathematics and Science
The proportion of college degrees awarded in mathematics and science has increased. This is true for:
t
all students;
t
minority students; and
t
female students.
Goal,7: Safe, Disciplined, and Alcohol- and Drug-free Schools
t
The percentage of students who report that they have been threatened or injured at school has decreased.
Areas of decline
The 8 arrows that were awarded for significant declines in national performance are associated with Goals 3, 4,6, and 7:
.
.
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Goal 3: Student Achievement and Citizenship
4-
The percentage of students who are proficient in reading has declined at Grade 12 (but the percentages have not
changed significantly at Grades 4 and 8).
Goal 4: Teacher Education and Professional Development
I
The percentage of secondary school teachers who hold a degree in their main teaching assignment has
9'
decreased.
'
Goal 6: Adult Literacy and Lifelong Learning
4-
Fewer adults with a high school diploma or less (who need additional training the most) are participating in adult
education, compared to those who have postsecondary education.
" The gap between the percentages of White and Black high school graduates who complete a college degree has grown
larger.
GOlll 7: Safe, Disciplined, and Alcohol- and Drug-free Schools
"
Student drug use has become more widespread.
" The percentage of students reporting that someone offered to sell or give them drugs at school has increased.
.. The percentage of public school teachers reporting that they were threatened or injured at school has increased.
" A higher percentage of secondary school teachers report that student disruptions in their classrooms interfere with
their teaching.
Please send comments to: NEGP(ciJed.gov
Go Back To NEGP Homepage
20f2
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"
Building a Nation of Learners
Published by the National Education'Goals Panel
This page was last modified on: 01106/99 10:55:01
1998 National Education Goals Report
This year's report shows that the nation has made some important progress, particularly with regard to Goal 1: Ready to .
Learn, Goal 3: Student Achievement and Citizenship, and GoalS: Mathematics and Science. However, the nation is far from
where it should be if we expect to achieve the National Education Goals by the end of the decade. Progress has been uneven,
and performance has actually slipped in some areas.
But this does not mean that this effort has been in vain. The National Education Goals Panel acknowledges that the Goals are
extremely ambitious and that they will not be easy to achieve. They were purposely designed to set high expectations for
education performance at every stage of a leamer's life, from the preschool years through adulthood. The Goals Panel also
recognizes that the amount of effort required to achieve the Goals will be greater for some states than for others, since states
began the decade at different starting points.
Despite these challenges, evidence suggests that state efforts are beginning to payoff. Not only have some individual states
made remarkable progress toward the Goals, but some have made progress in multiple areas. The National Education Goals
'Panel realizes that these accomplishments are no small feat, and believes that they deserve to be recognized and celebrated.
Our aim is to judge the nation and the states not simply by where they are now, but by how much progress they have made.
Each of the 33 state-level indicators is profiled on a separate page. Four types of information are presented:
1. State status report. At the top of each state page is a tally of the numbers of states in which performance on the indicator:
has gotten significantly better;
t
......
"
has not changed significantly; or
has gotten significantly worse.
Only states that have participated in at least two data collections (so that they have both a baseline measure and an update)
are included in these counts. Without at least two data points, changes in performance cannot be measured For some
indicators, such as science achievement, data have been collected only once at the state level. In these cases, changes in state
performance cannot be reportedfor any state.
I
2. Improvement over time. The first box on each of the state pages identifies all of the states that have made significant
progress on the indicator, as measured against their own starting points.
Only states that have made statistically significant improvements are included on these lists.
once at the state level, improvement over time cannot be reported for any state.
If data have been collected only
3. Higbest-performing states. The second box on each ofthe state pages lists the states that were among the highest
performers on the most recent assessment. "Highest-performing" does not necessarily mean that the Goals Panel considers
performance in these states to be as high as it should be in order to meet the Goal. It is simply a means of recognizing those
states that are doing particularly well relative to others, and that are closest to achieving the Goal by this measure of progress.
'IIHighest-performing states II were defined as follows:
• When comparable national data were available, "highest-performing states" were defined as those in which state
performance was significantly higher than the national average. This does not mean that merely being "above
average" is the target to which states should aspire. It is simply a statistical means ofdetermining which states would
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be clustered at the upper levels ofpedormance. U.s. averages are shown only when data were comparable at the
national and state levels.
• For some a/the state indicators, either (a) no comparable national data were available,
(b) the indicators differed at the national and state levels, or (c) the data were based on entire populations rather
than samples. In such cases, "highest-performing states" were dejined as those that placed among the top jive states
when ranked from top to bottom. More than jive states are shown in cases ofties.
• For the international mathematics and science achievement indicators (J6a and 16b), "highest-pedorming states"
were dejined as those that would be expected to be outperformed by the fewest countries on international
mathematics and science assessments. 5
4. Most-improved states. The third box on each ofthe state pages gives special recognition to the states that have made the
greatest improvements over time. These states may not yet be among the highest-performing states in the nation, but they
were the most successful at pushing their performance in the right direction. "Most-improved" does not necessarily mean that
the Goals Panel considers the amount of progress made to be sufficient. It is simply a means of recognizing ~hose states that
have made the greatest progress toward the Goal by this measure.
"Most-improved states" were dejined as the jive states that had the greatest percentage-point changes in performance in the
appropriate direction, as measured against their own baselines. States are listed only ifthe amount ofchange was
statistically significant. More than jive states are shown in cases ofties, andfewer are shown in cases where fewer than jive
states made significant improvements.
Areas of improvement
In this year's report 18 states received 10 or more arrows pointing upward for significant improvement during the 1990s.
North Carolina led the states, with significant improvement on 14 measures, followed by South Carolina with 13, and
California, Colorado, and Texas with 12.
Key improvements made by states during the 1990s are as follows:
Goall: Ready to Learn
t
35 states reduced the percentage of infants born with one or more of four health risks.
t
50 states increased the percentage of mothers receiving early prenatal care.
t
47 states increased the proportion of children with disabilities participating in preschool.
Goal 2: School Completion
t
10 states increased the high school completion rate among young adults .
Goal 3: Student Achievement and Citizenship
27 states increased the percentage of 8th graders who are proficient in mathematics.
t
50 states increased the proportion of scores on Advanced Placement examinations that were high enough to qualify
for college credit.
Goal 4: Teacher Education and Professional Development
t
17 states increased the percentage of public school teachers who received support from a master or mentor teacher
during their first year ofteaching.
Goal 5: Mathematics and Science
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t
47 states increased the percentage of degrees earned by all students that were awarded in mathematics or science.
t
33 states increased the percentage of degrees earned by minority students that were awarded in mathematics or
science.
t
42 states increased the percentage of degrees earned by female students that were awarded in mathematics or
science.
Goal 6: Adult Literacy and Lifelong Learning
t
10 states increased voter registration.
t
39 states increased the percentage of high school graduates who immediately enrolled in college.
GoalS: Parental Participation
t
17 states increased the influence of parent associations on public school policies.
Areas of decline
Areas in which large numbers of states showed significant declines in performance during the 1990s are as follows:
Goal 1: Ready to
....
L~arn
In 32 states, the percentage of infants born at low birthweight has increased.
Goal 2: School Completion
.....
In 10 states, the high school dropout rate has increased.
Goal 5: Mathematics and Science
hl 15 states, the percentage of degrees awarded to minority students that were in mathematics or science has
decreased.
Goal 6: Adult Literacy and Lifelong Learning
<Ho
Tn 11 states, lower percentages of students are enrolling in college immediately after high school.
,Goal 7: Safe, Disciplined, and Alcohol- and Drug-free Schools
.....
In 16 states, student marijuana use has become more widespread .
In 15 states, higher percentages of students report that drugs are available on school property.
, <Ho
In 37 states, higher percentages of publ ic school teachers report that student disruptions in class interfere with their
teaching.
Highest-performing states
The states that were most frequently among the top performers on measures of progress toward the National Education Goals
were Maine (21 times), Connecticut (20 times), and North Dakota (17 times). States that are doing particularly well in each
of the Goal areas, relative to others, are as follows:
Goal I: Ready to Learn
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States in New England are consistently among the highest-performing states on the health and preschool measures of
progress toward Goal I. Vermont placed among the highest-performing states on 2 out of 5 indicators; Connecticut,
Massachusetts,and Rhode Island placed among the highest-performing states on 3 out of 5 indicators; and Maine and New
Hampshire placed' among the highest-performing states on 4 out of 5 indicators.
Goal 2: School Completion
Fifteen states have already met Goal 2. In 1996, the high school completion rate of the 18- to 24-year-olds.in each of these
states was already at or above 90%:
I. C.onnecticut
2. Hawaii
3. Kansas
4. Maine
5. Maryland
6. Massachusetts
7. Michigan
8. Minnesota
9. Nebraska
10. New Hampshire
11. New York
12. Utah
13. Virginia
14. West Virginia
15. Wisconsin
Goal 3: Student Achievement and Citizenship
As ageneral rule, states in the upper Midwest and in New England have the highest percentages of students who are
proficient in reading, mathematics, and science. Iowa, Minnesota, Montana, North Dakota, and Wisconsin were among the
highest-performing states 3 out of 4 times in these subjects at Grades 4 and 8. Connecticut and Maine placed among the
highest performers 4 out of 4 times.
Goal 4: Teacher Education and Professional Development
In Florida and Oklahoma, nearly half of all public school teachers report that they received support from a master or mentor
teacher during their first year of teaching.
In North Dakota and Rhode Island, 100% of the public secondary school teachers hold teaching certificates in their main
teaching assignments.
.
Goal 5: Mathematics and Science
In 8th grade science, 14 states would be expected to perform as well as, or better than, 40 out of 41 nations, including
Canada, England, France, Germany, Hong Kong, Japan, Korea, and the Russian Federation. Only Singapore would be
expected to outperform these states:
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�The Natiol1al Education Goals Panel
wysiwyg:/120/http://www.negp.gov/webpgI000.htm
1. Colorado
2. Connecticut
3. Iowa
4. Maine
5. Massachusetts
6. Minnesota 6
7. Montana
8. Nebraska
9. North Dakota
10. Oregon
II. Utah
12. Vennont
13. Wisconsin
14. Wyoming
Goal 6: Adult Literacy and Lifelong Learning
Nearly six out often adults in Indiana and nearly seven out often adults in Washington scored at the three highest levels of
proficiency on a 1992 adult literacy assessment.
Goal 7: Safe, Disciplined, and Alcohol- and Drug-free Schools
South Dakota presents the most favorable conditions regarding school safety, discipline, and student drug and alcohol use.
South Dakota placed among the highest-performing states 5 out of9 times on measures of progress toward
Goal 7.
Goal 8: Parental Participation
Maine, Minnesota, Nebraska, North Dakota, and Vermont each ranked among the highest-performing states on 2 out of 3
measures of progress toward Goal 8.
Most-improved states
. The states that ranked among the most-improved states the greatest number of times on measures of progress toward the
National Education Goals were the District of Columbia and North Carolina (7 times each), followed by South Carolina and
West Virginia (6 times each), and New York and Connecticut (5 times each).
Some of the largest percentage-point increases made at the state level during the 1990s are as follows:
Goal 1: Ready to Learn
In 1990, nearly half of the infants in the District of Columbia were born with one or more of four health risks that can
adversely affect their later health, behavior, and academic achievement. In six years' time, the District of Columbia reduced
the proportion of infants born with these health risks by 11 percentage points, from 48% to 37%.
In 1994, no state had a lower immunization rate for 2-year-olds than Michigan (61 %). In three years' time, Michigan
increased its immunization rate by 16 percentage points. Nearly 8 in 10 Michigan 2-year-olds are now fully immunized
against preventable childhood diseases.
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In 1990, the percentage of mothers in New Mexico who received early prenatal care was 57%, a rate that was 30 percentage
points lower than the highest-performing state and among the lowest in the nation. In six years' time, New Mexico increased
the percentage of mothers receiving early prenatal care by 12 percentage points. Seven out of ten New Mexican mothers now
receive early prenatal care.
Goal 2: School Completion
In 1990, no state had a lower high school completion rate than Tennessee (77%). Over a six-year period, Tennessee
increased its high school completion rate significantly, to 84%.
Goal 3: Student Achievement and Citizenship
Over a six-year period, North Carolina more than doubled the proportion of its 8th graders who are proficient in
mathematics, from 9% to 20%.
In addition, Minnesota and Michigan increased the proportions of their 8th graders who are proficient in mathematics by 11
and 12 percentage points, respectively. Texas increased its proportion of proficient 4th graders by 10 percentage points.
Goal 4: Teacher Education and ProfessionalDevelopment
In 199], approximately one-fifth of the public school teachers in Pennsylvania, New York, and Virginia had received support
from a master or mentor teacher during their first year of teaching. Three years later, nearly one-third of the teachers in these
states had received this kind of support. In North Carolina and Kentucky, the proportions increased from approximately
one-fourth to more than one-third.
Goal 5: Mathematics and Science
Between 1991 and 1995, the proportion of college degrees earned by female students in Connecticut that were awarded in
mathematics and science rose from 37% to 47%.
Goal 6: Adult Literacy and Lifelong Learning
In 1992, only 33% of the high school graduates in the District of Columbia immediately went on to attend a 2-year or 4-year
college. By ] 996, that figure had jumped 25 percentage points, to 58%.
Goal 7: Safe, Disciplined, and AlcohoI- and Drug-free Schools
During the 1990s, three states and one territory significantly reduced the percentage of public high school students reporting
that they carried a weapon on school property: North Carolina, South Carolina, Wisconsin, and American Samoa. In 1997,
no state had a lower percentage of students who reported carrying weapons on school property than Wisconsin (5%).
Goal 8: Parental Participation
In three years' time, California, Colorado, and Indiana reduced the proportions of public school principals reporting that lack
of parental involvement in their schools was a serious problem by nearly half, from approximately lout of 5 principals to
approximately lout of 10.
The percentages of public school principals reporting that the parent associations in their schools have influence on school
policy has nearly doubled in Colorado, New York, and Utah. The percentages have more than doubled in Kentucky and
Pennsylvania, and the percentage has tripled in Vermont.
.
For more information on any of the 33 state-level indicators, see below.
Goal 1: Ready to Learn
•
•
.•
•
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Children's Health Index
Immunizations
Low Birthweight
Early Prenatal Care
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�.
rhe National Education Goals Panel
.'
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• Preschool Programs for Children with Disabilities
Return to Goals main page
Goal 2: School Completion
• High School Completion Rates
• High School Dropout Rates
Return to Goals main page
Goal 3: Student Achievement and Citizenship
•
•
•
•
•
Readin Achievement - 4th Grade
MathematIcs Ac Ievement - 4t rade
Mathematics Achievement - 8th Grade
Science Achievement - 8th Grade
Advanced Placement Performance
Return to Goals main page
Goal 4: Teacher Education and Professional Development
Return to Goals main page
Goal 5: Mathematics and Science
•
•
•
•
•
•
•
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International Mathematics Achievement - 8th Grade
International Science Achievement - 8th Grade
Mathematics Instructional Practices - Small Grou*s
Mathematics Instructional Practices - Al ebra an Functions
Mat ematlcs InstructlOna Practlces - Reasomn an Ana tIcal Abilit
Ma ematlcs Resources
Mathematics and Science Degrees - All Students
10/25/19992:57 PM
�The National Education Goals Panel
'."'
wysiwyg:1120/http://www.negp.gov/webpglOOO.htm
.
• Mathematics and. Science Degrees - Minority Students
• Mathematics and Science Degrees - Female Students
Return to Goals main page
Goal 6: Adult Literacy and Lifelong Learning
•
•
•
•
Adult Literacy
Voter Registration
Votin~
ParticIpation in Higher Education
Return to Goals main page
Goal 7: Safe, Disciplined, and Alcohol- and Drug-free Schools
•
•
•
•
•
.•
•
•
•
Student Marikuana Use
Student Alco 01 Use
Availability of Drugs on School Property
Student Victimization
Physical Fights
Carrying a Weapon
Student Safety
Teacher Victimization
Disruptions in Class by Students
Return to Goals main page
Goal 8: Parental Participation
Return to Goals main page
Please send comments to: NEGP@ed.gov
Go Back To NEGP Homepage
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�
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Andrew Rotherham - Events Series
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Domestic Policy Council
Andrew Rotherham
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1999-2000
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<a href="http://clinton.presidentiallibraries.us/items/show/36330" target="_blank">Collection Finding Aid</a>
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2011-0103-S
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Within the Domestic Policy Council, Andrew “Andy” Rotherham was Special Assistant to the President for Education Policy from 1999-2000. Before working for the Domestic Policy Council, Rotherham was Director of the 21st Century Schools Project for the Progressive Policy Institute (PPI). This series of Events includes records relating to education events and the corresponding background materials. The records include reports, memoranda, email, congressional correspondence, press releases, and speech drafts.
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Clinton Presidential Records: White House Staff and Office Files
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National Education Goals Panel
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Andrew Rotherham
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2011-0103-S
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<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2011-0103-S-events.pdf">Collection Finding Aid</a>
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Text
In his weekly radio address, President Clinton announced that the U.S. Department of Education will distribute
almost $100 million in grants to support public charter schools. The awards include $41 million in new grants and
$54 million in continuation grants. Charter schools are public schools founded by parents and teachers, and are open to
all. In exchange for high levels of accountability for student achievement, they are given more autonomy and flexibility
than traditional public schools in staffing decisions, curricula design and other areas.
INVESTING IN CHARTER SCHOOLS - INVESTING IN ACCOUNTABILITY.
The grants that the President released today will help new charter schools cover the costs of planning, opening or
expanding a new school. The money may be used to purchase materials and supplies, hire staff, and provide high-quality
professional development for teachers. Public charter schools also use federal funds to develop accountability systems
for student achievement that are aligned with state standards. This year, successful charter schools with at least three
years of experience will also be able to use funds to share b'est practices with other schools or to help those starting new
public charter schools learn from their experience .
.PRESIDENT CLINTON'S LEADERSHIP KEY TO GROWTH OF CHARTER SCHOOLS
When President Clinton was first elected, there was only one public charter school operating in the United States. This
year, according to the U.S. Department of Education, more than 1700 public charter schools will be operating. Federal
leadership and assistance has played a key role in this rapid growth by supporting the development and growth of
individual public charter schools and helping to disseminate effective practices and strategies among schools. Thirty-six
states, Puerto Rico and the District of Columbia now have laws on the books that enable the creation of charter schools.
.
I
CHARTER SCHOOLS: IMPROVING PUBLIC EDUCATION AND EMPOWERING PARENTS
• Public charter schools exemplify a standards-based approach to education. Every charter school works with a
public authority to establish clear performance standards. A charter school that fails to meet the terms of its charter is
closed down. The federal grant program for charter schools, which was reauthorized with the President's leadership
in ·1998, gives priority to states that have strong standards of academic accountability. Charter schools receiving
funding from the federal government must also be measured by the same state assessments as any other public school.
• Public school choice empowers parents and helps build a public school system that meets the individual needs
of every student. States and school districts around the country are using public charter schools, inter-district choice
options, and 'other innovations to offer parents and children high-quality and well-tailored educational options.
Surveys find high levels of support and satisfaction among parents of public charter school students. A recent
national survey found that 65 percent of parents rated their child's public charter school as better than their former
public school (only 6 percent rated them worse). The U.S. Department of Educati6n reports that seven out often
charter schools have a waiting list of students who want to enroll.
.
�Education Q&A
Charter Sch~)01 Grants Radio Address
August 28, 1999
What are the grants that the President announced in to<Jay's radio address, and
Q:
why are they significant?
A:
Today the President announced the release of almost $100 million in grants to support
public charter schools. These grants are significant because they will help develop, open or
expand new and innovative charter schools around the country. When the President was first
elected there was one charter school operating in the country. According to the U.S. Department
of Education, more than 1700 will be open this year. Federal leadership and the President's
commitment to charter schools has played a key role in this phenomenal growth.
Q:
What is the difference between a charter school, a traditional public school and a
private school?
A:
Charter schools are public schools started by parents, teachers and communities, and
open to all students. In exchange for high levels of accountability defined in a public
performance contract or charter, they are given more flexibility and autonomy in staffing
decisions, curriculum design and other areas. All charter schools are accountable to a public
authority for the academic achievement of their students, and they must be open to all students.
If they are oversubscribed, they must hold a lottery for admission.
Q=
How will the schools use these grants?
A:
The grants that the President released today support a variety of activities to help public
charter schools. The grants help new charter schools cover costs associated with planning for a
new school, including purchasing materials and supplies, hiring staff, and procuring high-quality
professional development for teachers. Many public charter schools also use federal resources to
develop accountability systems aligned with state standards for student achievement. Successful
charter schools with at least three years of experience will now be able to use funds to help share
best practiCes or to help those starting new public charter schools learn from their experience.
Q:
Why is the President supportive of charter schools?
A:
The President is firmly committed to ensuring that all students reach high standards and
his education agenda over the past seven years reflects that. The President believes that
providing high quality public schools for parents to choose from is an effective strategy towards
this end. Public charter schools that are held to the same standards as other public schools in a
state, along with inter-district choice and other innovations, are a component of standards-based
school reform. Charter schools also set up a competitive dynamic in public school systems by
offering more high quality choices for parents. There is a growing body of evidence that this
competitive dynamic stimulates innovation in all public schools.
�Q:
The President has vetoed voucher legislation that has reached his desk. What is the
. difference between charter schools and vouchers?
A:
The President believes that we need to focus our attention and resources on strengthening
the public schools, which serve nearly 90% of students. Vouchers siphon critical dollars from
neighborhood public schools that are already short on resources in order to send a select group of
students to private schools. Charter schools are public schools, so they do not drain resources
from the public school system,.but they do embody. a market-based approach to reforming that
system. Charter schools are also held accountable to a public authority. The law that authorizes
these charter school grants makes it clear that students attending charter schools must meet or
exceed the same standards as students attending other public schools. In contrast, schools
accepting public money in the form of vouchers are not held accountable for student
achievement, teacher quality, or even sound fiscal practices.
Q:
Opponents of charter schools have charged that they exacerbate segregation in
schools. Why does the President support schools that would impede desegregation?
A:
. The fear that charter schools will exacerbate segregation has proven to be misplaced.
According to the U.S. Department of Education, 7 in 10 charter schools have a student body with
a racial/ethnic composition similar to the surrounding school district, while 16 percent of charter
schools serve a higher perce-lltage of students of color than their surrounding districts. About 37
percent of charter school students are eligible for free and reduced price lunch, compared to
about 38 percent of total public school students in those states with charter schools.
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CLINTON LIBRARY PHOTOCOPY
�NONREGULATORY GUIDANCE
http://www.uscharterschoo)s.org/res_dir/res-primary/fed_gud_pcsp.htm
Back to US Charter Schools Web Site
Public Charter Schools Program
Nonregulatory Guidance
For-Profit Entities, Private School Conversions,
Admissions, and Lotteries
. u.s. Department of Education
Office of Elementary and Secondary Education
. March 1999
QUESTIONS ANSWERED ABOUT FEDERAL START~UP GRANTS
UNDER THE PUBLIC CHARTER SCHQOLS PROGRAM
The Public Charter Schools Program (PCSP) was originally authorized in October 1994,
and reauthorized in October 1998, by the Charter School Expansion Act of 1998, Title X,
Part C of the Elementary and Se~ondary Education Act of 1965 (ESEA), as amended, 20
U.S.C. 8061-8067. The program, which provides support for the planning, program design,
and initial implementation of charter schools, is intended to enhance parent and student
choices among public schools and give more students the opportunity to learn to
challenging standards. However, enhancement of parent and student choices will result in
higher student achievement only if sufficiently diverse and high-quality choices, and
genuine opportunities to take advantage of such choices, are available to all students. Every
student should have an equal opportunity to attend a.public charter school.
This nonregulatory guidance applies only to charter schools receiving Federal start-up
grants under th~ PCSP. It addresses questions the Department has received regarding
various provisions of the PCSP statute, including those related to student admissions to
public charter schools, the use of lotteries, private school conversions, and the involvement
of for-profit organizations in charter schools. These guidelines do not contain all of the
information you will need to comply with PCSP requirements, but are intended merely to
provide guidance on the PCSP and on examples of ways to implement it. For additional
information about the PCSP, please contact the PCSP Office, U.S. Department of
Education, 400 Maryland Avenue, S.W., Room 3E122, Washington, D.C. 20202-6140.
Telephone (202) 260-2671.
• What is the purpose of the PCS~?
The purpose ofthe PCSP is to expand the numberofhigh~quality charter schools
available to students across the Nation by providing financial assistance for their
planning, design, and initial implementation; and eVC:J.luating the effects of chZl-rter
schools, including the effects on students (in particular, student achievement), staff,
and parents.
• In addition to Title X, Part C of the ESEA, what other Federal statutory and
regulatory authorities apply to the PCSP?
Recipients of funds under this program should be aware of the following statutory
requirements in addition to Title X, Part C ofthe ESEA: the definitions set out in
Title XIV of the ESEA, which establishes general provisions for all programs
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�NONREGULATORY GUIDANCE
http://www.uscharterschools.org/res_dir/res-primary/ted_gud_pcsp.htm
authorized under the ESEA; Title VI of the Civil Rights Act of 1964, which prohibits
discrimination on the basis ofrace, color, and national origin; Title IX of the
Education Amendments of 1972, which prohibits discrimination on the basis of sex;
Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination on the
basis of disability; the Age Discrimination Act of 1975, which prohibits
discrimination on the basis of age; Title II of the Americans with Disabilities Act of
1990, which prohibits discrimination on the basis of disability by public entities,
including public charter schools and public school districts, regardless of whether
they receive Federal financial assistance; and Part B of the Individuals with
Disabilities Edll:cation Act, which requires States to make available a free appropriate
public education to children with disabilities. The Education Department General
Administrative Regulations (EDGAR), Parts 75, 76, 77, 79, 80, 81, 82, 85, and 86
also apply to this program.'
• Who is eligible to apply for a PCSP grant?
State educational agencies (SEAs) in States with a specific State statute authorizing
the establishment of charter schools are eligible to apply for PCSP grants. An
"eligible applicant," defined as an authorized public chartering agency in partnership
with a charter school developer, in such States may apply to the SEA for a subgrant.
If a State elects not to participate in the PCSP or is denied funding, an eligible
applicant may apply directly to the Department for a grant.
• How may PCSP planning and implementation grant funds be used?
SEAs may use PCSPfunds to award subgrants to charter schools in the State, and
charter schools may use the funds only for post-award planning and design of the
educational program, and initial implementation of a charter school. SEAs may also
reserve up to 5 percent ofPCSP grant funds for administrative expenses related to
operating the charter school grant program, and up to 10 percent of the PCSP grant
funds to support dissemination activities. These dissemination activities are carried
. out through separate dissemination grants to charter schools.
• What are dissemination grants?
Dissemination grants are awarded to charter schools to support activities that help
open new public schools (including public charter schools) or share the lessons
learned by charter schools with other public schools. The following activities may
qualify as dissemination activities: (a) assisting other individuals with the planning
and start-up of one or more new public schools, including charter schools, that are
independent of the assisting charter school and its developers, and that agree to be
held to at least as high a level of accountability as the assisting charter school; (b)
developing partnerships with other public schools designed to improve student
performance; (c) developing curriculum materials, assessments, and other materials
that promote increased student achievement and are based on successful practices
within the assisting charter school; and (d) conducting evaluations and developing
materials that document the successful practices of the assisting charter school that
are designed to improve student performance in other schools.
A charter school may not use dissemination grant funds, either directly or through a
contractor, for marketing or recruitment activities designed to promote itself or the
programs offered by it or by .a contractor to parents or the community. In particular,
grant funds may be used to develop materials documenting successful practices of the
charter school for the educational purpose of assisting other schools in improving
student achievement, but not for the purpose of recruiting students or promoting the
program ofthe school or its contractor. Any charter school receiving a dissemination
grant should provide thorough and high-quality information that meets the needs of
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�NON REGULATORY GUIDANCE
http://www.uscharterschools.org/res~dir/resyrimary/fed_gudycsp.htm
.other schools trying to learn from the charter school's experience.
• Who is eligible to apply for a dissemination grant?
A charter school may apply for a dissemination grant, regardless of whether it has
applied for or received a planning or implementation grant under the PCSP, ifthe
charter school has been in operation for at least three (3) consecutive years and has
demonstrated overall success, including (a) substantial progress in improving student
achievement; (b) high levels of parent satisfaction; and (c) the management and
leadership necessary to overcome initial start-up problems and establish a thriving,
financially viable charter school. For more information about dissemination grants,
see section 10304(6) of the ESEA, 20 U.S.C. 8064(6).
• Is a for-profit entity that holds a legal charter eligible to apply for a PCSP grant
, or subgrant?
A for-profit entity does not qualify as an eligible applicant for purposes of the PCSP.
A charter school receiving PCSP funds may enter into a contract with a for-profit
entity to have the for-profit entity manage the charter school on a day-to-day basis.
However, it should be emphasized that if the charter school enters into such a
contract, the charter school must be held by the State and the cognizant chartering
authority to the same standards of public accountability and requirements that apply
to all public charter sc~ools, including State student performance standards and
assessments that apply to all public schools; and the charter school must supervise the
administration of the PCSP grant and is directly responsible for ensuring that grant '
funds are used in accordance with statutory and regulatory requirements (See
EDGAR, Part 75, Subpart F).
. .
• Is a'private school eligible to receive ,PCSP funds?
Only charter schools that meet the definition of a charter school under the ESEA are
eligible to receive PCSP funds. Section 10310(1) defines a charter school as, among
other things, a "public school" that is created by a developer as'a public school, or
adapted by a developer from an existing public school, and operated under public
supervision and direction. See ESEA § 10310(1) for the definition of a charter school
for purposes of the PCSP.
• Can a private school be converted into a public charter school?
As stated above, the ESEA defines a charter school as a newly created public school
or one adapted from an existing public school. There is no provision nor mechanism
in the law for converting private schools into public charter schools. The ESEA does
not foreclose a newly created public school from using resources previously used by a
closed private school or from involving the parents and teachers who may have been
involved in the closed private school. However, any newly created public school must
be just that; it cannot be a continuation of a private school under a different guise. The
public charter school must be separate and apart from any private school. It must be
established as a public school, and comply with applicable State and federal laws
regarding public schools.
In its creation, development, and operation, the charter school cannot have any
affiliation with a sectarian school or religious institution. Because a newly created
public school would not have any "previously enrolled" students, all students would
need to apply for admission and would have to be selected by lottery if there are more
applicants than spaces available. Similarly, the charter school must inform the
community of its public school status and have a fair and open admissions process.
Outreach and recruitment efforts, such as radio advertisements or community
30f5
8/26/994:38 PM
�NON REGULATORY GUIDANCE
http://www.uscharterschoo!s.org/res_dir/res_primary/fed_gud_pcsp.htm
meetings, should be designed to reach all segments of the parent community. The
charter school must recruit in a manner that does not discriminate against students of
a.particular race, color, national origin, or sex, or students with disabilities. It may not
discriminate on the basis of race, color, national origin, sex, or disability in its
programs .or activities.
• What is a lottery for purposes of the PCSP?
A lottery is a random selection process by which applicants for admission to a public
charter school are admitted to the charter school.
• Under what circumstances must a charter school use a lottery?
A charter school receiving PCSP funds must use a lottery if more students apply for
admission to the charter school than can be accommodated. A charter school with'
fewer applicants than spaces available does not need to conduct a lottery.
• Are weighted lotteries permissible?
Weighted lotteries are permitted only. when they are necessary to comply with Title
VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972,
the Equal Protection Clause of the Constitution, or a State law requiring
desegregation.
o
Maya charter school exempt certain categories of applicants from the lottery
and admit them automatically?
A charter school that is oversubscribed and, consequently, must use a lottery,
generally must include in that lottery all eligible applicants for admission. A charter
school may exempt from the lottery only those students who are deemed to have been
admitted to the charter school already and, therefore, do not need to reapply.
Specifically, the following categories of applicants may be exempted from the lottery:
(1) students who are enrolled in a public school at the time it is converted into a
public charter school; (2) siblings of students already admitted to or attending the
same charter school; and (3) children of a charter school's founders (as·long as the
total number of students allowed under. this exemption constitutes only a small
percentageoftheschool's total enrollment). Once a student has been admitted to the
charter school through an appropriate process, he or she may remain in attendance
through subsequent grades .. A new applicant for admission to the charter school,
however, would be subject to the lottery if, as of the applicatipn closing date, the total
number of applicants exceeds the number of spaces available at the charter school.
To be eligible for Federal start-up grants, a charter school's admissions practices must
comply with State law and applicable Federal laws. Accordingly, the exemptions
discussed above are permissible only to the extent that they are consistent with State
law regarding desegregation, the school's charter, and any applicable Title VI
desegregation plans or court orders requiring desegregation. A charter school's
admissions practices must also comply with Part B of the Individuals with Disabilities
Education Act and Federal civil rights laws, including, but not limited to, Title VI of
the Civil Rights Act of 1964; Section 504 of the Rehabilitation Act of 1973; and Title
II of the Americans with Disabilities Act of 1990, as applicable.
• Maya charter school receiving PCSP funds set minimum eligibility criteria for
admission to the charter school?
The ESEA does not specifically prohibit charter,schools from setting minimum
qualifications for determining who is eligible to 'enroll in a charter school and, thus, to
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�NONREGULATORY GUIDANCE
"
"f
http://www.uscharterschools.orglres_dir/res_primary/ted_gud_pcsp.htm
......
In light of this purpose, it is unlikely that an elementary chartc:r school could justify
establishing minimum qualifications for admission, regardless of the school's mission
or purpose. On the other hand, a secondary charter school might be able to justify
certain admission requirements that target disadvantaged students and are consistent
with the above-described purposes. For example, an alternative secondary school
might have admissions qualifications related to a purpose to serve students who have
dropped out of school, or a secondary school for the performing arts might require
that applicants for admission be able to demonstrate a minimum level of competence
in the performing arts. Such requirements might measur~ the capacity of the student
to benefit from and contribute to the purpose of the school.
In establishing any such admissions criteria, a secondary charter school should
consider multiple measures of a student's ability to benefit from the educational
program, and must ensure -- consistent with Federal civil rights laws and Part B of the
Individuals with Disabilities Education Act -- that such factors are not used in a
manner that inappropriately restricts access to the charter school. It should not, for
example, use a test as a sole criterion to determine a student's ability to benefit from
the school's program. The secondary charter school should target all segments of the
parent community in its outreach efforts, and should recruit in a manner that does not
discriminate against students of a particular race, color, national origin, or sex, or
against students with disabilities.
50f5
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�~ Jordan Tamagni
,.. 08/27/9904:05:14 PM
•
•
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To:
•
0 0 •
• 0 0 • •
•
0
Record
See the distribution list at the bottom of this message
cc:
Subject: Revised Final
Draft 8127/99 3: 30pm
Tamagni
PRESIDENT WILLIAM J. CLINTON
RADIO ADDRESS ON CHARTER SCHOOLS
MARTHA'S VINEYARD, MASSACHUSETTS
August 28, 1999
Good morning. This week, students all over the country are get~ing ready for the first
day of school. Like every year, parents will send their children off to school with new
backpacks and fresh hopes that they will get the world class education they need and deserve.
Today, I want to talk about our continuing efforts to strengthen and renew our nation's public
schools - by encouraging more choice, more competition, and more creativity .
.For more than six-and-a-half years, my administration has taken action to raise
standards, raise expectations, and raise accountability in every public school in America. I
have proposed a comprehensive plan to strengthen and renew our nation's public schools
from reducing class size to improving teacher qua~ity ... from modernizing and rebuilding
thousands of schools to finishing the job of connecting every library and classroom to the
Internet ... from putting an end to social promotion to expanding afterschool programs.
This is an· education agenda for the 21st Century. But with school enrollments
reaching record levels around the country, we know we must draw on every resource we
possess to ensure that all of our children have the chance to reach their highest potential. We
must do more to promote the creativity, competition, and accountability that can turn around
failing schools, a~d make good schools even better.
That is why I have been encouraging more states to pass charter school laws - and
promoting the idea of charter schools across the country. Charter schools are innovative·
public schools started by educators, parents, and communities, open to students of every
background or ability. In return for greater flexibility, charter schools must setand meet the
highest standards - and they stay open only as long as they do. Just as important, charter
schools don't divert tax payer dollars from our public school system -- they use those dollars
to improve all our public schools. '
�I am proud of the progress we have made so far. When I was first elected President,
there was only one charter school in the entire country. This year, there will be more than
1,700 -- well on our way to meeting my goal of establishing 3,000 charter schools nationwide.
For an increasing number of families, charter schools are the right choice. In fact,
there are waiting lists at 7 out of 10 existing charter schools, as more parents realize that more'
innovation and creativity produce results. Let me give you just one example. When Bowling
Green Elementary School in Sacramento ranked third from the bottom in its district, parents
and teachers decided to take controL Since becoming a charter school, Bowling Green has
seen student performance soar - with greater gains in test scores than any school in the
district.
The charter school movement is a real grass-roots revolution in education -- and we
. must do everything we can to support it. Today, I am pleased to announce nearly $100
. million in funding for charter schools around the country. These funds will help teachers and
parents open new charter schools in 32 states, the District of Columbia and Puerto Rico. They
will help existing charter schools hire more well-trained teachers, buy more books, computers,
and educational software, and ensure that classrooms are safe and accessible for all students.
Finally, these funds will help charter schools develop accountability systems to measure
whether they are meeting - or exceeding - state standards.
Charter schools are living proof of what parents and teachers can do to reinvigorate
public education. Investing in them means investing in accountability and excellence. But just
as our children are returning to class, the Republican leadership's risky tax plan would
undermine these investments and force deep and irresponsible cuts in education and other
national priorities. As Congress comes back to Washington, let's remind them what the
creators and students of America's charter schools already know: We are all accountable for
.
our children's fu ture.
Thanks for listening.
Message Sent To:
Joel JohnsonIWHO/EOP@EOP
Linda Ricci/OMB/EOP@EOP
Terry EdmondsIWHO/EOP@EOP
Joshua S. GottheimerIWHO/EOP@EOP
Andy Rotherham/OPD/EOP@EOP
Bethany Little/OPD/EOP@EOP
�Press Release for August 28, 1999
http://library.whitehouse.gov/PressReJeases.cgi?date=2&brieting=3
August 28, 1999
RADIO ADDRESS BY THE PRESIDENT TO THE NATION
Creation Date was at 29-AUG-1999 19:18:00
THE WHITE HOUSE
Office of the Press Se~retary
(Edgartown, Martha's Vineyard)
RADIO ADDRESS BY THE PRESIDENT
TO THE NATION
Edgartown School
Edgartown, Martha's Vineyard
10:06 A:M. EDT
THE PRESIDENT: Good morning. This week, students allover the country are
getting ready for the first day of school. Like every year,
s will send
their children off to school wi~~ ~ew backpacks and fresh
that they'll
get the world-class education they need and deserve.
Today I want to talk
about our continuing efforts to strengthen and renew our nation's public
schools, by encouraging more choice, competition, and creativity.
For more than six and a half years now, Secretary Riley and I and our whole
administration have worked hard to raise standards, raise expectations, and
raise accountability in every public school in America.
I have advanced a
comprehensive plan to strengthen and renew our nation's schools, and. education
agenda for the 21st century -- from reducing class size to improving teacher
quality, from moderni
and rebuilding thousands of schools to finishing the
job of connecting every I
and ,classroom to the Internet, from putting an
end to social promotion
after-school and summer school programs.
We've also worked hard to
the'creativity, competition and
and make our
even better. That's the big reason I've encouraged states to pass
school laws and urge communities all across our country to give charter schools
a chance.
accou~tabiliti that can turn around failing schools,
Charte'r schools are innovativ.e
schools started by educators, parents
and communities, open to students of every background or ability.
But
're'
freer of red tape and top-down management than most of our schools are/ and in
return for greater
charter schools must set and meet the highest
J
of3
8/301992:48 PM
�Press Release for August 28, 1999
http://library.whitehouse.gov/PressReleases.cgi?date=2&brieting=3 '
standards, and sfay' open only as iorig as ~hey do.
~
r
Also 1 charter schools don ' t divert taxpayer dollars from our public school
system;
they use those dollars to promote excellence and competition
within the system and in so doing, they spur all our public schools to improve.
I am proud of the progress we've made so far.
When I was first elected
President, there was only one charter school in the entire country.
This year,
there will be more than 1,700 of them. We're well on our way to meeting my
goal of establishing 3,000 charter schools nationwide'in the first year of the
new century.
For an increasing number of families, charter schools are the right choice.
In fact, there are now waiting lists at seven out of 10 existing charter
schools, as more parents realize that more innovation, and creativity can
produce good results for their children.
Let me
you just one example. When Bowling Green Elementary School in
Sacramento ranked third from the bottom in its district, parents and teachers
decided they had to do something to take control and turri the situation
around.
So t
set up a charter school there.
Since b~coming a charter
school, Bowl
Green has seen student performance soar
with greater gains
in test scores than any other school in the school distri~t.
The charter school movement is a real grass-roots revolution
must do everything we cah to support it. Today, I am pleased
nearly $100 million in fqnding for charter schools all around
funds will help te~cher~ and parents open new charter schools
District of Columbia and Puerto Rico.
in education.
We
to announce
America.
These
in 32 states, the
They will help
charte~ schools hire more well-trained teachers, buy
more books, computers, and educational software, and ensure that classrooms are
safe and accessible for all students.
Finally, these funds will help charter
schools develop accountability syst~ms to measure whether they are ~eeting -
or exceeding -- state standards.
Charter schools are living proof of what parents and teachers can do to
reinvigorate public education.
Investing in them means investing in
accountability, and excellence, and a much better future 'for our children.
But just as our children are returning to ~lass, the Republican leadership's
risky tax cut plan would undermine theselnvestments by forcing deep and
irresponsible cuts in education and other important national priorities.
So,
as Congress comes back to Washington, let's remind them what the creators and
the students of America's charter schools already know: We're all accountable
for our children's future; and an investment in it is our best investment,in
all our future.
Thanks for listening.
END 10:11 A.M. EDT
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�Press Release for August 28, 1999
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To comment on this service:feedback@www.whitehouse.gov
30f3
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�Charter School Expansion Act of 1998
"\
.
A.
http://www.uscharterschoo1s.org/res_dir/res_primary/cs_exp98.htm
.
Back to US Charter Schools Web Site
PDP version available 'ofthe document below
CHARTER SCHOOL EXPANSION ACT OF 1998
Page 112 STAT. 2682
PUBLIC,LAW 105-278-0CT.22, 1998
Public Law 105-278
105th Congress
An Act
To amend title VI and X of the Elementary and Secondary Education Act of
1965 to improve and expand charter schools. «NOTE: Oct. 22,
199B [H.R. 2616]»
Be it enacted by the Senate ~nd House of Representatives of the
United States of America in Congress assembled, «NOTE: Charter School
Expansion Act of 199B. Grants.»
SECTION 1. SHORT TITLE. «NOTE: 20 USC 6301 note.»
This Act may be cited as the "Charter School Expansion Act of
199B' , .
SEC. 2. INNOVATIVE CHARTER SCHOOLS.
Title VI of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 7301 et seq.) is amended-
(1) in section 6201(a) (20 U.S.C. 7331(a))-
(A) in paragraph (1) (C) , 'by striking .' 'and',' after
the semicolon;
(B) by redesignating paragraph (2) as paragraph (3);
and
(C) by inserting after paragraph (1) the following:
"(2) support for planning, designing, and initial
implementation of charter schools as described in part C of
title X; and"; and
(2) in section 6301(b) (20 U.S.C. 7351(b))-
(A) in paragraph (7), by striking "and"
after the
semicolon;
(B) by redesignating paragraph (B) as paragraph (9);
and
(C) by inserting after paragraph (7), the following:
"(B) planning, designing, and initial implementation of
charter schools as described in part C of title X; and' i .
SEC. 3. CHARTER SCHOOLS.
(a) Purpose.--Section 10301(b) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. B061(b)) 'is amended-
(1) in paragraph (1)-/
(A) by inserting "planning, program"
before
"design"; and
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,
(8) by striking "and"
after the semicolon;
(2), in paragraph (2), by striking the periodand inserting
and' '; arid
(3) by adding at the end the following:
"(3). expanding the number of high-quality charter schools
available to students across the Nation. ' , .
(bl. Criteria for Priority Treatment.--Section 10302 of such Act of
1965 (20 U.S.C. 8062) is amended-
[[Page 112 STAT. 2683)1
(1) in subsection (c) (2)-
(A) in subparagraph (Ar, by striking "and"
after
the semicolon;
(8) in subparagraph (8), by striking the period and
inserting
; and' '; and
,(C) by adding at the end the following:
"(C) not more than 2 years to carry out
dissemination activities described in section 10304(f
)(6)(8).";
(2) by amending subsection (d) to read as follows:
"(d)
Limi~ation.--A
charter school may not receive-
"(1) more than one grant for activities described in
subparagraphs (A) and (8) of subsection (c) (2); or
"(2) more than one grant for activities under subparagraph
(C) of subsection (c)(2).";.and
(3) by adding at the end the following:
"(e) Priority Treatment.-
"(1) In general.-
"(A) Fiscal years 1999, 2000, and 2001.--In
awarding grants under this part for any of the fiscal
years 1999, 2000, and 2001 from funds appropriated under
section 10311 that are in excess of $51,000,000 for the
fiscal year, the Secretary shall give priority to States
to the extent that the States meet the criteria
described in paragraph (2) and one or more of the
criteria described in subparagraph (A), (8), or (C) of
paragraph (3),
"(8) Succeeding fiscal years.--In awarding grants
under this part for fiscal year 2002 or any succeeding
fiscal year from any funds appropriated under section
10311, the Secretary shall give priority to States to
the extent that the States meet the criteria described
in paragraph (2) and one or more of the criteria
described in subparagraph (A), (8), or (C) of paragraph
(3) .
"(2)' Review and evaluation priority criteria.--The criteria
referred to in paragraph (1) is that the State provides for'
periodic review. and evaluation by the authorized public
chartering agency of each charter school, .. at least once every 5
~ears unless required more frequently by State law, to determine
whether the charter school is meeting the terms of the school's
charter, and is meeting or exceeding the academic performance
~equirements and goals for charter schools as set forth. under
State law or the school's charter.
.
." (3) Priority criteria.--The criteria referred to in
paragraph (1) are the foll.owing:
"(A) The State has demonstr~ted progress, in
increasing the number of high quality charter schools
that are held·accountable in the terms of the schools'
charters for meeting clear and measurable objectives for
the educational progress of the students attending the
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schools, in the period prior to the period for which a
State educational agency or eligible applicant applies
for a
under
part .
.. (8) ~he State-
"(i) provides for one authorize~public
agency that is not.a local educational
a State chartering board, for each
seeking t6 o~erate a charter
such State law; or
[[Page 112 STAT. 2684]]
.. (ii) in the case of a State in which local
ional agencies are tne only authorized
public chartering agencies, allows for an appeals
process for the denial of an application for a
charter school .
.. (C) The State ensures that each charter school has
a high degree of autonomy over the charter school's
budgets and expenditures .
. . (f ) Amount Criteria. --In determining the amount of a grant ·to be
awarded under this part to a State educational agency, the Secretary
shall take into consideration the number of charter schools that are
operating, or are approved to open, in the State.".
(c) Applications.--Section 10303 of such Act (20 U.S.C. 8063) is
amended-
(1) in subsection (b)-
(A) in
(1),. by {nserting "and"
after the
semicolon;
(8) by redesignating paragraph (2) as paragraph (3);
IC) by inserting after
(1) the following:
., (2) describe how the State educational agency-
,. (A) will inform each charter schdol in the State
regarding-
.. (i) Federal funds that the charter school is
eligible to receive; and
., (ii) Federal programs in which the charter
school may participate;
.. (8) will ensure that each charter school in the
State receives the charter school's commensurate share
of Federal educatio.n funds that are allocated by formula
each year, including during the first year of
of the charter school; and
" (C) will disseminate best or promising practices
of charter schools to each local educational agency in
the State; and' '; and
(D) in paragraph (3) (as redesignated by
subparagraph (8))-
(i) in subparagraph (E), insert . 'planning,
program" before :' design' , ;
(ii) in subparagraph (K), by striking "and"
after the semicolon;
(iii) by redesignating subparagraph (1) as
subparagraph IN); and
liv) by inserting after subparagraph (K) the
following:
.. (1) a description of how a charter school that is
considered a local educational agency under State law,
or a local edu~ational agency in which a charter school
is located, will comply with sections 613(a) (5) and
613(e) (1) (8) of the Individuals with Disabilities
Education Act;
,. (M) if the eligible applicant desires to use
subgrant funds for dissemination activities under
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�Charter School Expansion Act of 1998
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section 10302 (c) (2) (C), a description of those
activities and how those activities will involve charter
schools and other public schools, local educational
/ and potential developers: and' ':
and
(2) in subsection (c) / by striking" 10302 (e) (1) or"; and
(3) in subsection (d) (1)-
[[Page 112 STAT. 2685]]
(A) by striking "subparagraphs (A) through (L)"
"subparagraphs (A) through (N)' '; and
and insert
(S) by striking "subparagraphs (I) / (J), and (K) I,
"subparagraphs (JI/ (K), and (N)' I .
and insert
(d) Administration.--Section 10304 of such Act (20 U.S.C. 8064) is
amended-
(1) in subsection (a)
(A) in
(4), by striking "and' I after the
semicolon;
(S) in
(5), by striking the period and
inserting a semicolon; and
(C) by adding at the
the following:
"(6) the number of high
charter schools created
under this part in the State; and
"(7) in the case of State educational agencies that propose
to use grant funds to support dissemination activities'under
section 10302 (c) (2) (C), the quality of those activities and the
likelihood that those activities will improve student
achievement. I ' ;
.(2) in subsection (b)-
(A) in paragraph (5), by striking "and' I after the
semicolon;
(S) in paragraph (6)~ by stri
the period and
inserting " ; and' '; and
(C) by adding at
following:
"(7) in the case of an el
icant that proposes to
use .grant funds to support dissemination
ivities under
section 10302(c) (2) (C), the quality of those activities and the
likelihood that those activities will improve student
achievement. I , ;
(3) in subsection (f )-
(A) in paragraph (1), by
before the period
the following: "~I except that the State educational
agency may reserve not more than 10 percent of the grant
funds to support dissemination activities described in
paragraph (6)' ';
(S) in paragraph (2)/ by
"~I or to
disseminate information about the charter school and
successful practices in the charter school, " after
"charter school";
(C) in paragraph (5), by striking "20
" and
inserting "10 percent' '; and
(D) by adding at the end the following:
"(6) Dissemination.-
"(A) In general.--A charter school may apply for
funds under this
/ whether or not the charter school
has applied for or received funds under this part for
planning, program design, or
, to carry
out ·the activities described in subparagraph (S) if the
charter school has been in operation for at least 3
consecutive years and has demonstrated overall success,
including--
..
"(i) substantial progress in improving
student achievement;
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..
"iii} high levels of parent satisfaction; and
.. (iii) the management and leadership
necessary to overcome initial start-up problems
and establish a thriving, 'financially viable
charter school .
.. (B) Activities.--A charter school described in
subparagraph (AI may use fuhds reser~ed under paragraph
[[Page 112 STAT. 2686]]
(I) to assist other schools in
the charter
school's program (or certain
s
the charter
school's program), or to disseminate information about
the charter school, through such activities as-
., (i) assisting other individuals with the
'planning, and start-up of one or, more new public
schools, including charter schools, that are
independent of the
charter school and
the assisting charter school's developers, and
, that agree to be held to at least as high a level
of accountability as the
charter school;
.. (ii) developing
with other
,public schools, including charter schools,
designed to improve student
in each of
the schools participating in the partnership;
"(iii) developing
materials,
assessments, and other materials that promote
increased student achievement and are based on
successful practices within the assisting charter
school; and
'
.. (iv) conducting evaluations and developing
materials that document the successful practices
of the assisting charter school and that are
designed to improve student performance in other
schools.' '.
(f ) N~tional Activities.--Section 10305 of such Aci
8065) is amended to read as follows:
(20 U.S.C.
·'SEC. 10305. NATIONAL ACTIVITIES .
. ' (a) In General.--The Secretary shall reserve for each fiscal year
greater of 5 percent or $5,000,000 of the amount
to
carry out this part, except that in no fiscal year shall the total
amount so reserved exceed $8,000, DOD" to carry out the following
activities:
.. (1) To p~ovide charter schools, either direct
or through
State educational agencies, with-
.. (A) information regarding-
.. (i) Federal funds that charter schools are
eligible to receive; and
.. (ii) other Federal programs in which charter
schools may participate; and
.. (B) assistance in applying for Federal education
funds that are allocated by formula, including
assistance with filing deadlines and submission of
applications .
.. (2) To provide for the completion of the 4-year national
study (which began in 1995) of charter schools .
.. (3) To provide' for other evaluations Qr studies that
include the evaluation of the impact of charter schools on
student achievement, including information regarding-
.' (A) students attending charter schools
on
the basis of race, age, disability, gender, limited
English proficiency, and previous enrollment in public
8/26/99 4:39 PM
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�Charter School Expansion Act of 1998
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school; and
"(B) the
qualifications of teachers
within a charter school and the turnover of the teachin~
force.
"(4) To provide-
"(A) information to
for assistance under
this part;
[[Page 112 STAT. 2687]]
"(B) assistance
for assistance under
this part with the
applications under
section 10303;'
"(C) assistance in the planning and
of
charter schools;
"(Of
and technical assistance to existing
charter schools; and
.. (E) for the dissemination to other,public schools
of best or promising
in charter schools.
"(5) To provide (including through the use of one or more
contracts that use a competitive bidding
s) for the
collection of information regarding the financial resources
available to charter schools, including access to
e
capital, and to widely disseminate to charter schools any such
relevant information and model descriptions of successful
programs .
.. (b) Construction.--Nothing in this section shall be construed to
require charter schools to collect any data described in subsection
(a) . ' '.
(g) Commensurate Treatment; Records Transfer;
k Reduction.-
Part C of title X of such Act (20 U.S.C. 8061 et seq.) is amended-
(1) by redesignating «NOTE: 20 USC.8066,. 8067.» sections
10306 and 10307 as sections 10310 and 10311, re
; and
(2) by inserting after section 10305 the following:
"SEC. 10306. «NOTE: 20 USC 8065a.» FEDERAL FORMULA ALLOCATION DURING
FIRST YEAR AND FOR SUCCESSIVE ENROLLMENT EXPANSIONS .
.. (a) «NOTE: Deadline.» In General~--For purposes of the
allocation to schools by the States or their agencies of funds under
A of title I, and any other Federal funds which the
allocates to States on a formula basis, the Secretary and each State
educational agency shall take such measures not later than 6 months
after the date of the enactment of the Charter School Expansion Act of
1998 as are necessary to ensure that every charter school receives the
Federal funding for which the charter school is
not
than
5 months after the charter school first opens, notwithstanding
fact
that the identity and characteristics of the students enrolling in that
charter school are not fully and completely determined until that
charter school actually opens. The measures similarly shall ensure that
every charter school expanding its enrollment in any subsequent year of
ion receives the Federal funding fdr which the charter school is
not later than 5 months after such expansion .
. ' (b) Adjustment and Late Openings.-
.. (1) In general.-~The measures described in subsection (al
shall include provision for appropriate adjustments, through
recovery of funds or reduction of payments for the succeeding
year, in cases where payments made to a charter school on the
basis of estimated or projected enrollment data exceed the
amounts that the school is eligible to receive on the basis of
actual or final enrollment data.
,. (2) Rule.--For charter schools that f'irst open after
November 1 of any academic year, the State, in accordance with
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<
guidance provided by the Secretary and
cable F~deral
statutes and r'egulations, shall ensure that such charter schools'
that are eligible for the funds described in s~bsection (a) for
[[
112
STAT~
2688JJ
such academic year have a full and fair opportunity to receive
those funds during the charter schools' first year of operation.
"SEC. 10307. ,SOLICITATION «NOTE: 20 USC 8065b.»
SCHOOL OPERATORS.
OF INPUT FROM CHARTER
"To the extent practicable, the
shall ensure that
administrators, teachers, and other individuals directly involved in the
ion ,of charter schools are consulted in the development of any
rules or regulations required to implement this
, as well as in the
development of any rules or regulations relevant to charter schools that
to implement part A of title I, the Individuals with
Education Act (20 U.S.C. 1400 et
.), or
other
by the Secretary that provides
funds to
schools 6r regulates the activities of charter schools.
'·SEC. 10308. RECORDS TRANSFER. «NOTE: 20 USC'B065c.»
"State educational agencies and local educational agencies, to the
extent
icable, shall ensure that a student's records and, if
cable, a student's individualized education program as defined in
section 602(11) of the Individuals with Disabilities Education Act (20
U.S.C. 1401(11)), are transferred to a charter school upon the transfer
of th~ sbudent to the charter schooi, and to another
c school upon
the transfer of the student from a charter school to another public
school, in accordance with applicable State law .
. 10309. PAPERWORK REDUCTION. «NOTE: 20 USC B065d.»
"To the extent practicable, the Secretary and each
public
agen'cy shall ensure that
results in a minimum of paperwork for any eligible
or charter
school.".
(h) Part C ,Definitions.--Section 10310(1) of such Act (as
by subsection (e) (1)) (20 U.S.C. B066(1)) is amended-
(1) in subparagraph (A), by striking
an
statute"
"a specific State statute authorizing the
of charters to schools' ';
(2) in subparagraph (H), by inserting "is a school to which
choose to send their children, and that"
before
'admits";
(3) in subparagraph (J), by striking "and"
after the
semicolon;
(4) in subparagraph (K), by striking the period and
" ; and' '; and
(5) by adding at the end the following:
,
., (Ll has a written performance contract with the
authorized public chartering agency in the State that
includes a description of how student performance will
be measured in charter schools pursuant to State
assessments that are required of other schools and
pursuatit to any ot~er assessments mutually
the authorized public chartering agency and the
school. ' , .
(i) Authorization of Appropriations.--Section 10311 of such Act (as
redesignated by subsection (e) (1)) (20 U.S.C. 8067) i's amended by
striking "$15;000,000 for fiscal year 1995" and inserting
"$100,000,000 for fiscal year 1999".
7 of8
8/26/994:39 PM
�Charter School Expansion Act of 1998
http://www.uscharterschools.org/res_dir/res_primary/cs_exp98.htm
( j) Title XIV Definitions.
8801) is amended-
14101 of such Act
(20 U.S.C.
[[Page 112 STAT. 2689]]
(1) in paragraph (14), by inserting " , including a public
elementary charter school, " after "residential school' '; and
(2) in paragraph (25), by inserting ", including a public
secondary charter school,"
after "residential school".
(k) Conforming Amendment.--The matter preceding paragraph (1) of
section 10304(e) of such ·Act (20 U.S.C. 8064(e)) is amended by striking
"10306(1)"
and inserting "10310(1)".
Approved October 22, 1998.
LEGISLATIVE HISTORY--H.R. 2616 (S. 1380):
HOUSE REPORTS: No. 105-321 (Corom. on Education and the Workforce).
SENATE REPORTS: No., 105-301 accompanying S. 1380 (Corom. on Labor and
Human Resources).
CONGRESSIONAL RECORD:
Vol. 143 (1997): Nov. 4, 7, considered and passed House.
Vol. 144 (1998): Oct. 8, considered and passed Senate, amended.
Oct. 9, 10, House concurred in Senate amendment.
WEEKLY COMPILATION OF PRESIDENTIAL DOCUMENTS, Vol. 34 (1998):
Oct. 22, Presidential statement.
8of8
8/26/994:39 PM
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�AUG-25-1999
•
14:58
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Policy Brief
August 1999
Charter Schools··
Policy Success Story Begins to Emerge
Bryan Hassel
•
In 1990, the Progressive Policy Institute (pPI) published Ted Kolderie's Beyond Choice to
New Public Schools: Withdrawing the Exclusive Franchise in Public Education, a blueprint for
what we now call "charter schools...1 Kolderie mapped out a new. approach to education
reform in which state policymakers would invite groups of dtizens to start new public
schools, give those schools freedom from onerous laws and regulations, require them to
attract families to survive, and hold them strictly accountable for results. In addition to
serving their own students, these maltet schools would spur a competitive response from
traditional school districts, improving education for all students.
In the intervening years, charter school1aws have swept the nation, and charter
schools are now operating in over half the states; Political leaders from both parties
including President Clinton and U.S. Secretary of Education Richard Riley-have backed
the concept enthusiastically. What results have these ten years produced? Are charter
schools living up to the bold viSion articulated by Kolderie? nus brief assesses what we
know about charter school programs today. Itsummarizes key research on charter schools,
explores the benchmarks of success we ought to be charting, and looks at how well
individual schools and the charter strategy are living up to these benchmarks..
Fig 1: States with Charter Scll100l Laws, June 1999
~
states with charter school laws
• States without charter school laws
HIM: C:Mrtrnffofts_~m W~gtcm.
M thm>1s /lilt II /IauJ
•
�AUG-25-1999
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What the Research Says
•
Research on charter school programs has proliferated nearly as quickly as charter schools
themselves. In addition to a :wide-ranging national study sponsored by the Department
ofEducation, numerous independent analyses havebeenconducted, including evaluations
of state and district programs and examinations of central charter school issues, like'
accountability and the impact of charter schools on school districts: Though there is still
a great deal to learn, findings have cOme, to the fore in six key areas:
..
RRpid growth. Owi:er school programs have become the norm rather' than the
exception, with laws on the books in36 states and the District ofColumbia. lnApnl '
1999,1,205 charter schools were operating in 27 states, educating more than 300,000
students.2 Charter schools are operating in urban and rural districts, are serving a
variety of student populations, and are often quite diff~ent from one another and
'
existing district schools.3
Fig. 2: Spread of Charter School
Legislation, 1991-1999
,40T-----~---------------~
•
~ ~+-----------------~
ai
US'
"0 20
0.
m
+-------.......
..Q
E
~10+-----
•
Wide variation. in laws. Though most states now have something called a "charter
. school law," these' laws are as different as night and day. Some come very dose to
the ideal Kolderie set forthinhis 1990 PPlmonograph;others represent little change
from the status quo. For example, 15 of the first 35 charter laws allow local school
boards to veto applications. Fifteen make charter schools part of their local school
districts, denying them legal independence. Only 17 of the laws permit full per
pupil operating funding to follow the child from a district to a charter school; fewer
than five allow capital fund.irig to foliow the child. And many laws restrict the
number of charter schools that can open, the types of people and organizations that
can propose charter schools, or both.4
..
Diverse appeal. Contrary to fears, charter schools are not serving an exclusively
elite or white student population. Some 52 percent of charter school students in
2
�AUG-25-1999
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Fig. 3: Diversity In Charter and
Regular Public Schools. 1997...1998
••
70%'~--------------~~--------------~
60%- - 50%
40%
,..
•
•
..
w
..
..
_
..
..
..
..
..
...
..
•
..
..
..
. . . . ,,_
..
..
,.
..
•
..
..
..
..
..
-_ .. - ............... _ .............. - ........... -
~O%-
20%
10%
0%
SI1'/.I1'CS: "The NIltiimal 0u:rtI!T SchoolS stIlily, 'l7Ie State of Charter Sdu:mls
Third· YeItT Repcrrt,"MIry 1999, 1D'iJ!t».f!Il.gt1f1/pubs1t:1ulrlt:T3rdyellrl
.
.
1997-98 were white, compared to 56 ~t in aJl public schools in their states.
These comparisons vary, however, from school to school, with many schools
serving relatively high percentages of stud~tS ofcolor. AQout 37 percent of charter
students were eligible for a free or reduced-price lunch, versus 38 percent of all
public school students. Though many charter schools exist to serve students with
disabilities, the overall percentage of exceptional children in charter schools was
somewhat below that of all public schools (8 percent vs. 11 percent).s
•
..
Stll:rt·up challenges. Most charter schOols are, smaller than regular public schools,
and some seven in ten started from scratch. Many studies have documented the
daunting start-up challenges.facedbythesefledgling schools, including; inadequate
facilities, inadequate per-pupil funding, inadequate planning time, local or state
political opposition, difficulty establishing the administrative systems required by
left--over public school laws that apply to charter schools, and turnover and turmoil,
among boards and staffs;' Charter schools have responded to these challenges with
creativity and resolve,butthe obstacles to starting a charter school remain daunting.
..
Emergent impacts. Though the impact of charter schools will be years in the making,
experience to date allows some conclusions about how charter schools are working.
Information has begun to emerge about three topics:
- Parent satisfaction. Parent surveys have found high levels ofsupport among
•
charter school parents. In one national survey, for example, 65 percent of
parents rated their children's charter schools better than their former public
schools; less than 6 percent rated them worse.' Fully seven in ten charter
schools report a waiting list.8
'
3
'
�AUG-25-1999
•
14:59
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Fig. 4: How Parents Compare
Charter and Regular Public, Schools
The Same (28.00e
Worse (5.00%)
Better (67.00%)
/
•
,Source: Cregg v~ B1'UPID v. Mtmnc, Otester E. Finn /1", lind Lawznn A.. Berlin, ·Ourrter Schools
as Seim by Studenls, TMmm mr4 Pll1ertts,· in PiIIll E. Peterson and Brytrn Cassel, e4s" Learning from
School Choice (Wuhingfon: Brookings, 1998), p. 189.
-Innova:ti1JeapproaChes. Charter schools are pioneering unique approaches to
educating students an~. managing schools. One of the most striking
differences between charter schools and conventional public schools is their
size: the typical charter school in 1997-98 enrolled 132 students, compared to
486 in a typical public schoo1.9
- Academic achieTJement. Data on student achievement in charter schools is
still limited, and well-structured comparisons with district schools are rare, .
Though state evaluations of charter schools are beginning to include
achievement data and the national study will as well, most information has
been anecdotali describing particular schools' achievements. Some of this
information is previewed below. tO
- Impact on school districts and theirresponses. The most comprehensive'study
on this question found that while many districts have not felt a large impact
from charter schools or responded to their presence with new educational
initiatives, a large minority (one-quarter) have "responded energetically to
the adventof charters and significantly altered their educational programs." 11
•
Accountability R, 'Work-in-progress. In theory, when charter schools fail to attract
students, to meet their academic goalsl or to live up to the terms of their charter,
4
�AUG-25-1999
15:00
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they can be shut down. How well is charter school accountability functi~ning in
practice? At one level, accountability systems appear to beworking. The Center for
Education Reform reports that charter-granting agencies have revoked p~ refused
to renew 27 charters for reasons including inadequate educational programs,
mismanagement, inadequate enrollment, and facility problems.12 The willingness
of authorizers to shut down schools indicates that charter schools' autonomy has
been coupled with substantial scrutiny. According to one national study of charter"
school accountability, charter schools are also quite accountable to families, their
"customers," who have proven willing to "Withdraw students when dissatisfied.13
Critics and supporters of charter schools alike, however, have also suggested that
charter school accountability systems need to be strengthened, particularly with
regard to accountability for academic results.If Though some charter-granting
agencies have developed exemplary systems, charter schools in other places are
operating without a dear understanding of the goals they will have to achieve in
order to gain renewal.
•
Benchmarks of Success
As more information about charter schools flows in,. how willpolicymakers know whether '
charter school policies are working? As Ted Kolderie and others have suggested, the
question has' two dimensions. first, are indi'Didual c1uzrter schools working as schools? .
Second, is the charter school strategy working as an instrument of education reform?15
.The table belm-.: sets out benchmarks for assessing charter school policies on both
dimensions. The left-hand column lists five types ofbenchmarks that are important. What
contnbutions are charter schools making to student learning? Are families and students
satisfied customers?
charter schools viable as organizations? Are charter schools truly
public schools? And finally, are charter schools haviltg a,positive impact on the educational
system? The first four of these categories imply benchmarks at the level of both individual
schools.and the charter strategy asa whole- examples of these benclunarks are listed in
the next two colUlIUlS. The fifth area-impact on the broader ~ystem-only' implies
benchmarks for the charter strategy; we do not expect any particular charter school to have
an identifiable impact on other public schools.
•
Are·
Benchmarks' of Success
Stwlent Leamini
Customer Sllus.factiDn
OrganizAtitrntll
Incl:lvidual Schools
-Demonstrate progress toward goals
Villbility
·Attract suffident enrollment
-Create viable systems of management
and governance
Public-ness
~Are
truly open to all students
-Comply with applicable laws and
.
(not applicable)
re~ations
•
Impact on £ducatiDnlll
System
The Charter Strategy
-Overall progress toward steals is suffident
-Overall demand for charter schools is high
,.Schools receive fair share of resources
-sChOOlS face minimal regulatory burdens
-Su.pport systems exist for schools
-Diverse mix of students attend charter schools
-Oear accountability systems exist for charter
schools
·SignJficant number of smools form
-Schools have a substantial impact on districts
-Public smoot sector responds with improved
educational/stovemanc:e svstems
�AUG-25-1999
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Individual Schools Meeting the Benchmarks
•
Many charter schools are meeting t:he benchmarks set forth in the table. The schools
described briefly below have all attracted large numbers ofinterested families, established
workable management and governance arrangements, and lived up to their obligations
W'\der the law. The information below, drawn directly from two recent studies of,
exemplary charter schools, focuses on two of the most inlportant benchmarks: the le.aming
their students have achieved and their openness to a diverse mix of students.to
II> .
Bowling Green Elementary School (S4Cr4mento, CA.). As a district public school,
Bowling Green ranked third from the bottom among schools in SaCramento. Since
converting to charter status in 1993, the school has risen to the top half of the
district' 5 elementary schools on the Iowa TestS of Basic Skills. Gains on local tests
have outpaced all other schools in the district. More than eight in ten students are
children of color, and four in ten are m:ruted in their English proficiency.
.
City Academy (St. PIIIII, MN). Targeting high school dropouts, City Academy was
the nation's first charter schooL In its first three years, 90 percent of its graduates
qualified for postsecondary education, and all of the school's 1995 graduates were
accepted'into college. During 1996-97, students on average made at least three years
academic gain in reading and math.
.
.
.
,
II'
•
II'
City on a Hill Ch4rter School (Boston, MA). "When the school opened, less than four
in ten of its students could· do math on grade level; after one year almost six in ten
could. Over baH were mpre than two years behind grade level in reading; a year
later, less than four in:ten trailed the norm by that much. Over 70 percent of this
school's highschool students are children of color, and nearly half are eligible for
free or redu~d"price lunch.
.
..
Pueblo School for the Arts and Sciences (Pueblo, CO). PSAS'5 high school students
participate in the ACT Portfolio program, in which their work is rated by national
scorers.. More than nine in ten students with two years of data have made "highly
significantimprovement" insdent:e; nearlysix in tenhave made "highly significant"
or "significant improvement" in language arts. Half of PSAS's 1<-12 students are
children of color, and, nearly as many are eligible for free or reduced-price IW'\ch.
SABIS IntematitmaZ' ChaTter School (Springfield,MA). One of the lowest
performing public schools in Springfield, six in ten of this school's students scored
below level when the School converted to charter status. Owing the 1996-97 school
year, students averaged a gain of 1.64 years on the Iowa Tests o£BasicSkills, and six
in ten students were above grade level. Six in ten students are children of color, and
more than half are eligible for free and reduced-price lunch.
.
,
•
Vaughn Next Century Le4rning Center (Los Angeles, CA). Serving a population in
which more than nine in ten sfudents are Hispanic and most are. limited in their
6
�AUG-25-1999
•
•
15:01
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English proficiency, Vaughn'increased its language arts scores from the ~~ to the
391h percentile and its math scores from the 141h to the 5~ percentile in its first two
years ofoperation. The number of students proficient enoughto receive ~truction
in English tripled over five years. In 1997, the U .S.DepartmentofEducationnamed
the school one of the, 34 Blue Ribbon Schools nationwide.
Wesley Elementary ChllrlerSchool (HoustO'll1 TXJ. Nearly all of Wesley's students
are children of color, and more than 80 percent qualify for a free lunch. In 1998,
more than 90 percent of the school's students passed state tests in reading, writing,
anti math.
Is the Charter Strategy Working?
The benchmarks ror the· charter strategy fall into three' categories. First, on a few
benchmarks, the charter strategy is clearly a success. Demand for charter schools is high,
evidenced by their proliferation. across the coUntry, families' willingness to enroll some
300,000 children, and waiting lists at seven in ten charter schools. 'Though diversity varies
from school to school, charter schools are attracting a diverse m:i% of students. There is no
evidence that charter ~chools are serving a disproportionate share of white or upper
income students. And support systems are beginning to emerge for Charter schools, ranging
from nonprofit "charter school resource centers'· and associations to for-profit service~
providers.
, '
'
Second, on several benchmarks, action is needed by state and federal policymakers
to fulfill the full promise of charter schools. In particular:
•
..
•
•
Charter school finance policies in many states do not provide charter schools with
a full share of school resources, particularly with regard to capital funds. Charter
schools often receive no funding for lease or mortgage costs-they are forced to dig
into classroom dollars to make these payments. And state laws often lnake it
difficult for charter schools to tap tax-exempt debt markets.
-,
'
Many regulatory systems, in both state and federal domains, are ill-suited to
autonomous public schools. Charter schools, mostwith enrollments below 200, are
often unable to fulfill economic reporting and.procedural requirements that were
designed with large multi-school districts in mind.
States too often re-impose cdn.straints on charter schools. A bill under consideration
in California that would subject charter schools to local collective bargaining
agreements is a recent high-profile example, butmanyother restrictions are already
on the books.
.
:
Accountability systems need to be clarified in most charter states. What goals must
charter schools achieve in order to obtain renewal? How will progress be
measured? What steps will be taken when performance lags? A set of national
standards,and benchmarks in reading and math would make it easier for charter
7
�AUG-25-1999
15:02
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granting agencies to design these systems while leaving schools wide flexif:Jility to
pursue innovative approaches across the curriculum.
.
•
Many state charter laws make it so difficult to start a charter school (through caps
. on numbers or veto power gran~ed to local boards) that it is difficult to envision
charter schools having the hDped10r impact in those states.
Finally, on two of the most aitical benchmarks--OVe1'aU progress toward goals for
student leaming and positive system responses-we continue to await evidence. It is
important to realize at this early stage that the evidence that does come III on these points
will be mixed. As the examples above indicate, some charter schools will do quite well
. relative to comparable schools and their own goals; but others will not. Some districts will
.respond with construct:ive improvement; others will not.
Policymakers will need to strive to make sense of a complicated picture, sorting
through individual anecdotes to arrive at broad policy judgments. Neither the .
extraordinary success of a small number of celebrated schools nor the spectacular failure
of a small number of vilified schools should color this judgment too much. Instead,
policymakers should keep the focus on the bigger picture-whether the charter school
strategy is working as a means to improve education.
j
•
•
Brylln C. B4ssel is dfr,ector ofPublic 1"''P4ct, an edllC4tion. 4nd 'Policy consulting firm. based in
Chllrlotte, NC. He is co--editor (with PIlIlI E. Peterson) of Leaming from School Choice
(Brookings, 1998) and lIuthor o/The Charter School Challenge: Avoiding the Pitfalls, Fulfilling
the Promise (Brookings, 1999).
For forther in/omuztion Ilbollt PPI publi.c4tions, 'PlellSe e4ll the public4tions depllrlm.ent at 202
544-61'72, write: Progressive Policy Institute, 518 C Street, NE, WllShington, DC 20002, or visit
PPI's site on. the WorldWide Web lit: http://'WWW.4Icppiorg/:.
8
�AUG-25-1999
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..
"
Endnotes
•
/
. I. Ted Kolderie,Beyond ChDiceto·NewPliblit Schools: Withdmwingt~&c1IlSi'tJeFnmchiseinPu~lu: EduCiltion
(Washington, DC: Progressive PoUey Institute, 1990).
.
.
2. Center for Education Reform, "Charter School Highlights and Statistics," updated April 1999. Web:
ttt!;p: II edreform.com/ppbsld'I~Jance.htm.
3. RPP International, A NationJZI. StudyofClulrler Schools: Seamd Year Report (Washington.: US
Department of Education, 1998), Web: hJ;tp:llwww.ed.govLpub.s/charter98;GreggVanourek, Bruno V.
Manno, Cltester E. Finn, Jr., and Louann A. Bierlein, "The Educational Impact of Charter Schools," Part
IV of Clulrter Schools in Action: FituzlReport (Wash4'lgton: Hudson Institute, 1997), Web:
http:/{www.edexcellence.netLsbart/clwttoc.htm; Bruno V. Manno, Chester E. Finn, Jr., Gregg
Vanourek, and Louann A. Bierlein, "How Charter Schools Are Different: LesSons and Implications," Part
VI of CIuITter Schools in Action: Finill Report.
' ,
/
/
t. Bryan C. Hassel, The Ch.aTter SduJol Challenge: A'DOiding the Pitfalls, Flllftlling the Promise
(Washington: Brookings, forthcoming in 1999), Chapter 7.
.
s. RPP IntemationaJ, The State of Clulrler Schools: Third YmRepori, pp. 30-37, Web:
bU,p: I tW'ww.ed.tpvIpubs/charter3rQyw. Overall public school data from the 1996-97 school year.
" For example, see Chester E. Finn, Jr., Bruno V. Manno, Louann A. Bierlein, and Gregg Vanourek,
"The Birth-Pains and Life-Cycles of Charter Schools," Part nof Clwrter Schools in Action: Final Report; RPP
.International, A National Study of C1uzrter Schools; RPP International, The State Of Chltrter Schools; Charter .
Friends National Network, Payingfor the Clulrler Schoolhouse: Policy Strategiesfor Charter School FtzdIity
Financing (St. Paul, MN: The Network, 1999), Web: http://www.charterfriends.orglfadlities.htmIi
Seymour B. Sarason, Charter Schools: AnDther Fltlwed EdurAtional Rlform?{New York: Teachers College
Press, 1998).
.
" Gregg Vanourek, Bruno V. Manno, CllesterE. Finn, Jr., and Louann A. Bierlein, "Charter Schools as
Seen by Students; Teachers, and Parents," in Paul E. Peterson and Bryan C. Hassel, eds., Le.arningfrom
School Choice (Washington: Brookings, 1998).
B. RPP International, The State ofChIlrter Schools, p. 1.
.
9. RPP International, The State ofCharter Schools, pp. 2()"21.
.
10. For example, Stella Ot@ung, Mary Ellen S. Murphy, and Joe Nathap, Making a Difference? Cluzrter
Schools, P:oaluationand Student Perjamuma (Minneapolis, MN; Center for School Change, 1998)i Paula
Morgado and David May, "Achievement," Part I of ChArter Schools: A Progress Reporl(Washington: Center
for Education Reform, 1999), Web: http://edreform.comlpybs/dlachiey.htm.
. ..
11. Eric Roles, Haw Are SduJol Districts Responding to ChIlrter Lilws and Charter Schools? A Study of Eight
States and the District of Columbia (Berkeley, Ck Policy Analysis for California Education, 1998), pp. 11
12. See also Robert Maranto, Scott Milliman, Frederick Hess, and April Gresham. "Arizona Charter
Schools and District Schools," in Maranto, Milliman, Hess and Gresham, eels. The Frontiers afPublic
E.durAtion: Lessons From Arizona Charter Schools (Boulder, CO: Westview, forthCOming in 1999).
12. David DeSchryver, "The Oosures," Part n of Charter Schools: A Progress Report, Web:
http://edreform.com/vubsICharterClosures99.htm. . .
.
13. Paul T. Hill, Lawrence C. Pierce, and Robin Lake, "How Are Public Charter Schools Held
Accountable?" Working Paper, University of Washington, 1998.
. .
14. Amy Stuart Well' and colleagues, Beyond the R.hetoric ofCharter School Rtjar1tc A Study ofTen
Odifornia School Distrit:ts (Los Angeles: UCLA Charter School Study, 1998), pp. 19-24, Web:
http;//www.gseis.ucla.eduLdocs/charter,pdf; Bruno V. Manno,.Chester E. Fmn, Jr., Loua"mA. Bierlein,
and Gregg Vanourek, "Charter School Accountability: Problems and Prospects," Part IV of Charter Schools
•
inAction.
.
•
15. Ted Kolderie, "What DOes It Mean to Ask, 'Is "Owter Schools" Working?'" Working paper, ..
Charter Friends National Network, 1998. Web; htt.p:llwww.charterfrlends.~LworJdng.htmI.
19. Cheung, Murphy, and Nathan, Making a Difference? I PP' 15-19; Morgado and May, "Achievement,"
9
TOTAL P.10
�The State of Charter Schools Th ird-Year Report -
Executive Summary
http://www.ed.gov/pubs/charter3rdyear/execsum.htm I
The State ofCharter Schools Third-Year Report ~ May 1999
Executive Summary
What sets charter schools apart from other public schools is their charter - a contract with a state or
local agency that provides the school with public funds for a specified time. This contract frees charter
schools from a number of regulations that otherwise apply to public schools. In exchange, the charter
schools are accountable for improving student performance and achieving goals set olit in the charter.
Th~s Third-Year Report of the National Study of Charter Schools provides descriptive information on
charter schools that were operating in the 1997-98 school year. Subsequent reports of the National Study
will address broad policy issues concerning the charter school movement and its potential effects on
America's system of public education.
.
Growth Trends: The charter movement continued to expand in 1998
• An additional 361 charter schools opened in 1998, bringing the total to 1,050 charter schools in
operation in 27 states plus the District of Columbia. Including multiple branches of a school
operating under the same charter, the total number of charter sc:hool sites operating was 1,129 as
of September 1998.
c>
II
The demand for charter schools remains high -
7 of 10 report that they have a waiting list.
Thirteen charter schools closed in 1997-98. In total, 32 charter schools - which is about three
percent of all charter schools - have closed since the first charter school opened in 1992.
• The number of students in charter schools increased in 1997-98 by about 50,000, bringing the total.
to about 160,000 students. This total represents only 0:6 percent of all public school students in
the 23 charter states plus the District of Columbia that had open charter schools as of June, 1998.
• During the 1998 legislative session, four new states -' Idaho, Missouri, Virginia, and Utah
passed charter legislation, bringing the total to 33 states and the. District of ColumbiaL Several
charter states amended'their laws - two increased the number of charters that can be granted; two
expanded the number of agencies allowed to grant charters; one that previously only allowed
pre-existing public schools authorized newly created charter schools; two authorized funds for
capital improvement needs of charter schools; and one state increased the length of the charter
term.
Characteristics of Charter Schools: Most charter schools are newly created, small schools. The
charter schools that opened during 1997-98 were more likely to be newly-created, small schools
than charter schools opening in prior years.
'
• Even more so than in the past, recently opened charter scpools are small. Currently, the median
emollment of all charter schools is about 132 students per school, whereas all public schools in the
charter states have a median of about 486 students. The median size reported in the Second -Year
Report was about 149 students per charter school. '
• Many charter schools have atypical grade configurations. For 1997-98, one 'of four charter schools
spanned K-12, K-8, or were ungraded compared to fewer than one in ten with similar
configurations for all public schools.
• Seven of ten charter schools are now newly created schools, compared to six of ten for 1996-97.
These schools are smaller, on average, than converted pre-existing public schools. Nine of the 33
states with charter laws allow private schools to convert to charter schools. Private school
conversions represent 11 percent of all charter schook
10f3
8/26/992:49 PM
�The State of Chmter Schools Third-Year Report - Executive Summary
http://www.ed.gov/pubs/charter3rdyear/execsllln.html
• Most charter school teachers are certificated, but in those states that allow non-certificated
teachers charter schools have a somewhat lower percentage of certificated teachers than charter
schools in other states.
• About two of three charter schools of a subsample of charter schools had a student to computer
ratio of fewer than 10 students per computer. The National Study estimates a median ratio for all
charter schools of 6 to 1.
Students of Charter Schools: Nationwide, students in charter schools have similar demographic
characteristics to students in all public schools. However, charter schools in some states serve
significantly higher percentages of minority or economically disadvantaged students.
• Our data contain no evidence that charter schools disproportionately serve white and economically
advantaged students.
• White students made up about 52 percent of charter school enrollment and about 58 percent of
public school enrollment in 1997-98. These figures are the same as in 1996-97.
• Charter schools in several states - Connecticut, Massachusetts, Michigan, Minnesota, North
Carolina and Texas - serve a much higher percentage of students of color than all public schools
in those states.
• Seven often charter schools have a student racial/ethnic composition that was similar to its
surrounding districts. About 16 percent of charter schools.serve a higher percentage of students of
color than their surrounding districts.
• The estimated percentage of LEP students in charter schools is 10.1 percent, which is a slight drop
from the 12.7 percent reported for 1996-97. The comparable figure for all public schools in the 23
charter states and the District of Columbia is approximately 10.7 percent.
• Without regard to differences across states, the reported per~entage of students with disabilities at
charter schools is 8 percent, which is somewhat less than the 11 percent for all public schools in
these states.
The Founding of Charter Schools: Most charter schools aim to realize an alternative vision of
schooling.
• Nearly seven often newly created charter schools seek to realize an alternative vision of
schooling, and an additional two often were founded especially to serve a special target
population of students. Four of ten public schools report that they converted to charter status in
order to gain autonomy from district and state regulations.
• Many private schools that converted to charter status sought public funds so that they could
stabilize their finances and attract students.
Challenges Implementing Charter Schools: Practically all charter schools have had to overcome
obstacles during their development.
o
Most charter schools continue to cite resource limitations as a serious implementation difficulty.
o
Newly created charter schools were more likely to cite resource limitations as a major difficulty
than pre-existing charter schools.
• About three often charter schools that were formerly public schools reportedthat state or local
board opposition or regulations presented obstacles to their school's implementation. About one in
five schools that were formerly public indicated that they had difficulty with teacher unions or
20f3
8/26/99 2:49 PM
�The State of Charter Schools Third-Year Report -
Executive Summary
http://www.ed.gov/pubs/charter3rdyear/execsum.htmI
collective bargaining agreements.
Autonomy and Accountability: Charter schools, particularly newly created ones, have
considerable autonomy. They provide standard financial and student achievement reports to
different constituencies depending on the state's approach to accountability.
• The majority of charter schools felt they had primary control over most areas critical to school
operations. Fewer charter schools felt they had control over student admissions, budget, student
assessment, and school calendar. Compared to newly created charter schools, a lower proportion
of pre-existing public schools said they had primary control.
• Most charter schools provide one or more non-instructional services (e.g. health services, social
services, and before and after schools care). Three of ten newly created charter schools that
provided services chose to provide services themselves, with the remainder provided by districts
and other outside providers. In contrast, about six of ten pre-existing charter schools rely on
districts. Pre-existing private schools were equally likely to provide services themselves and use
an outside provider.
• Nearly nine of ten charter schools were monitored for accountability in terms of financial
accounts; seven of ten for student achievement and for student attendance; and six of ten for
compliance with regulations and instructional practices.
• The states differ greatly in hoW they approach accountability, with some following a "centralized"
state agency approach, others a "market" driven approach, and still others a "district-based"
approach that relies on local accountability within a framework of state testing.
.
• More than 80 percent of charter schools (based on a subsample of schools) said they made reports
. during the 1997-98 school year for accountability purposes to one or more constituencies,
including their chartering agency; school governing board, state Department ofEducation, parents,
the community, or private funders.
• Almost 90 percent of charter schools (based on a subsample of schools) used student achievement
tests, augmented by other measures of student performance and school success to make repQrts to
their chartering agency, the schools governing board, and/or parents.
INew York enacted charter legislation in December 1998.
-###
[Acknowledgments]
30f3
[About This Report]
8/26/992:49 PM.
�">
"Medler, Alex" <Alex_Medler@ed.gov>
08/26/99 11:17:23 AM
Record Type:
To:
Record
Andy Rotherham/OPD/EOP
cc:
" Subject: verbage, charters, impact on systems
This is from an earlier email, but seems right on target. It was possible
inclusion in an oped Mike Smith was having written, but I don't think
. Colleen included anything from it in the final.
Alex
>
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>
>
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>
-----Original Message----
From: Medler, Alex
Sent: Friday, July 09, 1999 11 :08 AM
To:
O'Connor, Colleen
Cc: Fiegel, John; Morton, Mikel; Hankerson, Leslie
Subject:
. charters
Here are some schools with good stories, where federal suppor1 has helped
get better impact on the system.
City on a Hill
In Boston, City on a Hill Charter School used a grant from the U.S.
Department of Education to collaborate with the other public schools in
Boston. City on a Hill was created by two teachers from Boston's public
schools who envisioned a school for inner-city children that incorporated
a strong sense of community service and high academic expectations into a
small setting. One of the schools' founders, Sarah Katz, also believes
that with freedom and innovation comes a responsibility to contribute to
the improvement of public education in general. She used Federal funds to
bring together mathematics instructors and curriculum developers from.all
over the city to work to improve mathematics instruction in Boston. The
collaboration takes strategies and lessons from the innovative practices
at City on a Hill; but equally important, the charter school convenes a
broad group of excellent educators from all over the city who can work
together to solve common problems.
Fenton Avenue Charter School .
Fenton Avenue Charter School, in Los Angeles California, was a regular
public elementary school before converting to charter status. The
schools' directors, Joe Lucente and Irene Sumida, and their staff have
used the flexibility of their charter to redirect the school's resources
to reduce class size, expand technology, refurbish the facilities and
grounds, and most importantly, to do whatever it took to increase
performance. The school serves more than 1,200 children, 97 percent of
�> whom are minority while more than 90 percent qualify for free or reduced
> price lunch. Between the 1993-94 and 1996-97 school years, their scores
> on the Aprenda test in both math and. reading increased by more than 15
> percent. Lucente and Sumida now spend a considerable amount of time
> helping developers of new charters as well as those in traditional public'
> schools. Among the many words of advice these leaders have to share, they
> explain how to effectively combine funds from various categorical programs
> to run school-wide program. Lucente just spent a week at a
> Department-funded institute coaching teams of people planning new
> charters.
>
> New Visions Charter School
> Bob DeBoer, the director of the New Visions Charter School in Minneapolis,
> Minnesota, created a school where he could thor<;>ughly implement programs
> he developed that help young children with reading deficiencies and
> attention deficit disorders. DeBoer uses a combination of physical and
> visual training to help youngsters learn the basic skills that later help
> them master reading; and his use of bio-feedback shows tremendous progress
> with helping children stay calm and focused. His programs, which were
> recently highlighted at the Department's National Chart~r Schools'
> conference, are now used by public schools from Minnesota to North
> Carolina.
.
.
.>
> Core Knowledge Charters in Colorado
> A group of charter schools in Colorado share a Core Knowledge approach.
> They also operate in a state where the development of standards allows
> districts to develop their own standards and assessments, as long as they
> meet or exceed the state's own rigorous standards. These schools combined
> funds from their Federal charter school start-up grants to develop
> assessments that meet the state's standards, satisfy the local district's
~
>
>
>
>
>
needs for accountability, and which reflect their curriculum. This summer,
the leaders from these charters are working with a local university to
.
I
convene a seminar on reading assessment Since, many of Colorado's public
schools incorporate the Core Knowledge sequence into their instruction,
they anticipate a strong turn-out of teachers from both chartered and
non-chartered public schools.
�..Medler. Alex" <Alex_Medler@ed.gov>
08/26/99 09:25:02 AM
Record Type:
To:
Record
Andy Rotherham/OPD/EOP
cc:
Subject: RE: charters and other things
I also enjoyed getting together. Should be interesting work ahead of us,
to be awarded:
. 41,013,358 in new grants
54,231,269 in continuations
95,244,627 total
300,000 to 500,000 on hold for new grants, that cannot be processed fast
enough to be included in this announcement. (We have to finalize whether
schools that originally were slated to receive funds are eligible or not,
and if notfind out if the next schools are eligible, or adjust awards of
othe recipients up.)
I'll email more soon,
Alex
> -----Original Message----
> From: Andy _Rotherham@opd.eop.gov [SMTP:Andy ~Rotherham@opd.eop.govl
> Sent: Wednesday, August 25, 1999 5:37 PM
> To:
alex_medler@ed.gov
> Subject:
charters and other things
>
> Alex:
>
> I really enjoyed meeting you today and want to work closely over the next
> few months.
>
> Can you email me the exact dollar amounts of the grant release, I have
> $41,392,918 for new schools but no number for continuing support.
>.
> Thanks.
>
> Andy
>
�"Medler, Alex" <Alex_Medler@ed.gov>
08/26/9912:13:50 PM
Record Type:.
To:
Record
Andy Rotherham/OPD/EOP
cc:
"Fiegel, John" <John_Fiegel@ed.gov>
Subject: number of charter schools operating this falll and verbage on dis
semination grants.
Below you will find totals on grant awards, estimate of number of charter
schools operating, activities these grants support. and some verbiage on the
new dissemination grant opportunities.
I. Grant amounts:
new grants:
$41,013,358 .
continuations:
$54,231,269
total awarded:
$95,244,627
on hold pending processing and eligibility. determination $300,000 to
$500,000.
II. Numbers of schools and States with laws:
.This year, the U.S. Department of Education estimates between 1735-1796
charters will operate in 32 states, DC and Puerto Rico. While a few schools
may open later in the year, the vast majority of these will be open this
fall. 36 states, DC and PR have passed charter school laws. (Estimate
based on email and telephone survey by PCSP staff Aug. 20-25,1999.)
.111. Activities supported by grants:
Charter schools us the start-up grants to meet the challenges of starting a
new school. These challenges include lots of issues: including materials.
professional development, hiring staff and minor renovations.
l\IIaterials
Schools buy materials for the new school, some have purchased books,
computers and software, desks, lockers and chairs.
1. a lot of charter schools choose to make technology a big priority, but
that can require additional resources both for the technology and the
training. (Recent national study has numbers on higher than average .
numbers of computers in charters if you want to include.) In Colorado, every
charter school uses a portion of its grant to support internet connections.
That way the charter schools can communicate with the State Department about
programs that may be of interest to them, or they can just ask one another
questions about how to over come the daily challenges of running charter
school;
,
2. One charter school that serves pregnant and parent teens used a portion
of their grant to help stock the materials for their day care center. The
day care center allows the students to both attend the school, knowing their
new children' are being well-cared for; but they also participate in the
day-care center where they le,arn parenting skills ..
a
�Professional Development
They also pay for training and professional development. Most charter
schools have a particular academic focus or approach to learning. These
grants helped teachers get the training they need to succeed in a school
with a specific approach. We have charter schools that follow all sorts of
academic approaches to learning, like those supported by the New American
Schools, like Outward Bound Expeditionary Learning Schools and Roots and
Wings or the Modern Red School House, to schools that incorporate the.'
principles of the Coalition of Essential schools or the Core Knowledge
Curriculum. Each of these approaches can require specialized training or
ongoing development to succeed.
Planning/accountability
lVIany charter schools have used the money to work with standards to design
curriculum and assessments that reflect their school's unique approach to
learning, but also r:neet the publics need to know that they're succeeding.
In order to match a charter school's mission and curriculum to state
. standards can require work by staff to make sure the assessments they use
meet the state's need to determine that the school is meeting the standards.
A group of charter schools in Colorado, for example, used their Federal
grant to develop assessments they could each use that matched their own
academic approach and also showed whether their students were meeting or
exceeding the state's standards. This is the kind of work that makes
standards have real significance at the school level, and the charter
schools, because of their heightened accountability, have a big stake in
meeting standards and in making sure their assessments measure whatthey're
trying to accomplish with their students.
In Massachusetts, every charter school has used a portion of their start-up
grant to develop an accountability plan. Theywork with outside experts to
determine the measures they will use and the benchmarks they wili look to
evaluate their ongoing progress. This helps the schools improve and measure
progress, but it also helps guarantee the kind of accountability that is so
important to the charter ri1ovem~nt.
Hiring staff early enough for planning
The grants also allow schools to hire their staff earlier. Without these
grants, schools may not be able to hire teachers before the school year
opens, but there is a lot of planning work that needs to happen before the
kids arrive, and while parents and other community members put in literally
thousands of hours into the development of many charter schools, there are
some things that need to be developed by the professional teaches and staff
who will be running the school. A few extra months of planning time can
make a big difference for the new staff of a public school.
Minor Renovations
Charter schools have also used grants to make minor renovations of
facilities, to make sure that a building is safe and accessible to students
with disabilities -- by putting in a ramp, for example.
IV. Dissemination Grants:
Last fall the charter school program was reauthorized in a bipartisan act of.
support from Congress. In that process Congress endorsed a new form of grant
�that I'd asked for -- "dissemination grants." These are grants for
successful charter schools, with three years of experience that have
demonstrated success. We began providing support to similar collaborations
as part of a pilot program two years ago. For example, we supported a
collaboration between a charter school in Boston, City on a Hill; and the
Boston Public School System. These educators work together to improve
mathematics instruction for all their students. That collaboration is
working, and these dissemination grants will allow hundreds (hard to
document guess here) of other schools to begin similar collaborations.
With these dissemination grants, charter schools that can prove they've
increased student learning and satisfied their parents, will be able to help·
other groups open new schools, whether the new schools are charter schools
or not; or they will be able to help other existing public schools implement
an aspect of their program that is working, like a reading or technology
program for example.
These grants can help charter schools contribute to the improvement of our
public school systems. While its exciting to see more than 1700 charters
operating this year, it's also exciting to see the signs of collaboration
and dissemination that can take the successes of these schools and allow
other teachers and principals in other schools take advantage of the lessons
their learning.
Here's what a couple of charter school principals hope to do with these
grants:
Bob Deboer, at New Visions Charter School in Minneapolis created a charter
. school where he could thoroughly implement programs ~e developed that help
young children with reading deficiencies and attention deficit disorders.
DeBoer uses a combination of physical and visual training to help youngsters
learn the basic skills that later help them master reading; and his use of
bio-feedback shows tremendous progress with helping children stay calm and
focused -- without using drugs. His programs, which were recently
highlighted at the Department's National Charter Schools' conference, are
now used by public schools from Minnesota to North Carolina. These
dissemination grants will let him work with even more schools interested in
using these programs in their own schools.
In Los Angeles, Joe Lucente, the principal at Fenton Aven.ue charter school
is considering bringing in people who are interested in opening their own
charter schools to work in fellowships at his charter school. By spending
time working at Fenton, these people will develop more of the knowledge and
skills that are required in running a charter school. Fenton was a regular
public elementary school before converting to charter status. The schools'
directors, w~ed the flexibility of their charter to redirect the school's
resources to reduce class size, expand technology, refurbish the facilities
and grounds, and most importantly, to do whatever it took to.increase
performance. The school serves more than 1,200 children, 97 percent of
whom are minority while more than 90 percent qualify for free or reduced
price lunch. Between the 1993-94 and 1996-97 school years, their scores on
the Aprenda test in both math and reading increased dramatically.
�.
Alex Medler
US Department of Education
Public Charter Schools Program,
voice: (202) 205-9786
fax:
(202) 205-5630
alex_medler@ed,gov
�WED 10:41 FAX 202 401 1438
08/25/99
. DEPT OF EDUCATION/OLCA2
141 002
Public Charter Schools Program Grant Slate: New Awards
Fiseal Year 1999
Bank
1
2
fR/~W!J.td NtJ
S282A990060
S282A990042
S282A990017
3
S282A99OO05
4
S282A990064
5
6 . S2B2A990003·
7
.S282A990068
8
S282A990055
S282A990041
9
S282A990081
10
11
S282A990008
S282A990004
12
S282A990080
13
14
S282A990001
S282A990088
15
S282A990040
16
S282A990026
17
S282A9900Ei9
18
19
S282A990018
S282A990066
20
S282A990021
21
S282A990033
22
. S282A990047
23
S282A9900Ei1
24
S282A990075
25
S282A990053
26
27
S282A99oon
S282A990022
28
S282A990029
29
S282A990082
30
31
S282A990062
S282A990016
32
33
S282A990072
34
S282A990048
S282A990050
35
36
S282A990043
S282A9900Ei5
37
S282A990067
38
S282A990039
39
40
S282A990058
S282A990010
41
42
S282A990oo6
43
S282A990027
S282A990056
44
45
S2B2A990023
46 . S282A990059
S282A990076
47
48
S282A990002
49
S282A990036
50
S282A990051
AQJ2/Jcant Name.
.stam
Connecticut Dept of Ed
"
Florida Dept of Ed
North Carolina Dept of Ed
Puerto Ri~ Dept of Ed
PPEP Tech
Delaware Dept of Ed
Laurent Clerc
New York Dept of Ed
Arkansas Dept of Ed
NJ Dept of Ed
Alaska Dept Qf Ed
Illinois Dept of Ed
Oregon Dept of Ed
New Mexico Dept of Ed .
Flagstaff Arts & Ldrshp
D.W. Higgins
Sonoran Desert
Idaho Dept of Ed
Utah Dept of Ed
Wisconsin Dept of Ed
Hawaii Dept of Ed
Project Yes
Davis Elementary
Westwind Academy
Phx Schl Of Acad Exc
Tolani Lake
Mountain Oak
Kearsarge Middle Schl .
Fountain Hills
ASU
S. Ariz Cmty Acad
N. Ariz prep
ANSER
East Valley Academy
Desert Pathways
Destiny Schl
Virginia Dept of Ed
Sierra Nevada Acad .
Marshall Blankenship
Schl for the Advanmnt or Gifted
Summit Elem Schl
Villa Montessori
AZ. AgribUSiness & Equine Ctr
Gateways to Success Charter
Nampa Charter School
New West Charter School
Oklahoma State
District of Columbia
Cambridge Academy
Grand Academy
CT
FL
NC
PR
p;z
DE
..
AZ
NY
AR
NJ
AK
IL
OR
NM
AZ
Kl
AZ
10
UT
WI
HI
AZ
AZ
AZ
AZ
/iZ
AZ
NH
AZ
AZ
AZ
AZ
10
AZ
Kl
AZ
VA
NV
AZ
AZ
Az
AZ
AZ.
NV
10
p;z
OK
DC.
AZ
Kl
Ewd.iag, Statu.~.
Aw.aaJ. ~mol.lD.t
Obligated
$ 1.203,572.00
Obligated
$ 7,276,500.00
Obligated
$ 4.527,600.00
Obligated
$ 2.625,000.00
Obligated
$ 142,949.00
Obligated
$
723,529.00
Obligated
$
115,838.00
$ 4,423,053.00
Obligated
$
Obligated
368,421.00
Obligated
$ 2.763,120.00
Obligated
$
526,316.00
Obligated
$ 1.147.368.00
Obligated
$ 2,000,000.00
Not Recommended·"
Obligated
$
80,350.00
Obligated
$
131,593.00
$
Obligated
105.000.00
. Obligated
$ 842,105.00
Obligated
$ 500,000:00
Obligated
$ 4,000,000.00
Obligated
$ 2.631.579.00
$
Obligated
95.000.00
$
100,000.00
.Obligated
$
Obligated
107.000.00
$
102,638.00
Obligated
$
Obligated
102,500.00
$
Obligated
117,800.00
$
Obligated
32,363.00
113,100.00
Obligated
$
Obligated
$
121,543.00
Not Recommendecr
$
100,000.00
ON HOLD
Not Recommended*'"
$
Obligated
114,000.00
Obligated
$
100.000.00
$
Obligated
100,000.00
Obligated
$
631,579.00
'''$
Obligated
100,000.00
ON HOLD
$ 106,000.00
$
Obligated
100.000.00
Not Recommended··
$
Obligated
92,000.00
. Obligated
$
96,000.00
$
Obligated
117,100.00
Not Recommended··
Deobligated-not recommended
Obligated
$
800.000.00
Obligated
$ 1.736.842.00
$
ON HOLD
93.000.00
$
ON HOLD
80.560.00
TOTAL
$41,392.918.00
�08/25/99
141003
DEPT OF EDUCATION/OLCA2
WED 10:42 FAX 202 401 1438
FISCAL YEAR 11999
Public Cbarter Schools Program Grantees-New Grants
ALASKA
Juneau
State Department of Education
Contact: Marjorie Menzi (907) 465-8720
$526,316
ARKANSAS
Little Rock
Arkansas Department of Education
Contact: Charles D. Watson (501) 682-4474
5368,421
ARIZONA
Flagstaff
Flagstaff Arts & Leadership Academy
Contact: Karen Butterfield (520) 779-7223
$80,350
Fountain Hills
Fountain Hills Charter School
Contact: Michael Bashaw (602) 837-0046
SI13,100
Gilbert
.East Valley Academy
Contact: Janet Stoeppelmann (602) 946-3071·
5114,000
Globe
Destiny School
Contact: Scott Williamson (520) 425-0925
S100,OOO
Mesa
Desert pathwayS Charter Sc~ool
Contact: Cathryn HitChings (480) 924-0570
5100,000
Mesa
Sonotan Desert School
Contact: Patricia Dalman (480) 380-0610
5105,000 .
Phoenix
Arizona Agribusiness and Equine Center
Contact: Linda Downing (602) 564-8076
$96,000
Phoenix
Phoenix School of Academic Excellence
Contact: Adele Ferrini (602) 553-1988
5102,638
Phoenix
School for the Advancement ofGifted Education
Contact: Sam Ruiz (602) 955-1106
5100,000
Phoenix
Villa Montessori
Contact: Marilyn Burbach (602) 955-2210
592.000
•• ,
"
'.
. .:
I
."
�08/25/99
WED 10:42 FAX 202 401 1438
~004
DEPT OF EDUCATION/OLCA2
Phoenix
Westwind Academy
Contact: Debra Slagle (602) 864·77331
$107,000
Prescott
Mountain Oak Charter School
Contact: Sandra Halldorson (520) 771-9239
$117,800
South Tucson
Project YES Middle School
Contact: Charlotte Swift (520) 884-1602
$95,000
Tempe
Arizona State University
Contact: Fred Staley (602) 965-3133
$121,543
Tempe
D. W. Higgins Institute
$131,593
Contact: Martha Wallace (480) 413-0829
Tucson
Davis.Education Center
.Contact: Marie Cephers (520) 772~8130
$100,000
Tucson
Laurent Clerc Elementary School
Contact: Saroual Supalla (520) 292-9554
$115,838
Tucson
PPEP &. Affiliates
Contact: Jim Parks (520) 294-6997
$142,949
Winslow
Tolani Lake Elementary School Academy
Contact: Ron White (520) 686-6351
$102,500
CONNECTICUT
Hartford
State Department ofEducation
. Contact: Jennifer Niles (860) 566-1233
$1,203,572
DELAWARE
Dover
State Department of Education
Contact: Lany Gabbert (302) 739-4629
$723,529
DISTRICT OF COLUMBIA
Washington
"
.:
District of Columbi~ Public S~hools
Contact: Gloria Kinzer-Browner (202) 442-5577
$1,736,842
FLORIDA
Tallahassee
State Department of Education .
Contact: Tracey Bailey (850) 414-0780
$7,276,500
�08/25/99
~005
DEPT OF EDUCATION/OLCA2
WED 10:42 FAX 202 401 1438
HAWAII
Honolulu
State Department ofEducation
Contact:.Anhur Kaneshiro (808) 586-3124
$2,631,579
IDAHO·
Boise
State Department of Education
Contact: Carolyn Mauer (208) 332-6974
$842,105
ILLINOIS
Springfield
State Department ofEducation
Contact: Gail Lieberman (217) 782-5053
$1,147,368
NORTH CAROLINA
Raleigh
State Department ofEducation
Contact: Grova Bridgers (919) 71 5-j 862
$4,527,600
NEVADA
Fallon
Gateways To Success Charter School
Contact: Judy Kroshus (775) 423-6322
$117,100
Reno
Sierra Nevada Academy
Contact: Ricci Elkins.(775) 626-2720
'
.'
$100,000
,
NEW HAMPSHIRE
Bradford
Kearsarge Charter Middle School
Contact: Susan Farber (603) 938-5228
$32,363
..
NEW JERSEY
Trenton
State Department of Education
Contact: David Hespe (609) 292-5850
$2,763,120
NEW YORK
Albany
State Department of Education
Contact: Paul Hayford (518) 473-1755
$4,423,053
�08/25/99
,_
,e'
.•
,.,.
WED 10:42 FAX 202401 1438
Ial 006
. DEPT OF EDUCATION/OLCA2
I •
".
OKLAHOMA
Oklahoma City
State Department ofEducation
Contact: Shelly Hickm~ (405) 521-3331
$800,000 .
OREGON
Salem
State Department of Education
Contact: Joyce Benjamin (503) 378-3573 .
$2,000.000
PUERTO RICO
H~to
Rey
State Department ofEducation
Contact: Angel Melendez (787) 759-200
$2,625,000
UTAH
Salt Lake City
State Department ofEducation
Contact: Larry Horyna (801) 538·7824
$500,000
VIRGINJA
Richmond
State Department ofEducation
Contact: Yvonne T~ayer (804) 786-5392
$631,579
WISCONSIN
Madison
State Department ofEducation
Contact: John Sauerberg (608) 266-5728
$4,000,000
\,}
�,
08/25/99
WED 10:43 FAX 202 401 1438,
~007
DEPT OF EDUCATION/OLCA2
FISCAL YEAR 1999
Public Charter Schools Program Grantees-Continuations
ARKANSAS
Little Rock
Little Rock School District
Contact Francis Cawthon (501) 324..2000
$47,349
ARIZONA
Gilbert
Desert Springs Scholastic Institute
Contact: Nick Moeller (480) 545-7660
$100,000
Glenda1e
Career Pathways Academy
Contact: DeAnna Foulds (602) 978-8838
$74,687
Lake Havasu
Desert Technology High School
Contact: Judy Mahler (520) 453~3383
$118,000
Phoenix
The Learning Institute
Contact: Adele Ferrini (602) 840·2302
$50,935
Phoenix
Precision Academy
Contact: Daniel Martinez (602) 791-7700
$100,000
Surprise
Paragon Management, Inc..
Contact: Jack Caudle (602) 527-0360
$98,250
Tempe
Integrity Education Center
·Contact: Ken Mullan (602) 731-4829
$87,200
Phoenix
The Village
Contact Linda Parson (602) 258-6990
$103,714
Tucson
Ha:san Preparatory and Leadership· School
Contact: Allison Reeves (520) 882-8826
$87,025
Winslow
Little Singer Community Junior High School
Contact: Mark Sorensen (520) 526-6680
$111,400
Winslow
Seba Da1kai School Board
Contact: Kyril Calsoyas (520) 657-3208
$101,000
�08125/99
WED 10:43 FAX 202 401 1438
ItI 008
DEPT OF EDUCATION/OLCA2
CALIFORNIA
Sacramento
State Department of Education
Contact: Ting Sun (916) 445-6761
$12,631,579
!
COLORADO
Denver
State Department of Education
Contact: Bill Windler (303) 866-6631
$3,850,000
GEORGIA
Atlanta
State Department of Education .
Contact: Beverly Scm"enger (404) 656-4151
$2,421,053
HAWAn
Honolulu
Waialae Charter School
Contact: Susan Minami (808) 733-4880
$71,780
Kailua
Lanikai Elementary School
Contacl: Donna Estomago (808) 266-7844
$156,900
LOUISIANA
Baton Rouge
State Department of Education
Contact: Kathy Matheny (225) 219:A540
$],006A52
MASSACHUSETTS
Malden
State Department of Education
Contact: Edward Kirby (617) 727-0075
$3,756,432
MICHIGAN
Lansing
State Department of Education
Contact: Joan May (517) 373-4631
$6,000,000
MINNESOTA
Saint Paul
State Depar:tment of Education
Contact: Jessie Montano (612) 296-2181
$4,646,666
�08125/99
WED 10:43
~AX
202 401 1438
DEPT OF EDUCATION/OLCA2
MISSISSIPPI
Cleveland
Cleveland School District
Contact: Beverly Hardy (601) 748-2734
$107,785
MISSOURI
Jefferson City
State Department of Education
Contact: Stephen Barr (573) 751-3250
$1,7Q6.677 ,
NEVADA
Reno
I Can Do Anything, Inc.
Contact: Jill Williams (702) 857-1544
$113,825
NEW HAMPSIDRE
Bedford
Tamworth
The Bedford Academy
Contact: Edward ~ger (603) 471-2985
Tamworth Charter High School
. Contact: Maura King (603) 323-2038
$25,300·
$25,000 .
OHIO
Columbus
State Department of Education
Contact: Pat.ricia Hughes (614) 466-2937
$3,157,895
PENNSYLVANIA
Harrisburg
State Department of Education
.Contact: Tim Daniels (717) 705-2343
$2,333,333
RHODE ISLAND
Providence
State Department of Education
Contact: Dennis Cheek (401) 222-4600
$220,050
�08/25/99
WED 10:43 FAX 202 401 1438.
DEPT OF EDUCATION/OLCA2
igJ010
. SOUTH CAROLINA
Columbia
State Department of Education
Contact: Cathryn Samulski (803) 734-8277 .
$1,447,297
TEXAS
. Austin
State Department of Educatioli
Contact: Brooks Flemister (512) 463-9575
$9,473,685
�Executive Summary
http://www·.uscharterschoo\s.org/res_dir/res-primary/res_2year_exec.htm
c
Back to US Charter Schools Web Site
A National
Study of
Charter Schools
Office of Educational Research and Improvement
U.S. Department of Education
Second-Year Report
Executive Summary
1998
Preface
This executive summary reviews highlights of the second-year report of the
National Study of Charter Schools (the Study), sponsored by the U.S.
Department of Education as authorized by the 1994 Amendments to the
Elementary and Secondary Education Act. The Study is a four-year research
program to document and analyze the charter school movement. By means of
both annual reports and a series of occasional papers, the Study will provide
information about how many and what kind of charter schools become
operational, about those factors that facilitate or hinder the charter schools'
development and implementation, and about how schools are implementing
their charters. The Study also will collect data and conduct analyses of the
impact of charter schools on student achievement and on local and state public
education systems. The second-year report presents information about charter
schools- for the 1996-97 school year. It is based on a telephone survey designed
to collect data from all operational charter schools as well as information
collected during site visits to 91 charter schools.
Charter Schools in Perspective
The charter school phenomenon that seemed radical only a few years ago is
now an accepted part of public education in many parts of the country. From a
slow start in a few states, the charter movement has grown rapidly: by fall 1997
approximately 700 charters were operating in 23 states, and the District of
Columbia--and their numbers are likely to grow rapidly over the next few
years.
Charter schools are public schools, but what sets them apart is their charter--a
contract with a state or local agency that provides them with public funds for a'
specified time period. The charter itself states the terms under which the school
can be held accountable for improving student performance and achieving goals
set out in the charter. This contract frees charter developers from a number of
regulations that otherwise apply to public schools.
I
The freedoms accorded to charter schools have raised an array of hopes and
fears about the consequences of introducing charter schools into the public
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,
.
system. Some people hope that charter schools developed by local educators,
parents, community members, school boards, and other sponsors might provide
both new models of schooling and competitive pressures on public schools that
will improve the current system. Others fear that charter schools might, at best,
be little more than escape valves that relieve pressure for genuine reform and, at
worst, add to centrifugal forces that threaten to pull public education apart.
I
Time will tell which hopes and fears are realized. Presently, the rapid expansion
of charters testifies to widespread excitement about the charter idea, but it tells
us little about the reality of charter schools. The purpose of this Second-Year
Report of the National Study of Charter Schools is to describe how charter
schools are being implemented 'at this still-early stage of their evolution.
Subsequent reports of the National Study will address broad policy issues
concerning the charter school movement and its potential effect on America's
system of public education.
The Study's Focus
The Study addresses three major research questions:
• How have charter schools been implemented?
• Under what conditions, if any, have they improved student achievement?
• What impact have they had on public education?
'
Drawing from research evidence, the Study also asks broad p~licy questions:
• What models of education have charter schools developed that can be
used by other public schools?
• What lessons can belearned from the charter school experience for
public education, and what implications should be drawn for state and
'.
, national policy?
• How might charter schools evolve in the coming decade?
This Report presents interim findings that focus on describing how charter
schools are being implemented. Subsequent reports will address all the
questions listed above .
. The Study's research methodology consists of annual phone intervIew surveys
of all charter schools; repeated field visits to a sample of charter schools and
their surrounding districts; the administration of student achievement tests over
time at a sample of charter schools; the collection of existing student
assessments for a sample of charter schools and for other public schools at
district and state levels; analyses across states of charter laws, state agency
rulings and procedures, court rulings, and education policy; and case studies of
how charter school policies and local practices have worked and affected public
education in five states. The findings presented in this Report rely on our
second wave of telephone surveys to all cooperating charter schools that were
open to children during the 1997 school year, 1. visits to 91 field sites across the
country, and extensive analysis of state charter laws.
Year 2 Finding's
Growth Trends
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The number of charter schools is growing. The number of charter schools in
operation continued to grow rapidly, with 279 additional charters becoming
operational in the 1997-98 school year. Taking into account 19 charter school
closures, 693 charters were in operation in the 1997-98 school year in 23 states
and the District of Columbia. If the various branches of charter schools in
Arizona were counted as separate charter schools, the number of charter
schools in operation was approximately' 781. During the 1997 legislative
session, four new states-Mississippi, Nevada, Ohio, and
\.
Pennsylvania-passed charter legislation; 29 states and the District of
Columbia had charter laws as of December 1997.
Fewer than one in twenty charter schools have closed. By the· beginning of
the 1997-98 school year, 19 charter schools of the 433 operational until that
time had ceased operation. They closed voluntarily, had their charters revoked,
or merged their operation with other charter schools. .
Charter renewals. Twenty-nine charter schools responding to the telephone
survey reported that their charter had come up for renewal. All of these schools
reported that their charters were renewed for periods ranging from one to three
years.
Charter schools enroll only about 0.5 percent of public school students in
the 17 states where charter schools were operating in the 1996-97 school
year. Over 100,000 students attend charter schools. Charter school enrollment
varies from less than one-tenth of one percent of the state's public school
enrollment in Florida, Illinois, and Louisiana to more than two percent of the
state's enrollment in Arizona.
THE GROWTH OF CHARTER SCHOOI.S
nu m b<!r ·of Op<!rl ell after schools
BOO
700
600
500~----------------------------------~r-------~1
400
300
2:00
100
o~~~~--------------------------------------~
1992- 93
1993-9,0\
199.~·95
~Choo'
1995-96
1996·97
1997-9B
year
The State Role
The charter concept envisions not only improved individual schools, but also
the possibility of an alternative system of public education. Schools are given
autonomy from regulations in exchange' for accountability for results. The
First-Year Report (1997) showed that the chartering statutes differ dramatically
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from state to state as to the extent and nature of the autonomy they allow. State
statutes also vary greatly with respect to the number of charter schools allowed,
the conditions of accountability and renewal, and the types of charter schools
permitted. Thus, different charter approaches are being tried simultaneously
across the country.
Key Legislative Features
Although charter laws vary greatly across states, several key features dictate the
number and types of charter schools that are created within each state.
• Who can grant charters. In 11 states only the local school board can
grant charters (in five of the states, denial can be appealed to another
agency); in five states, a single state agency can grant charters; in five
states a local school board and a state board must approve the charter; in
five states, more than one agency can grant charters. The remaining three
states are mixed models with the local school board allowed to grant
public school conversions and the state board allowed to grant newly
created charter schools.
• Types ofschools allowed. Most states (20) allow both newly created and
conversion schools, four states only allow public conversions, and five
states and the District of Columbia allow newly created schools and
public and private conversions.
STATES WITH CHARTER LEGISLATION, BY YEAR OF FIRST ENACTMENT
as of Septcm ber 1997
Minnesota (26)
Califomia(130)
ColoradC(50)
Georgia(21 )
Massc£husetls(24)
Michig3n(104)
NMMexi::o(5)
UUiscomin(17)
Atizona(140)
HClJiJaii(2)
Kansas(1)
Alask«15)
Atkamas(O)
DeICIJiJare(3)
N.H<fI1pshire(O)
Louisiana(6)
Rhodelsland(1)
UUycming(O)
Connecticut(12)
DC(3)
Flotida(33) .
lIIinois(6)
NMJersey(13)
N(34)
SC(1)
Texas(38)
Mississippi(O)
Nevada(O)
Ohio(O)
Pennsyt.Jani3(G)
• Number ofschools allowed. Most states (16) and the District of
Columbia establish some limit on the number of charter schools or the
number of students enrolled in charter schools. Thirteen states have no
limit on the number of schools or students.
• Waivers ofstate laws. Most states (17) and the District of Columbia
allow automatic waivers of most of the education code while in 10 states,
charter schools must apply for specific waivers. In two states, however,
charter schools are responsible for following most of the education code.
Possible legislative trends. Several states amended their charter legislation
during the 1997 legislative session, and two trends may be emerging. Some
states with older charter legislation are relaxing their limits on the number of
charter schools, and some are providing increased flexibility in the
charter-granting process. Legislation in the four new charter states--Mississippi,
Nevada, Ohio, and Pennsylvania--reflect great differences in state approaches,
with two states allowing greater opportunity for charter developers and the
other two having more restrictions.'
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Characteristics of Charter Schools
School reformers have often called for small schools as ways to effect change
arid produce improved student leam~ng. As the findings below show most
charter schools are small and newly created, which ultimately may be the most
important aspect of the charter movement, regardless of the exact nature of their
educational program.
Most charter schools are small, particularly compared to other public
schools. Charter schools have an estimated median enrollment of about 150
students, whereas other public schools in the charter states have a median of
about 500 students. More than 60 percent of charter schools enroll fewer than
200 students, whereas about 16 percent of other public schools have fewer than
200 students. Charter schools begun recently have a higher proportion of small
schools with fewer than 100 students than in earlier years.
Many charter schools have non-traditional grade configurations. Charter
schools include a higher proportion ofK through 12, K through 8, and
ungraded schools than other public schools.
Most charter schools are newly created schools, which are smaller than
pre-existing public schools. An estimated 62 percent of charter schools were
newly created; the remainder are pre-existing public schools (25 percent) or
pre-existing private schools (13 percent) that converted ,to charter status. The
median school size for newly created schools is 116 students, compared to a
median of more than ~80 students for pre-existing public schools.
About two-thirds of pre-existing charter schools were previously public
schools. Sixty-five percent of pre-existing schools were previously public
schools. Private school conversions are allowed in only four of the sixteen
, states.
ESllMArr:D ENROLLMENt IN CHARtER. SCHOOLS (1996-97)
AND A.LL PUBUC SCNOOLS IN THE 15 CHARTER STATES PLUS DC (1994-95)
0/..
of schools
• Charter schools
[J
Under 100 "100·100
2(0.009
eCJo.OOQ
student enrollm elH
All pu blic scho ols
1.0c0or
more
Students of Charter Schools
The Study found no evidence to support the fear that charter schools as a group
disproportionately serve White and economically advantaged students. The
evidence summarized below suggests a different picture: Most charter schools
have similar demographic characteristics as other public schools, except that
about one out of three charter schools focus on minority or economically
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disadvantaged students.
Charter schools as a group generally have a similar racial/ethnic
distribution as all public schools. About one-half of charter and all public
schools serve predominantly White students, about one quarter of charter and
all public schools serve predominantly non-White students, and the remainder
serve a diverse group of students.
Charter schools in several states have a higher proportion of schools
predominantly serving students of color. Ofthe states with at least ten
operational charter schools, California, Colorado, and Arizona have a
somewhat higher average school percentage of White students in charter
schools than in all public schools. Michigan, ,Minnesota, Texas, Massachusetts,
and Wisconsin have a lower average percentage of White students in charter
schools than in all public schools, with the first three states having a
considerably lower average. Charter schools in Michigan, Minnesota, Texas,
arid Wisconsin clearly .serve a higher proportion of students of color than other
public schools in the corresponding state ..
ES1'lMATED RACIAL DIsrR18unON 0': CHARTER SCHOOLS (1996-97)
AND ALL PUBLIC SCHOOLS IN 15 CHARTER srATES PLUS DC (1994-95)
Racial
cmegolies
52.0%
56.1%
15.5%
15.5%
22.5%
22.3%
4.6%
4.9%
4.9%
1.2%
0.5%
NA
• The National Center for Educlltion Statistics does not
rep·ort lln "other" racial category
,
.
Most charter schools are similar to their districts on student racial/ethnic
and income level characteristics, but about a third are more likely to serve
students of color and low-income students. The Study estimates that 60
percent of the charter schools are not racially distinct from their surrounding
district (in the sense that the school's percentage of White students is within 20
percent ofthe district's average,percentage of White students.) About one in
three charter schools serve a distinctively higher percentage of students of color
than the district. Insofar as charter schools are racially distinctive from their'
surrounding districts, the evidence indicates that they are much more likely to
enroll students of color. Only five percent of charter schools enroll a percentage
of White students higher (by at least 20 percent) than the percentage of White
students served by their surrounding district.
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Of the 34 percent of charter schools that serve predominantly low-income
children, two out of three (63 percent) serve a distinctively higher percentage of
poor children than their district average; most of the other such schools are not
distinct from their districts. In contrast, about half the charter schools serve
primarily students who are not low-income. Fifty-one percent of these schools
are similar to their district in terms of the percentage of economically
disadvantaged students.
A Sizeable Minority of Charter Schools Serve Special Populations. The
Study estimates that approximately one-fifth of charter schools may serve a
particular student population. At least 32 charter schools serve more than
two-thirds African-American students, 13 serve more than two-thirds Native
American children, 22 have more than two-thirds Hispanic students, and eight
serve more than 50 percent special education students. In general, the Study
estimates that the percentage of students with limited English proficiency
(LEP) served in charter schools (12.7 percent) is about the same as in other
public schools (11.5 percent). Without regard to differences across states, the
reported percentage of students with disabilities at charter schools (8 percent) is
somewhat less than for public schools in these states (11 percent).
EsnMA1'ED RACIAL DISTlNCnVENESS OF CHA.RTER SCI100LS
COMPARED TO SURROUNDING DISTRICTS (1990-97)
flot d istinct
60%
~rom
district
highc r con c'~ntr<ltion s
of noll-white students
"
lower concen'frations
........ of non-white students
5%
Why Charter Schools Are Started and What Attracts
Parents To Them
Charters start from the inspiration of individual educators, groups of parents,
community leaders, or teachers with a dream. They want something different
for children. They gather support, overcome skeptics and political resistance if
they need to--and they oftendo--and create a proposal that says why ,they want
to start their charter school, what students they w~t to serve, and what they
plan to do. Once a charter school is founded, parents and students make deeply
personal decisions, exercise their choice and take a chance on enrolling in this
new opportunity. Their reasons vary greatly, as one might expect.
Most charter schools are in demand. More than 70 percent of charter schools
in'the telephone sample said they had more applicants than could attend their
school.
.
Many parents with students in charter schools were dissatisfied with their
experience in other public schools. In'focus group discussions, parents and
students consistently voiced dissatisfaction with their previous public schools
expressing concerns about low academic standards, a dehumanizing culture,
student safety, and unresponsiveness to serious parent involvement.
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ESTIMATED PERCENTAG E OF STArt? ENROLLMENT OF LEP STUDENTS,
STUDENTS ELIGIBLE: FOR FREE AND REDUCED LUNCH, AND S7'UDlENT::>
W11'N DISABIUHES FOR 15 CNARTER STATES PLUS DC
Newly created charter schools tend to be established to realize an
alternative vision for public education. The majority of charter schools are
newly created, and most such schools seek to realize an alternative vision of
schooling or to serve a special target population of students. Public schools that
convert to charter status also seek an educational vision, but often start from an
established--and frequently a highly regarded--program. The primary reason
why most such schools are begun is to gain autonomy from their districts or
by-pass various regulations. Private schools that convert to charter. status seek
public funds so that th~y can stabilize their finances and attract students, often
students whose families could not afford private sc:hool tuition.
Most charter schools say they attract parents and students by focusing on
academics, but they also feature other attractions. Charter schools tend to
focus on one or a combination of the following themes in seeking to attract
students--a quality academic program with high standards, a supportive
environment often based on small school size, a flexible approach to
educational and cultural programming, or, in sharp contrast, a highly structured
environment.
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WNY·PARENTS AND S7'UDENTS MIGfo,T
BE A tr RACl'ED to CHARTER SCHO OLS
tili;~I~'JFj~llii iit~.~'1
iiNY,ct,4f(D~i~~yi:f~8:fu~~i:!::mi:H:im·.mi
93%
>""
90%
];::!:U<l;:i!l
88%
,,<;' ',~Ir
(~ u~.i~~~i
ii: ::,:
,.,.",,):::
84%
83%
83%
78%
73%
73%
71%
69%
68%
:50%
47%
43%
34%
29%
33%
19%
14%
Challenges Implementing Charter Schools
. Regardless of how they started, practically all charter schools have had to
overcome obstacles and problems during their development.
Most charter schools cite resource limitations as a serious implementation
difficulty. Lack of start-up funds was the most frequently cited
difficulty--almost six out often charter schools, reported it as difficult or very
difficult. Inadequate operating funds, cited by four out often charter schools
was the second most commonly reported difficulty.
Newly created charter schools are more likely to cite resource limitations
as a major difficulty than pre-existing charter schools. Nearly two-thirds of
newly created charter schools reported lack of start-up funding as the most
difficult obstacle faced by the school while about four out often pre-existing
schools did so. .Inadequate faciliti.es and lack of planning time also posed more
serious difficulties·for newly created schools than for pre-existing schools.
I
Political. resistance and regulations caused imphimentation problems for
some schools. State or local board opposition and district and state level
resistance and regulations were cited as difficulties by 15 to 25 percent of
charter schools.
Some charter schools struggle to overcome internal conflicts. One in five
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charter schools cited internal conflicts of various forms as posing serious
difficulties. Newly created schools were more likely to cite such issues than
pre-existing schools.
A small percentage of pre-existing public schools cite difficulties with
union relationships. About ten percent of charter schools indicated that they
had difficult or very difficult relationships concerning teacher unions or
collective bargaining agreements.
Some challenges facing the newer generation of charter schools may be less
difficult. Schools opening in the early years of the charter movement faced
greater implementation difficulties with state or local boards, district
regulations, and with state department of education resistance and regulations,
than schools opening in later years.
ESTIMATED PERCENTAG EO F SC NOO LS REPOR TlNG
DIPFICUL'tlES IN DEVELOPING AND IMPLEMENtiNG
THEIR CNARTERS
1
;!!H!!';I;'!II~,J:-W::]~[.':,lil',ij:':"" ;;;::;:) ;~!pf~9!ii6pl~>,!
ii:::
)) >: iH i> ;" i'b:.Jfi~~~\~:'~'ii:i
i
::; ::;:; ii':::!:!!!:: :,:,:,: , <,",i',';,:', ',"""',',',',i',:,:,"iU
',ht,
iTi
i:i::
~t:i:im!im::i%:U ;c: :!U :i'!:'! i'!! diffi'gtlt!8~i';;;~f~
:::mu:!w::m:;:
i':i::;:::
::i:i'i8itiii!iJlt:i;::H
Lack of start·up funds
57.6%
Inadequate operati ng fu nds
41.1 %
Inadequate facilities
38.6%
La,ck of planning ti me
38.4%
state or local board opposition
23.1 %
District resistance or regulations
18.3%
Internal conflicts
18.2%
state department of education
resistance or regulations
14.8%
Union or bargaining unit
resistance
11.3%
Healthl safety regulations
10.4%
Accountability requir,ements
9.7%
Bargaining agreements
9.0%
Hiring staff
8,8%
Community opposition
6,9%
Federal regulations
6,3%
Teacher certification requirements
4.4%
About This Study
At the recommendation of Congress, the U.S. Department of Education (ED) is
sponsoring a National Study of Charter Schools. The Study is funded under
contract number RC 95 196001 to RPP International, and is monitored by the
National Institute on Student Achievement, Curriculum, and Assessment. The
research contract is coordinated with the other ED charter school activities,
including the State Grant Program, monitored by the Department's Office of
Elementary and Secondary Education.
The four year study includes:
10 of II
8/26/992:52 PM
�Ex~cu~tiv~
http://www.uscharterschools.orglres_dir/resyrimary/res_2year_exec.htm
s.ummary
• An annual survey of all charter schools;
•. An ethnographic study of a stratified random sample of charter schools;
• Longitudinal data on student achievement at a. sample of charter schools;
• Comparison of student achievement data in a sample of charter schools
and their districts; and
.
.
• State-level policy studies.
Other electronic copies of this report, its Executive Summary, and other
material from the National Study also may be found at the following
World-Wide-Web sites: .
http://www:ed. gov/pubs
A National Study ofCharter Schools complete reports
on~line:
First-Year Report .
. Second-Year Report
1. There were 428 chartef schools in operation as of January 1997. The Study's quantitative
findings are based on 89 percent of these schools.
11 of 11
8/26/992:52 PM
�8UG-17-1999
11:55
OFC OF THE DEP SECY
Adminisrrarlon of WlJ1iamJ C/itJron.1998 / Oct 23
202 401 9027
P.09/09
.2093
Six years ago I put in place an econorrUc charter school Is reviewed at least once every
which helped produce a cycle of 5 years to ensure the school is fultUUng the
:tt"M;.av,
flclts. lower interest rates, stronger tenns of its chaner and students are meeting
lnvestme
19her Incomes. and greater con . achievement requirements and goals. It also
fidence. That
uous cycle opened the door will reward States that have made progress
In Increasing the number of hlgh-qualU:y. ac
of homeownersJ\
0 millions of Americans.
Now the challenge
o keep our economy countable charter schools. Finally, it makes
strong-which ~ why w
US( continue to
clear that any charter school receiving fund
maintain fiscal dlsclpJlne, lri t in our pe0- InS under this program must be measured
by the same State assessments as other public.
ple. and lead the global econom
will con
tinue to work'hard to take the steps n.c~ary schools. These hnportant quality-control
to make the dream of. homeownershlp
measures will help chaner schools fuJf111 their
potentIal to become models of accountability
for public educatJon.
I am also pleased that H.R. 2616 provides
Statement on Signing the Charter
new authority for successful chaner schools
School Expansion Act of 1998
to serve as models. not Just for other charter
schools. but for public schools generally. At
October 22. 1998
a re1atJvely Jow cost. such model.schooIs wJD
Today I am pleased to sign into law H.R provide In-depth advice, materials. and other
2616. the "Chaner School Expansion Act of information on various aspects of their pro
1998." This bill will help foster the develop gramS-helping to stan up new public
ment of hlsh·quallty charter schools, consist
schools and helping existing schools Jearn
ent with my goal of having 3.000 charter from their successes. By drawing on the ex·
schools operatlng by early In the next cen
perlence of high-performIng charter schools
tury. and will help lead to Improvements in throughout our NatJon. this leg1sJatlon will
,publlc education more generally. I am par. help br~g the benefits of innovation and ere
ticularly gratified by the bipartisan manner atJvlty to hundreds of thousands of additJonal
in which thfs bill passed the House and Sen
children.
ate.
I am confident that this legf5lation will
I have long championed charter schools
augment the ability of parents. teathers. and
public schools started by parents. teachers, others to strengthen pubJlc education in their
and communltJes, open to all students re communities. This bOl represenrs an integral
gardless of background or abIlity. and given part of our effort to Improve public sclmols
great flexibU1ty In exchange for high levels and help all or our students get the high
of accountability. When I was elected Presl· qualIty pubUc education they need and de
dent there was on1y one charter school In $8I"\'e.
the Nation. and now there are more than
WiWamJ. CUnton
1.000 serving more than 200.000 students. '
This bill wU1 help strengthen our efforts to The White House.
support charter schools. 'providing parents October 22. 1998.
and students with better schools, more
choJce. and hlBher levels of accountability in NOTE: H.R 2616. approved October 22. was aspublic education:
signed Publlc Law No. 105-278.
.
,As the charter school movement spreads
throughout the country. It is important that
these schools have dear and measurable edu·
catlonal performance objectives and are held .Rep
Budget DeCerr.aJs
accountable to the sa.ne high standards ex
OctDber22,
pected of all public schOols. Ttl further this
goal. H.R. 2616 requires the Department of Dear Mr. Speaku: (Dea
EdueatJon to gJve prlorl~ In awarding grants
In accordance with the
sslonai
to States In which the perfonnance of every Budget and Impoundment Control
TnTOI
D DlQ
�Bethany Little
08/19/9904:08:40 PM
Record Type:
To:
Record
Andy Rotherham/OPD/EOP@EOP
, cc:
Subject: broader statement about charter schools
---------------------- Forwarded by Bethany Little/OPD/EOP on 08/19/99 04:08 PM --------------------------
Jonathan H. Schnur
08/18/9912:37:14 PM
Record Type:
To:,
Record
Bethany Little/OPD/EOP@EOP
cc:
Subject: broader statement about charter schools
could you give to andy as well?
---------------------- Forwarded by Jonathan H. Schnur/OPD/EOP on 08/18199 12:37 PM -:.-----..:------------------
Alex_Medler@ed.gov '
08/18199 11 :22:00 AM
Record Type:
To:
Record, ,
Jonathan H. Schnur@eop
cc:
Subject: broader statement about charter schools
•
I
Here's a couple sentence, as you suggested yesterday.'
suppo~
.
These grant awards represent our
for charteJ schools. This fall
more than 1500 charter schools are expected to opet' which brings us half
way to my goal of establishing 3000 charter schools While this growth is
exciting, charter schools are just one component of our public schools
systems that allow families to choose the schools their children attend.
Local school systems are providing more and more options for their families
within the public school system -- through charter schools, magnets, focus
schools and interdistrict choice options that let families send their
'
children to the public school that best meets their child's particular
needs. These are choices every family in America should have. and that is
�why my proposal for the reauthorization of the ESEA includes increased
. support for public school choice.
�RUG-17-1999
r'
11:54
OFC OF THE DEP SECY .
202 401 9027
P.05/09
;2bSU~
FISCAL YEAR 1999
/9 @mf pt!f:s
Public Charter Schools Program Grantees-New Grants
,
---
ALASKA
Juneau
State Department of Education
Contact: Marjorie Menzi (907) 465-8720
5526,316
ARKANSAS
Little R09k
Arkansas Department of Education
Contact; Charles D. Wamon (SOl) 682-4474
5368,421
ARIZONA
Ash Fork
Northern Arizona Preparatory Academy
Contact: Steven Moles (520) 637-0028
$100,000
Benson
New West Charter School
Contact: Donna Payton (520) 586·1,976
5105.000
Flagstaff
Flagstaff Arts &, Leadership Academy .
Contact: Karen Butterfield (520) 779~7223
$80,350
Fountain Hills
Fountain Hills Charter School
Contact: Michael Bashaw (602) 837-0046
, 5113,100
Gilbert
East Valley Academy
Contact: Janet Stoeppelmann (602) 946-3071
$114,000
Globe
Destiny School
Contact: Scott Williamson (520) 425-0925
5100,000
Mesa
Desert Pathways Charter School
Contact: Cathryn Hitchings (480) 924-0570
$100,000
Mesa
Sonoran Desert School
Contact: Patricia Dalman (480) 380-0610
5105,000
Phoenix
Arizona Agribusiness and Equine Center
Contact: Linda Downing (602) 564-8076
596,000
Phoenix
Phoenix School of Academic Excellence
5102,638
Contact: Adele Ferrini (602) 553-1988
�AUG-17-1999
11:54
OFC OF THE DEP SECY
202 401 9027
Phoenix
School for the Advancement of Gifted Education
Contact: Sam Ruiz (602) 955·1106
5100,000
Phoenix
Summit ElementaIy School
Contact: carolyn Sawyer (602) 532-9245
$104,269
Phoenix
Villa Montessori
. Contact: Marilyn Burbach (602) 955-2210
592,000
Phoenix
Westwind Academy
Contact: Debra Slagle (602) 864-77331
5107,000
Prescott
Mountain Oak Charter School
Contact: Sandra Halldorson (520) 771-9239
$117,800
South Tucson
Project YES Middle School
Contact: Charlotte Swift (520) 884-1602
595,000
Tempe
Arizona State University
Contact: Fred Staley (602) 965-3133
5121,543
Tempe
D. W. Higgins Institute
Contact: Martha Wallace (480) 413-0829
5131,593
Tucson
Davis Education Center
Contact: Marie Cephers (520) 772-8130
5100,000
Tucson
Laurent Clerc Elementary School
.Contact: Samual Supalla (520) 292·9554
5115,838
Tucson
PPEP & Affiliates
Contact: Jim Parks (520) 294·6997
5142,949
Tucson
Southern Arizona Community Academy
Contact: Abelardo Cubi1las, Jr. (520) 742-4626
$101,573
Winslow
Tolani Lake Elementary School Academy
Contact: Ron White (520) 686-6351
5102,500
CONNECTICUT
Hartford
State Department ofEducation
Contact: Jennifer Niles (860) 566-1233
51,203,572
P.06/09
�~UG-17-1999
202 401 9027
OFC OF THE DEP SECY
11:55
DELAWARE
Dover
State Department ofEducation
Contact: Larry Gabbert (302) 739-4629
$723,529
DISTRlCf OF COLUMBIA
Washington
·District ofColumbia Public Schools
Contact: Gloria Kinzer·Browner (202) 442-5577
$1,618,442
FLORIDA
Tallahassee
State Department of Education
Contact: Tracey Bailey (850) 414-0780
$7,276.500
HAWAII
Honolulu
State Department ofEducation
.Contact: Arthur Kaneshiro (808) 586-3124
$2,631,579
IDAHO
Boise
State Department ofEducation
Contact: Carolyn Mauer (208) 332·6974
$842,105
ILLINOIS
Springfield
State Department ofEducation
Contact: Gail Liebennan (217) 782-5053
$1.147,368
NORTH CAROJ..INA
Raleigh
State Department ofEducation
Contact: GTova Bridgers (919) 715·3862
.
NEVADA
®
$4,527,600
Fallon
Gateways To Success Charter School
Contact: Judy Kroshus (775) 423-6322
$117,100
Reno
Sierra Nevada Academy
Contact: Ricci Elkins (775) 626-2720
$100,000
P.07/09
�.
AUG-17-1999
11:55
NEW HAMPSIDRE
Bradford
202 401 9027
OFC OF THE DEP SECY
I!fjQ
Kearsarge Charter Middle School
Contact: Susan Farber (603) 938·5228
532,363
NEWJERSEY·
Trenton
State Department ofEducation
Contact: David Hespe (609) 292·5850
S2~763,120
NEW YORK
Albany
State Department of Education
Contact: Paul Hayford (518) 473·1755
$4,423,053
OKLAHOMA
Oklahoma City
State Department ofEducation
Contact: Shelly Hickman (405) 521·3331
$800,000
OREGON
Salem
State Department ofEducation
Contact: Joyce Benjamin (503) 378·3573
$2,000,000
PUERTO RICO
HatoRey
State Department ofEducation
Contact: Angel Melendez (787) 759-200
52,625,000
UTAH
Salt Lake City
Slate Department ofEducation
Contact: Larry Horyna (801) 538-1824
$500,000
VIRGINIA
Richmond
State Department of Education
Contact: Yvonne Thayer (804) 1~6-5392
5631,579.
WISCONSIN
Madison
State Department ofEducation
Contact: John Sauerberg (608) 266-5728
$4,000,000
P.08/09
�AUG-17-1999
11:53
OFC OF THE DEP SECY
UNITED STATES
DEPARTMENT OF EDUCATION
Drafts
Ksharedlnddraftslcharter grants 99
202401 9027
P.02/09
NI WS
Contact: Melinda Kitchell Malico
(202) 401-1008
RILEY ANNOUNCES 5100 MILLION IN SUPPORT FOR CHARTER SCHOOLS
The U.S. Department ofEducation has awarded $100 million in federal grants to
help meet the growing demand for public charter schools, U.S. Secretarty ofEducation
Richard Riley announced today.
In 19 states, the District ofColumbia and Puerto Rico, a total of $41.3 million is
being awarded to fund the first year ofthree-year grants to support start-up and
development of additional charter schools. Another 14 states will receive almost $59
million in second- or third-year funding.
lilt's clear that charter schools are the right public school option for an increasing
number ofstudents,'1 said Riley. "They offer parents and students more choice in the
kinds of puhlic education available to them coupled with public accountability.
II
Charter schools are public schools under contract--<Jr charter-from a public
agency to groups ofparents, teachers, school administrators or others who want to create
alternatives and choice within the public school system. Museums, local businesses and
conununity organizations are among the partners involved. The schools are free) open to
all, and designed to be publicly accountable, as well as creative, flexible and responsive
to both student and parent needs.
President Clinton has asked Congressfor $130 million for the Public Charter
Schools Program. (PCSP) in Fiscal Year 2000 to provide start-up funds for a new round
of schools as well as continued support for existing charter schools. The three-year
J
�AUG-17-1999
11:53
OFC OF THE DEP 5ECY.
202 401 9027
P.03/09
grants fund schools that face costs associated with growth and development. The
President's request would support up to 1,400 charter schools serving some 400,000
students, with a target of3,OOO schools by the year 2001.
Alaska, Connecticut, Delaware, Florida, Illinois, New Jersey, North Carolina,
Wiseonsia, the District of Columbia as weD as Puerto Rico, are receiving a second
round ofthree-year grants beginning this year. Arkailsas, Arizona, Hawaii, Idaho,
Nevada, New Hampsbire, New York, Oklahoma, Oregon, Utah, and Virginia are
receiving their first round of federal charter schools support. California, Colorado,
Georgiat Louisiaaa, Massachusetts, Michigan, Minnesota, Mississippi, Missouri,
Ohio, Pennsylvania, Rhode Island, South Carolina, aad Texas are receiving either
their second or fmal year ofsupport to cOntinue charter schools development.
. Charter schools supported·by the U.S. Department of Education must be non
sectarian and abide by the civil rights, health and safety laws .. The schools must also
meet standards ,set forth·in their charters for students and the school as a whole, or the
chartering agency can close the schooL
Congress reauthorized the PCSP under the Charter Schools Expanion Act of
1998. In announcing the new law, President Clinton said the act "will help foster the
development of high-quality charter schools" and "lead to improvements in public
education more generally.
If
The new law will help states commwricate the successes of
effective charter schools through dissemination grants. Under the act, each state may
allocate up to 10 percent of the state grant to share information on the most successful
practices. Dissemination grants, available for up to two years, are presented to successful
charter schools that have been in operation for at least three consecutive years, and that
�AUG-17-1999
. ' ....
11:54
OFC OF THE'DEP SECY
202 401 9027
P.04/09
have made substantial improvements in student ac:hievement, parental satisfaction and
managerial capabilities necessary to ensure a financially secure charter school.
According to the department's Stateo/the Charter Schools Third-Year Repor~
1999, in California alone more than 55,000 public school students attend charter schools,
yet comprise only 1 percent ofthe student population. However, in the state ofArizona,
3.5 percent ofpublic school students choose charter schools as an alternative in
education.
{\\
•
More than 1.200 charter schools, up from 250 just four years ago, now receive
federal support in 33 states, the District ofColwnbia, and Puerto. In addition, Goals
2000, Title I and other federal funds can be used to finance charter schools and to share
information and knowledge with other public schools.
###
NOTE TO THE EDITORS: Attached is a list ofgrantees.
�. ~ Jordan Tamagni
,. 08/20/99 12:21 :36 PM
••••••••••••••••
Record Type:
To:
Record
Andy Rotherham/OPD/EOP@EOP
cc:
Subject: Revised
PRESIDENT WILLIAM J. CLINTON
RADIO ACTUALITY ON CHARTER SCHOOLS
MARTHA'S VINEYARD, MASSACHUSETTS
AUGUST 20, 1999 .
Giving our children the high quality education they need to succeed is one of the
biggest challenges we face as a nation and helping more·communities start public charter
schools is one of the best ways we can meet that challenge. When I was first elected
President, there was only 1 charter school in the nation.' This fall, there will be more than
1,500 - halfway to my goal of establishing 3,000 charter schools. Today, I am pleasedto
announce that we are building on our progress with nearly $100 million in funding to support
new charter schools around the country. With this step; we will help to raise standards, raise
expectations, and raise accountability in all of America's public schools.
�,.
8-1>8-' 1999 1 1 : 03AM
P. 1
FROM CENTER SCHOOL CHANGE 61 262501 0.1
UNIVERSITY'OF MINNESOTA
!
Crl'flll!r for SchuQI Change
Hilbert H. Humph~ ... 11l~:(iutli: uj
Public :\ffai ~s .
'
2_~:J HW'fIphrey C('fIC('r
301-19th ~\'e1lue South
Mi1lneapolis. MN 55455
612-626-}834
Fax: 612-6:ZS·0/(}4 ,
FAX COVER SHEET
Center for School Change
Phone: 612-626-1834
FAX.: 612 625·0104
DATE:
FAX:
0/lt>lqq
UJz. -Lf5h - ~I
PHONE: ________~____---
.
.
. Nu~bel' of pages 'including this cover sheet:
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COMMENTS:
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�RUG-17-1999
11:53
202 401 9027
OFC OF THE DEP SECY
Office of the Deputy Secretary
P.01/09
u.s. DEPARTMENT
OF EDUCATION
'
I
Fax
Ann O'Leary
To:
Andy Rotherham
From:
Fax:
2021456-5581
Pales: 8
Date:
-=
08117199
Charter SChool Grants
a For Review
C PI. . . Co...ment
0 Pi.... Reply
o PI.... Recycle
Andy - Attached pleaSe find our draft press release with attached list of grams to be awarded. The one
piece that Is not yet in the press releaSe that needS to be included in any papers coming from either the
WH or us Is the issue of strengthening accountablUty in Charter schools which was a real emphasis in
the reauIhorization of Charters last year. Check out the statement the President made upon signing
the Charier school law (attached). We should include similar language abOut accountability.
Also - I am trying to beef up the section on dissemination grants and trying to ensure that the 1,200
number is accurate (I think It is higher). You will need to make some statement about how close these
grants get us to the President's goal or 3,000.
And finally, this list of grantees Is not yet complete. The Charter School offfce is trying to confirm that
the last two grants awarded (two schools In Arizona) are not~for..profit. If they are not we will not be
able to award them grants and will have to go down the slate. It may take another 24 hours to resolve
this issue.
Let me know if you have questions, I will get you our revised statement shortly.
-Ann
�THE WHITE HOUSE
WASHINGTON
CLINTON LIBRARY PHOTOCOPY
---
�FOR RELEASE May 7, 1999
CHARTER SCHOOLS TAKING ROOT
AS PUBLIC SCHOOL CHOICE CONTINUES TO EXPAND
Charter schools are in great demand, as the number of such schools grew by
more than 50 percent in 1998, according to a new report of the National
Study of Charter Schools.
As of September 1998, there were about 1,100 charter schools, serving about
160,000 students. Seven in 10 charter schools reported having a waiting ,
list.
At the time of the study 33 states (now 34) and the District of Columbia had
adopted legislation to allow chartering of eligible schools. Such schools
are free from some or all state and local regulations, in exchange for
greater accountability for student success.
The study released today reports that, generally, these schools are being
---'-held"accountable and that they have the flexibility to make independent
decisions about educational and management issues. For the most part, they
also serve a diverse set of students, 'in relatively small schools, and with
access to computers.
"Communities across America want nothing less than excellence in their
children's classrooms," said President Clinton. "Public charter schools are
providing students with both the creativity that can engage them and the
accountability that can produce results. I encourage Congress to join me in
providing sufficient resources to support their expansion,'"
"It's clear that charter schools are the right public school option for an
increasing number ofstudents," said U.S. Secretary of Education Richard W.
Riley. "They offer parents and students more choice in the kinds of public
education available to them with public accountClbility and oversight."
Riley said the charter school movement shows promise as one approach to
education reform, but noted that more than half of charter .schools reported
diffic'ulty in acquiring sufficient funding. "That's why the president's
support of these schools is so important," he said." President Clinton's FY
2000 budget request calls for $130 million for start-up and development of
charter schools.
Other findings of the report include:
* At 132 students, the median size of charter schools is less than a
third the median size of traditional public schools -- about 65 percenfof
charter schools have fewer than 200 students;
* Most charter schools reported that they had primary control or
authority over their administrative operations and the operation of their
program, but the degree of control varied;
* While monitoring differs greatly across states, most charter schools
said they were held accountable for school finances (87 percent), student
academic achievement (73 percent), and compliance with state or federal
regulations (63 percent);
* Most charter school student bodies mirror their state's racial
compOSition, and in 'Connecticut, Massachusetts, Michigan, Minnesota, North
Carolina and Texas, charter schools are serving significantly more minority
�or economically disadvantaged students;
* As the number of charter schools has increased, the proportion of
limited English proficient students served by charter schools has declined
. slightly from 12.7 percent to 10.1 percent, and at 8 percent, the share of
students with disabilities remains somewhat less than the 11 percent served
in other public schools.
The report also looks at differences among states in charter school laws and
compares charter schools with other public schools in terms of student
composition, implementation, accountability and enrollment. For example,
Arizona has a much larger percentage of its public school students in
charter schools than other states.
.
"just seven years ago, we had only one charter school in the United States,"
Riley said. "It's a rapidly growing sector of public education, and I
encourage all states to actively seek the right balance between flexibility
and accountability."
.
The study is the third year in a four-year research program designed to
document and analyze the charter school movement.· Future reports wi"
address broad policy issues regarding the charter school. movement, including
its potential effects on America's system of public education and student
achievement.
. The study was conducted by RPP International of Emeryville, Calif. 'Copies
are available by calling 1-877-4ED-PUBS (1-877-433-7827) and online at
http://www.uscharterschools.org/.
.
###
�"O'leary, Ann" <Ann_O'leary@ed.gov>
08/18/9908:58:39 PM
Record Type:
. Record
To:
Andy Rotherham/OPD/EOP
cc:
Subject:
RE: charter grants
Andy
On numbers and, specifically, the question of how many charter schools are
supported by Federal funds, Alex Medler from the program office provided me
. with the information pasted below .. The 3,000 target however was not tied to
receipt of Federal funds.
·-Ann
From Alex Medler:
I'll send a new/different sentence or two to cover the estimate of total
schools funded, but so you know here's some background on where the 1400
number comes from. It is just an estimate. It comes from what was written
. in the strategic planning documents we us internally. It might be better to
skip that sentence all together.
If we wanted to ,recalculate a newer "best guess" for this year we could
reasonably suggest 1300-1500 total charter schools receiving funds under the
PCSP. That could be defended if reporters asked by the following:
1. include schools previously funded by earlier years, 900-1100 (some states
have awards pending that may not have been made before their latest
continuation reports, so we honestly don't know the total for this year
. yet);
2. estimate the rate of funding new schools to be near 100% (based on recent
trend to fund nearly all new schools, 95-100% is the likely range);
.
3. times the number of new schools operating this year (300-400) in total
(not including schools approved later in the year, but funded during this
year for planning purposes).
.
4. add the likely number of dissemination grants to older schools (70-100+).
Realistically, after the FY1999 funds are distributed I'd estimate between
1300-1500 schools receiving, or having received, PCSP funds. We could
possibly find more than 1500 recipients if we also counted schools that .
aren't approved yet or planning grants going to schools that never became
charters -- but neither of these aspects deserve highlighting.
FYI and for background:.
Currently, in all states except California, Colorado and Michigan, the trend
�is to fund nearly 100% of new charters. NC and FL, for example, do fund
100%. Others, like MN, funded all but one school. With higher levels of
funding in CA, CO and M!, they will probably get closer to funding all new
schools as well. Based on recent trends in SEAs administering subg'rants, of
the 300 new schools estimated to open this year, I would bet that 280 to 290
will get funded with FY 1999 funds. There could also be more than 300 new
schools, or schools could get approved mid-way through the year and receive
planning money during next school year before opening. Depending on the
timing of state competitions, t that could drive it up even further.
In addition, the older schools will now be eligible for dissemination grants
, -~ but it is really hard to predict how competitively states will distribute .
'dissemination grants or whether they will treat them like an entitlement for
most old schools (we are working against that possible outcome). California
expected to fund 25 if we approved a waiver allowing more than 10% of their
total funds to be used on dissemination grants. Nationwide, more thanAOO,
charter schools are old enough to be eligible for dissemination grants right
away,
> -----Original Message----
> From: Andy_Rotherham@opd,eop.gov [SMTP:Andy_Rotherham@opd.eop.gov] .
> Sent: Tuesday,August 17,19996:35 PM
> To: Ann_O'Leary@ed.gov
> Subject:
charter grants
>
> Ann
>
> I'm looking over the press release that you sent me. I agree with your
> instincts on including something about accountability, we'll put something
> in the press paper.
>
> As for the number of charter schools, the most recent numbers I have come
> from Brian Hassel, 1205 operating in 27 states with laws on the books in
> 35
> states (April 1999). I know some states get grants even though there are
> no schools, hence the 33 state figure in the release, but what caught my
> eye was that the release reads like more than 1200 schools receive federal
> assistance. Is this the case even if we include federal categoricals?
>
> I'll popthe paper over so you can check it out as soon as we'have a
> draft.
>
> Andy
>
/
�".J;
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Andrew Rotherham - Events Series
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Andrew Rotherham
Date
A point or period of time associated with an event in the lifecycle of the resource
1999-2000
Is Part Of
A related resource in which the described resource is physically or logically included.
<a href="http://clinton.presidentiallibraries.us/items/show/36330" target="_blank">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/612954" target="_blank">National Archives Catalog Description</a>
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2011-0103-S
Description
An account of the resource
Within the Domestic Policy Council, Andrew “Andy” Rotherham was Special Assistant to the President for Education Policy from 1999-2000. Before working for the Domestic Policy Council, Rotherham was Director of the 21st Century Schools Project for the Progressive Policy Institute (PPI). This series of Events includes records relating to education events and the corresponding background materials. The records include reports, memoranda, email, congressional correspondence, press releases, and speech drafts.
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
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William J. Clinton Presidential Library & Museum
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20 folders in 3 boxes
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Dublin Core
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Title
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Charter Grants Announcement
Creator
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Domestic Policy Council
Andrew Rotherham
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2011-0103-S
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Box 13
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2011-0103-S-events.pdf">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/612954">National Archives Catalog Description</a>
Provenance
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Clinton Presidential Records: White House Staff and Office Files
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8/23/2013
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2011-0103-Sb-charter-grants-announcement
612954
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https://clinton.presidentiallibraries.us/files/original/ff96f052bc9f22589a9614b70f392fde.pdf
68ce79fd57c34cd4eaec3de04ab7b2b3
PDF Text
Text
II
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WithdrawallRedaction Sheet
Clinton Library
DOCUMENT NO.
AND TYPE
DATE
SUBJECTfflTLE
RESTRICTION
001. form
Photo inscription staff request form re: John Cohen (partial) (l page)
09/03/1998
P6/b(6)
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Photo inscription staff request form re: Chris Donnellan (partial) (I
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1111811998
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COLLECTION:
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2011-0103-S
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',I
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DOCUMENT NO.
AND TYPE
DATE
SUBJECTfflTLE
001. form
Photo inscription staff request form re: John Cohen (partial) (1 page)
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RESTRICTION
P6!b(6)
COLLECTION:
Clinton Presidential Records
Domestic Policy Council
Andrew Rotherham (Events)
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FOLDER TITLE:
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2011-0103-S
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Special Assistant to the
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EVENTS SECTION
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5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
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OPDIDPC
Special Assistant to the
President for Education
HILL SECTION
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2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
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�Andrew Rotherham
OPDIDPC
Special Assistant to the
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INITIATIVES SECTION
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WithdrawallRedaction Marker
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DOCUMENT NO.
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Photo inscription staff request form re: Chris Donnellan (partial) (l
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002. form
11118/1998
RESTRICTION
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COLLECTION:
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2011·0103·S
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Final 08/18/99 9:00pm
JeffShesol
PRESIDENT WILLIAM J. CLINTON
REMARKS ON EDUCATION AND THE BABY ~OOM ECHO
THE WHITE HOUSE
August 19, 1999
. Acknowledgments: the First Lady TBD; Sec. Riley; Wendell
principal, Manual
Arts HS inL.A.; Dan Galloway, principal, Adlai Stevenson HS, Lincolnshire, IL; Dr. Daniel
Domenech [dom-men-NICHE], Superintendent, Fairfax County Public Schools; Dr. Iris Metts,
Superintendent, PG County Public Schools (who spoke at the WH when I signed-the Ed Flex Act
,
in A p r i l ) '
This is surely a busy time for teachers and educators preparing for a new school year, so
I'd like to thank you for joining us. I've been thinking about the back-to-school season - as all
parents do - and all the ways it represents a new beginning. It's not just the new school supplies
we buy for our c~ildren, or those brand-new pairs ofjeans that fee~ like cardboard for the first,
couple of weeks. It's not just the new faces in the classrooms, or their expressions of hope. A
new school year is a new beginning because it reminds us of the vital role of education in our
~,
children's lives, and in the life of our nation.
."t.
;
Today I'd like to talk about the ways we must prepare our nation's schools not just for the
new school year, but for the new century. In our lifetimes, America has never had a greater
opportunity. This is the longest peacetime expansion in our history. Inflation, interest rates, and ,
unemployment are low; wages and homeownership are high. Opportunity is abundant. Soc~al
problems, increasingly, are on the mend: crime is down to a 25-year low; teen smoking and teen
pregnancy are down; and, just yesterday, oUl~ arumal survey showed that drug abuse among
young people declined significantly last year. This is a time of great prosperity and even greater
promise.
"
There is, as you know, a great debate underway in Washington - about whether to fulfill'
this great promise, and how to use the surplus. There are a lot of elements to this debate. Really,
though, we're debating one basic question: whether we will seize this chance to, invest in the
future of our nation and the lives of our children: I believe, in this time of unparalleled
prosperity, that the best thing we can do for our'children is to meet o'ur long-term challenges: To
payoff our debt instead ofleaving it as a burden on our children. To save Social Security, so our
children won:t be forced to save it for us: To strengthen and modernize Medicare, so our
children won't be forced to do that, too, for us. Andto invest in our future by investing in their
education.
Today, I am releasing a report by the Department of Education that makes it clear we
must do more, notless, to meet our nation's growing educational needs. It shows that every
year, the halls of our schools resound more loudly with ~hat we call the "Baby Boom echo."
The children of Baby Boomers are breaking enrollment records for the fourth year running: this
academic year, 53.2 million students will fill America's elementary and secondary schools.
1
�That's nearly half a million more than last year. Moreover, the pattern of enrollment is changing:
as these children grow older, it is high schools and colleges, not elementary or middle schools,
that will carry the burden. During the next decade, America's high schools are p\ojectedto swell
with the ranks of 1.3 million new students.
.
This new report on school enrollment gives our nation an important assignment: to make
the investments in education that our future demands, and our children deserve.
My administration has worked hard, these six and a half years, to invest in education
while bringing revolutionary change to our schools. [The First Lady and] Secretary Riley just
spoke about the historic investments. we have made to open the doors of college to every
American willing to work for it; to connect every classroom, no matter how remote, to the
Internet; and the work we are doing to 'strengthen performance and accountability in our schools.
But Principal Greer described the conditions that exist in too many American schools:
the overcrowding, the classes held in trailers, the shortage of individual attention by trained
teachers. These challenges will,only grow as enrollments rise.· They will demand greater
resources and greater resolve. The Baby Boom echo is another reason why we must act to build .
new schools and fix old ones; and to hire trained teachers, particularly in math and science,
.
.
especially for our high schools. I have proposed, as part of my balanced budget, to build or
renovate up to 6,000 schools nationwide; and to fulfill the co111.initment the Congress and I made
to hire 100,000 teachers for our nation's schools, to lower class size in the early grades.
Unfortunately, the majority in Congress wants to back off from our commitment to
reduce class size. And the tax plan they have proposed would do further damage to our
priorities. Not only would it fail to pay off the debt. .. not only would it fail to strengthen Soc~al
Security and Medicare. .. but it could also lead to drastic cuts in education and our other
national priorities, from national defense to medical research, from fighting crime to protecting
the environment.
I have said I will veto the Republican tax plan. Expanding enrollment in our nation's
schools is yet another reason why their plan is wrong for America. Just think about the impact
on education if we allowed the majority's plan to become law - while trying to keep the budget
balanced. Today, we help 12 million children in poor communities to make more oftheir
education. If the tax plan passes, we'd have to tell 6 million of those children: Sorry. We just
can't help you to reach higher. Today, we help a million children learn to read independently by
the 3rd grade. If the tax plan passes, we.'d have to tell 520,000 of them: Sorry. We just can't help
you learn to read. Today, we're nearing our goal of enrolling a million preschoolers in
HeadStart. If the tax plan passes: Sorry. We'd have to turn 430,000 away. And compared to
our proposal, here's what the tax plan would mean to those already in school: larger classes,
fewer teachers, and more trailers. Well, that's a pretty sorry way to educate our children. They
deserve the best, not the least, that we can do.
So let's dofirst things first. Let's pay off the debt for the first time since Andrew Jackson
was President. Let's.save Social Security and Medicare, and fulfill our obligation to older
Americans. And let's invest in the education of our young people. We can do all these things
2
\.
�..
and still have sensible tax cuts. And if we rise to that responsibility, we can show our children
that we still believe what we teach them, not just at school but at home: that every child should
have the chance, and the tools, to succeed in the 2pt Century. I believe that, and I know you do.
Let's keep working to make it a reality for all Am~ricans. Thank you.
3
�Baby Boom Echo Report Qs and As
Q:
What report did the President release today and why is it significant?
A:
Today, the President announced the U.S. Department of Education's "Baby Boom
Echo" report which tracks enrollment patterns in our nation's schools and universities.
The report is significant because it shows record-breaking enrollment in elementary and
secondary schools for the fourth consecutive year and in colleges and universities for the.
second straight year. Public and private elementary and secondary schools will enroll
53.2 million students-- almost half-a-million more than last year -- while colleges will
enroll a record 14.9 million students. In total, elementary and secondary school
enrollment will rise by 8.3 million and college enrollment by 2.8 million betw~en 1989
and 2009 ..
Q:
Are some parts of the country more affected than others?
A:
Enrollment is up significantly across the country but southern and western states
are experiencing particularly dramatic increases. Nevada has the highest increases with
an expected 77 percent increase in public high school graduates over the next ten years,
.followed by Arizona with 56 percent, and North Carolina with 40 percent.
Q:
Are the increases seen in all grades or are they more concentrated in some?
A:
According to the report the biggest increase will be in high schools, which will .
enroll an additional 1.3 million students over the next ten years. During the next 10
years, 15 states will see at least a 15 percent increase in the number of public high school
graduates.
.
Q:
What is the administration doing to help schools deal with this dramatic
growth?
'
.
,"
A:
The administration is working on several fronts to help our nation's schools deal
with this issue and ensure that all of our children receive a high-quality education. First,
the President has proposed a school modernization initiative that will support state and
local efforts to build or modernize up to 6,000 schools nationwide. The President is also
working to ensure that Congress will maintain the commitment made.1ast year to hire
100,000 new, well-prepared teachers to help reduce class size in the early grades to a
national average of 18. It is especially important that children not be taught in
overcrowded classrooms in these early grades, where they are learning to read and
mastering the basics. . In addition, the President has strongly supported efforts to recruit
new teachers and ensure that every child has a highly qualified teacher.
Q:
But doesn't the dramatic size of this "baby boom echo" make your goal of
smaller classes more difficult to reach?
�A: .
Of course the challenge of reducing class ~izes and recruiting qualified new .
teachers is significant and this report is further evidence of that; however we havean
unprecedented opportunity to meet it. The incredible growth we have experienced over .
the past 7 years means that we are in a position to invest in research-based practices like
reducing class size anc;imodemizing schools in order to ensure that all of our students
have the skills they will need in the 21 51 Century. It is irresponsible for Congress to be
consi4ering risky schemes that threaten these key investments.
Q:
How is this report on school enrollment related to the Republican tax plan?
A:
This report emphasizes the work we must do to provide all of our children with a
high-quality education and prepare them to succeed in the 21 51 century. It clearly
illustrates the challenges ahead to modernize schools and provide. highly trained teachers
and decent school buildings to all students. According to the President, this report
highlights the need to invest in our children's future by paying off the debt, strengthening
Social Security arid Medicare, and maintaining our commitment to education as a
national priority. The Republican tax scheme could cause devastating cuts'in key
initiatives to help children learn to read, keep schools, reduce class size, support after
school programs, and expand access to college. It would also support the modernization
of only one-sixth as many schools as the President's plan. Congress needs to enact a
responsible tax plan that will help communities build and modernize schools and help
families finance their retirement, child care, and long-term care while saving Social
Security and Medicare, and leaving room for vital investments in education and defense.
",
,)
�.
08/18/99 11: 15:41·AM
Record Typ'e:
To:
Record
See the distribution list at the bottom of this message
cc:
Subject: Thursday Update
[
fyi
---------------------- Forwarded by Karin Kullman/OPO/EOP on 08/18199 11: 15 AM --------------------------
Timothy W. Emrich 08/18/9910:42:49 AM
Record
Record Type:
To:
Aviva SteinbergNVHO/EOP@~OP
cc:
Karin Kuliman/OPD/EOP@EOP
Subject: Thursday Update
12:10
12:20
pm
pm
BRIEFING
/
OVAL OFFICE
Staff Contact: Bruce Reed
12:25
pm
THE PRESIDENT proceeds to Presidential Hall
12:30
1: 15
pm
pm
BABY BOOM ECHO REPORT EVENT
PRESIDENTIAL HALL
Remarks: Jeff Shesol
Staff Contact: Bruce Reed
Event Coordinator: Aviva Steinberg
OPEN PRESS
- Off-stage announcement of the President and the First Lady (T),
Secretary Richard Riley, and Persons TBD.
- (T)
The First Lady makes remarks and introduces Secretary Richard Riley.
:
Secretary Richard Riley makes remarks and introduces Person TBO.
Person TBD makes remarks and introduces the.President.
The President makes remarks, works a ropeline, and departs.
,
�Message Sent To:
Bruce N. Reed/OPD/EOP@EOP
Cathy R. Mays/OPD/EOP@EOP
Eric P. Liu/OPD/EOP@EOP
Anna Richter/OPD/EOP@EOP
Andy Rotherham/OPD/EOP@EOP
Bethany Little/OPD/EOP@EOP
�\
TODAY, THE PRESIDENT ANNOUNCED THE RELEASE OF THE BABY BOOM ECHO REPORT,
WHICH REVEALS A RECORD HIGH NUMBER OF SCHOOL-AGE CHILDREN - AND DRAWS
ATTENTION TO THE PRESSING NEED FOR INVESTMENT IN OUR SCHOOLS. President Clinton urged
Congress to enact a responsible budget that pays down the debt, strengthens Medicare and Social Security, and invests
in national priorities like education. The President pointed out that the Republican tax and budget could cause
devastating cuts in key initiatives to keep schools safe and drug-free, help children learn to read, reduce class size in
the early grades, support after-school programs, and expand access to college. At a time when the need is urgent, the
Republican plan would support the modernization of only about one-tenth as many schools as the President's plan.
CHILDREN OF BABY BOOMERS CONTINUE TO , '
BREAK SCHOOL ENROLLMENT RECORDS
,
.
"
• Total public and private school enrollment will reach a record 53.2 million students this year. The 1996-97
•
•
•
•
school year was the first year that members of Baby Boom Echo broke their parents' record for school enrollment,
and they have continued to enroll in the record-breaking numbers every year since then. In fact, it is expected that
enrollment will continue to increase every year until 2008.
The West and South lead the nation in growth. ,While every region of the country will see significant increases
in student enrollment, Southern and Western states will experience the greatest growth. Between 1989 and 2009,
the West will see enrollment increase by over 35%, while enrollment is the South will increase by nearly 20%.
Growth is both urban and suburban. The top 25 growing districts in the country are both urban and suburban.
From 1987 to 1997, New YorkCity has the largest increase (131,920), followed by Dade County (92,635) and
Los Angeles (91,119). Suburban districts surrounding Atlanta: Gwinnett County (35,462), Cobb County (24,702)
and Fulton County (23,089), and the Washington, D.C. suburbs: Montgomery County (28,752) and Prince
Georges County (23,935) have also experienced rapid growth.
The most rapid increases over the next ten years will occur in America's high schools. High school
enrollment is expected to increase by 1.3 million students over the next decade (from 14.9 million in 1999 to;16.2
million in 2009), creating a pressing need for more well trained teachers. On average, high schools also cost
approximately twice as much to build as elementary schools. The average cost of construction for new schools is
$8 million for elementary schools, and $16 million for high schools. [Coun'cilfor Educational Facility Planners International, 1997)
College enrollment will rise to an all-time high of 14.9 million this year. This is the second year in a row that
college enrollment has set a new record. This number is expected to jump an additional 1.5 million in the next ten
years, at a time when colleges and universities are already filled to capacity.
HIGHER ENROLLMENT UNDERSCORES NEED FOR GREATER INVESTMENT IN SCHOOLS, AS
PRESIDENT CLINTON HAS PROPOSED
• The size of the Baby Boom Echo underscores why we must act now to build new schools and fix old ones;
and to recruit and hire high quality teachers to reduce the class size in the early grades. President Clinton
has proposed, as part of his balanced budget, to support state and local efforts to build or renovate up to 6,000
schools nationwide; and to fulfill the commitment he and Congress made to hire 100,000 new teachers to lower
class size in the early grades.
REPUBLICAN PLANS FAIL TO ADDRESS URGENT NEED FOR SCHOOL CONSTRUCTION AND
MODERNIZATION
• The Republican plan denies local school distri~ts vital support to build and modernize up to 6,000 p~blic
schools across the nation. The President's targeted tax cut would cover the interest on state and local efforts to
build and modernize 6,000 public schools across the nation. The Repliblican tax cut provides marginal help to
address the needs of only one-tenth that many schools. The President's proposal to modernize our public schools
could be fully funded using only about I% of the Republican tax cut approved by the House.
�REPUBLICAN PLANS FAIL TO PROVIDE SMALLER CLASSES FOR AMERICA'S ClllLDREN
• Republican plans undermine a bipartisan effort to ensure funding for smaller classes. Last year, a
bipartisan agreement was reached to make a down payment on the President's plan to hire 100,000 teachers to
reduce class size in the early grades to a nationwide average of 18; earlier this month the Education Department
awarded funds to help local school districts begin hiring 30,000 teachers before school starts this fall. While the
President wants to finish the job, House Republicans have passed a bill that undermines this class size initiative
and fails to guarantee that one cent will be used to hire a single teacher to reduce the size of a single class.
REPUBLICAN TAX BILL SQUEEZES OUT OTHER KEY INVESTMENTS IN EDUCATION
• The Republican tax and budget plans could force dramatic cuts in funding for'education. The President
cited Administration estimates i of the long-term impact of the Republican plans on key investments to improve our
schools and expand access to college. In the tenth year alone of the Republican tax and budget plans, the nation
could be forced to deny support to nearly 6 million students in high-poverty communities; withhold from 520,000
children the assistance they need to learn to read; deny 430;000 kids access to Head Start; slash Pell grants, and
block hundreds of thousands of students from the opportunity to work their way through college .
. i The calculations are based on the Republican budget and tax plans, assuming that Congress also funds defense at the President's requested
level and pays down debt by as much as the Congressional budget resolution promises. Givel) these assumptions, the budget resolution the
Republican t~x plan would require dramatic cuts to domestic discretionary programs -- cutting more than half from current funding levels.
�August 18, 1999
BA.llY BOOM ECHO REPORT EVENT
August 19; 1999
Presidential Hall
OEOB Rooin 450
BRIEFING TIME: 12:10pm -12:20pm
12:30pm ~ 1: 15pm
EVENT TIME:
Bruce Reed, Gene Sperling, Thurgood Marshall, Jr.
FROM:
DATE:
LOCATioN:
I.
PURPOSE
To announce the results of the Department of Education's special report The Baby Boom
Echo: No End in Sight.
II.
BACKGROUND
Today, you will announce the release of the Baby Boom Echo Report, which reveals a
record high number of school-age children - and draws attention to the pressing need for
.
investment in our. schools. You will address an audience of approximately 130
representatives from education and student advocacy groups. You will take this
opportunity to press Congress to enact a responsible.budget that pays down the debt,
strengthens Medicare and Social Security, and invests in national priorities like
education. You will also point out that the Republican tax and budget plans could cause
devastating cuts in key initiatives to keep schools $afe and drug-free, help children learn
to read, reduce class size in the early grades, support after-school programs, modernize
our schools, and expand access to college.
, Children of baby boomers continue to break school enrollment records
• Total public and private school enrollment will reach a record 53.2 million students .
this year. The 1996-97 school year was the first year that members of Baby Boom Echo
broke their parents' record for school enrollment, and they have continued to enroll in the
record-breaking numbers every year since then. In fact, it is expected that enrollment will
continue to increase every year until 2008.
• The most rapid increases over the. next ten years will occur in America's high
schools. High school enrollment is expected to increase by 1.3 million students over the
.next decade, creating a pressing need for more well trained teachers. On average, high
schools also cost more than twice as much to build as eleinentary schools.
�/
• College enrollment will rise to an all-time high of 14.9 million this year. This is the
second year in a row that college enrollment has set a new record. This number is
expected to jump' an additional 1.5 million in the next ten years, at a time when colleges
and universities are already filled to capacity.
Higher enrollment underscores the need for greater investments in our schools
• The size of the Baby Boom Echo underscores why we must act now to build new
schools and fix old ones; and to recruit and hire high quality teachers to reduce the
class size in the early grades. As part of your balanced budget you have proposed to
support state and local efforts to build or renovate up to 6,000 schools nationwide; and to
fulfill the commitment you and Congress made to hire 100,000 new teachers to lower
class size in the early grades.
Republican plans fail to address urgent need for school construction and modernization
• The Republican plan denies local school districts vital support to build and
modernize up to 6,000 public schools across the nation. Your targeted tax cut would
cover the interest on state and local efforts to build and modernize 6,000 public schools
across the nation. The Republican tax cut provides marginal help to address the needs of
only one-tenth that many schools. Your proposal to modernize our public schools could
, be fully funded using only about 1% of the Republican tax cut approved by the House.
Republican plans fail to provide smaller classes for America's children
• Republican plans undermine a bipartisan effort to ensure funding for smaller
classes. Last year, a bipartisan ~greement was reached to make a down payment on
your plan to hire 100,000 teacher~ to reduce class size in the early grades to a
nationwide average of 18; earlier this month the Education Department awarded funds
to help local school districts begin hiring 30,000 teachers before school starts this fall.
While you want to finish the job, House Republicans have passed a bill that undermines
this class size initiative and fails to guarantee that one cent will be.used·to hire a single
teacher to reduce the size of a single c l a s s . '
.
Republican tax bill squeezes out other key investments in education
• The Republican tax and budget plans could force dramatic cuts in funding for
education. Yoli will cite Administration estimates of the long-term impact of the
Republican plans on key investments to improve our schools and expand access to
college. In the tenth year alone· of the Republican tax and budget plans, the nation could
be forced to deny support to nearly 6 million students in high-poverty communities;
withhold from 520,000 children the assistance they n~ed to learn to read; deny 430,000
kids access to Head Start; slash Pell grants, and block hundreds of thousands of students
from the opportunity to work their way through college.
�I.
PARTICIPANTS
Briefing Participants:
The First Lady (T)
Secretary Richard Riley
Thurgood Marshall, Jr.
.Bruce Reed
Gene Sperling or Brian Kennedy
Loretta Ucelli
JeffShesol
Stage Participants:
_
Iris T. Metts, Ed.D, Superintendent, Prince George's County Public Schools
Daniel Domenech, Ph.D., Superintendent, Fairfax County Public Schools
Dan Galloway, Principal, Adlai Stevenson High School, Lincolnshire, IL
Program Participants:
YOU
The First Lady (T)
Secretary Richard Riley
Wendell Greer, Principal, Manual Arts High School, Los Angeles, CA
II.
PRESS PLAN
Open Press.
III.
SEQUENCE OF EVENTS
YOU will be announced, accompanied-by the First Lady (T), Secretary Richard
. Riley, and Wendell Greer, onto the stage.
The First Lady will make remarks and introduce Secretary Riley. (T)
Secretary Riley will make remarks and introduce Wendell Greer, Principal,
Manual Arts High School.
Wendell Greer will make remarks and introduce YOU.
YOU will make remarks, -work a ropeline, and depart.
VI.
REMARKS
To be provided by speechwriting.
I.
ATTACHMENT
-Highlights from The Baby Boom Echo Report
�AUG-17-1999 TUE 05:55 PM OFC OF SEC/PUBLIC AFFAIR
DRAFJj
FAX NO. 202 260
r. ut::.
U'o"3
DRAF!1
The Baby Boom Echo Continues
New records.•...•
. Total public and private school enrollment will rise to a record 53.2 million: _~
.
',Q.A\~-
Total colIege enrollment will rise to a record 14.9 million:
' \
1
'1.>?ri
Between 1989 and 2009.......
Elementary school enrollment will rise by 4.7 million. secondary enrollment by
3.6 million and college enrollment by 2.8 million;
.
, Public high school entoIlmen( is expected to increase by.29 percent. while elementary
enrollment is projected to increase by 15 percent;
The number of public high school graduates will increase 18 percent;
Seventeen states will have at least a J5 percent increase in the number of public high
school graduates, with a 146 percent increase projected for Nevada. 85 percent for
Arizona, 56 percent for California. and 51' percent for Rodda;
Fun-time college enrollment is projected to rise by 26 percent.
Between 1999 and 2009•.•••••
Public high school enrollment is expected to increase by nearly 9 percent, while
elementary enrollment is projected to decrease by Jess than one percent;
The number of public high school graduates wil1 increase 16 percent:
Fifteen states will have at least a 15 percent increase in the number of public high school
graduates, wiLh a 77 percent increase projected forNevada, 56 percent for Arizona, and :l
40 percent for :North Carolina;
The total number of public and private high school teachers is expected to rise by 75,000
- a 6 percent increase; a tOlal of 2.2 miJIion public elementary and secondary school
teachers will be needed over the period [0 accominodate the new students and replace
those teachers who retire or leave [he profession for other reasons;
Full-time colJege enrollment is projected to rise by 14 percent.
Beyond 2009 .•••..
Unlike the decline after the previous baby boom. where births dropped down to 3.1
million in the early seventies, the number of births is not projected to faU off, but to
incrca<;e slowly for the next 10 years. Long-range projections by the U.S. Bureau of the
Census indicate that the number of birthll will continue to rise thereafter, from to 4.2
million in 2009 to 4.8 miHion in 2028.
~
')
��AUG-U-1999 lUI:. u~:~~ t'n U~t; U~ :;)1:.t;/t'UtlLlt; A~~AlI<
DRAFD
tAX NU. cUe
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IIOj
The Baby Boom Echo Continues
r.
UG.
DRAF!l
New records. •...•
,
Total public and private school enrollment will rise to a record 53.2 million;
Total college enrollment will rise to a record'14.9 million.
(
Between 1989 and 2009.......
Elcmemary school enrol1rnent will rise by 4.1 million. secondary enrollment by
3.6 rniHion and coIIcge enrollment by 2.8 million;
-#
Public high school enrollment is expected to increase by 29 percem, while elementary
, enrollment is projected to increase by 15 percent;
/
The number of public high school graduates will increase 18 percent;
Seventeen states will have at least a 15 percent increase in the number of public high
school gni.duates, with a 146 percent increase projected for Nevada, 8S percent for
Arizona, 56 percent for California. and 51 percent for Florida;
Full-time college enrollmentis projected to rise by 26 percent.
Between 1999 and 2009.......
Public high school enrol1ment is expected to increase by nearly 9 percent, while
elementary enrollment is projected to decrease by Jess than one percent;
The number of public high school graduates will increase 16 percent;
Fifteen states will have at least a 15 percent increase in the number of public high school
graduates. with illpercent increa.se projected for Nevada, 56 percent for Al'izona, and a
40 percent for North Carolina;
..
The total number of {mblic and private high school teachers is expected to rise by 75.000
• a 6 percent increase; a total of 2.2 rniHion public elementary and secondary school
teachers will be needed over the period to accommodate the new students and replace
those teachers who retire or leave [he professjon for other reasons;
Full-time college enrollment is projected to rise by 14 percent.
Beyond 2009 .•••..
Unlike the declit:ae after the previous baby boom, where births dropped down to 3.1
million in the early seventies. the number of births is not projected to fall ofr, but to
increase slowly for the next 10 years. Long-range projections by the U.S. Bureau of the
Census indicate that the number of birth!l: will continue to rise thereafter. from to 4.2
million in 2009 to 4.8 mi11ion in 2028.
�:0
:::J
CHANGING ENROLLMENT PATTERNS
:L
Fall 1999 to Fall 2009
'.
.' 1.5 Million
:-r>
..n
.'"
:-
1 ~3 Million
0
to
:\J
:\J
0
:\J
Student Increase
Student Increase
:::5
:z:
x:
a::
~
::lI::!
a::
~
~
a::
0
-I
:::0
=
::L
.......
.3 Million
0
:..u
I:n
Student Decrease
l.J...
a
Q
l.J...
a
.:L:
0
l.O
"'"
=
LLJ
=
E
(Y')
O)
0)
0)'
-: .1"
Pre-K
·to Grade 8
High School
Higher Education
I
l"
I
~
=
<I:
SOURCE: U.S. Department of Education. National Center for Education Statistics, Projections of Education Statistics to 2009.
�.n
::::>
::l...,
HIGH SCHOOL ENROLLMENT UP
ALL ACROSS AMERICA
Enrollment in Millions
5.2
("I")
LO
I'
I'
C>
co
N
N
C>
N
d
:z:
~~1989
iiil1999
2009
i
::<:
<I:
l.L
a:::
<I:
l.L
l.L
<I:
c.J
--I
co
:::>
a..
.........
c.J
w
en
l.L
o
c.J
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o
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a..
LO
...r
("I")
C>
0)
0)
0)
I
r-
J,
:::>
<I:
Northeast
Midwest
South
West
SOURCE: U.S. Department of Education, National Center tor Education Statistics, Projections of Education Statistics to 2009.
�AUG-17-1999 TUE 03:44 PM OFC OF SEC/PUBLIC AFFAIR
FAX NU 202 260 77b3
Contact: David Thomas
(202) 40]-1579
FOR RRELRASE
k:/shared/nddrafts/babiboom
. NATION'S SCHOOL I£NROLLMIf:NTDREAKSANOTJlF..R RECORI);
11 rCI{ SCHOOLS SWltCL, MOR1~ STUDENTS GRADUATING
America's schools and colleges will set another new national enrollmenl record
this fall, with public and private schools surpassing previous years' levels for the fourth
consecutive year, and college enrollment breaking the previous level for the second year
in a row.
Elementary and secondary schools will pack in 53.2 million students, surpassillg
last year's record by nearly half-a-rnillion, while college enrollment will rise to an alltime high of 14.9 mlIlion, according to a special back-to-school reporl by the US.
Department of Education. In addition, new enrollment records will continue for allcast
the next seven years, and by 2008, 54.3 million students are expected to be in elemenlary
and secondary school.
"Many of our schools are overcrowded and will stay that way since enrollmenls
are expected to continllo cl imbing," said U. S. Secretary of Education RichardW. Riley.
"And the situation will only get
wor~e
if we don't act quickly to build new schools and
fix old oncs."
"That's why President Clinton has sent Congress a seriolls school construction
plan for three yC(\fS in a row. This bill will help 10 build or renovate lip to 6,000 schools
nat ionwide."
�FAX NO, 202 260 TfS3
p, U3
According to the repol1,' the biggest increase of students over the next decade, will
be in grades 9-12, Projections through 2009 indicate a nine percent increase in student
enrollment, bringing an addilional 1.3 million public high schqol students into the
schools. Middle schools will have the next largest increase, where about a third ofa
million additional studenLs will enter grades 6·8. '
"High schools are twice as expensive to build as elementary schools," Riley said,
"and we are already hard pressed to fund enough math and science teachers. We need to
pay a lot morc attention to our nation's high schools."
The reporl shows a clear shift in the growth rate from elementary to high schooL
Over the neXT dtlcadc, 15 stales will have a least a IS percent increase in the number of
public high school graduates. While every region of the country will experience
signH1cnnt increases, !louthem and western states will experience the greatest boom in
K-12 enrollment.
Nevada lOPS the chart with an expected 77 percent increase ofpublic high school
graduates over the next ten years, followed by Ari7.ona with 56 percent and North
Carolina with 40 percent
And 'although the bulk of the growth in K-12 enrollment is concentrated in slates
like California, Texas and PloridR, states like Illinois and Indiana also face high growth
trends, New York City leads the country in overall enrollment increases between 1987
1997, ,
The report also shows that a large number of teachers will be nearing the
end of their teaching career within lhe next five to ten years, Thc retirements, coupleel
with
illcrea~cd
student enrollment, will require an estimated 22 million teachers to be
hired over the next tcn years. There will be a nine percent increase in the need for more
high school toachers, especially in ar~as such as physics and advanced math courses,
- - - -_ _ _
r'"
�AUG:-17-1999 rUE 03:45 PM OH; UF
~ECIPU!;L1C
Ari"'All<
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Noting thal most growth will be in middle and high schools, Riley challenged
parents, educators, and communities to take new steps to hc)p them get on the right track
for the future.
"Earlier this month President Clinton announced the award of 185 new granLs
totaling $120 million to help disadvantaged childrcn, beginning in the middle grades, to
prepare for and get on the pathway to achieve success in college." Riley said. "Thcse
grants will allow colleges to form partnerships with schools to provide guidance and
advice to help prepare more ::;tudents to navigate these changing times.
*'Jnadclition. we recently awarded grants to aIJow low-income school districts to
fund Advanced placement tests for their students. Research clearly shows that students
who take challenging c,::ollr~cwork early excel in college and Jater on in life. These grants
can help encollrage students to rake harder classes and then measure what they hove
learned as they prepare to move forward into college."
NOTE TO EDITORS:
Copies oflhe department'S report are available to media by
calling (202) 401-3026. and can be obtained at the
following website address: ???????????
r.
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�AUG-17-1999 TUE 03:45 PM OFC OF SEC/PUHLlC AFFAIr(
FAX NO, 202 20U {(b'3
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ELEMENTARY AND SECONDARY ENROLLMENT
r.
.
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Table I.-Enrollment in grades K-8 1 and 9-12 of elementary and secondary schools, by control of institution, with
projections: Fall 1984 to fall 2009
(In thousands)
Public
Total
Private
Year
9-12
K-12'
K-8'
9-12
K-12 ,
31.205
31,229
31,536
32,165
32,537
33,314
33,973
34,580
35,300
35,784
36,258
36,806
37,245
37,737
13,704
13,750
13,669
13,323
12,893
12,583
12,475
12,666
12,898
13,152
13,449
13,697
14,131
14,445
39,208
39,422
39,753
40,008
40,189
40,543
41,217
42,047
42,823
43,465
44,111
44,840
45,592
46,323
12,304
12,388
12,333
12,076
11,687
11,390
11,338
11,541
11,735
11,961
12,213
12,500
12,834
13,137
25,700
5,557·.
25,452
2 5,479
>5,241
>5,355
35,232
35,199
35,375
45,471
45,596
5,662
45,783
5,860
24,300
4,195
24,116
24,232
>4,036
34,162
34,095
34,074
>4,212
4 4,280
44,360
4,465
44,486
4,552
21,400
1,362
21,336
2 1,247
3 1,206
>1,193
31,137
31,125
:11,163
4 1,191
41,236
1,197
41,297
1,308
38,110
38,323
38,521
38,683
38,749
38,703
38,561
38,348
38,152
38,044
38,005
38,012
14,658
. 14,891
15,018
15,138
15,322
15,525
15,808
16,129
16,348
16,391
16,310
16,163
46,844
47,244
47,533
47,785
48,010
48,154
48,286
48,392
48,418
48,362
48,255
48,126
26,905
27,034
27,420.
27,933
28,501
29,152
29,878
30,506
31,088
31,504
31,898
32,341
.32,759
33,185
Projected
33,514
33,701
33,875
34,018
34,075
34,035
33,910
33,723
33,550
33,455
33,421
:n,427
13,330
13,543
13,658
13,767
13,935
14,119
14,376
14,669
14,868
14,907
14,833
14,699
5,924
5,971
6,006
6,036
6,061
6,074
6,082
6,086
6,082
6,073
6,061
6,048
4,597
4,622
4,646
4,666
4,674
4,668
4,651
4,625
4,602
4,589
4,584
4,585
1,327
1,348
1,360
1,371
1,387
1,406
1,431
1,461
1,480
1,484
1,477
1,464
K-12 ,
K-8
1984 ............................
1985 ........................ :...:
1986 ............................
1987 ............................
1988 ............................
1989 ............................
1990 ............................
1991 ............................
1992 ............................
1993 .......... :.................
1994 ............................
1995 ............................
1996 ............................
19974 ..........................
44,908
44,979
45,205
45,488
45,430
45,898
46,448
47,246
48,198
48,936
49,707
50,502
51,375
52,182
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
52,768
53,215
53,539
53,821
54,071
54,228
54,369
54,477
54,500
54,435
54,316
54,174
............................
................. :..........
............................
............................
............................
............................
............................
............................
............................
............................
............................
............................
1
Includes most kindergarten and some nursery school enroli')lenl.
Estimated on the basis of past data.
, 3 Estimate is from the Early Estimates survey.
4 Projected.
I
2
NOTE: Historical numbers may differ from those in previous editions.
Projections are based on datu through 1996. Because of rounding,
details may not add to totals.
K-8 1
9-12
SOURCE: U.S. Department of Education, National Center for Education
Statistics, Statistics of Public Elementary and Secot;ulary Schools; Com
mOl] Core of Data surveys; NCES Bullelin, December 1984; 1985
, Private School Survey; "Key Statistics' for Private Elementary and
Secondary Education: School Year 1988-89," Early Estimales; "Key
Statistics for Private Elementary and Secondary Education: School
Year 1989-90," Early Estimates; "Key Statistics for Private
Elementary and Secondary Education: School Year 1990-91," Early
Estimates; "Public and Private Elementary and Secondary Education
Statistics: School Year 1991-92,"Early Estimates; "Public and Private
Elementary and Secondary Education Statistics: School Year 1992
93," Early Estimales; Private School Universe Survey, J995-96; and
National Elementary and Secondary Enrollment Model. (This table
was prepared August \998.)
�ELEMENTARY AND SECONDARY ENROLLMENT
Figure 6
Enrollment in elementary and secondary schools, by grade level,
with projections: Fall 1984 to fall 2009
(Millions)
60
Projected
50
Grades K-12
40
30
20
Grades 9-12
10
1989
1984
1994
1999
2004 "
2009
Year
Figure T
Enrollment in elementary and secondary schools, by control of institution,
with projections: Fall 1984 to fall 2009
(Millions)
60
Projected
50
Pubtic
40
30
20
10
Private
0
1984
1989
1994
1999
Year
2004
2009
7
�6
ELEMENTARY AND SECONDARY ENROLLMENT
Figure 4.
5- to 17-year-ol.d population, with projections: 1984 to 2009
(Millions)
60
Projected
50
40
30
20,
10
1984
1989
1994
1999
2004
2009
Year'
Figure 5
School-age populations, with projections: 1984 to 2009
(Millions)
60
Projected
50
40
5- to 13-year-old population _ _- - - 30
20
14-to 17-year-old population
10
1984
1989
1999
1994
Year
2004
2009
�Jonathan H. Schnur
07127/99 02:43:05 PM
Record Type:
To:
Record
Bethany Little/OPD/EOP@EOP. Tanya E. Martin/OPD/EOP@EOP
cc:
Subject: boys nation remarks -- 1 pm draft
---------------~--~--- Forwarded by Jonathan H. Schnur/OPO/EOP on 07/27199 02:43 PM -~--..;----------------------
Lowell A. Weiss .
07127/9912:59:16 PM
Record Type:
To:
.' Record.
See the distribution list at the bottom of this message
cc:
Joshua. S. GotlheimerNVHO/EOP@EOP
Subject: boys nation remarks -- 1 pm draft
Draft 7/27/99 1:00 p.m.
Lowell Weiss
PRESIDENT WILLIAM J. CLINTON
REMARKS TO BOYS AND GIRLS NATION
ON EDUCATION PRIORITIES
THE WHITE HOUSE
July 28, 1999
to
.
I probably don't need tell Jou.how much I look forward to meeting with the Senators
from Boy's Nation and Girls Nation every year. Part of that has do with my own nostalgic
memories of when President Kennedy looked a small-town boy from Arkansas in the eye and
. made him feel like ·there was nothing he could not do in life. The other part is the chance to
look you in the eye and try to do the same thing for you.
.
to
Because your country needs you. Today, you are proud delegates of Boys and Girls
Nation. Tomorrow, you will be the men and women who lead the American nation. You've
all done wonderful things in your communities. And I know you all have so much more to do
and so much more to give .. One of the young women here today may go on to become
President of the United States - or maybe even one of the young men. One of you might
command the first human mission to Mars .. 'One of you .might develop the cure for cancer or
AIDS. Each and everyone of you has enormous potential. You've worked hard. You've set
�·'
high goals. You've seized the opportunities before you. If you are willing to stay on this'
course and use your gifts for the common good.,.. there is no limit to what you can achieve.
Like you, our nation is looking out on a big and broad horizon. The possibilities for
America are spread out as far as the eye can see. Our country is once again the world's
greatest force for peace, security; and human rights. The fabric of our society and· the bonds
, of our communities are growing stronger. We're enjoying the longest peacetime expansion in
history. '
The question is, What are we going to do with this moment? Will we seize the'
opportunities that this prosperity gives us? Will we invest for the future.:... for your future?
Will we invest in creating the best system of education in the world . with smaller classes,
better-prepared teachers, and safe and modern schools? Willwe save Social Security and
Medicare? Will we help those communities that have not yet been, blessed by our prosperity?
,
,
This is the debate we are having here in Washington. It is a great debate - the kind of
debate that our founders wanted us to have.' A good faith debate based on competing visions
and values. A, debate that will help us define. our most fundamental responsibilities to parents
and to our children. It is this debate, about your future and the future of our nation, I want to
talk about with you today.
'
Six and a half years ago, most of you were still in elementary or middle school. You
may not remember what' our country felt like back then - with a budget defic,it of $290 billion
and rising, with stagnant paychecks .. with inequality growing, with people throwing up their
hands and saying that our social problems were too big to fix, You may not remember this,
but when I was out on the campaign trail, there was even a best-selling book entitled"
America, What Went Wrong?"
.
,
Thanks to the hard work of millions of Americans, our nation has made a seismic shift
in the last six years. Instead of staring deep into a pit of deficits, we're looking up at $99
billion in surpluses and looking forward to the new century with confidence and pride.
I'm particularly proud that even as we've ushered in this era of fiscal discipline and
surplus, we've nearly doubled investments in key education and training programs - because a
good education is the most effective avenue of opportunity ever invented. Without good
teachers and high expectations, this small town boy from Arkansas would never have had the
honor of standing here before you today ~
There is no greater moral imperative for our'nation than to give every single,child the
kind of schools and teachers ~nd opportunities that I had and that so many of you have had.
And frankly, there is no greater economic imperative. Given the speed change in our new
economy, given the evolving nature of work, we cannot continue to be the world's most
competitive nation if we train the wo~kforce of the future in schools that are anything less than
world-class.
of
�Sec. Riley has already talked abQut the historic investments we have made to open the
doors of college to every American, to provide mentors for underprivileged children, to
connect every classroom to the Internet, to help all children read by the 3rd grade, to reduce
class sizes in the early grades ..
This year we can and must do more. I have called on Congress to work with us to
finish the job of hiring 100,000 teachers. I have called on Congress to help communities build
and modernize 6,000 public schools across America. I have called on Congress to help.
communities add more after-school programs that will keep children learning and keep them
out of harm's way. I have called on Congress to help us strengthen accountability - with
higher standards for schools, for teachers, and for students.
Yet, so far, the call the majority in Congress has heard most clearly is the siren call of
tax cuts. The reckless plans now being pressed by Republican leaders in Congress and being
debated today in the Senate - would cost $800 billion over the next 10 years and a staggering
.$3 trillion over the next two decades. These plans are so large - and balloon in size so
dramatically in future years - that it would make it impossible to invest ~)Ur surplus to save
Social Security, to save and strengthen Medicare, to payoff our national debt. Beyond that,
the GOP tax plans are so large they would require dramatic cuts in vital areas such as the
environment, biomedical research, defense, crime-fighting, and education. You know, there's
an old saying: The time to fix the roof is when the sun is shining. The Republican tax plan
says: "It's sunny outside ... Who needs a roof? Let's throw a party."
There is no area where this is more true - or more disturbing - than education. In
fact, I am so concerned about it that I asked the Office of Management and Budget to calculate
exactly how the Republican cuts would affect our children and our schools ten years from
now, when the costs of the Republican tax plan really begin to explode.
Today, we are helping 12 million children in high-poverty communities master the
basics and meet tougher academic standards. Ifthe Republican plan passed into law, America
could be forced to cut that number in half ten years from now. We'd have to say to nearly six
million needy kids: Sorry, there's no money left to help you live up to your full potential.
Today, we are providing funds to help a million children learn to read well and
independently by the end of third grade. Under the Republican plan, America could be forced
to say to 480,000 young children: Sorry, go off in the cor~er and figure it out for yourself.
Today, we are approaching our goal of enrolling nearly a million children in Head
Start. Under the Republican plan, America could be forced to say to 430,000 preschoolers:
Sorry, instead of getting you off on the right foot, we're going to give you the boot.
Last year, we reached across party lines to hire 30,000.new well-prepared teachers to
reduce class size in the early grades. And this is a good start toward those 100,000 teachers
needed to reduce class size in the early grades to a national average of 18. Under the
Republican plan, instead of finishiI:1g the job, we'd have to say to more than a million students:
�----------------.
-~-.~
.. - ...-.,.
,
Sorry, overcrowded classrooms and trailers are the best our nation can do. Even worse, th
Republicans passed a bill last week that would go even further, by abolishing our entire
class-size initiative, and replacing it with a program that doesn't guarantee that a single cent
will go toward hiring a single teacher or reducing the size of a single class. Without a
moment's hesitation, I' will veto that bill.
_ _ _ _--""T.......--.
...;w.e are helping..4.o.o.,.OOO-¥Gtmg-peopteireep on learning afrer school
and-l
believe we should triple that number next year. Under the Republican plan, instead of tripling
the number, America could be forced to cut it in half. We'd have to say to these young
people: It's 3:00, school's out, your parents aren't home, but that's just not our concern.
And let me add that even if the Republican tax plan didn't" squeeze a dollar of
investment on education, it still wouldn't provide adequately for our schools. The school
construction tax cut I have proposed would help communities build and modernize 6,000
schools. The Republican tax cut would address the needs of only one tenth as many schools.
If we want to stay on the course of fiscal discipline, decisions over how to invest our
money will always be difficult. But the Republican plan would make them impossible even
unconscionable. Remember: These are not just numbers. These are children. Children
whose whole future rides on whether we will live up to our deepest obligations to give them
the opportunity to learn. So I say to the Republican leaders in Congress: If you send me
short-sighted tax plan that short-changes our students, our teachers, and our schools, it will not
get past my desk. We can cut taxes. We do not have to cut kids. We have a simple choice to
make: Ten years from now, do we want the largest, most reckless tax cut on Earth - or the
finest, most effective schools on Earth? .
a
We have a rare and fleeting chance to use the fruits of our prosperity to build America
for tomorrow. We can invest now to lift up our children through education; to save Social
Security and modernize Medicare for the 21st century; to payoff the national debt for the first
time since 1835; to shine the light of opportunity in our poorest communities; to provide
targeted tax cuts for retirement savings, for child care, for long-term care; to give our families
safer streets. If we work together, if we resist the temptation to squander our hard-won
progress with short-term thinking, we can do all these things.
I know that all of you are here in Washington to learn from lI:s. But I have always
believed that we can learn from the delegates of Boys and Girls Nation as well. When I came
to Washington as a Boys Nation delegate 36 years ago, we reached across regional and racial
lines to pass a tough resolution condemning racial discrimination. When President Kennedy
greeted us here at the White House, he made a special point of telling us that we Federalists
and Nationalists had done what the nation's Democratic and Republican governors had failed
to do in their conference that very week. We had worked together. We had put all kinds of
differences aside to do what was right. Already, in your three days in Washington, you have
shown the same resolve - especially as you have worked on your resolutions for addressing
school violence.
�Here in Washington, we need do the same "thing. We must recognize, in the words of
Thomas Jefferson, that "every difference of opinion is not a difference of principle." At this
moment of unlimited possibility, there is no earthly reason why we cannot make this a season
of remarkable progress for our schools, for our teachers, for our students. Moments like this
, happen just once or twice in a lifetime. We must work together to make the most of this
remarkable time.
Once again, congratulations to all of the Senators here today. And when the first one
of you gets elected to the White Hous~, please remember to invite me back. God bless you
all.
###
Message Sent To:
Jonathan H. Schnur/OPD/EOP@EOP
Bruce N. Reed/OPD/EOP@EOP
Cathy R. Mays/OPD/EOP@EOP
Barbara Chow/OMB/EOP@EOP
Jennifer E. McGee/OMB/EOP@EOP
Dawn L. SmallsIWHO/EOP@EOP
Brian V. KennedyIOPD/EOP@EOP
Broderick JohnsonIWHO/EOP@EOP
�Jonathan H. Schnur
07/28/9903:32:40 PM
Record Type:
To:
Record
Bethany Littie/OPD/EOP@EOP
cc:
Subject: Press Paper
------~--------------- Forwarded by Jonathan H. Schnur/OPD/EOP on 07/28199 03:32 PM --------------'-------------
Dag Vega
0172819910:57:22 AM
Record Type:
To:
Record
Karin Kuliman/OPD/EOP@EOP, Jonathan H. Schnur/OPD/EOP@EOP
cc:
Subject: Press Paper
PRESIDENT CLINTON AND VICE PRESIDENT GORE:
CHALLENGING CONGRESS TO INVEST MORE IN EDUCATION
July 28, 1999
Today, in his address to the 1999 classes of Girls and Boys 'Nation, P~esident Clinton will call on Congress to
invest more in education and will announce new Administration estimates of the severe long-term impact on
education of the Republican tax and budget plans. President Clinton. also will threaten to veto any tax bill failing
to leave room for adequate investments in education.
The President will emphasize that the risky, expensive Republican tax and budget could force devastating cuts in
key initiatives to reduce class size, support after-school programs, help children read well, keep schools safe and
drug-free, and expand access to college. He will urge Congress instead to enact a responsible tax plan targeted
to help communities modernize schools and help families finance their retirement, child care, and long-term care
while saving Social Security and Medicare, and leaving room for vital investments in education and defense.
REPUBLICAN TAX BILL SQUEEZES OUT FUNDING FOR EDUCATION. The President will announce
new Administration estimates of the long-term impact of the Republican tax and budget plans on key investments
needed to improve our public schools and expand access to college. These estimates assume defense funding at
the President's requested level and pay'down of the debt by as much as Republicans promise. In the tenth year
alone of the Republican tax plan, the nation could be forced to:
•
Deny 5.9 million children in high-poverty cornniunities academic support under the Title I program.
�Title I of the Elementary and Secqndary.Education Act currently provides much-needed academic support to 12
million children in high-poverty communities, and the Pre~ident has proposed important reforms to, make sure
they master the basics and reach high standards. The Republican plan goes the opposite direction and could
.
reduce the number of children served by this program to pre-1992 levels. .
in
•
Deny 480,000 children the assistance they need to learn to 'read. The Reading Excellence program
currently provides funding that wiIl help one million children learn to r(;!ad independently and well by the end of .
the 3rd grade. Under the Republican budget and tax plans, 480,000 fewer children could get the help they need
to learn to read.
•
Deny smaller classes to more than a million young children in the early grades. The Republican plans
could deprive more than one;million students of the opportunity to learn in smaller classes in the early grades.
Last year, a bipartisan agreement was reached to make a down payment on the President's plan to hire 100,000
teachers to reduce class size in the early grades to a nationwide average of 18, and earlier this month the U.S.
Education Department awarded funds to help local school districts hire 30,000 teachers before school starts this
fall. While the President wants to finish the job and hire 100,000 teachers, the Republican tax and budget plans
could· force cuts from current levels by more than half. And just last week, a narrow majority in the House even
voted for a bill the President has pledged to veto, which would remove the guarantee that any class size
reductions will be achieved at all.
•
Deny early childhood and preschool services to 430,000 kids. Head Start currently provides early
childhood and preschool services to 835,000 students. The Republican plan could deny 430,000 children access
to this essential support.
•
Deny 215,000 students the after-school and summer school programs they need. The 21st Century
Community Learning Centers Program currently provides funding to help provide after-school and summer .
school programs to about 400,000 students in safe and e~ri~hing academic environments, While the President
wants to nearly quadruple this number to 1.5 million, the Republican budget and tax plans would reduce it by
215,000 students.
•
Slash funding for children with'disabilities. Special Education could be cufby $3.4 billion by the tenth
year of the tax cut, severely limiting the federal contribution to programs that help children with disabilities.
•
Deny local school districts vital support to build and modernize 5400 public schools across the nation.
The President's targeted tax cut would cover the interest on state and local efforts to build and modernize 6,000
public schools across the nation. The Republican tax cut provides marginal help to address the needs of only
one-tenth that many schools. The President's proposaJ to rebuild our public schools could be fully funded using
about 1 % of the Republican tax cut approved by the House. ,
•
Cut violence and drug prevention programs. By the tenth year of the Republican tax cut, Safe and Drug
Free Schools and Communities funding would be reduced by nearly $334 million. This is less than half of the
$696 million that would be invested in violence and drug-prevention under current spending patterns. Republican
plans could also slash funding for crisis' counseling and increased security in schools experiencing violent
incidents, such as the recent tragic shootings in Littleton, Colorado and Conyers, Georgia.,
•
Mal{e college'less affordable for nearly 4 million low and middle-income students by slashing Pell
Grants. The Pell Grant program, which benefits nearly 4 million students, would have its maximum grant level
slashed to $2175, the lowest level since 1987. This would be a sharp cut from the $3850 which would otherwise
�be reached by FY2009 under current spending patterns, and it would deny low-and middle-income students
critical financial aid to make college more affordable.
•
Deny nearly 500,000 students the opportunity to work their way through college. The Work-Study
program currently helps approximately 930,000 low and middle-income students work their way through
. college. Nearly 500,000 students could be denied access to tl:tis program under Republican tax and budget plans.
•
Deny nearly 500,000 disadvantaged students·the extra guidance and support they need to prepare for
college. Under the Republican plan, nearly 500,000 young people would not get the extra support they need to
prepare for college through the GEAR-UP and TRIO programs. GEAR-UP is a nationwide initiative to help
about 180,000 low-income middle and high school students receive academic and support services to prepare for
college. About 41,000 fewer students could receive these service under the Republican plans. The President has
proposed doubling funding for this program. TRIO provides counseling and educational support for 725,000
students nationwide, but the Republican plans could deny 400,000 students access to this crucial support.
•
Deny hundreds of thousands of disadvantaged young people the summer jobs and job training they
need·to succeed. Under the Republican plan, 329,000 fewer disadvantaged students would get the education,
training, and summer jobs they need. Sixty-two out of 118 Job Corps centers could be forced to close, taking
away job training from 21,000 disadvantaged youth, and more than 26,000 thousand students in high-poverty
communities would be denied access to education, training, and employment assistance through Youth
Opportunity Grants.
HHH
�I' f
"
,
UNITED STATES
DEPARTMENT OF EDUCATION
FOR EMBARGOED RELEASE: 7 a.m. EDT
August 19, 1999
NEWS
Contact: David Thomas
(202) 401-1579
NATION'S SCHOOL ENROLLMENT BREAKS ANOTHER RECORD;
mGH SCHOOLS SWELL, MORE STUDENTS GRADUATING
America's schooJs and colleges will set'another new national enrollment record this fall,
with public and private schools surpassing previous years' levels for the fourth consecutive year,
and college enrollment breaking the previous level for the second year in a row.
Elementary and secondary schools will pack in 53.2 million students:' surpassing last
year's record by nearly haJf-a-million, while college enroJJment will rise to an all-time high of
14.9 million, according to a special back-to-school report by the U.S. Department ofEducation.
In addition, new enrollment records will continue for at least the next seven years, and by 2008,
54.3 million students are expected to be in elementary and secondary school.
"Many of our schools are overcrowded and will stay that way since enroll~ents are
expected to continue climbing," said U.S. Secretary of Education Richard W. Riley. hAnd the
situation will only get worse if we don't act quickly to build new schools and fix old ones.
That's why President Clinton has sent Congress a serious school construction plan for three years
in a row and now is the time to act. This bilJ will help to build or renovate up to 6,000 schools
nationwide. "
According to the report, the biggest increase of students over the n~xt decade will be in
grades 9-12. Projections through 2009 indicate a rune percent increase in student enrollment,
, bringing an' additional 1.3 million public high school students into the schools. Middle schools
will have the next largest increase, where about a third ofa million additional, students will enter
grades 6-8.
-MORE
�,•
.
-2
,
"High schools are twice as expensive to build as elementary schools," Riley said, "and
we are already hard pressed to find enough well-trained ma~ and science teachers. We need to
pay a lot more attention to oUr nation's high schools. The administration's proposal to
reauthorize the Elementary and Secondary Education Act is a step in the right direction by
supporting effective refonns, smaller learning environments, and incentive aW8:I'ds for improving
student achievement ip 5,000 high schools over five years."
.The report shows a clear shift in the growth rate from elementary to high school. Over
the next decade, ] 5 states will have a Jeasta ] 5 percentincrease in the number of public high
school graduates. ,While every region ofthe country will experience significant increases,
southern and western states will experience the greatest boom in K-12 enrollment.
Nevada tops the chart with an expected 77 percent increase of public high school
graduates over the next ten years, followed by Arizona with 56 percent and North Carolina with
40 percent.
And although the bulk of the growth in K-12 enrollment is concentrated in states like
California, Texas and Florida, states like Illini>is and Indiana also face high growth trends. New
York City leads the country in overall enrollment increases between ] 987-) 997.
The report also shows that a large number of teachers will be nea.rUlg the end of their
teaching career within the next five to ten years. The retirements, coupled with increased stUdent
enrollment, will require an estimated 2.2 million teachers to be hired over the next ten years.
There will be a nine percent increase in the need for more high school teachers, especially in
areas such as physics and advanced math courses.
-MORE
�••
.
-3
,
Noting that most growth will be in middle and high schools, Riley challenged parents,
educato~
and communities to take new steps to help them get on the right track for the future.
"Earlier this month President Clinton announced the award of 185 new grants totaling
$120 million to help disadvantaged children, beginning in.the middle grades, to prepare for and
get on the pathway to achieve success in college," Riley said. "These grants Will allow colleges
to form partnerships with schools to provide guidance and advice to help prepare more students
to navigate these changing times.
"In addition, we recently awarded grants to allow low-income school districts to fund
. advanced placement tests for their students. Research clearly shows that students who take
challenging coursework early excel in college and later on in life. these grants can help
,
.
encourage students to take harder classes and then measure what they have learned as they
prepare to move forward into college."
The report win be available on the department's website at
www.ed.gov/pubslbbech099/
�
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Andrew Rotherham - Events Series
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1999-2000
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Within the Domestic Policy Council, Andrew “Andy” Rotherham was Special Assistant to the President for Education Policy from 1999-2000. Before working for the Domestic Policy Council, Rotherham was Director of the 21st Century Schools Project for the Progressive Policy Institute (PPI). This series of Events includes records relating to education events and the corresponding background materials. The records include reports, memoranda, email, congressional correspondence, press releases, and speech drafts.
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Clinton Presidential Records: White House Staff and Office Files
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"
PRESIDENT CLINTON'S
NEW MARKETS TRIP'
SPEECHES
July 5-8, 1999
�THE WHITE HOUSE
Office of the Press Secretary
(Hazard, Kentucky)
For Immediate Release
July 5,1999
REMARKS BY THE PRESIDENT
TO THE PEOPLE OF APPALACHIA
Main Street
Hazard, Kentucky
4:10P.M. EDT
THE PRESIDENT: Thank you very much. Well, the Governor always told me if I
would only come to Appalachia I would get a very warm welcome. (Applause.) I want
to thank the good people of Hazard and Perry County for giving me that warm welcome.
I want to thank all the people of Eastern Kentucky who have made me and my party feel
so welcome today -- Paul and Judy Patton. I thank Mayor Gorman and Judge Noble. I
thank those who have come with me today -- our Agriculture Secretary -- you heard
from Secretary Glickman -- our HUD Secretary, Secretary Cuomo; SBA Administrator
Alvarez. We have two Congressmen here -- Jim Clyburn from South Carolina and Paul
Kanjorski, who came all the way from Pennsylvania, because they have places like
Appalachia there, and they wanted to come down here to be with you. (Applause.)
I want to thank Duane Ackerman and the other CEOs who are here, including
Dick Huber of Aetna; the One Central Bank Kentucky CEO, Kip Stolen; Sarah Gould
from the MS Foundation; John Sykes from Sykes Enterprises -- I'll mention him in a
moment.
I want to thank the Reverend Jesse Jackson, who keeps hope alive. (Applause.)
And the others in our group, including AI From, the leader of the Democratic Leadership
Council; and David Wilhelm, who is from nearby in Ohio and was my first Democratic
National Committee Chairman. I'd like to thank the young people here in AmeriCorps -~
(qpplause) -- and I would like to say a special word of thanks.to Cawood Ledford. Boy,
he is -- (applause) -- I was thinking that if old Cawood had been a political announcer
instead of a basketball announcer and I could have kept him with me these last 25
years, I'd have never lost an election. (Applause.)
You know, Kentucky has been ·good to me and Hillary and to the Vice President.
It has been brought to my attention that, in addition to the economy, we've been pretty
good for Kentucky. Since I've been in office, UK basketball has had the most successful
six years since Adolph Rupp wasthe coach. (Applause.) And Tim Couch hasn't done
badly, either. (Applause.)
.
You know, yesterday we celebrated the last 4th of July of this century -- the last
4th of July of this century. Think of it -- 223 Independence Days. I want you all to drink
plenty of water and I'll make this quick, but you need to know why we came here. I
�wanted to come to the heart of America and Appalachia to talk about whether we're all
going forward into the 21 st century; whether we really can build a bridge over which we
can all walk together.
I'll bet you some of you here are actually the descendants of those people
Governor Patton talked about, the Revolutionary War heroes who helped to settle this
state. But, you know, whether our parents and their parents came here on the
Mayflower or slave ships, whether they landed on Ellis Island in the 1890s or came to
Los Angeles Airport in the 1990s, around the 4th of July we're supposed to celebrate
what we have in common as Americans, to reaffirm that what unites us is more
important than what divides us. Well, if we believe that, we have a shared stake in one
another's success.
.
I came here to say to you I believe at this time of prosperity, if we can't find a way
to give every single hardworking American family the chance to participate in the
future we're trying to build for our country, we'll never get around to do it. Now is the
time to move forward. (Applause.)
Our country is the world's leading force for peace and freedom and human rights.
We have the lowest crime rate in 25 years, the lowest welfare rolls in 30 years, 90
percent of our little children are immunized against serious childhood diseases for the
first time in history. We have the longest peacetime expansion we've ever had -- almost
19 million new jobs. Wages are rising for the first time in 20 years for ordinary people.
We have a million kids lifted out of po,verty, the lowest minority unemployment rate ever
recorded.
And yet, even though this is a blessed time for America, not all Americans have
been blessed by it. And you' know that as well as I do. (Applause.)
So I came here to show America who you are. (Applause.) And when I leave
here I'm going on to the Mississippi Delta, to my home country. Then I'm going up into
the Middle West, and then over to Phoenix, Arizona, and up to the Pine Ridge Indian
Reservation in South Dakota, and then ending this tour in East Los Angeles to make a
simple point -- that this is a time to bring more jobs and investment and hope to the
. areas of our country that have not fully participated in this economic recovery. We have
an obligation to do it. (Applause.)
I started out the morning in the town of Tyner, a little village, with a wonderful
woman who took me to see her 69-year-old father that just lost his wife after 51 years of
marriage. And I saw four generations of that family. And. I walked in the neighborhoods
and I listened to the people tell me they needed better housing and better
transportation.
And then I went on to Mid-South Electronics, a place that had 40 employees 10 .
years ago, and has 850 today and about to expand .some more, to make the point that
any work that can be done by anybody in America can be done here in Appalachia -
and throughout the other places in this country where they're not fulfilling their promise.
(Applause. )
2
�I came here in the hope that with the help of the business leaders here, we cOLIId
, say to every corporate leader in America: Take a look at investing in rural and inner-city
America. It's good for business, good for America's growth, and it's the right thing to do.
If we, with the most prosperous economy in our lifetimes, cannot make a commitment to
take every person along with us into the 21 st century, we will have failed to meet a
moral obligation and we also will have failed to make the most of America's promise.
You know, these economists in Washington and New York used to tell me that if
the unemployment rate ever dropped below 6 percent in America we'd have inflation out
,of control. Well, it's been under 5 percent for two years now and inflation is still low.
(Applause,) And I'm telling you, it cango lower. We can hire more people, we can have
more jobs -- (applause) -- but we'v.e got to go to the places where there have not been
. enpugh new jobs and there has not been enough new investments and we have to
provide incentives for people to go there., (Applause.)
I asked these business and political leaders to join me because we wanted to
send a signal to America that we know that government can't solve these problems
alone. But we know that we'll never get anywhere by leaving people alone, either "
you'vt? tried it that way here in the hills and hollows of Kentucky and West Virginia and
Ohio and Virginia and Appalachia, for years; that didn't work out very well -- that what
works is when we go forward together.
I came here to say that I believe the government's part is to create the conditions
of a strong economy, to give individuals the tools they need to succeed, including
educatio(land training, and to give incentives to businesses to take a second look at the
places that' they have overlooked. And then the job of the private sector is to give you a
chance to make the most of your God-given ability. That is what we are trying to
do. (Applause.)
With the help of Vice President Gore, we've had 135 empowerment zones and
enterprise communities -- I was in one earlier today. They've helped to create tens of
thousands of jobs. But we have to do better nationwide. We've worked with people like
the Kentucky Highlands InvestmentCorporation. But we have to do better nationwide.
So that's why I'm going around here. I want to do two things -- well, really three.
Number one, I want people to know a lot of good things are going on here now.
(Applause.) Number two, I want them to understand that more good things can go on,
and number three, I want us to do more. I want us to pass a law in Congress to create
new markets in America, to say we're going to give a businessperson the same
incentives to invest in new markets in America we give them today to invest in new
markets overseas. (Applause.)
Now, meanwhile, I want to 'thank the companies represented here --:- companies
like Bell South, ready to help provide jobs and training for your people. The MS
Foundation. The Appalachian Regional Commission, with my friend, Jesse White,
3
�here, will help Appalachian entrepreneurs create new small businesses. Sykes
Enterprises is making a major ,commitment --" listen to this -- to construct two information
technology centers"in Eastern Kentucky that will bring hundreds of new jobs to Pike
and Perry Counties. Thank you, Mr. Sykes. (Applause.)
,
Across our nation, banks like ~ank One, City Group, Bank of America, First
Union, will invest hundreds of millions of dollars to finance new small businesses and
other promising enterprises. I wa'nt to thank all these companies for their support. '
But again, I say: Look here, America. We've got people working out here and
doing fine and doing marvelous things. Look here, business community. Take an'other
look. There are great opportunities here. But! also want to say to the Congress: Just
simply give me one more tool for them, give people the same incentives to invest in
Appalachia or the Native American reservations of the Mississippi Delta or the inner
cities we give them today to invest in poor countries overseas, and let the American
people show what they can do. (Applause.)
Ladies and gentlemen, it's been a hot day -- but when I'm gone, I hope you'll
remember more than that the President came and you were hot. I hope you will
remember that it was the beginning of a new sense of renewal for this region and for all
the people in our country to go forward together. (Applause.)
Thank you and God bless you. (Applause.)
END
4:21 P.M. EDT
4
�THE WHITE HOUSE
Office of the Press Secretary
(Clarksdale, Mississippi)
July 6,1999
For Immediate Release
REMARKS BY THE PRESIDEI'JT
IN ROUNDTABLE DISCUSSION ON
INVESTMENT IN THE DELTA REGION
Waterfield Cabinet Company
Clarksdale, Mississippi
10:25 A.M. COT
THE PRESIDENT: Thank you. Please be seated. Well, it's hot as a fire cracker
in here. (Laughter.) So I feel right at home. (Laughter.) I don't know whether Bob
Koerber and the people at Waterfield are insured against heat stroke by strangers
happening in along the way, but let me say that I am delighted to be here today. I've
had a good day already.
..
And I've got a large group with me, and I can't mention them all, but I'd like to
mention a few of them. First I want to thank Secretary Slat~r,who is, as all of you
know, also from Arkansas and worked with me on theDelta Commission. I want to
thank our Secretary of Agriculture, Dan Glickman; our Secretary of Labor, Alexis
Herman, who is here with me; our SBA Administrator Aida-Alvarez. Reverend Jackson,
thank you for being here.
I'd like to thank David Brosczek from Fed Ex; Jack Hugsland from Greyhound:
We'll introduce our panelists later. I'd also like to say a special word of thanks to Lt.
Governor Ronnie Musgrove and his family. They're here -- (applause) -- and we thank
him for his interest in the development of the Delta. (Applause.)
Our Congressmen, Bennie Thompson, from this district--(applause) -- thank you.
And I understand Congressman Ronnie Shows from Mississippi is also here -- Ronnie
is standing up there -- thank you. (Applause.) And we have two visitors who have
come from a long way away to be with us -- Congressman Jim Clyburn from South
Carolina, and Congressman Paul Kanjorski, all the way from Pennsylvania, down here.
Thank you very much. (Applause.)
And we thank Attorney General Mike Moore for being here, and all the other
people from Mississippi who are here. (Applause.)
Let me say again to Bob Koerber and all the folks here at Waterfield, we thank
you for giving us a chance to both tour this plant and to camp out in some of your
space.
..
�And I would like to be very brief. I've learned to attenuate these remarks of mine.
Yesterday, it was 100 degrees in Hazard, Kentucky; we had 10,000 or 15,000 people
outside. And I said, I don't believe I better give this speech I was going to give .
.Hello, Governor Mavis. It's nice to see you. Welcome. Thank you very much for
being here. (Applause.) And I think my "friend, William Winter, is here. Governor
Winter, are you here somewhere? He met me at the airport. (Applause.) So, anyway, I
talked for about five minutes, and I'd like to do that.
I just want to tell you exactly why we're here. First of all, the people in the Delta
know better than anybody else that while this country has had an unbelievable run -
we've had the longest peacetime expansion in our history, nearly 19 millionjobs since
the day I took the Oath of Office. (Applause.) We have the lowest recorded rates ever
of unemployment among African Americans and Hispanics. We have the highest rate
of home ownership ever. We have a million kids lifted out of poverty.
Now, having said all that, in the Delta, the poverty rate is much higher than the
country as a whole; in this county,. it's over twice as high. The unemployment rate is
11igher than the national average, and the investment rate is lower.
Now, a lot of you -- I remember when I was out on a barge in the Mississippi
River outside Rosedale with Ray Mavis back in the mid-'80s, and we signed this
agreement with t,he then-Gov~rnor of Louisiana about all the things we wanted to do
with the Delta. And then we worked on the Delta Commission for all those years. A lot
of good things have happened here, and I want to talk a little about some of them. But I
want you to know, I am making this tour of America for one simple reason: I want
everybody in America to know that while our country has been blessed with this
,
.
economic recovery, not all Americans have been blessed by it, that it hasn't reached
everyplace. (Applause.)
.
I want our country to know that there are great oppbrtunities out here for
investment for jQbs in Am~rica. I want them to know what we have done already to
make it easier for people to make the most of those opportunities, and what we're still
trying to 'do.
. Now, let me say, ever since I became President, I have done what I could to
increase investment in undeveloped area's through the empowerment zones, which give
tax credits and put tax money into distressed areas; through the enterprise
.
,communities; through getting banks to more 'vigorously approach the Community
Reinvestment Act; and setting up community development financial institutions, or
supporting those that are already in business, like the Enterprise Corporation of the
Delta. It's a private, tax-exempt business group. It is a real success story. Just
since 1994, it's given financial or technical assistance to more than 600 companies,
including Delta Laundry and Computers here in Clarksdale.
Now, we set these operations up all over the country. Overall; the ECD here has
helped to generate more than 5,000 jobs and $200 million in annual sales. Bill Bynum,
the CEO and President of ECD is here. We thank him for being here today. (Applause.)
2
�Today corporations represented here with me are going to invest $14 million
more in the ECD, so they'll have more money to loan out to people here to create more
jobs. Today, around the country, there will be about $150 million more announced to
'
be invested in organizations like this. '
In addition to that, I'm trying to get Congress to pass a bill which will give tax
incentives, tax credits and loan guarantees to people to invest in the Delta and other
poor areas of America, just like they get today to invest in poor areas around the world.
I think that it's a good thing that we encourage people to invest in Africa, Latin America
and the Caribbean, but they ought to have the same incentives to invest in the
Mississippi Delta and Appalachia and the Native American reservations and the, inner,'
cities. (Applause.) That is what we're trying to do here. We're trying to close what
Reverend Jackson calls the "resource gap."
Now, let me say, we've got a lot of other challenges in the Delta. We have a
terrible crisis in American agriculture today. Last year we came up with billions of
dollars to try to keep our farmers going. This year we're going to have to do it
all over again. And we've got a lot of other problems. But, fundamentally, what I want
America to know is that every place in the country, and today this place, is full of good
people, capable of doing goodwork, who can be trained to do any kind of work. And we
are going to do everything we can in the government to give the financial incentives
necessary for people to invest here.
And I want to make the same point I made yesterday: Everybody in America has
a selfish interest now in developing the Delta. Why? Because most economists believe
that if we're going to keep our economic recovery going without inflation, the only
way we can possibly do it is to find more customers for our products and then add more
workers at home. If you come here, you get both in the same place. You get more
workers and more consumers. So it's good for the rest of America as well: (Applause.)
So, again, I say I am delighted to be here. I had a wonderful time in Memphis last
night, but I ate too much. I'm sorry it's so hot, but I hope nobody passes out. And I
want to give Secretary Slater now a chance to talk to our panelists, and then I want all
of you to think about when we leave here, what we can do to show people the
opportunity that's here now, and what you could do to help me pass on a bipartisan
basis the necessary tax incentives and loan guarantees to say to any investor,
anywhere ,in America, if you come to the Mississippi Delta, you can get at least a good a
, deal a~ you could investing anywhere else in the world, and we're right here at home
and we need you.
Thank you very much. (Applause.)
*****
THE PRESIDENT: I just want to emphasize for everybody who is here listening,
becau'se a lot of you may be able to come t6 Bill with a good idea -- there are -- it's not
just that there is not enough money available in this area for good investments.
Someone has to decide what's a good investment. And what he has done is to
3 '
�basically go out and get money from other people who, on their own, would never have
the time or effort or maybe even the inclination to make these investments, but they
trust them to do it -- including our Community Development Fund, which, as you
heard, has given him $4.5 million.
Hillary and I, when we were in Arkansas, helped to set up the Southern
Development Bank in Arkansas, as you know, so we believe in this. In addition to that, I
want to emphasize one other thing. In the empowerment zone program that the Vice
President has run for us over the last six years, people who invest there can get
SUbstantial tax benefits for investing, and then they get tax benefits for hiring peopl~.
But they don't get them if they're outside of these zones.
One of the reasons that I'm trying so hard to pass this legislation is not everyplace
in America can be in an empowerment zone, even if we keep increasing them every
year. So what I want to do is to make every area in America that needs an investor
equally eligible to get the investors' attention by being able to get these kinds of tax
benefits, so we can get more money into these development corporations and then
have equal tax incentives for irwestors togo into high unemployment areas -- those two .
things, if we have enough people like you who are as good as it as you have been, I
think will make a huge difference. I think it will really, in the next five or six years, would
make a breathtaking difference, because people are out here looking at these markets
now. And I want to thank you ..
* * .* *
THE PRESIDENT: Let me say this very briefly. I was there when you started,
, and I was delighted when I heard you were going to be on the program. I wish we'd had
time today -- we don't --: to tell everybody the fascinating story of how you got started,
how you found the equipment to dq the brown rice in the first place. And someday you
ought to write it up, because no one who understands what was going on in America at
the time would believe it. And it's a real tribute to your initiative. And I'm glad you're still
doing well, and glad you're still growing: Thank you for being here today. Thank you.
(Applause.)
*****
THE PRESIDENT: Let me say, I'm delighted that you've done so well over these
years since you began in Arkansas. I remember when you planted roots in Pine Bluff.
I
just think it's worth pointing out that the South Shore Bank of Chicago, which financed
you, was really the first great community development bank in the United States. And
they were inspired, among others, by a man named Mohamad Yunus 'from Bangladesh,
who has now made millions of loans to poor, poor village people in Bangladesh through
the bank you set up.
..
Hillary and I had some contact with him; that's what led to the establishment of
the bank in Arkadelphia and to my belief that we in the national government ought to do
more to support people like Bill. I think -- again, you've just heard now three stories,
and two of them involve people who have had to get credit. A lot -- I always say one of
4
�Clinton's laws of politics is, when somebody tells you that a problem is not a money
problem, they're almost always talking about someone else's problem, not their own.
To a great extent, this is a money problem. You have all these talented people and all
these good ideas; there is a pretty even distribution of human resources and ability in
this whole world, but there is not an even distribution of access to capital. And that's
what it is we're trying to fix. So I thank you. (Applause.)
*****
THE PRESIDENT: You have an announcement, right? Okay. You're being
way too modest. Now, you know, this lady is the assistant plant manager here.
According to my notes, she also is the mother offive children. (Applause.) When this
place was in bankruptcy, they took it out and they've turned it around. They're doing
good business, they're expanding their work force. And I think what we need, frankly,
are more people that have this particular expertise, particularly in t~e Delta, because .
there's more than one place like this.
Our host was telling us there's another place across the river in Arkansas that
he's been looking at now. If we had a core of people who had this skill to go with what
our local venture capitalist and banker here is doing for us, we could really do some
good.
But I think we ought t6 recognize that what these people have done here and the·
jobs that they've given folks the opportunity to hold is quite important and could be a
good model for others in the Delta. So I thank'you forwhat you've done. (Applause.)
*****
THE PRESIDENT: Well, I know we've got to wrap up. If you don't remember
anything else when you leave, remember what Cathy said -- not just the $500 million,
although that's real money even in 1999; that's very impressive. This. is a good
business opportunity here .. If we cannot fully develop the Delta now when we have the
strongest economy in our lifetime, when will we ever get around to it? '
And remember -- put yourself in my position. I sit in Washington all the time, .
trying to think about how can we keep this economic recovery going, adding more jobs,
raising incomes, without having inflation? If we get inflation, then the Federal
Reserve will have to raise interest rates so much the economic recovery will slow down.
The only way to do it -- I will. say again to all of America -- the only way to do it is
more customers which then makes possible more employees, when you can do that
with higher productivity and no inflation. The best place in America to do that is a place
which has not yet felt the recovery. This is a big deal.
.
And I want to thank all of our business leaders for coming, and all of our great
entrepreneurs here in the Delta. I want to thank you -- I know we could stay here until
tomorrow if we could all keep breathing.
5
�I do want to point out that except for the occasional reverend of the cloth and the
odd politician, the head of the electric utility is the only guy still wearing his coat
because he wants you to use more juice. (Laughter.) And I think that is very
impressive. I want to thank our friend from Greyhound because we may always need
some people to be able to get to and from jobs that aren't in the small towns of rural
America, but who want to live in rural America. That's been one of the big challenges
Secretary Slater has tried to face with welfare reform, even; trying to make sure people
who live in the inner cities can at least get to the suburbs, or who live in small towns and
get to a big city so they can take a job without having to undermine their ability to be
good parents.'
.
And I want to thank my friend, Bob Cabe from Blue Cross. You need to know that
in our former lives, we were both lawyers. And he's a very special economic
development expert for me, because in 1981, I was the youngest ex-governor in the
history of America with very limited future prospects, and he and his firm offered me a
job. So I am living proof that economic development works, thanks to Bob Cabe -- and I
thank you very much. (Applause.) And I want to thank, again, all these people
for their wonderful work.
'
The story needs to go out across America: This is a good investment. This is a
good deal. We will help you. We will help you. We have institutions to help you. We
have tax relief to help you. And more and more, our financial institutions are coming up
with the money. But America needs to wake up and recognize thafthe best new market
for American products and for new American investment is right here in the U.S. of A.
Thank you very much and God bless you. (Applause.)
EI\JD
11:10A.M.CDT
6
�THE WHITE HOUSE
Office of the Press Secretary
(East St. Louis, Illinois)
For Immediate Release
July 6,1999
REMARKS BY THE PRESIDENT
TO THE EAST ST. LOUIS COMMUNITY
.• ' Walgreen's Plaza
, East St. Louis, Illinois
5:27 P.M. CDT
THE PRESIDENT: Thank you. (Applause.) Ladies and gentlemen, I used to
think that I was reasonably astute at public affairs, but I don't have any better sense
than to get up here and try to speak behind Mayor Powell, Cathy Bessant and Jesse
Jackson. I don't know how smart I am today.
Let me say to all of you, it is wonderful to be here. Madam Mayor, thank you for
making us feel so welcome and for your sterling leadership. I'm delighted to be here
with Jackie, your hero,and my friend who is all of our heroes. Thank you. (Applause.)
Thank you, Dave Bernauer fore this wonderful Walgreen's store. I'm going to go in and
, shop in a minute, add to the local community.
Thank you, Mel Farr, for bringing jobs and opportunities and cars, even in two
months' installments, to every community in this country. Thank you. (Applause.)
Thank you, Reverend Jackson, for believing that we could keep hope alive in every city
and rural area in this country and it could be good business to do so. (Applause.)
I want to thank some others who are with us here today -- Joe Stroud of Jovan
Broadcasting; my good friend, AI From, the Democratic Leadership Council; David
Wilhelm, the former Chairman of the Democratic Party from Illinois, who is here with me
today.
I want to thank Senator Durbin and Congressman Costello, two of the ablest,
finest people 'in the United States Congress. (Applause.)
I want to tell you that they are joined here today by other members of Congress,
including Congressman Jim Clyburn, who came all the ":lay from South Carolina;
Congressman Paul Kanjorski, from the state of Pennsylvania; and Congressman Dale
Kildee from Michigan, all of whom care about this community and communities
like it all across America. I thank them. (Applause.)
And I want to thank your neighboring Mayor, Clarence Harman, for coming over
from St. Louis, and your former Mayor, Gordon Bush, for being here with me.
(Applause.) And I want to thank Secretary Cuomo, Secretary Glickman, Secretary
Slater and all the other people from the administration.
�We have had a great time these last two days, going across America. We are
going to finish this day, first by shopping at Walgreen's.,.- (applause) -- and then we're
going to get in an airplane and fly to.south Dakota, where we will begin tomorrow at the
Pine Ridge Indian Reservation in South Dakota.
So from Appalachia to the Mississippi Delta to East St. Louis to Pine Ridge.
(Applause.) It' has been a wonderful trip. But let me ask you something: If you look
around this crowd today, I have to make .,.- this is a happy day, a happy day. But I
want to say one serious thing off of ~his subject today, because of a remark that was
made earlier by Cathy that I believe in community development; emphasis community.
You have been very good to me, to the First Lady, to Vice President Gore and
Mrs. Gore. You have supported our initiatives and especially the Vice President's
leadership of all of our community development. But what's the first thing that
makes it work? Look around this crowd today. 'We have people from all kinds of
backgrounds, all different colors, all different religions. (Applause.) Everybody -- all
different ages, working for something good.
,
,
So this is the first chance, my first stop in Illinois since the tragic string of
shootings in Illinois and Indiana these last couple of days, that have come to end with
the apparent suicide of the alleged gunman. Now, I don't want to say a lot, but I think
it's important to note that while we have to wait for all of the details to come in, the early
reports indicated that this shooting spree, against Jews, Orthodox Jews, against the
young Asian students, taking the life of a former basketball coach at Northwestern, an
African American, all were motivated by some blind racial hatred against anybody who
didn't happen to be white.
Isn't it ironic that this occurred duringthetime we celebrated the birth of our
nation on the 4th of July? That action was a rebuke to the very ideals that got us
started. Also a stern reminder to us that even as we celebrate this, even as we
stand up against racial and ethnic and religious hatred in Kosovo, in Northern Ireland
and the Middle ~ast and Africa, we've still got work to do here at home. (Applause.)
So I say to you: I. want to get back to the celebrating, but I issue an appeal here
from East St. Louis to every community and every citizen in this country: We must
search the hearts of our citizens and search the strength of our communities, that
Congress should pass the hate crimes legislation, but we should rid our hearts of hatred
immediately. ,(Applause.)
Now, I want to tell you what got us going on this. In 1992, when I ran for
President, I came to East St. Louis, and I said I wanted to create a country in the 21.st
century where there was opportunity for every citizen, responsibility from every citizen
and a community of all American citizens. I said that we ought to have a new role for
government, that government couldn't solve all the problems, but walking away from
them did not work very well, either; and that we had to focus on creating the'conditions
and giving people the tools to make the most of their own lives and to get together
~
across lines that had divided them for too long.
2
�Goodness knows, in the inner cities and the rural areas of our country, lines have
divided those who worked hard that 'ha<!l no money and those who had plenty of money,
but didn't believe it could be very well spent in the inner city or in rural areas.
Now, if you look at what has happened since, we see in this community both
poverty and great promise, retail returning, new jobs, new residents, new hope,
Walgreen putting up 400 stores across America, many of them in inner-city areas. But
still, there are many unmet needs and unmet opportunities.
.
You heard what Cathy said about opportunities. Let me tell you, the economists
talk about something in our inner cities called the "purchasing power gap." Let me tell
you what that means. That means most people in East St. Louis, even though the
unemployment rate is higher than the national average, most people get up and go to
work every day. (Applause.), And ifyou take the money that you earn here as against
the money you are able to spend here because of the jobs that are here and the stores
that are here, in America as a whole, there is 25 percent more money earned than
spent in the inner cities. In Los Angeles, it's 35 percent; in East St. Louis it is 40 .
percent. So you can handle this Walgreen's and a lot more besides, and we want to
see them coming here. (Applause.)
And we thank Bank of America for the library, and we thank those involved in the
hotel, the bank, the homes being built near here. We also want you to know that we
want to do our part. Secretary Cuomo's Housing and Urban Development block grants,
along with Bank of America, and many department stores are helping Jackie build the
Jackie Joyner-Kersee Center near here. (Applause.)
So this is what Vice President Gore and I have tried to do with our empowerment
zones and our community banks and our vigorous enforcement of the Community'
Reinvestment Act. It says you're supposed to loan money everywhere in America; That
law has been on the books for 22 years, but over 95 percent of the money loaned under
it, billions of dollars has been loaned since the Clinton-Gore administration has been in
office. And I am proud of that. (Applause.)
We made East St. Louis an enterprise community in our first round of
empowerment zones and enterprise communities way back in 1994, and because you
have done so well, East St. Louis is designated as an empowerment zone for our
second round, which means more money being spent here by the government, more
tax incentives for the private sector to put businesses h~re, and to hire the people from
East St. Louis and give them good jobs. (Applause.)
.
Senator Durbin, Congre~sman Costello and every member of the Congress here
is committed to creating that second round of empowerment zones and funding them
this year. We need help from Republicans and Democrats alike. This is not a party
. issue. All Americans benefit when all Americans work. (Applause.)
.
Now, let me tell you why else we came here today. We want to make two points
which all the previous speakers have made. I just want to be very explicit. Starting with
what the Mayor said about, location, location, location, accessibility -- boy, that was ~
3
�good rap, wasn't it? I liked that. That was good. (Laughter.) The first point we want to
make is, when the Wallgreen President comes, or when an executive from Bank of
America comes, or when Mel Farr comes, and comes to places'like this, or the
Mississippi Delta, or Appalachia, the other places we're going, is, hey, there are
business opportunities out here. If you've got people who want to go to work and
people with money to spend, and they're both in the same place, it's a good place to
invest. (Applause.)
The second thing we're doing is promoting what you have heard referred to as the
New Markets Initiative. Now, let me just tell you what that is. That's a bill we're going to
put before the Congress that says that if people invest in any high unemployment, high
poverty area, anywhere in America,' inside or outside one of our empowerment
communities, they can geta tax credit for the money they put up, and they can go to the
bank and borrow money and have it guaranteed -- a guaranteed loan, by the federal
government, which will lower the interest rates, which will mean it will be much cheaper
for people to invest in communities like' East St. Louis than it otherwise would be.
(Applause.)
:
Now, the government is not going to do it. Nobody is going to put any money
here if they think they're going to lose it. If you put up $1.00 and you irwest it and I give
you a 25-percent tax credit, if it's a bad investment, you still lose $75. But it makes it
more likely that people will do it. It makes it more likely that they will take a look. It
makes it more likely that you will build the kind of relationships which will make people
know you, and trust you, and want to build a common future with you. And that is what
we're trying to do. It is not a handout, but it is darn sure a hand up, and you are entitled
to it. (Applause.)
And let me say to all of you, it is something that is good for the rest of America.
We've had almost 19 million new jobs; the longest peacetime expansion in history; the
lowest African American and Hispanic unemployment rates ever recorded in this
country to date -- but the unemployment rates are still higher than they are for the rest
of the country.' Incomes are rising, but they're still lower than they are for the rest of the
country. There is room to grow and to learn.
Look, we're all going to have to work hard at this. Nobody's got all the answers.
There is no magic wand. But we know one thing: people make these investments one
at a time, just like Mel Farr sells his cars: one at a time. You can only build one
Walgreens on this spot. And somebody had to come up with the money. Somebody
, had to make the decision. Somebody's got to hire all the people that work here.
Somebody's got to,train them. Somebody's got to make all these decisions.
But what we can do is to create an environment in which more people will want to
hold hands with you and walk into the 21 st century, so that nobody is left behind, and
we all go forward together. (Applause.)
You know, in 1960, Look Magazine said East St. Louis was an all-American city.
It was because of stockyards and shipping yards. It was because of private enterprise.
4
�The government can help, but private enterprise will make East St. Louis that all
American city again, if we go forward together. (Applause.)
And I just want to make one last pOinito everybody else in America who's looking
at this. I spent a lot of time as your President, now, trying to figure out, how can I keep
this economic good time going? When we started, nobody believed we could have an
economic expansion that would go on this long. When we started, no con'ventional
economist believed you could have unemployment rat'es under four and a half percent
nationwide without having inflation and high interest rates, which would wreck
everything. When we started, no one thought so.
But, you know, all of these young, technological geniuses are figuring out all this
new computer technology, and it's rifling through what we all do, and it's making us
more productive. And we're. doing a good job.
But now I say to myself every day when I get up, now what can I do to keep this
going? The only way to keep it going -- more growth with no inflation; more jobs and
higher wages without bringing it to a halt -- is to have new people working, and new
people buying. New people producing.
Where are those people? Those are the people you move from welfare to work.
Those are the people who are disabled -- and we're going to let them keep their health
insurance when they go into the workplace, so they can move into the workplace.
(Applause.) And most important of all, those are the people in the inner cities and the
rural areas, on the Native American reservations that have been passed by this
recovery.
~ee
America has been blessed by this economic recovery. Now we are determined to
that all Americans are blessed by it as we move into the 21 st century.
Thank you, and God bless you. (Applause.)
END
5:45 P.M. COT
5
�THE WHITE HOUSE
Office of the Press Secretary
(Pine Ride, South Dakota)
For Immediate Release
July 7,1999
REMARKS BY THE PRESIDENT
TO THE PINE RIDGE INDIAN RESERVATION COMMUNITY
Pine Ridge, South Dakota
12:00 P.M. MDT
THE PRESIDENT: Thank you very. much. Thank you. Thank you, Mr. President,
and thank you to all of you here from Pine Ridge and all the other tribal leaders who are
here for HUD's Shared Vision Conference. I am profoundly honored to be in Pine Ridge
and in the Lakota Nation. In fact, to try to demonstrate my appreciation and respect, I
would like to try -- to try to say something in Lakota. (Applause.) Mitakuye Oyasin.
(Applause.)
My neighbors, my friends, we are all related. (Applause.) Consider those who have
come here today to join hands with you, along with Secretary Cuomo, Secretary
Glickman, your great congressional delegation, our Democratic leader, Tom Daschle in
the United States Senate and Senator Johnson, Congressman Thune. You don't know
this, but we have members of Congress from all over America who have come here to
express their support and their commitment to join you in building a better tomorrow.
Congressman Ed Pastor from Arizona; Congressman Dale Kildee, from the state of
Michigan; Congressman Jim Clyburn, from South Carolina; and Congressman. Paul
Kanjorski, from Pennsylvania, he has come all the way from Pennsylvania to be here.
(Applause.)
I want to thank the other people from the administration, especially Assistant
Secretary of the Interior, Kevin Gover and Lynn Cutler, in the White House, who work
with all of our Native American leaders around America, for what they do. (Applause.)
want to thank the CEO of Fannie Mae, Frank Raines; the CEO of Northwest, Mark
Omen; the PMI President, Roger Horton; Mortgage Bankers Association President bon
Lang; Champion Homes CEO Walter Young -- for all the work that they are prepared to
do in building a better future and they're here today. (Applause.)
I want to thank my good friend, Jesse Jackson, for never letting us forget our
common obligations. (Applause.) I thank the other members of our delegation today -
Bart Harvey, from Enterprise; AI From, from the Democratic Leadership Council. I'd
like to thank the young AmeriCorps volunteers who are here today for all the work they
do. (Applause.)
�I would like to finally say a word of appreciation to all the people who live here on this
reservation, who welcomed me into their homes, who talked to me today as I walked
down their streets. I thank especially Geraldine Bluebird, who Secretary Cuomo
mentioned -- she let me sit on her porch and she told me how she tries to make ends
meet for the 28 people that share her small home and the house trailer adjoining.
I thank the children who stopped their playing and shook hands witQ me and listened
to me while I encouraged them to stay in school and to go onto college and to live out
their dreams. (Applause.) I want to bring you greetings from two people who are not
here -- first, from Vice President Gore, who has headed our empowerment zone effort
that Pine Ridge became a part of today. (Applause.) And, second, just a little over an
hour ago, I talked to the First Lady, and Hillary has spent more time in Indian Country
than any First Lady in history. She is intensely committed to this effort, and she asked
me to say hello to you. (Applause.)
President Saulway said today I was the only President ever to come to an Indian
reservatio'n for a nation to nation business meeting. I remember,back in 1994, I invited
all the tribal leaders in America to the White House, and it was the first such gathering
since the presidency of James Monroe in the 1820s. Now, I know that Calvin Coolidge
came to Pine Ridge in the 1920s, and that President Roosevelt visited another Native
American reservation, but no American President has been anywhere in Indian Country
since Franklin Roosevelt was President. That is wrong, and we're trying to fix it today.
(Applause.)
I was profoundly moved by the pipe ceremony, just as I was when your
congressional delegation took me last night not only to Mount Rushmore, but to the
Crazy Horse Memorial, and to the museum that is there with it.,
But I ask you today, even as we remember the past, to think more about the future.
We know well what the failings of the present and the past are. We know well the
imperfect relationship that the United States and its government has enjoyed with the
tribal nations. But I have seen today not only poverty, but promise.
And I have seen enormous courage. I came here today for t,hree reasons. First of
all, to celebrate the empowerment zone and the housing projects that are going on here
now. Second, to talk about my New Markets Initiative and what else we can do. But,
third, with the business leaders who are here -- and I've already introduced them, but I'd
like to ask the business leaders I just mentioned to stand up. We want to send a
message to America that this is a good place to invest. Good people live here. Good
people live in Indian country, they deserve a chance to go to work. (Applause.) Thank
you. Thank you. (Applause.)
You've already heard President Saulway and Secretary Cuomo recite the statistics.
It's a hot day out here and I know you're suffering in the sun. But I want to send a '
message to America. So I just want to say a few things, and I want you to think about
this. Think about the irony of this. We are in the longest period of eco,nomic growth in
peacetime in our history. (Applause.)
2
�We have in America almost 19 million new jobs. WE have the lowest unemployment
rate ever recorded for African Americans and Hispanics. For over two years our country
has had an unemployment rate below 5 percent. But here on this reservation, the
unemployment rate is nearly 75 percent. That is wrong, and we have to do something
to change it, and do it now. (Applause.)
When we are on the verge of a new century and a new millennium where people are
celebrating the miracles of technology, and the world growing closer and closer
together, and our ability to learn from and with each other and make business
partnerships with each other all across our globe, and there are still reservations with
few phones and no banks, when still three or four families are forced to share two
simple rooms, where communities where Native Americans live have deadly disease
and infant mortality rates at many times the national rate, when these things still persist,
we cannot rest until we do better. And trying is not enough; we have to have results.
We can do better. (Applause.)
Our nation will never have a better chance. When will we ever have this kind of
opportunity where unemployment is low,inflation is low, there's a lot of money in our
country, the value of our stock market has tripled and then some. Business people are
looking for new places to invest, and people who have done well feel a moral obligation
to try to help those who are less fortunate, who have not fully participated.
And we see it from Appalachia to the Mississippi Delta to the inner cities of our
country, to the Native American comml,lnities. If we can't do this now, we will never get
around to doing it. So let us give ourselves a gift for the 21 st century -- an America
where no one is left behind and everyone has a chance. (Applause.)
We will do our part. You have suffered from neglect, and you know that doesn't
work. You have also suffered from the tyranny of patronizing inadequately funded
government programs, and you know that doesn't work. We have tried to have a more
respectful, more proper relationship with the tribal governments of this country to
promote more genuine independence, but also to give more genuine support. And the
empowerment zone program, as the Vice President and I designed it six years ago, is
designed to treat all communities that way. We're not coming from Washington to tell
you exactly what to do and how to do it, we're coming from Washington to ask you what
you want to do, and tell you we will give you the tools and the support to get done what
you want to do for your children and their future. (Applause.)
President Saulway and a number of tribal leaders came to me at the White House a
couple of months ago. You may have heard in the national press that I repeatedly
referred to this profoundly emotional meeting. I have given a great deal of thought to
what was said then and what I heard now. We can do better. I would like to mention
just a few specific things, for you have all heard years of pretty words.
There is no more crucial building block for a strong community and a promising
future than a solid home. Today, I want to talk about a number of things the
government and the private sector.are going to do to increase homeownership. Our
whole team visited those new homes that are being built not far from here. We talked to
the families that are moving into those homes. I had a little boy take me through every
3
�room in the home, tell me exactly where every closet was, tell me what his sister's room
had that he didn't have, and why it was all right, because she was older and she needed
such things.
This is important. So what are we going to do? Private lenders, like Bank of
America, Northwest, Bank One, Washington Mutual, are going to work with the
. Mortgage Bankers Association and HUD, to more than double the number of
government-insured or guaranteed home mortgages in Indian country in each of the
next three years. (Applause.)
Right here in Pine Ridge, Fannie Mae, under Frank Raines' leadership, has set aside
millions of dollars to help you buy those homes at below-market rates. And they are
spending hundreds of millions of dollars all across this country'to help people just like
you become homeowners for the first time. (Applause.) And Secretary Cuomo's
Partnership for Housing is giving financial incentives and counseling to help families
figure out how to actually get this done, how to buy their own homes and pay for them.
But, as I heard over and over today, even if we went in and tried to repair or rebuild
or build new homes for every family here, and in every Indian community throughout the
United States, we must have jobs if we want these communities to work. (Applause.)
Adults need to have something to fook forward to every morning when they get up. And
if they want their kids to stay in school. and stay out of trouble, and look to tomorrow,
their lives have to be evidence that looking to tomorrow pays off. It is appalling thatwe
have the highest growth rate in peacetime in our history; that we have an
unemployment rate below 5 percent for two years, and the unemployment rate on this
hallowed reservation is almost 75 percent. That is appalling, and we can do better.
(Applause.)
.
No community in America, can grow, however, without basic blocks. No community
in America should be without safe running water and sewer systems. So the
Department of Agriculture will put nearly $16 million in water projects throughout Indian
country, including two right here in Pine Ridge, that will also help you get jobs, as well
as improve the quality of life. (Applause.) .
As you can see, in this Big Sky 'country, it is rather warm and it gets windy from time
to time, as the Natives will attest. The Department of Energy will help you harness the
power and profits of wind and solar energy, to save money and make money.
(Applause.) Owens Corning and North American Steel Framing Alliance will provide
skills training and the promise of quality jobs. And Citibank and Gateway Computer
Company will work with Oglala Lakota College and other schools to help Native
American students get the computer skills that will allow them to get 21 st century jobs.
(Applause.)
.
And ou r Federal Communications Commission will work with you to improve
telephone service throughout Indian Country, an absolute prerequisite for getting any
new business in here.
.
4
�Let me just say that one of the things that We have learned is that the computer and,
the Internet make it possible for many people to do many kinds of work in any
community, anywhere in the United States; indeed, increasingly, anywhere in the world.
The fact that this reservation is a long way from an urban center would have been an
absolute prohibitive barrier to a lot 'of economic development just 10 or 15 years ago.
The explosion of computer technology and the Internet, if you know how to use it and
you know how to deliver for others with it, has literally made the distance barrier almost
insignificant for many kinds of economic activity. So I want to implore you to use your
'tribal col/ege and Vfork with these companies and make the most of the skills they are
offering, and we can get the jobs to come, here orlceyou can do them. (Applause.)
,
•
r
,
Finally, we must seize the vast potential of tourism right here in Pine Ridge by
building a Lakota Sioux heritage cultural center. Every year, millions of f~milies travel
long, long distances to see Mt. Rushmore -- 2.7 million last year. The Crazy Horse
Memorial, about ~ million and a half, even though only the head has been finished. The
Crazy Horse Memorial last year had 1.5 million visitors; only the head has been
finished., I wenUhere late last night. And the Badlands National Park. Now, if you look
at that, you have to ask yourself: lrIow can you have -- how many people, if you did
everything right down here, if we built this cultural center, of all, the people that go to see,
Crazy Horse, of all the people that go to see Mt. Rushmore, ofall the people that go to
Badlands National Park, how many would come here. 1'/1. tell you -- a whole lot. An
enormous percentage, if you give them something to corne and see. That is nothing
more than the simple, profound, powerful story of your eloquent past and your present,
of your skills and your heritage and your culture and your faith.
.
'
"
,
These commitments that we are making today are just the beginning. Thirty-one
years ago this spring, Senator Robert Kennedy came to Pine Ridge. Many of you
probably still remember that visit. Senator Kennedy, seeking medical care for his child,
lying sick in the back ot' an abando,ned car, refUSing to sit and begin an important
meeting until all of the tribal leaders had their proper seats.
,
You may remember his message of hope. Let me say that all across America,
people were watching that. I have:to say, on a purely personal note, one of the most
touching things about this day for me is thatthe wife of our HUD Secretary is Robert
Kennedy's daughter, and she is here today and this is a proud day. I'd like to ask her to
stand. Kerry, please stan~. Thank you. '(Applause.)
We lost all those years; There were a lot of reasons, and a lot of things are better
than they were 30 years ago. But this is the first time since the",early 1960s when we
had this kind of strong American economy, and we have no excuse for walking away
from owr responsibilities to the new markets of America.
, I have asked the members of Congress'to go back and pass legislation that will give
major tax breaks and government-guaranteed loans to people who will put their money
in Indian Country, to lower the risk of taking this chance. (Applause.) We are going to
do everything we can to make your empowerment zone work. But remember -- there is
nothing thatwe can do except.to help you to realize your own dreams.
,
'
5
�So I say to every tribal leader here: The name of the conference you are attending is
Shared Visions. We must share th'e vision, and it must be, fundamentally, yours -- for
your children and their future. If y~u will give us that vision and work with us, we will
achieve it.
Thank you, and-God bless you. (Applause.)
END
12:22
P~M.
.
MDT
,.
t·
6
�THE WHITE HOUSE
Office of the Press Secretary
(Phoenix, Arizona)
For Irnmediate Release
July 7,1999
REMARKS BY THE PRESIDENT
IN ROUNDTABLE DISCUSSION ON SMALL BUSINESS DEVELOPMENT
La Canasta Food. Products Factory
Phoenix, Arizona
5:55 P.M. PDT
THE PRESIDENT: Thank you very much. First, I want to thank Ed Pastor for
making me feelso welcome and for being my friend and doing a wonderful job for you
. back in Washington, D.C. He has the respect of every member of Congress and when
he talks, we all listen.
I want to 'say to all of you that I am honored to be back in Phoenix. Arizona has
been very good to Hillary and to me and to the Vice President and Mrs. Gore, not only
in voting for us in the last election,but in proving that the philosophy of government and
the policies we've followed can bring us together and make us a stronger country. So I
want to begin by saying a simple "thank you."
I'd 'like to thank the people who have come here with me today. Congressman
Pastor mentioned Congressman Kanjorski from Pennsylvania, Congressman Clyburn
from South Carolina, our Small BUpiness Administrptor Aida Alvarez, and my Deputy
Chief of Staff, Maria Echaveste; they are all here and others. I thank them. (Applause.)
I'd like to thank the Reverend Jesse Jackson for coming on this tour with me, along
with the business leaders. (Applause.) I know there are some public officials here. I
think Janet Napolitano, your Attorney General. is here; she met me at the airport .. Jim
Hill, the State Treasurer of Orego'l. is here. Thank you both. (Applause.)
I'd like to thank the business leaders here with me. Leo Guzman, Mary Ann
Spraggins, Gene Humphries of Enron, Stephen Burd of .Safeway, John Corella of
.
Corella Electric, Myrna Sonora df KTVW 33; some of you probably watch that.
(Laughter.) Mike Welburn of Bank One, Andy Gordon of Arizona Multibank, Frank
B,allasteros of MICRO; Leonard Mareno of Mareno Welding; Yolanda Kaiser of Builder's
Book Depot. And, obviously, I'd like to thank our host, Josie Ippolito, and all the other
wonderful women in this remarkable family that own this. (Applause.)
Ed already said why we're here, and I'm here mostly to listen to the people here.' But
I want to make a very important point. I want you to know whywe are here. We are
here because we have the longest peacetime expansion in history, almost 18 million
new jobs since I took office, the lowest unemployment rates among Hispanic American.s
�and African Americans ever -recorded. Our country has been really blessed by these
good economic times. It has contributed to giving us the lowest crime rate in 25 years,
the lowest welfare rolls in 30 years, declining rates of teen pregnancy and drug abuse.
We have 90 percent of our little children immunized against serious childhood diseases
for the first time in the history of our country.
But we know as blessed as America has been, not every American has been
blessed by this recovery. -All you've got to do is drive down the streets here in South
Phoenix to see that. So what we are doing is "going around the country to say we can
do better, thatmorally, now that we're doing so well, we have an obligation to give every
American who is willing to work for, it a chance to walk across that bridge .into the 21 st
century with us, so we go forward together, leaving no one behind.
And not only that, it's good economics. A long way from South Phoenix, I have to
worry every day about how I can keep creating jobs so you have more people to buy
-these wonderful products you are producing. I mean, 840,000 a day -- that's a lot of
people, you know. Of course, not everybody eats as many at one sitting as I do.
(Laughter.) So, I mean, it's a lot of people. So I think about that.
How can I do that? Well, we can sell more of our products overseas, which we're
trying to do. We can take more people off welfare, disabled people, and help them get
in the work force, which we're trying to do. But the easiest way to keep America's
economy going strong is to get more investment, create more jobs and create more
consumers in the neighborhoods, in the cities and in the rural areas and on the Indian _
reservations which have not yet felt this recovery. That's what this whole thing is about
how we can do this together.
And I'm here to make three points. Number one -- and I want to give some specifics
in a minute -- we've been working at this for six and a half years with our empowerment
zones and our enterprise communities and our community development banks -- you
have one here ,.- with the vigorous support of the Community Reinvestment Act.
Number two, therefore, American business needs to know that there ar:e good
opportunities right now in inner cities and in rural America. This is not about charity; this
is about how to make money by helping people who are willing to work for themselves
get the chance to do it, to start those businesses or become good employees. That's
what this is about. (Applause.)
Finally, it's about supporting our New Markets Initiative, which seeks to make it
easier for people to get equity capital to start or expand their businesses in any poor
neighborhood or underdeveloped area anywhere in the United States of America. So
that's why we're here. And that's the message you're sending out here in South
Phoenix, to every community in America, where there are good people who need
investment and jobs.
Now, let me say that there are a lot of good things that are happening and I want to
thank some of the people who are here. I want to thank Safeway for the new store at
16th Street and Southern Avenue, and the new shopping center that it will anchor.
2
�That will create a lot of jobs. And, interestingly enough, we're trying to highlight this
everywhere, because in almost every city in America, even with high unemployment,
there are obviously a lot more people working than not working and there is more
purchasing power in our cities than there are stores to take it up. So we thank Safeway.
I also want to thank Univison, because they are about to build a new multimillion
dollar broadcast facility for its local station, KTBW 33, and they're going to build it right
here in South Phoenix, and that will help your economy to grow. Thank you.
(Applause.) Thank you.
I want to thank the community 'development institutions like Arizona Multibank, the
microenterprise organizations like MICRO; That's a fancy way of saying they loan small
amounts of money to people to start small businesses who couldn't get the money
anywhere else, and g'uess what? They usually make good loans and they make money
doing it, by giving people a chance who couldn't get a chance anywhere else.
I
I want to thank Arizona Multibank* for launching Magnet Capital, which is a new
venture capital fund, backed by the Small Business Administration that will give lower
income entrepreneurs the equity they need to grow and expand. So thank you very
much, Mr. Gordon. (Applause.)
.
Now, there's lots of other things that all you have to say: Just remember, we came
here for three reasons. One is, t6 show the business community of this countrY that we
have the kind of partnership between government and the private sector that makes
it more attractive to invest in places with higher unemployment and with too few
businesses. Two, to make the point that there is a huge amount of opportunity out here
right now. And the more American business knows about it, and the more they invest in
it, the better they'll do.
.
And, three, we have a proposal before the Congress to go nationwide to give big tax
breaks to people to help provide. equity capital. And I want you to know what I'm doing.
I'm basically ask.ing the Congress to give investors like those on this stage with me
today the same incentives to invest in South Phoenix that we give them'right now to
invest in the developing countrie,s of Latin America and Africa and the Caribbean. I
want to do that, but you should have the same incentives here. (Applause.)
So thank you all for coming and, Congressman, the fioor is yours. You want to
introduce the folks who are going to'talk? I think maybe you're going next -- our
hostess.
'
*****
THE PRESIDENT: Thank you very much. Let's give him a hand; I thought that was
good. (Applause.)
If I could -- if I could just make one point. One of the things that I learned traveling
around the country in 1990 and'1991, before I decided to run for President, was that the
crime rate was going down in areas where more police were on the street, and in the
communities, and working with ,their neighbors -- not just because they were catching
people quicker, but because i~ was actually preventing crime from occurring in the
3
�first place.,
In the last six and a half years, We have funded 100,000 more police officers for our
streets -- in small towns and rural areas as well as big cities.' And in the budget I now
have before the Congress, we're trying to get another 50,000 targeted at the highest
crime areas in the country.
So that will help -~ that's something that we didn't come here to talk about today, but
if I can persuade the Congress to do that, that will obviously help yoU and others like '
you to locate more stores and to h<;lve more sub-stations. And it will also bring the '
police in closer contact with the community, and increase confidence and good feeling.
So I thank you very much for that. '
,
*****
THE PRESIDENT: I want to thank you for the work that you have done. You know,
we were just together over at Chicano's Porlacasa. And the work you did to help them
set up their micro lending program. The'Vice President, who has supervised all of
our community economic development efforts for the last six years announced this new
SBA initiative with Aida not very 10I1g ago.
,
,
But I just want to emphasize to you, we were in the Mississippi Delta yesterday -- it
was also 100 degrees there -- and we were in a little factory that makes picture frames,
that had been gone' into bankruptcy. And we met a young man that thought he could
turn it around and he had opened the place back up -- a place with terribly high
unemployment.
,'.
•
, ,
,
,
I
"
But one of the people I met the~e was a woman who had worked for a small
business that was doing okay, but the person running it in this little town, for family
reasons, couldn't go on. And she was the only person qualified to take over this
business, otherwise it was just going to disappear. But she made very low wages for a
person who owns a business, and she had no money in the bank.
'
'
And because she was able to get some equity capital from someone as farsighted as
you, her little business in a year went from five employees to 11 employees -- instead of
five people losing their jobs -- and a woman that never made more than a few dollars an
hour in her life is now a successful small business owner. That is that sort of thing we
ought to be doing more of. And if we did more of it in places like South Phoenix, the,
unemployment here would not be higher than the national average and the incomes
would not be lower. So rthank you very much for what you're doing. '(Applause.)
*****
I'd just like to make two pointsifl might, by way of completely agreeing with what you
just said. First of all, for people who think we don't need these SBA programs anymore
'because the economy's doing so well, I would remind you that the SBA is a permanent
example of the kind of approach that I believe we should be taking in the government.
The SBA basically gives people the tools to make the most of their own lives. They
make the market more likely to work in places where it otherwise wouldn't work. And for
4
�people who don't think it matters -- you know how much all these telecommunications
companies are worth now and what's happened to the stock market in the last six years
-~ it's more than tripled. Thirty percent of our growth coming out.of high tech.
Intel and America Online -- huge companies worth billions upon billions of dollars -
started with SBA,loans. And so, I think, you know, that:s enough to rest our case. The
second thing I ,would say is, there are -- not all the business people that have been on
this trip are right here in Phoenix, and not all the business people who wanted to go on '
this trip can go. But there is a phenomenal amount of interest in this, and I must -- I
want to give credit to Reverend Jesse Jackson. His Wall Street project has been
working on this for years.
1 mean, there is a much higher level of awareness among American business
leaders that there is money to be made and a better soCiety to be made at the same
time in these neighborhoods. So I don't think you have to worry. I think when we .can
finish this tomorrow afternoon in East LA, you will see a much higher level of
commitment and interest in corporate America than we had before. Thank you, Mr.
Corella. You're great. (Applause.) .
. *****
THE PRESIDENT: First of all, I want to thank Gene, because, really, Texas is a
classic example -- it's almost exactly like Arizona and Phoenix. The unemployment rate
in Phoenix as a whole is less than 3 percent. The unemployment rate in this section of
Phoenix is twice the national average, maybe a little more. You have the same thing in
Houston.
I just want to illustrate, use Enron, which is: a fabulous and very large energy
company, to illustrate a point that he made, that I think we should emphasize because it
goes back to something John made. One of the reasons we're taking this trip here is
that one of the -- is that even in business, even with a market economy, where people
are always supposed to act in their own self~interest, people cannot do what they don't
know. And people cannot have a ;relationship with people with whom they are not
acquainted.
And one of the things that Enron* did, saying that he worked through a local
community investment group, is to have -- to literally build networks of relationships
between big businesses and people that they would otherwise never, ever, ever come
in contact with.
And so, I say again, I think -- you heard what Steve said about Safeway figuring out
there was a market here. Once you begin to establish these networks of relationships,
and once they become a part of the fabric of American life, then we can build an
economic, a normal economic infrastructure in these distressed areas -- so that the next
time a recession comes along, we won't be hurt so badly here, and then when the
pickup comes, everybody will ben'efit instead of just a few.
So I can't thank you enough. But I do want to emphasize what -- Gene Humphries
was a little too modest here. We do have a SUbstantial number of business leaders
5
�heading companies more or less in the size range of Enron*, who are helping. But we
are nowhere near where we need tobe. We need hundreds, we need thousands of
people with the kind of commitment that he's manifested, because without these
relationships, the decisions cannot be made to put the money there,i.
Thank you. (Applause.)
*****
THE PRESIDENT: I'd like to ask a question -- thank you. (Applause.)
I'd like to ask'Frank or Andrew a question: what is the
microenterprise loan that you give?
av~rage
size of a
'
MR. GORDON: For the last 10 years, Mr. President. it has been under $2,500. And
those $2,500 make a difference. Our default rate, after lending over $7 million in
Arizona, sir, the default rate'is less: than. 4 percent.
THE PRESIDENT: Let me say that this is -- give him a hand. (Applause.) This is a
fairly typical experience worldwide.
I got interested in this 15 years ago, when I met a man who was trained in the United
States and went home to Bangladesh and founded -- one of the poorest countries in the'
world -- founded. a community Qank making microenterprise loans to poor village
women, average about -- then -- probably ,$20. Today, they average about $50. But
that's a lot of money, in American terms, given the size of their economy.
And they had a 96 percent repayment rate. Now he's made millions of these loans,
in a country with 100 million people. So I'm -- one of the things I'm quite proud of is that
now, under our administration, we now fund 2 million microenterprise loans every year
in poor, poor villages -- in Africa, in Asia, in Latin America.
But again I say, if it's good enough for us to do for them -- which we need to do, so
those countries can keep their democracies alive, and be good citizens, and not cause
wars, and have a decent life -- it's certainly good for America. And my only regret is that
we don't give ten times as many of them every year. And if we have institutions like
Arizona Multibank* and Micro* everywhere -- we have the networks out there, again, to
make the contacts -- I think there's really very little limit to whatwe can do in getting
more rTlOney for micro loans, because they plainly work.
Is the average person,the average size of the business, a single employee, self'
employed? Or is it two?
MR. GORDON: It's a sole proprietor, sir.
THE PRESIDENT: Sole proprietor.
6
�MR. GORDON: Sole proprietor. Although they do get help from their family. It's just
-- it's a family business. It's not only that self-employed -- but that's what makes it, it
guarantees its success, because of the support.
THE PRESIDENT: That's why they repay the mpney back, isn't it?
MR. GORDON: Yes.
THE PRESIDENT: Thank you.,
*****
THE PRESIDENT: I'd like to say something about both these presentations. Firstof
all, the way the New Markets Initiative works in terms of who gets the tax credits and
who qualifies, the way this works is, people that invest in a business enterprise can get
up to a 25 percent tax credit for the money they put up, then they qualify for every dollar
they put up for $2 in bank loans that are government-guaranteed, and the government
guarantee dramatically lowers the interest rates on the bank loan, so that between the
tax credit and the lower interest rates, you reduce the relative risk of investing in these
areas to make it more attractive.
And existing businesses qualify every bit.as much as new businesses do; it is the
area -- where do the people live, what is their per capita income, what is the
unemployment rate, how much do'we need the new Investment here. So we could
never get into -- it would be a bureaucratic nightmare to try to make distinctions
between existing and new businesses. Everybody's eligible. ' It's people we're trying to
help and places we're trying to reach.
I
,
The only other thing I would like to say is to thank you for what Univision is doing
here and for what Univision doubtless will do to publicize this meeting to the Hispanic
world in America. 'As you know, I'm very close to Henry Cisneros and I think that the
American people should know that next to the Vice President, the two people most
responsible for everything we've done in this community development area over the last
six years are the present HUD Secretary. Andrew Cuomo, and his predecessor,
Henry Cisneros. So this is, indeed, something to celebrate. (Applause.)
So the only thing I want to say is when you start building that building down here,
hire some of these folks and make sure it's a good deal. Thank you very much. Thank
you all. (Applause.)
END
6:37 p.M. PDT
7
�THE WHITE HOUSE
Office of the Press Secretary
(Anaheim, California)
July 8,1999
For Immediate Release
REMARKS BY THE PRESIDENT
IN DISCUSSION ON YOUTH OPPORTUNITIES
Southwest College
Los Angeles, California
12:00 P.M. PDT
THE PRESIDENT: Thank you. Please sit down. We're running behind now.
I've got to get to oe more businesslike. Since Alexis has been so fulsome in her kind
comments, that was an example of Clinton's second law of politics -- always be
introduced by someone you've appointed to a high position. (Laughter.)
Let me say to, first, our host here in Representative Maxine Water's district,
we're delighted to be here. I want to thank all of you who. made it possible for us to
come to this beautiful facility. Let me say I am doing something today I never thought I
.
.
would ever do, for those who have been on the tour with me, I came to Los Angeles to
cool off. (Laughter.) It was 100 degrees in Washington when we left; it was 100
degrees in Appalachia; it was 100 pegrees in the Mississippi Delta; it was 100 degrees
in East St. Louis; it was only about94 on the Indian reservation yesterday; and it was
over 100 in South Phoenix. So I came to Los Angeles to cool off, and I thank you very
much for that.
I want to thank Secretary Daley and Secretary Slater who are here. And,
Reverend Jackson, thank you for making this tour with us, and all the business leaders
. who have been with us. I want to thank Congresswoman Millender-McDonald. We
were just over at the transportation academy in her district, and I enjoyed that very
much. Congresswoman Loretta Sanchez, thank you for being here. Congressman
Javier Becerra; and Congressman' Paul Kanjorski, who came all the way from
Pennsylvania, has been on every step of this tour, and I thank him.
Governor, thank you for making us feel welcome. And, Devon Burke (phonetic),
thank you. And I'd like to thank all the business leaders and all the leaders from
entertainment and athletics and other things that are here today.
I will be very brief because I'want to hear from the young people here. I· have
believed from the beginning of my tenure as President that in order for the American
economy to really work, and in order for the American society to work, every American
should believe that he or she had a chance to be a part of it. And we've worked on this
for some time. And you hear Alexis talking about the economic statistics: we now have
the longest peacetime expansion history, the longest minority unemployment rates
in
�ever recorded. But everyone knows that there are still substantial numbers of people in
our distressed urban and rural areas and on our Indian reservations that basically
have not been part of this recovery.
In Watts, for example, the unemployment rate has dropped almost 50 percent,
but it still is three times above the national average, just for example. And so it seemed
to me several months ago -- and I talked about this in my State of the Union address
way back in January -- that there was a way to tap the enormous feeling that a lot of our
business leaders have that they've done very, very well in a stock market that's more
than tripled in six years and a strong economy, and that they ought to give something
back with the idea that it would actually be good economics to give something back.
Those of you who follow the business news know that every time the Federal
Reserve meets there's all this tense speculation, will they raise interest rates or not?
Well, what does that mean to these young people here with their yellow tee-shirts on? It
is that most economists believe that there is a limit to how low the unemployment can
, go, and a limit to how high the economic growth can go, before you have so much
inflation that you have to stop it, which kills the economic recovery.
Now, how can you keep it going? How can we keep this recovery going -- never
mind all these kids we're here to hear about, just for those of you who have done well in
the stock market? How could you keep it going? The easiest way to keep it going is to
go to places where there aren't enough jobs and there aren't enough consumers, and
, create more of both -- create more business owners, create more workers, create more
consu~ers. That's all growth completely without inflation.
It allows America's economic expansion to continue, so there's a real sense in
which every time we hire a young person off the street in Watts and give him or her a
better future, we are helping people who live in 'the ritziest suburb in America to,
continue to enjoy a rising stock market. And it proves beyond any doubt that we are all
in this together, that we're all better off when the least of us do well.
And also, we have a chance here that we've never had before at least in my
lifetime, certainly not since the American economy began to unravel in the late '60s. We
have got a chance to actually build an economic infrastructure in the inner-cities
and in rural America that will restore something like a normal economy to places.
There will always be -- some times are pretty good, some times won't be so
good. But what we want for every American is to live in a community where at least he
or she has the same shot everybody else does.
, Now, thefirst three and a half days,what we spent focusing on is how to get
money into isolated places. That's basically what we've been focusing on. And we
talked a lot about the things we've been doing since 1993. We've had wonderful
business leaders from all over America ..,- by the way, on both parties. This is not a
partisan issue anyplace but Washington, D.C., and I hope it won't be there -- saying,
hey, this is a good business, this is a good deal, we want to be a part of it. And,
.2
�we talked about this new markets legislation I have proposed which would give tax
credits and government guaranteed loans to people who would invest to give equity to
people to start businesses in the inner-city and in rural America.
And basically what I've askea the Congress to do is to give businesspeople the
same incentive to invest in America they get to invest today in poor communities in Latin
America or Asia or Africa or the Caribbean. I don't want to take those opportunities
away; I just want American communities to have the same shot at the future.
- ,
'
(Applause.)
So, now, what we're here today to say is that even if we do all that, in the world
we're living in, there is a high premium in an information society placed on knowledge,
skills, what you know today and what you can continue to learn. One of the young
people I saw today is about to join the United States Army, once in a gang, was working
a computer program in which he was able to match someone in Russia who wanted to
buy tires with someone in Colombia who wanted to sell them, and he could get a
commission off of it in between. Well, I just give you that as one example. I saw a lot of
other -- I saw two young people who were designing automobiles that would be less
wind-resistant and, therefore, would operate at ~igher rates of efficiency.
Another young man who was mixing sound, so that if I -- he told me if I sang a
song flat into his microphone he could tune it up so I'd sound just fine. (Laughter.)
,
- All these things make this point, and that's why we're here, to finish, in a way, with
the most important thing of all--we, can put in place-the financial networks, we can
create a lot of jobs, but our young people -- and 60 percent of the young people, men
and women -- young men and women in the most distressed areas of America are
neither in school or at work still. And so we can do all of these things and provide these
investments, but if our young people don't have the opportunity to learn and to continue
to learn and to continue to get training for a lifetime, we won't be able to do it.
The first place I went in Appalachia, 57 percent of the people who live there never
finished high school. It's very remote. But there's a man there that expanded a firm that
does business with all the high-tech companies in the country from 40 to 850
employees by having all of his present employees do a continuous job training on every
new person they try to take out of the hills and hollows of Appalachia.
So there is no place, even in rural America, that can escape the reality that we
must train and educate our young people if we really want this to work. So that's what
we're here about.
I thank Secretary Herman for this youth opportunities initiative, and all of you who.
are participating. So, Alexis, why don't you take over and let's hear from our folks.
(Applause.)
.
*****
THE PRESIDENT: Let me just say, Mel Farr, who is a former all-pro football
player from Detroit, is becoming the largest automobile dealer in America, and it's just
3
�worked .out. One of the announcements we made earlier on our tour is that he has a lot
of big financial institutions who've agreed to buy his car loans in bulk, which·will enable
him to expand all across America and put minority-owned dealerships in every
community in this country·.
And for people who have modest incomes, you know, he has adapted this sort of
car leasing proposal -- you remember, this started a few years ago when people
stopped buying cars and started leasing them and leased them three years. Mel will
lease people cars, give you leases-for as short a perioq as two months. But if you don't
pay, you can't make off with the car, he's got a device thatwill turn the car off.
(Laughter.) So he soon will be responsible for the widest distribution of car ownership in
America with the largest number of cars that won't run. (Laughter and applause.)
This is actually a brilliant thing, because he's giving people a chance to have cars
they never could afford otherwise .. He's recognizing that people who don't have a lot of
cash income have to live from month to month. And he's doing it in a way that is giving
people a chance to run dealerships who never could have run them before; and they will
all train people and hire the kind of people that Toyota Center is training.
So, thank you, Mel, for a brilliant thing you're doing. (Applause.)
*****
. THE PRESIDENT: Thank you. Let me just briefly say in closing, first of all, I
want to thank all those who have participated and those who are here who have not
said anything, but by the power of their example are doing a great thing for our country.
We have advocates here; we have investors; and we have those are examples -
particularly these young people who have spoken.
To me, this is the best of all endeavors because it is the morally right thing to do
and it is in the self-interest of every American who participates in it. I believe -- I. listen
to these young people, and I read the notes on their lives before I came here ~- you
know, things happen to people in life, and the good things and the bad things, especially
to our children, are not evenly distributed. And yet, among all the poor people in
America, there are people who could help us find a cure for AIDS, a vaccine; there are
people who could help us to -- I talked to one of the young men earlier who developed
composite parts for cars that would be as strong as steel and weigh a thousand pounds
less and get 80 miles a gallon, or 90. There are people who could solve every problem
out there. The talent and the human spirit are evenly distributed across racial and
income lines.
.
But things happen to people and things happen to communities. In our inner~
cities and a lot of our rural areas, the economic bases that once made them organized,
thriving and successful, evaporated .-- and we did a lousy job as a country of replacing
that. We were slow off the up-take. And in other places, like our Indian reservations,
arguably, there never was an economic basis that would be self-sustaining. .
4
�So whatwe·do here is to say that this is not something the government can do
alone, but the government should do it's part. And this is not something the private
sector can be expected to do unless we provide the training and the support for
the young people and provide the framework within which we lower the risk of these
investments as much as is prudent.
But we have to remember th~ human element in all this. We were in East St.
Louis yesterday, visited a WalmartStore in one of the most distressed inner city areas -
I mean, Walgreen's store, this beautiful Walgreen's store -- 30 employees. The
manager of the Walgreen's store was a 24-year-:old African American girl that grew up
in that community and got out of college and was just good at what she did. And that
company believed in her enough to give her a chance at the age of 24 to run a store
with 30 employees. An example. You're an example. You're an example. You're an
example. All of you are examples ..
The rest of us -- who basically had a lot of luck and good fortune in live -- you
know, we all like to believe we were born in log cabins we built ourselves, but most of us
were helped along life's way and we had a lot of luck to get where we are. And most of
us, with all the bad things that happened to us, end life ahead of where we would be if
all we got was what we just deserved. And ",!e should rememberthat.
And we should think about these children 'and remember that it is in the interest of
America -- the talent and the gifts and the richness of their souls and their spirits are
evenly distributed. But things happen to them or things happen to the place where they
happen to be born, or where they happen to live now -- and we can make it better. If we
can't do it now, with this economy as strong as it is, we'll never get around to doing
it.
So when we leave here we should remember that, and we should do it. Thank
you very much.
END
12:53 P.M PDT
. 5
�THE WHITE HOWSE.
Office of the Press Secretary
(Anaheim, California)
July 8,1999
For Immediate Release
REMARKS BY THE PRESIDENT
TO NATIONAL ACADEMY FOUNDATION ANNUAL CONFERENCE
Anaheim Hilton and Towers·
Anaheim, California
3:00 P.M. PDT
THE PRESIDENT: You know, Hazel, you might consider just skipping that h.otel
business and going right into politics. (Laughter.) I want to thank all of you for your
welcome. And I thank Hazel and her fellow winners behind us for reminding us of why
we're here. Mayor Daley, thank you of making me feel welcome -- and, Secretary
Daley, Secretary Slater. Representative Sanchez, we're delighted to be in your district
and to be here with other members of Congress who are here.
.
I'd like to say a special word of appreciation to my wonderful friend, our former
Secretary of State, Warren Christopher, who is here with us today and supporting this
endeavor. (Applause.)
Since this is the last event for me in this week-long odyssey across America to
our-- what we called America's new markets, I'd like to say a s'pecial word of thanks to
the folks on the White House staff'who made it possible, including my National
'
Economic Advisor, Gene Sperling, without whom this never would have occurred.
(Applause.) .
And I want to say a special word of thanks to Reverend Jesse Jackson, who
worked with Sandy Weil on the Wall Street Project, went to Appalachia before it was
fashionable, who always believed that poor people were smart, wanted to work, and
had a right -- a moral right -- to be part of America's future. Thank you, Jesse Jackson.
(Applause.)
And, thank you, Sandy Weil; for the Wall Street Project, which attempts to marry
the investment capacity of Wall Street with the human capacity of all those places we've
been visiting. Thank you for the National Academy Foundation. Thank you for being a
good friend to me and to all these young people and so many others. 'And thank you for
inviting me to this annualconferen'ce.
.
,
..
.
This is really quite an appropriate place for me and those who have traveled with
me this last week on our new markets trip to end our journey, reaffirming your
commitment and ours to prepare all our children for the new century. Over the past four'
�days, as I have traveled across America, we have sought to shine the spotlight on
places still unlit by the sunshine of our present prosperity. A number of you have been
along for what has truly been a remarkable ride.
.
We've seen the power of people in public and private life to work together in the
Appalachians and in the Mississippi Delta. We've seen the spark that retail investment
can bring in the first shopping center built in decades in East S1. Louis, Illinois. We've
seen the impact in the most basic i'nfrastructure and housing opportunities, even in the
remote regions of Indian country in South Dakota, still the most left-behind part of
America.
In South Phoenix yesterday in temperatures exceeding 100 degrees, we saw the
enormous benefits of community reinvestment initiatives. And here, earlier today, we
saw what education and job training can bring to young people in Watts -- people who
are normally identified with distressed neighborhoods, showing me how do design
automobiles on a computer, or to c;onduct sophisticated business transactions between
two different countries with' young Americans 17 years old, picking up a commission for
being the middleman.
I took this trip for three reasons. First, I wanted every American businessperson,
every American investor, to see that there are enormous opportunities out there today in
the areas that have been left behind by our economic recovery. Second, because I
wanted to highlight the tools that have already been put in place, to encourage more
'people to invest in those communities .- the empowerment zones and the enterprise
communities which Vice President.Gore has, so ably led for six years now; the.
community development financial institutions that we have supported; the Community
Reinvestment Act, which has led to billions of dollars of reinvestment in our developing
neighborhoods; the education and training initiatives designed to give all of our people a
chance not only to have good, basic skills, but to keep on learning for a lifetime.
And, third, I wanted to highlight our New Markets Initiative, a piece of legislation
simply designed to give American investors who are willing to take a chance on new
and expanded businesses in distressed urban and rural communities access to the
same kind of tax credits and loan guarantees, to lower the relative risk of their
investment in America that they· can get to invest in poor communities from Africa to
Asia to Latin America to the Caribbean. I'm for those investments, but I think America's
.communities should have access to the same capital with the same incentives.
(Applause.)
The idea behind this, obviously, is that the government cannot do this alone, but
business cannot be expected to gq it alone. When government provides the conditions
and tools, acts as a catalyst to bring the power of the private sector to benefit all of our
citizens, and provides the investment and the education and training of our young.
people, this is not only good economics, it is the right thing to do. We can build one
America where nobody is left behir;Jd when we cross that bridge into a new century.
And if we do, we'll all be better off.'
2
�The GEOs and national leaders I have traveled with, we've heard it every stop:
look, we just need a chance; our kids need education, our ad,ults need training, and we
need somebody who believes in us enough to give us a chance. ,
I'll never forget the woman we met in the Mississippi Delta, who was working for a
very small business in a depressed community that had five employees. She made a
very modest wage, and the owner of the business just decided to close up. He said
to her she was the only person capable of running the business. But nobody would give
her a loan because she'd never had any money in her life, she had only worked for
modest hourly wages.
Because there was a community investor willing to take a chance on her, she got
investment capital, she bought the business -- two years later, she went from five to 11
employees and she has just about paid her loan off. There are thousands of stories like
that waiting to be written in America in every community that is still depressed.
So we want to encourage that. And that's why so much of this trip is focused on
how to get financing. A remarkable businesswoman from New York, Mary Ann
Spraggins*, went on this trip. She's trying to set up a vision fund with $250 million in
private sector capital to give venture capital to these kinds of places. If we get our way,
the people who invest in that fund will be eligible for a 25-percent tax credit for putting
that money into high unemployment areas, and they'll be eligible to borrow $2 for every
$1 they put up in that fund and have it guaranteed by the government so we lower the
interest rate. That's the government's contribution; but somebody still has to make the
investment to put these people to work. (Applause.)
So most of the capital we've been talking about these last several days has been
money. We see in the Pine Ridge Reservation in South Dakota a remarkable
grandmother, providing school clo,thes for her grandchildren, having to literally buy the
tennis shoes her grandchildren wear to school on the installment plan'all summer long
while the shoes are kept in layaway, so the kids will have them. When there were 11
people living in a house with about 800 square feet, another 17 in an adjoining house
trailer with about 900 square feet. We need money; those people need housing.
We also saw American Indians that have been waiting for nine years moving into
their first homes. A little five-year-old boy, six-year-old boy took me by the hand and led
me all through his new home and showed me his sister's room and explained why it
was okay that she had a bigger room than he did. (Laughter.) She was a teenager,
and teenagers needed things like 'that. (Laughter.) The pride that they felt, these
people, this mother who had worked all her life and finally getting a decent home for
her children to live in.
So a lot of this is a money problem. I used to joke with a lot of my friends -- I still
say this -- that I had about nine or: 10 rules of politics that I kept in my mind all during my
career running for office, and rule number two was, when anybody stands up and tells
you it's not a money problem, theY're talking about somebody else's problem, not theirs.
(Laughter.)
,
3
�So money is a big issue here. But there's another kind of capital that in some
ways is even more fundamental -- human capital, people. When Hazel stood up here
and you clapped for her, you were ,clapping for the astonishing development of human
capital; of what she has done with her life and the chance that her mother took in going
to Hawaii, the risks and the heartache and the difficulties her 'family went through -- it
made you feel good.
And what I want to say to you today is that there are people just like these young
people we're honoring back here on every Indian reservation, in every hill and hollow of
Appalachia, up and down the Mississippi Delta, in every inner city. And they deserve -
they deserve -- the chance to be whatever they're willing to work hard to be. And unless
we're prepared to do that, even our best efforts to bring new investment to these
distressed communities will be less than fully successful.
Now, we have a better opportunity and a better reason to do that now than ever
before. As I tell people, I spend a lot of time in Washington -- Sandy's always saying
that I've done a good job as a Democrat with the economy so more people can live like
Republicans. (Laughter and applause.) And I've done my best to do that.
But you should know that one of the things that we seriously debate back in
Washington, D.C., a long way from Anaheim, is, how can we keep this going. We
already have the longest economic expansion' in peacetime in our history. We have
the lowest African American and Hispanic unemployment ra'tes ever recorded. We
have almost 19 million new jobs, and we have very low inflation. and we've had
unemployment rate below five percent for two years. So a big question is, how much
longer can this go on, and how can we keep it going without having inflation build up,
then having interest rates go up and having the recovery stop ..
This is not an academic issue if you're about to get your first job, of jf you're sitting
there trying to make up your mind whether to take out a huge bank loan to expand your
business. You want to know if we can keep this going.
My answer is, we can keep it going if we can find non-inflationary ways to
promote growth. Now, what are those? Well, we can sell more American goods and
services around the world -- why I hope the Congress will agree to help us expand our
trade with other countries. We can also bring populations that are outside the work
force into the work force. With the ,welfare rolls are now the lowest they've peen in 30
years and there are a lot of people 'still on welfare that are able-:bodied, but they
have limited skills, we could bring more people from welfare into the work force.
You can bring hundreds ofttiousands of disabled people who are capable of
doing more and more kinds of jobs, thanks to technology now, into the work force. And
the Congress, I believe, will soon send me a bill that will enable those that have high
health care costs that are noW being paid by the government to keep that health care
coverage so private employers can afford to hire them.
But by far, the biggest opportunity -- by far -.; in keeping this economy going
without inflation is to get more inve~tments, morejobs, more new business owners,
4
�more new workers ~nd, therefore, Imore new consumers, into the rural and urban areas
that have not yet been blessed by 'this recovery. .
That's why every single American actually has a vested interest in ou r success
here. And more and more businesses are looking for young people like those we
celebrate, because there's a shortage of skilled workers, even though there are people
who are still looking for jobs. In some job categories, a shortage of hundreds of
thousands. Therefore, if Americans are willing to look a few exits off the beaten path,
we can continue to grow this economy and we can continue to have more of the kind of
stories wejust heard.
Let me also say to you, if we can't do this now, with the strongest economy we
have ever had, when it is manifestly in the self-interest of every enlightened decision
maker in the country, when will ever get around to doing it? (Applause.)'
Let me tell you some of the things that we saw on the human capital front. We
walked down the dusty streets on an Indian reservation., We saw the boarded-up
storefronts in a town in the Mississippi Delta, famous for its role in the civil rights
struggle. We saw desperate living conditions in a little hollow in Appalachia where
everybody had a jOb and they still 'couldn't afford a decent house to live in.
But every place we went, nobody wanted charity, nobody wanted a handout.,
What they wanted was a hand up. That's why this will work. What people want is a
good private sector job, the simple dignity of a paycheck, the ability to house and
educate their c~ildren and provide health care for them. And what you know here, what
these young people behind me demonstrate, is that intelligence and ability and drive
arid dreams are equally distributee;! in this country among the poor and the non-poor.
(Applause. )
I've often said, things happen to people that derail their lives, and then they have
to work hard to getthem back on track. Things happen to places like that, too. I know
the M'ississippi Delta, which includes a big part of my own home state, the economy that
once sustained that area has been gone a long time. Nobody was ever able to figure
out how to put a new economy in its place. But there's a new economy out there that
could fit in that place.
There are new economies that could fit in the most remote villages of the
Appalachian Mountains. There are new economies that could go into the Native
American reservations. How many data pr:ocessing jobs do American companies ship
overseas on airplanes every nightto go to poor countries and other places? They could
be done on Indian reservations, for example. We have got to think about that.
We all can identify with a human story. If Hazel stands up here and tells us the
story of her fam,ily, it grips us' and 'we pull for her. But what you need to know is, all
these places have stories like that. We got the land and the mineral rights away from
the Indians, and we said, oh, we'll make a deal, we'll have a nation-to-nation
relationship with you, and we will provide for the education and health care and housing
5
�of your people; but we'll do a poor job of it and we'll spend just as little as we can get
away with. And then, we'll say'you must not really want to do any better.
We have to write new stories for these places. And it takes a commitment to
money capital and tile human capital. And what Sandyand all of you who have been
involved in this magnificent project show, this is Exhibit A that we can do it.
Now, let me say on a very positive note, I'm quite optimistic that I am quite sure
that one answer to this in the United States and all across the world is better dispersal
of technology. When I went to Africa, I went to these little villages where people had·
maps -- these children were in these little village schools that had maps that still showed
the Soviet Union and other nations that haven't existed in a long time. But if those kids
just had one computer for the school and a printer, they would never have to worry
about that. We could change the map of the world every day, and all those little kids
would have an updated map. Right?
Technology will enable some of these areas to skip a whole generation of
development if it is broadly dispersed. Secretary Daley referred to the Department of
Commerce report today on technology. Let me tell you what it says. It confirms
what you already know. More and more Americans than ever are connected to the
Internet. It is the fastest-growing method of human communication in all of history by
far.
But it also shows, this report; that there, is a growing digital divide between those
who have access to the digital economy and the Internet and those who don't, and that
the divide exists along the lines of education, income, region and race. It might have
pointed out, of course, that all of us parents are not as good as our kids. That divide's
not so serious, but the real one is.
And yet, we know -- I will say again -- that the very information technology driving
this new economy gives us the tools to ensure that no one gets left behind, that' gives us
the tools to provide a story for these communities, to literally provide a self-sustaining
economic infrastructure for the 21 st century. Millions of Americans now on the
economic margins can join the mainstream in the enterprise of building our nation.
A child in South Central L.A., in the most remote part of Indian country, can have
access to the same world of knowledge in an instant as a child in the wealthiest
suburban school in this country. Now, just imagine if not s'imply, a fraction, but
all of our young people entered the work force, had access to the Internet always, and
had mastered the skills of the new, information economy.
.
So if we want to unlock the potential of our workers, we have to close that gap.
We've done what we COUld. We have provide the Hope scholarship and other tax
credits so that we've literally opened the doors of college to all Americans. We have
. emphasized higher standards, smaller classes, and more teachers. We're connecting
every American classroom to the Internet, and I think we'll make our goal that the Vice
President and I established here in California in 1994 of having all the classrooms
connected by the year 2000.
6
�,
The $8 million in corporate commitments made today by this group are so very
important, as are the information technology academies to which Sandy referred earlier.
Sandy has said often that today'sstudents are tomorrow's employees, today's students
are tomorrow's economy. They're not just somebody else's employees, they are
tomorrow's economy.
So, bringing these skills to distressed families in distressed communities can
have more to do with our ability to restructure the economy in these areas than perhaps
anything else. I also want to thank AT&T, and I think, Ann Hesse*, the CEO of AT&T
Wireless, is here for'committing more than $1.4 million to increase access to the tools of
the high-tech economy.
I want to thank America Online, George Franberg* of AQL is here, for providing
more than $1 million in grants to help narrow the digital divide. I want to thank Oxygen
Media on the cable network it will launch next year. They will offer ~Iigh-tech training on
TV so more embarrassed adults cim learn what their kids already know. (Laughter.)
This is the kind of thing we have to do. If we have money c?pital and human
capital, we can bring hope to the places that have been left behind.
The last thing I want to say to you is this: This tour, this last four days that we
have all spent together has been a significant s~ep toward opening America's new
markets. But it can't be ,the end of the journey. It has to be, instead, the opening salvo
of a battle to build a real economy in every community in this country. The real
measure of our success is not whether CEOs join the President on a trip ,like this which
moved the nation, but whether the same CEOs and others will return to those markets
and move the lives of the people there. (Applause.)
So I say to you, you have to do that. The real test of the success is not whether
I've got a legislative idea, but whetherCongress will set aside its partisan differences
and put that idea into law so we can have more investments in these communities.
(Applause. )
Next week I will send our new markets legislation to Congress. Over the next
several weeks we'll announce a new national effort to promote the business link
partnerships, pairing big businesses with smaller, often disadvantaged companies -- an
idea the Vice President has so strongly championed.
And this fall we're going to take another tour. I am going to,start in Newark to
challenge the owners of professional sports teams and professional athletes to follow
the example set by the owners of the New Jersey Nets -- Ray Chambers and Lou Katz
-- who set up the ownership of the Nets in a way that 35 percent of the profits of the
franchise are reinvested in downtown Newark, to give the future to the people there.
(Applause.)
You might know that the Nets have now -- those gentlemen have joined in a joint
partnership with the New York Yankees; they now have a big partnership, and they
7
�have dedicated a significant percentage of the profits of the joint venture to reinvest in
inner city New York, in the Bronx, ~md in Newar~. (Applause.)
So I'm going to go up there, :I'm going to highlight what they're doing, I'm going to
see what we can do to help. Arid we're going to make another round here to show
people that there are things that we can do together that are both morally right and good
business.
,
Often on this trip Reverend Jackson has referred to the fact that Dr. Martin Luther
King, just before he was killed, thought that he had done about all he could do to get the
legal changes necessary to get rid of the stain of racial segregation: and that the great
disadvantages and discrimination still alive in America could only be eliminated if there
were a new alliance ofpeople across racial lines to create genuine economic
opportunity for all Americans.
It's hard to believe to somebody like me, anyway, at my age, that's it has now
been more than 30 years since Dr: King was killed and his dream was put on hold. One
of the lesser known passages in his famous speech at the Lincoln Memorial in August
of 1963 involved language in which he challenged America, and I quote -- "to refuse to
believe that there are insufficient funds in the great vaults of opportunity in this 'nation."
Well, my fellow Americans, today those vaults of opportunity are more full than
they have ever been in the entire ~,istory of this country. And we have more evidence
than we have ever had that when children like those that we talked about today, and '
when young people like those we celebrate today -- Hazel, and her peers behind me -
do well, we are all strengthened; that there is a fundamental sense in which our futures
are bound up together, from Appalachia to the Mississippi Delta to the Native American
reservations to the inner cities to the wealthiest corners of our land.
All our kids need a chance to live their dreams. And the American Dream needs
for all Americans to be blessed by the opportunity that has given so much to us. Thank
you for what you do to achieve that goal. And God bless you. (Applause.)
END
3:32 P.M. PDT
8
�
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Title
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Andrew Rotherham - Events Series
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Domestic Policy Council
Andrew Rotherham
Date
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1999-2000
Is Part Of
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<a href="http://clinton.presidentiallibraries.us/items/show/36330" target="_blank">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/612954" target="_blank">National Archives Catalog Description</a>
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2011-0103-S
Description
An account of the resource
Within the Domestic Policy Council, Andrew “Andy” Rotherham was Special Assistant to the President for Education Policy from 1999-2000. Before working for the Domestic Policy Council, Rotherham was Director of the 21st Century Schools Project for the Progressive Policy Institute (PPI). This series of Events includes records relating to education events and the corresponding background materials. The records include reports, memoranda, email, congressional correspondence, press releases, and speech drafts.
Provenance
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Clinton Presidential Records: White House Staff and Office Files
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William J. Clinton Presidential Library & Museum
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Adobe Acrobat Document
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20 folders in 3 boxes
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POTUS - New Markets Trip
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Domestic Policy Council
Andrew Rotherham
Event Series
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2011-0103-S
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Box 13
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2011-0103-S-events.pdf">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/612954">National Archives Catalog Description</a>
Provenance
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Clinton Presidential Records: White House Staff and Office Files
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Adobe Acrobat Document
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William J. Clinton Presidential Library & Museum
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8/23/2013
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2011-0103-Sb-potus-new-markets-trip
612954
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https://clinton.presidentiallibraries.us/files/original/15bea078668455106dcdde75ba75e143.pdf
a7664e1b39452c6c1f54be11df043b1b
PDF Text
Text
Andy Rotherham Box 1 of 2
Events
National College Week
POTUS New Markets Trip ,
Baby Boom Event
Charter Grant Eyent
NEC Panel
NBPTS Event
Class Size Event
Blue Ribbon Event
New Orleans Event
Nat. Ed. Summitt
White House Initiative on Hispanics
White House Staff Memo
White House Initiative for Ed. Excellence for Hispanics
Hill Stuff
ESEA -Hill Side
Rangel
Hill Letters
. S1891
�Il/.
I .w
.#
Andy Rotherham Box :2 of 2
Memo to Bruce Reed
Email Correspondence
Migrant Ed .
. The Op. We Deserve
Equity 2000 Report
Research
FY 2000
Articles 99-00
EO Failure
Philly After School
Welfare
Orange County Special Ed:
Fl NDN RIP
Increased IDEA Funding
POTUS Notes
BR Notes/Lessons
Baron Hill
Tom Podesta
-Bingaman
TFA
POTUS Statements
CUS
State Stuff
Creationism/Evolution
Construction
�THE SECRETARY OF EDUCATION
WASHINGTON, D.C. 20202
December 16, 1999
MEMORANDUM TO:
Norma Cantu
Mike Cohen
Terry Dozier
Scott Fleming
Lee Fritschler
Judy Heumann
Kent McGuire
Trish McNeil
Carol Rasco
Linda Roberts
Leslie Thorton
Judith Winston
Greg Woods
Gene Sperling
. Bruce Reed'
David Beier .
Mickey Ibararra
Mary Beth Cahill
Barbara Chow
Brian Kennedy
Bethany Little
Laura Eford
Jackie Lain
FROM:
Susan Frost
Kevin Sullivan
SUBJECT:
National College Week Report
For your information, we are distributing the Department's National College
Week report, arid summaries of our success. Almost 400 schools
participated in this program encouraging middle and high schoolers to think
about college early. Many colleges. have already asked us to make this an
annual event. If you would like any further information regarding National
College Week, please call Laura Emmett at 401-3053 or John Emekli at 401:'
4389.
(\
Our mission
IS
to ensure equal access to education and to promote educational excellence throtlghou: the Nation'.
�THE SECRETARY OF EDUCATION
WASHINGTON, D.C. 20202
December 8, 1999
Dear President:
I
I want to thank you for taking the time to participate in the U.S. Department of
Education's first-ever National College Week. Because of your and your colleagues' .
efforts, thousands of secondary school students throughout the United States today are
more aware that college is indeed possible if they prepare early.
Overall, nearly 400 colleges and universities throughout the nation joined you in this'
national effort to raise college awareness. Like you, they engaged in a variety of
interesting and sometimes unique National College Week activities including visiting
local middle schools and high schools, hosting local college nights and having op-eds
published in their local papers.
Many college and university presidents took time out of busy schedules to visit a middle'
school or high school. That personal involvement drove home the r:nessage that many
more young people are able to go to college and need to prepare early academically to do
college level work.
.
I am also very pleased that the American Council on Education, the Council for the
Advancement and Support of Education, the National Association.for College Admission
Counselors, the College Board, the Council of the Great City Schools and the National
Association of Secondary School Principals joined in this effort.
.
A good number of higher education officials have suggested that we build on our success
and continue to promote National College Week as an annual event. In response, the
Department is interested in developing a listserv for colleges and universities so that we
can share announcements and opportunities promoting the many positive messages
associated with National College Week. If you are interested in participating in this
program, please e-mail Laura_Emmett@ed.gov with the appropriate contact information
including e-mail addresses.
Again, thank you for all of your hard work and continued dedication to ensuring equal .'
access to education and promoting educational excellence in your community and
throughout the United States.
Yours sincerely,
Richard W. Riley
Enclosures
Our mission is to ensure equal access to education andto'prmnote educational excellence throughout the Nation.
�i
'(
NA'TIONAL COLLEGE WEEK HIGHLIGHTS
U.S. SECRETARY OF EDUCATION LAUNCHES NATIONAL COLLEGE WEEK
On November 1~, U.S. Secretary of Education RiChard W. Riley opened the U.S. Department of Education's first
ever National College Week in Detroit. Citing a new Education Departrrient report, Getting There, Secretary Riley
told local leaders, educators and students that college is affordable and financial aid is available for every student
who is academically ready for higher education.
PRESIDENTS TOUT DISTRICT OF COLUMBIA COLLEGE ACCESS ACT OF 1999
On November 16, Secretary Riley toured Dunbar Senior Higtt School with local college and \Iniversity presidents to
raise awareness for the District ofColumbia College Access Act of 1999, Signed into law by President Clinton, this
legislation provides tuition subsidies to District of Columbia residents to ensure access to a range of affordable
higher education options. Such subsidies are already available to the residents of all 50 states. Joining Riley were
Congresswoman Eleanor Holmes-Norton and presidents from Southeastern University, Trinity College, Catholic
University, and the University of the District of Columbia. Representatives fromAmerican University, George
Washington University, Gallaudet University, Georgetown University, Howard University, George Mason '
University, University of Maryland at ColI,egePark and Marymount University also attended.
,
.
NATIVE AMERICANSTUDENTS TOLD TO "THINK COLLEGE"
Native American students at the Four Directions Charter School heard firsthand stories about what earning a college
degree can mean to them, their families and tribes: The event coincided with the release of The American Indian
College Fund's report "Developing YourVision While Attending College," a series of four handbooks for Native
American secondary school students. An Ojibwe drum song opened and closed the event, which was attended by
the school's high school students.
.
OVER 1,000 STUDENTS ATTEND ATLANTARA/.-LY
On November 19, the four Historically Black Colleges and Universities of the Atlanta.University Center hosted over
1,000 middle school students at its College is Possible Rally. The rally, held on the campus of Clark Atlanta
University, marked the first time that Clark Atlanta UniversitY, Spelman College, Morehouse College and Morris
Brown University worked together in an outreach effort to middle school ~tudents.
CAL-STATE UNIVERSITY SYSTEM DELIVERS
Throughout California, National College Week activities initiated by Charicellor Charles Reed, campus presidents,
and other campus officials took place on 15 of the 23 California State University campuses. An op-ed by
Chancellor Reed was printed in the Los Angeles Daily News and the Long Beach Press-Telegram. Cal-State
Bakersfield held a news conference to announce National College Week, new remedial education out~each efforts
and a new teacher preparation program. Cal-State San Marcos President Alexander Gonzalez wrote an op-ed for the
North County Times. San Francisco State President Robert Corrigan visited and distributed materials to 7th graders
at James Lick Middle School ..
SCHOLARSHIP AWARDED TO NEWBORN
To emphasize the point that it is never too early to start thinking about college, a lucky baby born during National
College Week received a one-year scholarship to the University of Wyoming. University President Philip Dubois
announced the education lottery during a news conference in Birthing Room No.6 at Cheyenne's United Medical
Center.
GOVERNOR DESIGNATES "NATIONAL COLLEGE WEEK IN OHIO"
Governor Bob Taft officially designated November 15-20 "National College Week in Ohio." In addition, Ohio State
. University President William E. Kirwan discussed National College Week on television during the halftime show of
the Ohio State-Illinois football game. "
.
.
-MORE
�CHICAGO GEAR UP ALLIANCE TEAMS UP WITH RONALD McDONALD HOUSE
Ronald McDonald House Charities of Chicago ,and NW Indiana teamed with the Chicago GEAR UP Alliance to
implement the first Chicago area Kids at Hope® Program. Over 1,500 children in Chicago schools and Boys &
Girls Clubs participated at the rally on the campus of Northeastern Illinois University.
PRINCIPAL FOR A DAY
University of Miami President Edward T. Foote Il served as Principal for a Day at Ponce de Leon Community
.School.
EVERY EIGHTH-GRADER IN NEBRASKA RECEIVES LETTER
Every parent of an eighth-grade stU!;lent in the state received a letter from L. Dennis Smith, president of the
University of Nebraska System, and Dougias D. Christensen, state commissioner of education, urging them to
pursue rigorous courses when they enter high school.
. '..
GUIDANCE COUNSELORS FETED IN ALABAMA
Birmingham-Southern College hosted a dinner for every high school guidance counselor in the state ..
COLLEGE HOTLINE SERVES STUDENTS WELL
Adelphi University answered qiJestions from area students ()n a college hotline.
BUS RIDER EXTOLS VALUE OF A COLLEGE EDUCATION
In Massachusetts, the president of Mount Wachusett Community College rode a bus with middle school students
and talked about the value of a college education.
PUBLIC TELEVISION APPEARANCE
Hobart and William Smith's President Mark Gearan, Syracuse University Chancellor Kenneth Shaw and SUNY
Cortland President Judson Taylor were featured on the Syracuse PBS (WNYY -TV) show "Central Issues. II
.PENNSYLVANIA REACHES OUT
Pierce College, Drexel University and the University of Sciences in Philadelphia joined Congressman Chaka Fattah
for a National College Week "Kickoff Celebration." Temple University participated in ".Shadowing Day 1999".
during which 60 ninth grade students met with 60 faculty and administrative mentors. Officials of the University of
Pennsylvania and Ernest Green of the Little Rock Nine visited A verb rook High School to celebrate the school's
Unity Week. Penn State University held open houses throughout the week for prospective students.
GUAM PARTICIPATES IN NATIONALCOLLEGE WEEK
University of Guam hosted area students and discussed the U.S. DepartmentofEducation's GEAR UP and TRIO
programs.
PRESIDENT'S GOAL IS TO VISIT EVERY HIGH SCHOOL IN MAINE
University of Maine President Peter Hoff visited thre~ high schools as part of his 'continuing effort to visit every .
'. high school in the state over the next two years.
TEACHER FOR A DAY
The president ofPorthmd State University, Daniel Bernstine, taught a class at Grant High School.
NORTH CAROLINA SCHOOL SYSTEM COMES THROUGH
, Every one ofthe colleges and universities in the North Carolina School System participated in National College
Week. In addition, Benjamin Ruffin, chairman of the University of North Carolina Board of Governors,
visited with middle school students in Winston-Salem.
.
###
�~i
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NATIONAL COLLEGE WEEK PARTICIPATING 'SCHOOLS
NOVEMBER 1999
I I
' S TATE/SCHOO.L
Alabama
•
•
•
•
•
•
•
•
Alabama Southern Community College (Monroeville)
Birmingham-Southern Colleg~ (Birmingham)
Enterprise State Junior College (Enterprise)
Gadsden State Community College/Gadsden GEAR UP Partnership
Jefferson State Community College (Birmingham)
Northeast Alabama Community College (Rainsville)
Prince Institute of Professional Studies, Inc. (Montgomery)
Wallace Community College, Selma (Selma)
Arizona
• Devry Institute of Technology (Phoenix)
• The Art Institute of Phoenix (Phoenix)
Arkansas
•
•
•
•
•
•
•
Cossatot Technical College (DeQueen)
Lyon College (Batesville)
Philander Smith College (Litt~e Rock)
South Arkansas Community College (EI Dorado)
Southeast Arkansas College (Pine Bluff)
Southern Arkansas University (Magnolia),
W,estark College (Fort Smith)
.
�\
,
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~T A TE/SCHOOL
'
California
,
• Allen Hancock College (Santa Maria)
• Alum Rock Union Elementary School District (lSan Jose)
• American, College of Traditional. Chinese Medi&ine (Sari Francisco)
,
II
• California College of Podiatric Medicine (San Furancisco)
• California Paramedical and Technical College (Riverside)
• California State University, Chico (Chico)
, II
• California State University, Dominguez Hills (Oarson)
• ,California State University, Fresno (Fresno) '1"
'
• California State University, Hayward (Hayward)1
• California State University, Long Beach (Long Beach)
• California State University, Monterey Bay (Seas~de)
• California State University, Northridge (Los Ang1eles)
• Cal~forn~a State Un~vers~ty, San Bernardino
II
• CalIfornIa State UnIVersIty, San Marco (San Mamo)
• California State Univ~rsity, Stanislaus (Stanislau~)
• Cypress College (Cypress)
\
• Diablo Valley College (Pleasant Hill)
• 'Granite Hills High School (El Cajon)
• Heald College School of Business and Technology (Hayward)
• Heald'College School of Business/Technology (FJesno) ,
• ITT Tech'nical Institute, West Covina (West Covi~a)
• John Glenn High School (Norwalk) ,
• Long Beach Unified School District (Long Beach)
• Mills College (Oakland)
• New School of Architecture (San Diego)
• Occidental College (Los Angeles)
• Queen of the Holy Rosary College (San Jose)
• San Francisco State University (San Francisco)
• San Jose Christian College (San Jose)
• San Jose State University (San Jose)
• Santa Rosa Junior College (Santa Rosa)
• Shasta College (Redding)
• Silicon Valley College (Fremont)
• Sonoma State University (Rohnert Park) ,
• University of California, Los Angeles (Los Angeles)
• University of California, San Diego (La Jolla)
• . West Los Angeles College (Culver City)
• Western Career College (Sacramento)
• Westmont College (Santa Barbara)
Colorado
• University of Colorado, Boulder (Boulder)
• University of Southe~ Colorado (Pueblo)
\
2
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Connecticut
• Albertus Magnus College (New Haven)
• Eastern Connecticut State University (Willimantic)
• Sacred Heart University (Fairfield)
Florida,
• Broward Community College (Ft. Lauderdale)
• Canterbury School Florida (St. Petersburg)
• Choctawhatchee High School (Fort Watton Beach)
• Dr. Michael M. Krop Senior High School (Miami)
• Florida International University (North Miami)
• Florida Metropolitan Universityffampa (Tampa)
• Indian River Community College (Ft. Pierce)
• Miami:.Dade County Pub,lic Sqhools (Miami)
• Niceville High School
• Southeastern College (Lakeland)
• Trinity College of Florida
• University of Miami (Coral Gables)
• University of North Florida (Jack~on)
• University of West Florida (Pensacola) ,
Georgia
• Abraham Baldwin College (Tifton)
• Clark Atlanta University (Atlanta)
• Darton College (Albany)
• Georgia Southern University
• Georgia Southwestern 'State University
• Morehouse College (Atlanta)
• Morris Brown College (Atlanta)
• Piedmont College (Georgia)
• Spelman College (Atlanta)
• Thomas College (Thomasville)
o Wesleyan College (Macon)
or
HalvaH
• University Laboratory School (Honolulu) ,
Idaho
• Boise Bible College (Boise)
• University ofIdaho
3
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\
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•
•
U mverslty (Ch lcagb
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0
0
0
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•
City College of Chicago (Chicago)
DePaul University (Chicago)
Frontier Community College (Fairfield)
Lake Land College (Mattoon)
• Lakeview College of Nursing (Danville)
• Loyola University (Chicago)
• Mundelien High School (Mundelien)
Roosevelt University (Chicago)
• Truman College (Chicago)
• University of Chicago (Chicago) .
• University of Illinois (Chicago)
Indiana
• Angola High School (Angola)
• Ball State University (Muncie)
• Calumet College of St. Joseph (WhIting)
• Indiana University-.Kokomo (Kokomo)
• Ivy Tech State College (Lawrenceburg)
• Michiana College (South Bend)
• Saint Joseph's College (Rensselear)
• Saint Mary's College (Notre Dame)
• Taylor University (Upland)
• Tri-State University (Angola)
• University of Indianapolis (Indianapolis)
I . Valaparaiso University (Valparaiso)
Iowa
\
• Buena Vista University (Stonn Lake)
• Iowa College Student Aid Commission
I •
Mount Mercy College (Cedar Rapids)
• Southeastern Community College (West Burlingt( n)
Kansas
• Coffeyville Community College (Coffeyville)
• Dodge City Community College (Dodge City)
• Emporia State University (Emporia) .
• Garden City Community College (Garden City)
. Pratt Community College (Pratt) .
Saint Mary College (Leavenworth)
I :
Wichita State University (Wichita) .
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•
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STATE/SCHOOt
Kentucky
• Centre College (Danville)
• Clinton/Wayne Counties GEAR UP (Albany)
• Elizabethtown Community College (Elizabethtown)
• Georgetown College (Georgetown)
• Maysville Community College (Maysville)
• Midway College (Midway)
• Murray State University
• Sorrierset Community College (Somerset)
• Union College (Barbourville)
Louisiana
• Centenary College of Louisianan (Shreveport)
• Grambling State University Grambling)
• Louisiana Technical College, Bastrop (Bastrop)
• Louisiana Technical College, Tallulah (Tallulah)
• Northwestern State University )(Natchitoches)
• Southeastern Louisiana University (Hammond)
Maine
• University of Maine (Farmington)
• University of Maine (Orono)
• University of Maine Upward Bound Programs (Orono)
Maryland
• Carroll Community College (Westminster)
• Community College of Baltimore County-Essex Campus (Baltimore)
• ,Eastern Technical High School (Baltimore)
• Saint Vincent Pallotti High School (Laurel)
• Salisbury State University (Salisbury)
• Specialized College Counseling (Bethesda)
• Towson Uni'versity (Towson)
• University of Maryland (College Park)
• University of Maryland, Baltimore County (Baltimore)
• University of Maryland, Eastern Shore
Massachusetts
• Framingham State College (Framingham)
• GEAR UP Massachusetts (Boston)
o , Marian Court College (Swampscott)
It Massachusetts Office of Student Financial Assistance (Boston)
• Massachusetts School of Law (Andover)
• Mount Wachusett Community College (Gardner)
• Newbury College (Brookline)
• Northern Essex Community College (Haverhill)
• Southern New England School of Law (North Dartmouth)
,
,
'
5
�:
\ $TATE/SCHOOL
Michigan
• Albion College (Albion)
• Bay de Noc Community College (Escanaba)
• Concordia College (Ann Arbor)
• Delta College (University Center)
• Glen Oaks Community College (Centreville)
• Jackson Community College (Jackson)
• Kettering University [formerly General Motors !Institute] (Flint)
• Madonna College (Livonia)
• Mid-Michigan Community College (Harrison)
• Northern Michigan University (Marquette)
• Oakland University (Rochester)
• SS.Cyril & Methodius Seminary (Orchard Lake2
• St. Clair Community College (Port Huron)
• University of Michigan (Ann Arbor)
• Wayne State University (Detroit)
· Minnesota
• St. Cloud Technical College (St. Cloud)
Mississippi
• Alcorn State University (Alcorn)
• Jackson Community College (Jackson)
• Mississippi University for Women (Columbus)
• Rust College (Holy Springs)
Missouri
• Central Missouri State University (Warrensburg)
• Culver-Stockton College (Canton)
• Drury College (Springfield)
• Kansas City Art Institute (Kansas City)
•. Saint Louis University (St. Louis)
•. Southwest Missouri State University (West Plain)
• University of Missouri-Kansas City (Kansas City)
• University of Missouri-St. Louis (St. Louis)
,
Montana
II
• Western Montana College (Dillon)
Nebraska
1\
• GEAR UP Program Little Priest Tribal College ('Minnebago) .
• Grace University (Omaha)
• Midland Lutheran College (Fremont)
• University of Nebraska
• Wayne State College (Wayne)
New Hampshire
. .
~
. .
• New Hampshire Community Technical College at Manchester (Manchester)
!
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New Jersey
• Bergen Community College{Paramus)
• ,Felician College (Lodi)
• Montclair State University (Upper Montclair)
• Rampo College of New Jersey (Mahwah)
• Richard Stocktpn College of New Jersey
• Rider University (Lawrenceville)
• Thomas Edison State College (Trenton)
New Mexico
• Eastern New Mexico University (Portales)
• San Juan College (Farmington)
New York
• Adelphi University (Garden City)
• Bank Street College (New York)
• Baruch College (New York)
• Bronx Community College (Bronx)
• Cazenovia College (Cazenovia)
• City College/CUNY (New York)
• Clarkson University (Potsdam)
• D'Youviqe College (Buffalo)
• Eugenia Maria de Hostos Community College (Bronx)
• Hobart and William Smith College (Geneva)
• Keuka College (Keuka Park)
• Lehman College, City University of New York (Bronx)
• Marymount College (Tarrytown)
• Nassau Community College (Garden City)
• Saint Joseph's College (Brook,lyn)
• Skidmore College (Saratoga Springs).
• Somers High School (Lincolndale)
• St. John's University (Jamaica)
• St. Joseph's College (Patchogue)
• St. Thomas Aquinas University (Sparkill)
., State Univer.sity ofl"-1ew York-State College of Optometry (New York)'
., SUNY College of Technology at Alfred (Alfred)
It
SUNY, New Paltz (New Paltz)
• Trocaire College (Buffalo)
7·
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• Appalachian State University
• Bennett College (Greensboro)
• East Carolina University
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• Elizabeth City State University (Elizabeth City)
• Fayetteville State University (Fayetteville)
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• Guilford Technical Community Center (Jamestown)
• Mars Hill College (Mars Hill)
• Meredith College
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• Mount Olive College (Mount Olive)
North Carolina A&T State University (Greensboro)
• North Carolina Central University
• North Carolina School of the Arts
• North Carolina State University
• Piedmont Community College
• Robeson Community College (Lumberton)
• Rockingham Community College (Wentworth)
• Sandhills Community College (Pinehurst)
• Surly Community College (Dobson)
• Tri-C,ounty Community College (Murphy)
• University of North Carolina System
• University of North Carolina-Asheville (Ashevi'lle)
• University of North Carolina-Chapel Hill (ChaJ1bl Hill)
• University of North Carolina-Charlotte (Charlotte)
• University of North Carolina-Greensb~ro (GreeAsboro)
• University of North Carolina-Pembroke (Pembr~ke)
University of North Carolina-Wilmington (WiI1ington)
• Western Carolina University
Winston Salem State University (Winston Salem)
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• . University of North Dakota (Grand Forks)
Ohio
• Bluffton College (Bluffton),
• Central Ohio Technical College (Newark)
• ETI Technical College (North Cariton)
• Kent State University (KenO
• Lorain County Community College (North Elyria)
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• Mount Union College, Alliance
• Muskingum Area Technical College (Zanesville)
• Oberlin College (Oberlin)
• Ohio Business College (Lorain)
Ohio State University (Columbus)
Sinclair Community College (Dayton)
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• Rose State College (Midwest City)
• Western Oklahoma State College (Altus)
Oregon
• Portland State University (Portland)
Pennsylvania
• Albright College (Reading)
• Antonelli Institute (Erdenheim)
• Carlow College (Pittsburg)
• Drexel University (Philadelphia)
• Evergreen Community School (Mountainhome)
• Harcum College (Bryn Mawr)
• Immaculata College (Immaculata)
• Montgomery County Community College (Blue Bell)
• Pennsylvania State University (University Park)
• Philadelphia GEAR UP Program (Philadelphia)
• Pierce College
• Saint Francis College (Loretto)
• University of Pennsylvania (Philadelphia)
• University of Pittsburgh
• University of Sciences (Philadelphia)
• Widener University (Philadelphia)
South Carolina '
• Allen University (Cola)
• Benedict College (Columbia)
• Claflin University (Orangeburg)
• Converse College (Spartanburg)
• Sherman College of Straight Chiropractic (Spartanburg)
• Spartanburg Methodist College (Spartanburg)
South Dakota
• Western Dakota Technical Institute (Rapid City)
Tennessee
• American Baptist College (Nashville)
• Cumberland University (Lebanon)
• Dyersburg State ComIT\unity College (Dyersburg)
• Hiwassee College (Madisonville)
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EI Centro College (Dallas)
Howard College (Big Spring)
Lubbock Christian University (Lubbock)
McMurry University (Abilene)
Mountain View C<?llege
North Lake College
Panola College (Carthage)
'Paris Junior College (Paris)
South Grand Prairie High School Academies (Grand Prairie)
St. Philip's College (San Antonio)
Tarleton State University (Stephenville)
Tarrant County College-Southeast
Temple College (Temple)
Texarkana College (Texarkana)
Texas A&M University (Corpus Christi)
Texas A&M University-Commerce (Commerce)
Texas College (Tyler),
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Texas State Technical College, Harlingen (Harlingen)
Texas State Technical College, Sweetwater (Swdbtwater)
Trinity Valley Community College (Athens)
Universal Technical Institute (Houston)
University of Houston (Main Campus)
University of Houston, Victoria (Victoria)
., University of Texas (Arlington)
• University of Texas (Austin)
• University of Texas Southwestern Medical CenteF (Dallas)
• University of Texas, EI Paso (EI Paso)
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• Virginia Wesleyan College (Norfolk)
Wytheville Community College (Wytheville)
Washington
• Grays Harbor College (Montesano)
• Heritage College (Toppenish)
• Renton Technical College (Renton)
• South Seattle Community College (Seattle)
• Washington State University (Pullman)
• Whitworth College (Spokane)
Washington D.C.
• American University
• Catholic University of America
• Gallaudet University
• George Washington University
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• Howard University
• Southeastern University
• Trinity College
• University of the District of Columbia
West Virginia
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• Concord College (Athens)
• Shepherd College (Shepherdstown)
Wisconsin
• Blackhawk Technical Collegel(Janesville)
• University of Wisconsin (Green Bay)
• University of Wisconsin, Milwaukee (Milwaukee)
• University of Wisconsin, Stevens Point (Stevens Point)
• University of Wisconsin, Whitewater (Whitewater)
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• Central Wyoming College (Riverton)
• University of Wyoming
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• Marymount University (Arlington)
• Mountain Empire Community College (Big Stone Gap)
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• Virginia Wesleyan College (Norfolk)
•• Wytheville Community College (Wytheville)
Washington
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• Heritage College (Toppenish)
• Renton Technical College (Renton)
• South Seattle Community College (Seattle)
• Washington State University (Pullman)
• Whitworth College (Spokane)
Washington D.C.
• American University
• Catholic University of America
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I ct Howard University.
ct . Southeastern University
ct Trinity College
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West Virginia
• Concord College (Athens)
• Shepherd College (Shepherdstown)
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• Blackhawk Technical Collegel(Janesville)
• University of Wisconsin (Green Bay)
• University of Wisconsin, Milwaukee (Milwaukee)
• University of Wisconsin, Stevens Point (Stevens Point) .
• University of Wisconsin, Whitewater (WhitewaterY
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• Central Wyoming College (Riverton)
• University of Wyoming
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• Inter American University of Puerto RicoSan Gerfan-Campus (San Gerwan)
• Universidad Interamericana de Puerto Rico (San JJan)
• University of Puerto Rico, Rio Piedras (Rio Piedra'b .
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Clinton Presidential Records
Digital Records Marker
•
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication .
•
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library'S Research Room .
•
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Andrew Rotherham - Events Series
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Andrew Rotherham
Date
A point or period of time associated with an event in the lifecycle of the resource
1999-2000
Is Part Of
A related resource in which the described resource is physically or logically included.
<a href="http://clinton.presidentiallibraries.us/items/show/36330" target="_blank">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/612954" target="_blank">National Archives Catalog Description</a>
Identifier
An unambiguous reference to the resource within a given context
2011-0103-S
Description
An account of the resource
Within the Domestic Policy Council, Andrew “Andy” Rotherham was Special Assistant to the President for Education Policy from 1999-2000. Before working for the Domestic Policy Council, Rotherham was Director of the 21st Century Schools Project for the Progressive Policy Institute (PPI). This series of Events includes records relating to education events and the corresponding background materials. The records include reports, memoranda, email, congressional correspondence, press releases, and speech drafts.
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Publisher
An entity responsible for making the resource available
William J. Clinton Presidential Library & Museum
Format
The file format, physical medium, or dimensions of the resource
Adobe Acrobat Document
Extent
The size or duration of the resource.
20 folders in 3 boxes
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
National College Week
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Andrew Rotherham
Event Series
Identifier
An unambiguous reference to the resource within a given context
2011-0103-S
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 13
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2011-0103-S-events.pdf">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/612954">National Archives Catalog Description</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Format
The file format, physical medium, or dimensions of the resource
Adobe Acrobat Document
Publisher
An entity responsible for making the resource available
William J. Clinton Presidential Library & Museum
Medium
The material or physical carrier of the resource.
Reproduction-Reference
Date Created
Date of creation of the resource.
8/23/2013
Source
A related resource from which the described resource is derived
2011-0103-Sb-national-college-week
612954