-
https://clinton.presidentiallibraries.us/files/original/3b86548c645d9a514253b77bb54f9352.pdf
8e8392b2e85444cfd28d2799575f0b86
PDF Text
Text
WithdrawalIRedaction Sheet
Clinton Library
DOCUMENT NO.
AND TYPE
DATE
SUBJECTfflTLE
RESTRICTION
001. email
Panel Facilitators (partial) (2 pages)
06/10/00
P61b(6)
002. email
Brian A. Barreto to Bethany Little, Kendra L. Brooks, John B. Buxton,
Ann O'Leary, James R. Kvaal and Christine A. Stanek re: Contact
Information for Panel Facilitators (partial) (2 pages)
06/07/00
P61b(6)
003. list
Handwritten List (partial) (1 page)
n.d.
P61b(6)
COLLECTION:
Clinton Presidential Records
Domestic Policy Council
Kendra Brooks (Su~iect Files)
OAlBox Number: 17895
FOLDER'TITLE:
[Education - Hispanic File] [1]
kh6
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 thc PRA)
P3 Release would violate a Federal statute [(a)(3) of the PRA]
P4 Release would disclose trade secrets or confidential commercial or
financial informaiion [(a)(4) of the PRA)
P5 Release would disclose confidential advise 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)(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 would disclose trade secrets or confidential or fmancial
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 misme defmed in accordance with 44 U.S.C.
2201(3).
RR. Document will be reviewed upon request.
�, White House Initiative on Educational
Excellence-for Hispariic.,Arriericans
,
,
,
,
-..!.
\
I"
White House Initiative
on Educational Excellence
for Hispanic Americans
400 Maryland Avenue, S.W. ,
Washington, 'D.C. 20202-3601
, (202) 401-1411 .
http://www.ed.gov/offices/OlIAiHispanic/
- . Spring
Policy Seminar Series' -'
t,
,I
i,
·-1
;. .
.!
,
Thursday, April 27, 2000':
10:30-am -12 pm
1/
400 Maryland Ave.SW
-
Wa~hington, DC .20202
.
~..
�Biliteracy is the' ability to function in two.
languages and cultures and is a powerful
workforce tool not only in the U.S. business
environment but also in the new global economy.
The policy seminar will focus on how today's
American educational system is responding to the
need for biliterate employees.
Panelists will describe selected K-16
Strategies at different educational levels, from
high school academic programs to workforce
development efforts of national corporations.
Speakers will discuss the ongoing creative
collaborations between schools and businesses
that striv~ to achieve the ,goal of a biliterate
workforce.
, Future seminars:
May 11th: 12pm
Beyond Affirmative Action: Latinos in Graduate Education
Speakers;
Teresa Sullivan, Vice President and Grad!Jate Dean, University of Texas,
at Austin
Raymund Paredes. Associate Vice Chancellor, Academic Development,
UCLA
Jules LaPidus, President. Council of Graduate Schools'
Margarita Benitez, Office of Post-Secondary Education, US Department
. of Education
'
June 16th: 12pm
Starting Smart: Latinos in Early Childhood Education
Speakers: .
'
Patricia Montoya, Commissioner, Administration on Children, Youth and
Families; Department of Health and Human Services
Naomi·Karp, Director, National Institute on Earty Childhood Development
and Education, Office of Educational Research and Improvement;
Anthony Carnevale, Vice President for Public Leadership, Educational
Testing Service.
'
Introduction
Sarita E. Brown
Exec~tive Director, White House Initiative
on Educational Excellence for Hispanic
Americans
,
Speakers:
Juliet Garcia
,President University of Texas at Brownsville
and Texas Southmost
Sandra H. Fradd
University of Miami, School of Education
,/
Julio Valella
Direttor of Strategic Programs and Educational
and Productivity Solutions, Texas Instruments
Angela Beneyto-Badillo
.
Compliance Manager, Chicago,Public Schools,
Office of Language and Cultural Education
Judith Lunde
Vice President, Patient Services, Edgewater
Hospital, Chicago
Questions and Answers
Closing Comments
�Committee
Jackie and Julie
June 13,2000
. Deliverables for Hispanic Ed Strategy Session
TO:
FROM:
DATE:
RE:
I.
D~liverables
by Placement in Conference:
A.
POTUS Remarks
(1)
5 National Goals
(2) 2010 Alliance
(3) CEA Report
(4) Lightspan's partnership with BUD
(5) Discovery Channel's PSAs reflecting our national goals
(6) American Library Association's new literary award (possible)
R
Others'Remarks
(1) . DoEd's Report Card-- Secretary Riley
(2) American Library Association's new literary award (possible)
(3) VP may announce PTA's partnership with Hispanic Radio Network'
(4) VP (or Riley) may announce HEAP deliverables (DoEd's: Title I
Outreach, partnership with BUD for Headstart Outreach, announcement
with HHS of$1 million in new grants, Technical Assistance Program,
HSI grant announcements)
.
(5) DOC, DOD and DOEs' int~rnshipprograms
(6) DoEd's "Idea Book" (possibly)
(7) FuturaMente
c. . Small Press Release .
(1)' Whatever is in porus' and OTHERS' Remarks
(2)
(3)
(4)
(5)
D.
Internships. (Sears, HACU, Dept. of Agriculture, Washington Mutual
Bank, DOC, DOD, DOEs' internships)
College Board's $100,000 to train AP teachers
Scholastic Inc. (possible)
DoEd's "Idea Book" (possible)
Comprehensive Press Release
(1) Anything in porus' Remarks, Others' Remarks, and Small Press Release,
(2) American Associations of Museums
(3) Reach Out & Read
(4) Proctor & Gamble's "parent t061 kit"
(5) DQEd's "Title I Outreach Campaign"
1
r'
�II.
,,
Deliverables by Category
A.
. Unique
(1)
2010 Alliance'
(2)
DoEd's Report Card
CEA Report
. (3)
(4)
College Board's AP teacher training
B.
C.
E. .
F.
Social Marketing/Outreach
(1)
American Liprary Association
(2)
American Association of Museums
(3)
Reach Out and Read
(4)
PTA's partnership with Hispanic Radio Network
(5)
Proctor & Gamble's "parent tool kit"
(6)
Scholastic, Inc.
(7)
Discovery Channel's PSAs .
c (8)
" HHS's "Soy Unica! Soy Latina! Campaign
(9)
FuturaMente
Internships
(1)
HACU
(2)
Washington Mutual Bank
(3)
Sears
(4)
Dept. of Agriculture
(5)
Dept. of Energy
(6)
Dept of Commerce
(7)
Dept. of Education
(8)
Dept. of Defense student teacher internship
. Technology
(1)
LightspanJ HUD
HEAP
(1)
DoEd's Title I Outreach·
(2)
DoEd's HSI grants
(3)
DoEd's Technical Assistance
(4)
DoEd's "Idea Book"
(5)
DoEd, HHS, HUD, White House Initiatives' partnership on Head Start
2
�DELIVERABLES FOR
.
THE WHITE HOUSE STRATEGY SESSION ON EDUCATIONAL EXCELLENCE FOR·
HISPANIC STUDENTS, JUNE 15,2000
As of June 13, 2000
NON-PROFIT DELIVERABLES:
• 2010 Alliance
poe: Sarita Brown (202) 401-3670
To close the achievement gap between Latino children and Anglo, African American, and
Asian students by 2010, the National Council for C()mmunity and Education Partnerships,
. the National Association for Bilingual Education, the National Council ofLa Raza, and the
National Association for Latino Elected Officials willjoin with leaders from the Ford,
Kellogg, mid Hazen foundations and AT&T, Univision, State Farm Insurance, and General
Motors Corporation to work with policy makers to convene a summit ofleaders in
Washington, D.C. in October 2000. At this summit, the group will develop a national action
plan and commit to a long-term initiative and collaborative partnership to support the Latino
achievement agenda for the next decade.
• . The Association of Hispanic Advertising Agencies (AHAA) FuturaMente Project:
POC: Daisy Exposito (212) 614~6001
AHAA, the national organization ofminority-owned and minority-managed advertising
firms, will undertake the first integrated Hispanic communications campaign to close the
educational achievement gap between Hispanics and the rest ofthe student population.
Entitled "FuturaMente, " the project will be executed through two multi-media campaigns:
one will educate the parents of 3-4 year-olds about the importance ofearly education, and
. th.e second will encourage high school youth to pursue a career in teaching.·
• The College Board
POC: Ms. Lezli Baskerville (202) 822-5907
The College Board has committed $100,000 towards a partnership with community college
systems to train
AP teachers by 2010, who will teach AP courses in underserved
Hispanic school districts. During FY 2000, the Board will partner with City Colleges ofNew
York and City Colleges ofChicago, the two largest urban community college system in the
nation which together educate roughly _ ofHispanic students receiving degrees in America,
and California State University Dominguez Hills, the highest producer ofcredentialed
teachers o/any university in the State ofCalifornia. Between FY 2002 through 2010), The
College Board will es,tablish AP partnerships with other institutions that serve the Hispanic .
community.
• American Library Association (ALA):
poe: EmilySheketoff (202) 628-8410, ext. 211
�2
The American Library Association has committed to establish a literary award for children's
literature that reflects the Latino culture, and to elevate the award's prestige to the level of
the Newberry or Caldecott awards by 2010. Additionally, the ALA will offer model
programs for libraries on how to provide excellent service to the Hispanic community and
initiate an outreach campaign to show other organizations how to create similar model
programs.
• American Association of Museums (AAM):
poc: BarrySzczesny (202) 289:'1818
AAM is committed to closing the achievement gap by encouraging museums to meet the
needs of Hispanic students by providing teacher training, the use of technology to link to
,
.
schools with high Hispanic popUlations, and making curriculum materials available online.
AMA will also create a link on its Web site to provide information on this outreach .
campaign, publicize the site in its publications, arid seek promising practices from museums
to highlight on the site and in its publications.
• Reach Out a~d Read
POC: Ann O'Leary X66275
Reach Out and Read; a non~profit organization dedicated to providing parents with
information on the importance of language development and literacy during routine well
baby check-ups, will initiate a major outreach campaign to migrant families.
• National PTA
poc: Maribeth OAKES (202) 289-6790
The 6.5 million member National PTA and the Hispanic Radio Network; with 100 affiliate
stat~ons in the United States, Puerto Rico and Latin America, announce a new partnership to
produce aseries of one-minute radio programs that will highlight the positive affects of
parental participation on student academic achievement; Offer ideas to parents on how to
promote safe, effective, community-centered schools; and identify resources targeted to
Spanish-speaking parents.
CORPORATE DELIVERABLES
• Proctor & Gamble
POC: Deborah Santiago (202) 401-7479
Proctor &- Gamble has contributed $50,000 to the "White House Initiative on Educational
Excellerice for Hispanic Americans" for the collaborative development and distribution of a
"parent tool kit" to help parents participate more 'effectively in their child's education. The
parent tool kit, which will be developed in both English and Spanish, will address the
2
�3
following topics: Parents as First Teachers, A Quality Education for All, Heading Towards
College, and Making it .Happen in Your Community.
• HACU
POC: Yolanda Rangel (21 0)
69~-3805,
x 3233
The Hispanic Association of Colleges and Universities (HACU) has partnered with the St.
Paul Companies, State Farm Insurance Companies, and the Target Corporation, to initiate a
corporate internship program for Hispanic college students throughout the Unites States,
modeled after its successful federal government internship program Which places over 500
interns annually.
• Scholastic Inc.
POC: Bibb Hubbard (212) 343-4653
Scholastic Inc. is partnering with the National Latino Children's Institute and Univision to
launch a nationally focused and locally targeted public awareness campaign entitled
"Discover the Excitement of Reading" to support Latino families and caregivers in raising
their young children's literacy skills and overall student achievement by nurturing and
expanding the love of reading and storytelling; getting quality, affordable children's books
into the hands of Latino children; encouraging and promoting new Latino authors; and
increasing the number of culturally appropriate materials available for Latino children.
• Lightspan;
POC: Ms. Ilene Rosenthal (202) 265'-4086
. Lightspan, Inc: and the Department of Housing and Urban Development (HUD) will team'up
to provide educational technology resources to HUD's over 500 Neighborhood Networks
centers in public and assisted housing communities across the country. Lightspan will
provide a wide range of online resources incluqing:. bilingual, inter-active math and reading
coursework aligned with state standards and an on-line English/Spanish Parent and Family
Center to provide homework assistance, parent support systems for. health and child
development; and, user-friendly exercises to help instructors and. families become
comfortable with using technology. To launch this national partnership, Lightspan will staff
i 0 Neighborhood Network centers in Hispanic communities to provide hands-on assistance
and customize the on-line content to the residents' needs.
• Washington ~utual Bank, Inc.
POC: .Ms. Judy Morgan Phillips 626-931-2002
Washington Mutual Inc., has committed to expand its high school internship program from 6
to 8 states. This program provides 1t h and 1i h grade students with a two-year internship .
opportunity consisting ofpart-time employment in the Bank's financial centers and 80 hours
ofinstruction in workforce preparation and consumer education (e.g. interview techniques,
dress code, team work, work place ethics, time management, cultural diversity, conflict
3
�4
resolution, money management}. Over the past 26 years, the program has served over
37,000 high school students, including 11,000 Hispanic students.
• Sears, Roebuck and Co.
POC: Ms. Stephanie Springs (847) 286-7800
" Sears, Roebuck and Co. has committed to implement a pilot internship/mentoring program in
Miami and Los Angeles for Sears Future Leaders Program Hispanic high school juniors and
seniors who have demonstrated strong academic performance and leadership potential.
Participating students will be guaranteed part-time jobs at Sears during holiday and summer
breaks for as long as they maintain a "C" average in school and will be matched up with,
manager-level volunteer mentors, who will guide the students in learning business literacy
and behaviors. Interns who meet policy guidelines will be offered tuition reimbursement for
,college.
• The Discovery Channel
POC: Mr. David Leavy (301) 771-3653
Discovery en Espanol (DEN) will create five public service announcements
(PSAs) to be run on the channel regularly for a year beginning in October, 2000 and
distributed through in any other available medium. Each PSA will focus on one ofthe five
national Hispanic Education goals announced by the President at the White HO\lse Strategy
Session on Educational Excellence for HispanicStudents. Discovery en Espanol, in
partnership with cable operators across the country, will create versions of the PSAs to air in
local communities --further spreading the Hispanic education message in targeted markets.
FEDERAL AGENCY DELIVERABLES
• CEAReport
• Department of Agriculture
POC: JenniferYezak 690-0878
In 2001, the U.S. Department of Agriculture will establish a scholarship and internship
program to increase the number of students entering and graduating from 2-, and 4-year
Hispanic Serving Institutions and encourage students to pursue careers in the U.S. Food and
Agriculture sector. The scholarship will cover educational expenses for s'tudents earning
degrees ranging from an Associate of Arts through a doctorate, and participating students
will be employed by the USDA. The program, which will be called the National Hispanic
Serving Institutions Scholars Program, will serve 30 students during its first year of funding.
,
• Department of Education {DoE d)
Report Card:
POC: Heidi Ramirez 260-1728
4
,
�5
Title I Outreach Campaign:
POC: Ann O'Leary X66275
DoEd will launch an expansive outreach effort to provide more and higher quality services to
very young Hispanic children through Title I pre-school programs. The Department will
write to all local school districts, encour~ging them to use Title I funds for preschool, urging
schools to reach out to Hispanic families, and explaining the flexibility in Title I schoolwide
programs in selecting participants and in providing services to Hispanic children and their
parents. IIi addition, the Department will prepare policy guidance on the use of Title I funds
for preschools with examples of high quality programs serving large numbers of Hispanic
preschoolers.
HSI grants:
POC: Heidi Ramirez 260-1728
DoEd's Hispanic-Serving Institutions Program will provide $16 million for 76 new
development grants, ranging in value from $375,000-$425,000 over five years, to enable
eligible Hispanic-serving institutions of higher education expand their capacity to serve
Hispanic students and other low-income individuals. The HSls may use the funds for faculty
development, administrative management, and improvement of academic programs,
facilities and student services.
Technical Assistance:
POC: Heidi Ramirez 260-1728
• DoEd, HHS, the Department of Housing and Human Development (HUD), and the
White JIouse Initiative on Educational Excellence for Hispanic Americans Partnership:
POC: Christine Pelosi 708-2046, x 5062
HUD will partner with DoED, HHS, and the White House Initiative on Educational
Excellence for Hispanic Americans to direct Hispanic families to Head Start programs and
early childhood development programs. The partnership will facilitate the dissemination of .
early.childhood infonnation (early brain development research, parenting tips, how to choose·
a child care center, what Head Start has to offer) through Neighborhood Networks. We will
pilot this effort in states with Latino populations, existing Neighborhood Networks centers
and Head Start programs.
• Department of Health and Human Services (HHS)
POC: Mirtha Beedle
.
!!SOY UNICA!! SOY LATINA!!
!!I'M UNIQUE!! SOY LATINA!!
The Goal ofthe initiative is to develop and implement a national, comprehensive multimedia
bilingual campaign geared for Hispanics/Latinas age 9 to 14. The initiative will assist young
girls to build a positive self-esteem in order to prevent drug use, as well as harmful
consequences of emotional and behavioral problems.
..
5
�6
• Department of Energy (DOE)
POC: Samuel Rodriguez 586-7141
For FY 2001, DOE's Community College Institute (CCI) has committed to quadruple the size
of its summer "technical and research" internship prognlm for community college students
studying mathematics, science, or other technical fields. As a pilot program'in 1999, CCI
awarded 107 internships; this summer, the Department has recruited 126 interns (25 percent
of whom, are Hispanic) from 110 community colleges, including 46 Hispanic Serving
Institutions; The Department will also provide monetary incentives to interns, who agree to
mentor other students when they return to their community college in the fall; including:
reimbursements for science, mathematics or engineering textbooks; membership in and travel
to the annual meeting of the American Association for the Advancement of Science;
participation in regional meetings to present their research to students and faculty; and
participation in colloquia to inform DOE officials ofthe program's accomplishments. '
"
'
• Department of Defense (DOD)
POC: Ms. Marilee Fitzgerald 703-696-38fJ6 x 2808 "
The Department of Defense will expand its student teaching internship program to increase
the number of Hispanic educators in overseas schools, which serve family members of
military personnel. The Department has entered into partnerships with five new Hispanic
Serving Institutions and will provide round-trip travel expenses to entice exceptional students
who are majoring in education at those colleges and universities to complete their student
teaching internships in DoD schools overseas.
,. Department of Commerce (DOC)
PO~: Raul Perea-Henze 482-4951
Memorandums of Understanding (MOUs): The Department of Commerce recently entered
into agreements with three Hispanic Serving Institutions (HSls)--the University of Puerto
Rico at Mayaguez, Florida International University, and the University of Texas at El Paso-
directed toward promoting career and professional attainment among HSI students pursing ,
studies in fields of interest to DOC; increasing employment opportunities in DOC for HSI
students; and supporting and strengthening the academic and research development of
Departments that offer curricula of interest to Commerce. Approximately 49,000 Hispanic
students~ ages 18 to 24, are projected to be served by this program.
Postsecondary Internship Program: Since 1994, the Department has sponsored a
Post-Secondary Internship Program funded through a financial assistance agreement with the
Hispanic Association of Colleges and Universities (HACU). HACU continues to be a
financial assistance recipient, and is in the third and final year of the financial assistance
award with the Department. (Since the beginning of the Postsecondary Internship Program,
HACU has received approximately $3 million and the Department has sponsored
approximately 400 interns under its auspices.)
6
�7
Mini-Conference: In late. summer this year, a mini-conference will be a featured event for the
Department's Hispanic.Employment Program to focus attention on the program's
accomplishments, facilitate interaction ofkey senior Commerce officials with leaders from
the Hispanic community, and serve to chart a course for future action in advancing the
agenda begun with the Department's Hispanic Employment Plan..
New Directions 2000 Conference: On September 21-22,2000, the Department of Commerce
will sponsor a conference for Minority Serving Institutions (MSIs) to promote minority
participation in DOC grants and other financial assistance programs. Over 190 Hispanic
Serving Institutions of higher learriing will be invited to participate in this year's program.
Career and Job Fairs: The Department of Commerce is also intensifying its recruitment
efforts within the Hispanic community, including participation in career and job fairs, to
locate and identify potential employees, promote DOC as an employer of choice, and
increase outreach efforts to the Hispanic community.
' .
Grants and Awards: The DOC has entered into grant arrangements with several HSIs to
assist with DOC mission accomplishment and to further mutually supportive relationships .
with Minority Serving Institutions. "
.
• Department of Transportation (DOT)
poe: Edmundo DeLeon
The Transportation Equity Actfor the 21st Century (TEA-21) provides millions ofdollars
to localities to build and enhance day care and head start facilities at transit hubs, many of
which serve predominantly Hispanic communities. These TEA-21 funds, which will continue
to be available in fiscal years 2002 and 2003, can be acquired through local transit
authorities. The Department ofTransportation plans to expand its outreach efforts to ensure
that Hispanic communities have access to this early childhood resource.
7
�DRAFT
U.S Department of Education Deliverables
White House Strategy Session on Educational Excellence for Hispanic
Students
Helping Hispanic Students Reach' High Academic. Standards: An Idea Book.
Hispanic students represent the fastest growing minority population in the United States,
yet Hispanic students remain among the most educationally disadvantaged groups in the
country. Several programs funded ,under the Elementary and Secondary Education Act
(ESEA), particularly Title I and Title VII, support the school success of Hispanic students.
Title I works to close the 'achievement gap between economically disadvantaged
. children and their more advantaged peers. Title VII of ESEA, the Bilingual Education
Act, is a discretionary grant program that assists states, school districts, institutions of
higher education, and nonprofit organizations in. developing and implementing high·'
quality, standards-based instructional programs for students who need help learning
English.
'
,
.
The Idea Book highlights promising strategies that schools and communities are
implementing to help Hispanic students succeed as they prepare for responsible
citizenship, further leaming, and productive employment. Developed by the Department
of Education as a guide to support district' administrators and curriculum coordinators,
principals and teachers, and community leaders in understanding how they can design
successful programs, the Idea Book focuses on the use of Titl,e I and Title VII funds,
among others, to promote high academic achievement among Hispanic students. The
Idea Book promises to be a valuable. resource to schools and districts in improving the
implementation of the Hispanic Education Action Plan and coordination across federal,
state, and local education programs..
(An)nitial run of 100 copies of the Idea Book will be available on June 15.)
Videos to Support Family Involvement in Education.' Hispanic families, like all
others, want their children to achieve to high standards and to be successful in school.
To encourage the involvement of parents and families, school leaders, and community
members in improving the education of Hispanics, the U.S. Department of Education
and the National PTA are partnering up to distribute "Vamos Juntos ala Escuela" (Let's
Go to School Together), a specially created videotape for Spanish-speaking families and
the schools and organizations that serve them. The tape provides basic suggestions
about helping children succeed in school, covering subjects such as parent involvement
in education, ready-to-Iearn issues, reading and mathematics, and preparing young
people for college.
The National PTA and the Department of Education, in coordination with the PTA's
Urban Initiative, will develop a model presentation to Spanish-speaking families using
the Vamos Juntos kit and other materials, and distribute it to the hundreds of PTA
chapters serving schools with significant populations of Hispanic students.
Assisting School Districts with Rapidly Growing Hispanic Populations. Over the
last decade; the Hispanic student population has grown dramatically in US schools,
particularly in areas that. both have had little' experience and' expertise in serving this
population of diverse learners. This Fall, the Department of Education, in partnership
�with the National Association of Bilingual Education, will launch a series of workshops
aimed at helping local school districts respond to the needs and improve the academic
achievement of Hispanic students. One set of workshops will be held in conjunction with
thethree regional Improving America's Schools Conferences to be held September 18
20 (Sacramento, CA), October 2-4 (Louisville, KY) and December 13-15 (Washington,
DC). These workshops will inform district and school level educators about strategies for
training teachers to address linguistic and cultural diversity in the classroom, the design
and implementation of effective bilingual education programs, instructional practices that
help English language learners become proficient readers, and ways of using community
wide resources to meet the needs of new students and their families.
\
In addition, the Department will conduct four regional, intensive full-day technical
assistance programs for up to 100 school superintendents and principals who work in
communities that have recently experienced a large increase in the Hispanic school-age
population. The four regional technical assistance events will focus on how school
leaders can work with staff and community members to improve academic performance
and increase high school completion rates for Hispanic students. The technical
assistance sessions will provide participants with information and opportunities to learn
about recruitment and professional development of bilingual/ESL personnel, means' of
including limited English proficient students in local assessment systems, strategies for
strengthening parent involvement and community support, and graduation enhancement
programs. The first workshop will be held in this fall in cooperation with the North
· Carolina Department of Education. (Since 1990, the number of Hispanic students has
increased more than ten-fold in approximately 20 North Carolina school districts.)
New Awards Support Hispanic Serving Institutions. Hispanic Americans will soon
become the largest ethnic group in the nation yet they remain one of the most
underrepresented groups in higher education. The FY 2000 grant awards for the Title V
Developing Hispanic. Serving .Institutions Program will assist institutions across the .
nation in providing crucial educational services to Hispanic-Americans. From Arizona to
Washington, 76 institutions of higher education will benefit from the FY2000 grant
awards. Grants are awarded to assist eligible Hispanic-Serving Institutions (HSls) of
higher education to expand their capacity to serve Hispanic and low-income students.
Five-year development grants and one-year planning grants are awarded. In FY2000, 69
"development" grants and seven "planning" grants will be awarded. In addition,
· continuation awards will be made to 39 institutions.
The Title V program is evidence of the positive effects of the Administration's
commitment to the Hispanic Education Action Plan, under which funding for the program
· has grown tremendously--from $12,000,000 in 1997 to $42,250,000 in FY 2000.
Because HSls have a successful track record of enrolling, providing a supportive
environment for, and graduating large numbers of Hispanic students, the continued
viability of HSls is cr~cial to maintaining and extending educational opportunities for
Hispanic Americans. HSls enroll the majority of all Hispanic students nationally and
also provide. access for a large number of other disadvantaged students. Hispanic
. students at HSls earn over 45 percent of the total associate degrees awarded and close
to 50 percent of all bachelors' degrees awarded to Hispanics nationwide. HSls serve
over one million students, of which over 65% are minorities.
Status Report on Hispanic Education: Ensuring Accountability for Progress.
Improving the education of Hispanics requires commitment to clear goals and
�"'" ,
,
: ..
benchmarks of progress. Secretary of Education Richard Riley will announce national
goals to guide federal, .state, and local educators, policy makers, and community leaders
in supporting improvements in educational access and quality for Hispanic students.
The goals will be included in the first national status report on Hispanic education which
will include indicators and data on early childhood education, learning English,
eliminating the achievement gaps in academic achievement and high school completion,
and completion of postsecondary education. The indicators have been developed to
hold schools and communities accountable for ensuring that Hispanic students achieve
to the same high standards as all other children.
�National Goals for Edit
•
Ensure that Hispanic American children have access to high quality early childhood
. education and development programs and enter school prepared to succeed by
increasing the Hispanic participation rate to the national participation rate in high
quality programs by2010.
• Respecting the importance of multilingualism, age-specific learning needs, different
research-based instructional approaches, and the variety of developmental levels at
which limited English proficient (LEP) children enter school, by 2010 all states and
school districts will provide appropriate, language instruction to ensure that all
students graduate from high school having demonstrated proficiency in English.
.• Provide a high quality education with appropriate resourc~s and support to ensure
equaL opportunity for all students in order to eliminate the achievement gap between
Hispanic students and other students on appropriate state assessments and other
indicators by 2010.
.
'
.
.
• Increase the high school completion tate for Hispanic students to 90 percent by 2010.
• Double the percentage of Hispanic Americans who ,earn Associate's and Bachelor's
degrees by 2010.
'.
,
�· > Subject:
WH Hispanic Ed Session
>
> Irma,·
>
> I hope you are well and have time today to enjoy life.
>
> As a follow up to the Department's effort in support-of the session, we
> are gathering data and information of projects and funding in support of
> Hispanic Education. Although the White Paper provided by the WH is a
> draft, we will use it as a guide to report our findings in the five areas
> you identified: (1) Access to Early Childhood Education, (2) Ciosing the
> Achievement Gap on State Assessments, (3) Hispanic Dropout Rate, (4)
> Language Proficiency, and (5) Higher Education. If the White Paper has
> been updated, please send us a copy of the new version.
>
> Due to the large volume of potential projects and funding levels, we will
> not have a preliminary version of ourreport by tomorrow. We do have the
> report that was developed for the White House Initiative on Educational
> Excellence for Hispanic Americans. However, that report does not reflect
> transportation related support; as an example, projects that built Head
> Start facilities. We are in the process of supplementing that report.
>
> Jose Ceballos is the primary coordinator for the department. Since my
> last e-message to you, I hope I have been added to the new listof
> Interagency members.
.
>
> Also, please have someone on your staffe-mail me or FAX me (202-366-6806)
> background information of the group effort. Jose has shared the DRAFT
> White Paper. Any other information you can send would be very helpful.
>
> I am specifically interested in knowing the defined OBJECTIVE or GOALS of
> the national strategy session. Are there specific measures to know how
> the objective or goals are met?
>.
> How is the group effort different from the 1996 broad level report of the
> President's Advisory Commission on EduCational Excellence for Hispanic
> Americans? The Commissioners did a great job of highlighting the
> condition of education for Hispanics, the barriers that keep Hispanics
> from attaining and sustaining high levels of excellence, arid strategic
> recommendations for improving that condition,
>
> Will the President and First Lady's national session seek. to identify
> practices of governments (Federal, state, tribal and local), academia,
> industry, business and community-based-organizations that increase levels
> of educational excellence? If so, a good place to start is to review the
> April 2000 report of the White House N.ational Science and Technology
> Council: Ensuring A Strong US Scientific, Technical, and Engineering
"
> Workforce in the 21 5t Century, In it Neal La'ne, Assistant to the
> President for Science and Technology, highlights the important role of
> Hispanics in helping America remain competitive in the 21st Century,
>
> Appendix B identifies practices in the Federal government that increase
> access of minorities (esp. Hispanics) into higher. education in order to .
> become scientists, engineers and super-technicians. In fact, one of the
;.
�'I
> practices is at the Dept of Energy. It is lead by Samuel Rodriquez.
> Samuel needs to be a member of the group. Here is his contact info:
>
>
Samuel Rodriguez
>
Assistant Director, Office of Energy Research and Project;
> Director of Science
>
Education, U.S. Department of Energy
>
·202-586-7141; FAX 202-586-4120
>
EMAIL: <SamueI.Rodriguez@science.doe.gov>
>
> If the background info I requested is to large to FAX, I am willing to
> pick it up.
>
> Thank you for your help.
>
> Edmundo Deleon
> Office of the Secretary
> US Dept of Transportation
> 202-493-0545; FAX 202-366-6806
>
>
>.
\
1
�DRAFT-DRAFT-DRAFT-DRAFT
WHITE HOUSE STRATEGY SESSION:
IMPROVING HISPANIC STUDENTS ACHIEVEMENT
June 15, 2000
Roundtable Participants
I. President Clinton
2. Secretary Riley
3. Gov. Glendening
4. Guillermo Linares
5. Congressman Hinojosa
6. Senator Bingaman.
7. AFT Teacher (Tom Gammon)
8. NEA Teacher (Lily Eskelsen)
9. Principal (Migdania Vega)
10. Superintendent (Anthony Amato)
11. Chief State School Officer (David Driscoll)
12. HEC Representative (Delia Pompa)
13. Higher Education Representative (Juliet Garcia)
14. Early,Childhood Education Representative (Flo Abel)
15. Business Representative (John Kernan, Founder and CEO Lightspan)
16. Other HEC/StudentiStakeholder
Other Possibilities
Raul 1zaguirre* or Cecilia Munoz (NCLR)
Discovery Espanol CEO
Rob Reiner* (Producer, founder of1 Am Your Child Foundation)
*Have not confirmed attendance
Meet and Greet
Secretary Riley
Gov. Glendening
. Guillermo Linares
Congressman Hinojosa
Senator Bingaman
Lt. Gov. Cruz Bustamante
Mayor Beverly O'Neill
�Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
AND TYPE
001. email
DATE
SUBJECTffITLE
Panel Facilitators (partial) (2 pages)
06/10/00
RESTRICTION
P6/b(6)
This marker identifies the original location of the withdrawn item listed above.
For a complete list of items withdrawn from this folder, see the
WithdrawaVRedaction Sheet at the front of the folder.
COLLECTION:
Clinton Presidential Records
Domestic Policy Council
Kendra Brooks (Subject Files)
OAlBox Number:
17895
FOLDER TITLE:
[Education - Hispanic File] [1]
kh6 .
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) of the PRA]
P5 Release would disclose confidential advise 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)(3) 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 accordance with restrictions contained in donor's deed
of gift.
PRM. Personal record misfIle dermed in accordance with 44 U.S.C.
2201(3).
RR. Document will be reviewed upon request.
�Record Type:
Record
Brian A. BarretoIWHO/EOP@EOP
To:
See the distribution list at the bottom of this message
cc:
bcc:
Subject: Re: facilitators ~
just spoke
wi my facilitator Ooanne spicehandler) -- some questions:
•
she was expecting some info following up on the call on Friday -- i sent her the information JB
describes below but she was expecting something from the people on the call, maybe it was notes
from the call itself?
•
what do we know about how we are allocating guests among the panels -- her concern is group size,
she'd like to know to help her prepare for the conversation.
•
is there going to be a professional notetaker? i told her i thought so but would check. also, will there
be someone to take notes on the flip chart?
thanks.
Brian A. Barreto
g~~1072000 03:14:34
Brian A. Barreto
Record Type:
Record
,.~..,,,ii., , .
John B. Buxton/OPD/EOP@EOP
james r. kvaalfopd/eop@eop, Ann O'Leary/OPD/EOP@EOP. bethany littleJopd/eop@eop. Kendra L."
Brooks/OPD/EOP@EOP
To:
ec:
;J.,
.. "
.. ' "
bce:
Subject: Re: facilitators
Just to be clear this is how I have the breakouts and who is responsible for them. If anyone is under a
different impression please let me know and we should work it out.
Thanks.
Panel 1: Early Childhood (Ann O'Leary)
P6/(b)(6)
email.smtolliver@aol.com
Panel 2: English Language (Bethany Little)
P6/(b)(6)
Denise Savage
tel. 202 723 9510
fax. 202291 9514
email.savagegroup@erols.com
CLINTON
LIBRARY PHOTOCOPY
',.'
�...
~ '
Panel 3: Achievement Gap
Cc;v/~
Lisa Nabors
tel. 703 7136851
fax. 7037136054
email.lagrella@aol.com
P6/(b)(6)
P6/(b)(6)
Panel 4: High School Completi
~lb r
.f\-;,
P6/(b)(6)
'D {I
-1°/[t1 7
l
.~ L~
email.tbryantjr@aol.com
P6/(b)(6)
Panel 5: College Completion (James Kvaal)
Joanne Spicehandler
tel. 202 537 6633
spicehandler@msn.com
P6/(b)(6)
John B. Buxton
John B. Buxton
06/09/2000 07:49:55 PM
,:- ~ecord T~pe:To:
Record
",':,
J. , . . •
.,;
:
See the distribution list at the bottom of this message
cc:
Subject: facilitators
Had a very good call with the facilitators. At the bottom of the email is the list by session/panel. Please call
them to touch baseal1d also email them the following ASAP:
1. Goals (in speaker packet)
2. One page background piece (in speaker packet)
3. Public agenda (in speaker packet)
4. Your panelists (or all the panelists)
5. Any background information, literature, white papers on your subject area.
Facilitators may call to arrange a time to come by the OEOB and see the room in which they will be
working. Please accommodate them if at all possible. Also, we have said that we would send them the
strategies by goal sent to 'us by the groups. DPC will send that out to folks under separate cover.
Finally, the agreed upon format of the panel is as follows:
•
•
Chair opens and makes remarks
Panelists make remarks
CLINTON
LIBRARY
PHOTOCOPY
�061 t J/00
nrE 16:17 FAX 722 8502
- .'
,
SllPERINTENDENT'S OFFICE
.'
,
.
141017
.
EnUCATIONWEEK
Volume XlX, Nuznber 25 . March I, 2000
States Giving
Choice Bills
Closer Look
C;ZGCXi Edilor/oJ!'...} ••" '" Educarl"" { SJ,GO ,
Riley Urges,
'Review' of
Standards
Getting Down, to;B.asics,.. -
,.',
..
Plans for VoucherS;
Secretary Also Backs
Year·Rottnd -Teaching
Tax Breaks Multiply
- By Joet'la LSae.k
By Darcla Harris Bowman
;,
\
I
T
j)u.ha:m,. N.C
ak:i:l:lgon on~ a£t&, rooat divlBi~6 itJ·
E!lla in e,hu:atioo. a ml\ionty o£ state
ecretary of Eaucatlol>. :Ricbard W,
Rilay'e eall for II "IIlideaune review'
oftha stQnd...:rda ma\'e.mmt
at
""..ctly the right time. auppoTtenl of tho
, effort to fIIi~" ncndemio "X'fIectations for
, aeudeoUl said laat weill!:,
"rIi. "",,,tion ,ra Lnp=t beCllWle "'"....
at a time where ~t"aa have developed
fttl1lldardB. but I don't think. ~r.ate8 have
bel[Ull to put 'in place all the thinlr'll they
need to do to lIIa'et th"$~ .tnndards; said
Velma L. Cobb, the d:i:nietor of eauub""
policy Slld YOllth dllVclcpm...,t fur thaNa·
tionnl Urban Le!'gul!.
S
la~a.m18I.> n:mer.mininc:~
thie ycor that would allow fnm.illes to use
public' dollars or tu, b~.aks:to l).elp 50nd
thoir ehildnm co private schock
Both 8Upporte1'8 and proJ)on"..t~ of
• chao! chaica 8""", thlll moat of this yenr'.
bills &tnnd Uttle, (II' no chanc;e of b.!eturiiDg
la.w, a fntc they,awe with mQQt oi:aUlar
pt"O!='w in yeam pOJ;t. But BOme aDa!y~f.3'
say last J'('IU'~ pll.58a.gll of the IlntiDU'~ .&rs~
.ta~wide IlGllchor pr,,~ in Florid" i~
encouro£ing .Utes to tBks Ii Nuder, lOnger
look. at such plMa.
Mr. RilE>Y ilisul!n},;~ WJl!I.t a bigh scb.ool
hc= Feb. 22 during his.seventh ruld £inal
State af Noo;ri= Edu.:ation apeech, The
..ddrees coyersd a wide r~ af p:ropo~lIla,
including 11 pilch for making tSQchme- II
-rho number ofetates with legiBlation
proposcd j, sinUll1l' 10 other YU"'!'u; tJuo,8&
nou.nasa of debate n.:n:n=d these policies
i~ ",hltt has ~d: SAid )l;rle Hl:rach. a
senior analyst ror the Denver·bnBed N ...•
ticmo1 C"nfenmee of Stntl' Lagi&latures.
Another ~hifl. that SEl6IllS to be occurri:cg
th.ia year is that more polity!Dakera IIrO
borrowing .. page tram Florida'" book and
linkillf,tb(lir choice plans to tho Pl'rior
manu; af public ~chao1s.
Conrinuga on Prsge 24
!
, I
"
Under Amato,'
Hartford Schools'
Show Progress,
By Jeff An:her
Hattfnrd. CD"".
I
t was the kmd ofpr<n:ni".. that could
Inllk" or br~ak not justa CQrel'T, but
schools last epTing. Anthony S, AmM.o
pledged thet the 24,OOO·studcl1t district
would nev.:, ag3..in be ehamed with Con
Studenta at C:llnton,~II,. EJementary School lit Portland, On••, work on
II
IIfV.I>id III!IIf*8d IIJ ....". PIIImt1IftI of the 0!I0Im!: tfto rnv. . . tMy .... 5tVd)'Ittg.
YIIe,-.h_1 belunss to the g....11lg _orlt t:If aBaele~· launch9d b)'
Eroost L.,1kJ)W' ~ """'- hla IIktath In 1!)96. $00 ~ ~ B.
c:luu;,."".
everybody understand. wh,,1: the stan·
,
Continued .m Pas" 33
California Voters Weigh Making
Facilities Bonds Easier To Pass
By Jessica L, Semlham
V<'&'''' Calif
R
oom" at Mnd.i$On :l>1iddle Schaol i ..
more .. commodity than a class
room. As tho only n'llnilnble open
;
space !11 a erowded,'i-year·round school
mllde up of nothiuy. but porl"bl" eln5~'
'Ill same, tho eoo1.",,~ akin 10 El moon
shot. All urbao. system where mnT~ thaD.
four OUt of five child...ctl llvl!! in poverty,
Hamard in 1998 h!1d managed to get only
13 r,crccnt of it" 4th graders to l'1'cct the
~tate goal on COWlecticut'" 1:lOl1dit>.g test.
Nearly a ycnf litter, Mr. Amato himsclf
ndinit~ that "1 didn't sleep for II month
while waitinG'mr thOBO tc~t ~co",a'
But When tho .:'toec:ralesded ita test reo
sult.'3 in Februa'Y. d ranking calCl.llated from
the dats showed Hartford ontperCorruwg
four othet Coooccti.;:ue d.ial:tiets. In fact, thc
d",trid improved ro,!:6 i~ 1()9.9 in :.n"'th~.:
acta all a gym for, physical tdueation
classes whan it rains EIlld II storage f!lcil)r.y
for state teats d\uine- c;.;nm scn~;'n. It i~ I.
m..,oting plr•• " (or teacher", Ii hctldqU1l!tCL'9
rOt auditors, and a baae for Brudanta who
toke cln~$()s dwiJ'lF, ~chQnl holid3Y'.
It J~ ..1.0 a ~)"lIbol of the wide'deale'
__ .. ___ • __"\.. ..1.. .... !_ ...... _____ ..: ____---..:. ....
ne:c:t.icut)a worst te9t scores.
)"!ar-round profession.
His remArk" QJ> "ti:lndards, were do·
signed to help stllt0.i>3 thnt nr. instlmting
higher Ilc"demlc standards be~d off t:rif.j.
dam about
those
are playing
out, said Michael Coben, th" V,S. Depart.
ment ofEduol1t.ion'8 &ai"tant secretary for
elemantary and secondary OOucntica. '
"Thia i~ the fir.t time alISO Btatea huv"
ever tried 1I0meU!.ing so ambitiou~. '" Sa
it U. irnportnnt: Mr. Riley said, "that ·W9
halle a Inideours6 rElYiaw to X!'"k. Sure
now
aleo the hopea af one of the <:OWltrYS
most b01~tlgucnd IJehool systems. Whon ~
touk. the reins of tb(l Hartrord public
=00
lOQ!U~,
~
nnd ,ltIehQol olBdab t.hioughoue the 26,000·
student Vista Ucified School [)i.met.
To k<':cp p"ee: with EUl expanding stu
dent population. ~chool offici"lc. in thi.
politically con,3<':rV{tti v e, mid.clle·c1s68 dia'
tr;ct tlorth of San Diego havo tried to
pns~ 3chool con.trucL;otl bonds three
tin;&cs in the past deeade, Each time, mOT"
Contin.ued on Page 26
RO<J'D' 1111 always i1.l demand. It
Studeot..__ ...... ...A __middle _ _ _ _ _that
outside .. •• _ ........ s.el'lool __
__ ....... _ ...
,~
�06/13100
TIlE 16:19 FAX 722 8502
SUPERINTENDE~~'S
."
18 ~DUCATIo~nVEIiJK' MARC,ll; 2000
OFFICE
,
,
"
Hartford Schools Show Progress, But Pro~lems Remain
Continued (ram Page 1
vule management finn to run the
de31 that collapslad in
leaa than 18 months-nncl ~he
3y~tt:m-a
mattea.and reading than in the
previous four years combin~cI.
f\~ Ron QUlOglinroli, an English
teacher at Qu.irk Middle School
here, said r_ntly; -I hat.;) to .... e
t.ho 'Ni~on ph""",,, but you don't
hav" Hartlbrd to kick around 'lny
diabanding in 199; of th~ locally
elect..,,, llChool board by the atate
lr.:gialature. A BtaUrlippointed
board now oversees th8 di~tricL
Addl'll!' to tho turmoil has bean
I!.
long-run.c.ing
deB9gre~lltiori'
lawsuitthat'jn 1996 resulted In a .
state ~uprel"4~ rourt order to bet..
D';~J1it" ~he gaius. the Amato
ter Integrute the 1>..........chaula,
method haa its cri!:i"". Some con
Into thi~ 'mlre stapped Mr,.
tend thnt the sup"rintendellt has
dtlfl.d ereativil}' with hi~ u"" of . Amato_ the first IIIchoolo ~h;eC
hic<;d by Hartford's stats-ap
'codified curricula.," by which edl!
ca.t.Dr1lll.re often told notjllBtwhllt pointed panel. The 611-yelU'.old
to t.eaclJ., but ruao how. A:c<l he has native of Pu~rto Rico had built
drnwn ~mplai. !lI that he p\l3hes o reputation for having' rtli3Cd
....
.ducatol'S to teach to the te$t,
the tast scores Df New York
City's Di'5trict 6 {rom dead last
But his mnny fllnl'i ~"y the re
to about the middle of the city'~
ecnt r".ult4 legitimize his ap
proach, and more importllntly, 32 community distrit:l:l!l. During
his 12 yCIIT$ as superintendent
d<)mon~trnt" to oche .. poor-per
forming districts that it needn't thel'e, he also won faille fOT in>
t.Eik~ years to t:..lro thini" BrOund. trodllein; II prD~l1m that gave
'Illptop com.puters to thou611nds
of students i.n !om" "r the coun
An Inatruetionnl Leader
try'a pO<!rellt neighborhoods.
ReSidents of tho '~l1t~ capital
Given the lethargy that had
could b. forgiVen if they were gripped Hartford for 80 long, the
skeptical when they first hea:rd district'!' board IJ'tn.I8teea could
Mr. Alnato'a now-fnmou8 pldge. have hired an GCcountabiIity
Time nft.(l" time, carliel' hopes • ~ .....-~ne who said: "1 don·t
of =",lng forward were.ln:Jhod by care how you do it, juat do it."
in11fhtir>g among those in cb&rga But Mr_ Ama&o sees 'himself liS
of the HarU'oro district. whichh.aa half chief elCccutive officer and
""""" rU= I<lp admi.:Ustratol'S aJIIl!l hn.II macrw:tionallee.aer, He hM
and go aver the past d3Cl1de,
. set moosuruble ~18, bllt he ala., .
Stm'll: of the lUore drastic at..
brought with him· e. . toolbOl<
t.empt.s at imPl"JY1:tllent h"v!! in
crammed with cumoui,!%, pro
clurllXl the hIrlng In 1994 of a pri
grwns ,and tea~g stntte~cs,
morn:'
Har!forcl, Conn., $uperlntllll1c1l1nt Anthe>n)' 5. Am:!ito 'tisll5 sarna", Brown'E'ementary'SchQQ'...ltl.:h
Is using th.. Suet:..u for All approach 88 pari af Mr. Amoto.. .."..oris to Imp,.",., aahl...... meDt_
-u:
you don't give people tbe
tools: he Sldd. "'th<m you'J:g IlJildne
them to do a. Vl!ry dlffereJlt jab
?'ithjuat R motivl1l:ionlll f,p~<h"
Su~
Students throughout the
diatria have 40 minutes Q doy to
worlc on ccn::liputc-guided tutol"i
ala on, literacy and nU.lll8l'ocy
~lcin,. 'Undor ... IStrategy called
"teat sophistication,· students arc
HisW~y
Undoil- Mr. Amar.o'u nppron<:h,
~tud.~.nt&
aN now pulled ollt of ,,11'113 to
t..l,~ pl>r't in !SrfIall-group seasions
called Early Su"esa IUld Soo.t:' til
with :reading dlffieul.tlea
CRIATING STRATIGIC SYSTiMS FOR IDUCATION..
STRr\Tt:.GIC THINKING
5TRATLGIC nANNING
I" Pr8/fjafQ fftJn of fJl:2nnmg.••
Dov.no";1)g rll.. 1'1»11..,
5rr.tl!Sc t~rn~i"s fY'C.an ••c.ci"~;"" diU'cf't;"e ....,Ui. Ttu,. prt'S'..m.llf c",.Wc !t"'"
tJ) prep:..'" !f9UI" ~ftir.Jlltk." k,rpl.,..,.;,.,g bJof;! ~ .....tiwh:" acft..U!t bC,!j....l
,
IJ~h(!~, 10.J""I"'" _ichin ~a1Jr o~"nju.rODt\ f";:<us.r!l to"~. rJ.annin$ .aU01'!t .ttd
rt't(lSfllz;~ ~r. tweed tor JI!i_tc.1I' .~ q..J~·.·kJ\... c.pli<;iti-. th..f..-il cn...uow:: the. p'.""
TJ..;:J ptog.m ..~I equIp !t0u. "tJ r«iftr.(C ;JoQ( or,9nf:tat$on'"
n", ~.. c: .n:,..,.cJ :t!:r.!e:g:c C~"'lfI&~ 6JL)~;n depth"
Marth 1S , 17.2000
s. n ""...3......_C~lifornl~
l~ ~i.lllz~tf.
July ~O • 22, 2000
D.tombo.' ' 9.2Il00
5TRA-rt.(.IC ~CTION
ReBlll'f1l9 me Pl.,..•••
T\';) P'CtUIlIft ~) .".able !J0U to undu,ta"d .J.tc <'1't1l(.J I1)t..t~.~r b.hlil..n .".u:.
5i~ :"((;:f"( .NJ ...tI"-1 ~.I"''' he- to mC'H,q,,lut IIIppft\pf:.tc d!~<:rrof\t kJ""d:. ::.ctiCf't\
::::.plc~ • (o.j'iplet~l, tie__ .Q~':pt .:2~(l:r~niUlriQ~ bu.1J up.c1(!f:1'I .crl'~ .~ ~
Jltc. • ., c"!flI"Qcti.o" .. 1t:v1uue t.h.t Fc~ac. 'ali crn:.t'$tc:Jo on the: lPIi~ .~d ;)~,ti»(,!1
'*
Atl.n... Gootgi.
Chl.~90. ~nnQi.
Hijton Hud, S""rk Cotofin.
5TRArE.GICO~GANlZATION
Orll~nll:inD
,,,,011911 Aer}of1 ...
Thi. pn:l,!.r.am .,11 en4L·Ic: ;IOU .~N::tn'y 1:0 cri.'tt:: .:... ors-"U:atiol'i.~ J~rl"'~lon.
r""p.bl,, t;J M...iizins the pI.n. cllt.. bI;~h • ;>"ocen of tr.l"t.itiQ--t ~"IlI" ~b"l'Ul '.
. ?'!S4l'1ihtiOfl:tO ...Iv,J~';()MC..t
.:2tt.ani":.tI~t:ln; loc.kc.c ."d pc~Ot\.lI.IQ.a 1"b.·;"
tJ..c ~!ptc...: f\,r t.. (."I.~,. AS.~"2eiUC C.... L,.boft mc:~~: .rod c,,,,,bi:sh
ml.tnt..1CJlip.i::C.I:AtfofU on6
OATI<TM
c:o"'rfllr,aef'w for O"''''!I0nr. ...ithin Ihe: ";ptcm,
OE~IV~ReD ~OCAWt
plan"",,s
nit8 i-cl<""e...t
II"J .luppo't:...,d .J~..c:lDp tk¢ o'!r'r-tz_elo:r-at GJ~b;tr~ h,r ~n~
ei.,uou;) crc;pt'o". ro"'tlc:ir."'~ ."= p~...i~eJ _lrh (,ol'ltl""IJ~& IJ\IPP':-""
G-lorid,!c: ,l:D'J: G..J O'C ,,.t,eJve.c.4 to • "C"t;.~ onoe.! f~~IC.. t~,
YelL CoIor.do
HilI"" H••d, South C.",1In:\
June B 10, 2000
AU9u~ 3 • 6, 2000
Oocomb.r' , 9. 2.000
SVAf.(.t/'
p_.""'"l'PI~!I.. C ...btl 6l!o pl.""'.l!d'><'?~oe; .. t.bn"'I«~, of _tn>l ....~
:n the ;):J"tc:I'JI, r.tJ..c::r t~D'" ~d;..S 10 C,.,fC:ffOOI f.CfOl':'l' ,t~,,,,,,,IAfO posltl.. !!' eo",...,...•
M.n:;h 20 - 24" 2000
ADril10 - 1", 2.000
Ma'/ 11 - 12, lOM
Jun. 12 -16, 2000,
Jun. 111 - 23, 2000
SlIn Fr8n~isCD" c.tifornhl
n.
A~9"'"
- n, 2000
Columbia. SO<l~h ClIrolina
loulsvill•• Kentucky
Alb.ny,NIrW York
Ont.rio. C.liloml~
Sr;hool Pkmning I" ,II Streteg;r; CQnt~){r."
Thi. pn:::t5"!lm ..ttl c.nable ,ou to undCF1ltM'ld, tkc. ItnltA~C: at xhl>Ctl pl.l'I~ to tj..~
dt.tht'.t pl,llll'li ,.c.oS":l-' rl--c IoN«\"'t:I'U'/II'" of t~c. ,,1t4.nd it. Apcc.iaf pf.~c:c: .ithin tk
Stj,te.tI; 4C""cll)f' it<I~Jc/t\tllt.hie: ':Cc. f'L"u; I~o(n ho- ~{te pl~tln~n.s -.IU !iloilo- !tOY
to tu""p[!I-j~~ -.t_ts: m• ..,Jatl:' foJ' Kh",~ i"'prt,owCI1'l<:l'!l ~..If'!'I': .I,d IO.lr"" h,,_ .It'!'
pt:ai:'lniJ"O~ can be. ;r.tC:Snltt:d wah ft;$\Qn.J .c:,n:dit..tiol'l •
_"'.I'"~C.,.I,WA".brld!.'.J:.t>IIIl • (,OQ) )1")...,.,,0· ")1") lJ'I-/"O • ' •• (".) :".,1)1
"Power Hour," 11~ well as sum
mer school geared to thq 31ti1l3
covered on the ...tate testa_
"To do this, I've had to IT-RUy
" heavy ho.od::Mr. &nato said....I
eaid.''Hera'a our literacy iJhP'V"e'
mcnt pInn. a.nd g'Uea& what? We've
~t exactly five months to make it
happen.' "
Even still, he COUldn't m..ke
everything happen by i:;.'3Uir.g or·
OCn5. One of the rnOl<t f'ar-reachi.ng
strategies be's brought to the S)'lj
tcm is Succe~1!l (or 1\11. the ele.
mentary .school reailinG" curricu
lurn desil!tll)d by Jt'iuu Hopkin:;
Univf!reity t'!!8eardt"r'Robert E.
Slllvin, The populnr !'!chaol im.
wy
for All i~ in place in ",r
, tually every elementary ochool
dass. StudeDts in grades 1-6 are
in th.:: p,ugram [or' 90-m.i:lll.tea a
clay, while kindergartnera e.re in
it the entira day.
On the S:une Page
playing out.
'\
." ,,,, C..mid-.c1f.A....!t. MOI'IlSolTIC"!}.AL ,,;1',
clay~.
A visit to Hartford's ;Dw;eht. 11:1
e""l:ntury School in ,til,; dty'd
working-class south end shows
how Mr. Amato's ch.anges are
CDlumbia, Sou~n CorDlina
Loulsvlll., Kantuelly
DeLIVERED LOCAL1.Y
_________________________________________T~H~E~C~AM~B~R~IP~G~E~G~R~O~U~P
Beyond regular scho,ol
,tudcnt; have been offered an
extended·day program, culled
SUCCM~
Sm:.f'LANNING
-'M..r<h a • 10.2000
Juno 2S. 29. lOOO
DATE TBA
llSGaasmentIJ.
p.ro"ement program. wbich is
now ueed in Borne 1,550 $chool~
nationwide, nt<ju.in;. the approv&!
of at least 80 percant of thQ teach
ere in 11 given ~chool befor.. the
approach can be implement.;)d,
In 'Hi>"tford, tho ph•.n wa" re'
jccted by JUSt one or its 28 "Ie
ITlcntro'y .Oho01.9, and that ~choot
already had successfully impJe·
mented Mother ~chool improve_
ment mod..l. The ~'yl1telX\ is nOli!
the largest in the count!)' whore
b-.::J
Sllouls, MIIIIIOUI'I
Philad.I~"I., Pln".vlvatWo
CIII.:1ISlO, mlrtoj~
lIIa.hvill., Tennlll&••
T0J"'llt.. ICan•••
June 19 - Zl. 2000
July 10 - 14, 2000
July" • 21. 2000
2000
Auguot , •
~g more rc:r.:Ulhrit)l 'With the
format and content of tb. ~tnte
~..
:7I"'f'
'
At 9:30 cna Wednesday mom
lnl$, 19lci.nd~q;"'rtn~.rs sit un tho
floor arotlncl teacher Josie Coata
!IS she goss over a a1:ory about
n doE' nnmcd "Sad $nm: Thc
�06/13100
Tlffi 16:20 FAX 722 8502
SUPERINTE~1)ENT'
S OFFICE
"'
.(
<cacher readB <he nar:rative,
pr.o'cipting the ,eudeats-who
,have their DWn copies of the
boo,k-to chime in with tho diu.
)oj(uc. Whet1 h<!il. Costa reod~ that
the dog',; nwner lovee Sam, hu t
doesn't love that he jump" in pud.
dles, they call out; ''No, Sam! No!"
, An Itlmoat-id~.ntlcal scene is
unfo ldini; in nearly every OM of
Hartford's eleme.ntary ~chool. at
about the elilno time. Kindergan;..
:oeT~ thTcuKbout the ci~y arc
reading today about Sad Sarti
and his propon~;ty for puddle
jumping.
.
In tiie front of '!DILI),Y c1asa-,
rooms, II lBtninated poster lists
!:he order of the 1ll0ming's Suc
cess for l\;11 loe80n. Items in
clud,,: ·Ii.tening compI'6h~eiQtl,
15 min.: '1'9sdinir tOl1"ther, 55
min.: end "ewo-mlclUte edit."
Timers now are commonplace
tools for many t..mcttCl'1! here.
Tho 'codificd" opproach shows
up llOt judI in elementar)' school.
Middle 3cl1001 math tcochOOll', Cor
eXlIIIip!~, h~vc 'prQgress sched.'
uid"P to help them keep their
lessons on traclt with the rest of
the .yet=..
PedQ£Oriatlly, ma.ny educators
heTe say. th.e standardized ap
proach make. eo.nsa for a district
in whicl1 familiC3-mlU'l;Y ofwhom
are recent immignmi:Q-move
around M li-""Iw:.ntly. DIvlght Ela
mentary is a faw--6i:ory hriclt VJo..
wri......
.chaol th.et tod.!\Y St!l""'OO '
s~udents from PucrbJ Rioo, Viet
nnm, Rusz.oia., and, increasingly.
Boe.oia and Albania.
-Why, w~uld yol.1 have one
sehool handling thinlt~ differ.
.ntly' from anolber?" Princip!l1
Sandra Baker anid. 'If .. child
Icnver; ""d goes elsewhere in the
ciW. they can ju~t CD-II tip their
old h.acheT here and 89y. 'Wh",t
lavI'\ he nt?'»
-=
is
Teacher SuPPort
Another of Mr. ,j).UllltO·" Ilttom
pHnhmellta haa been to win the
faV11r of the l~eQl t~"chcr.' wllon.
II helps that Success for AI!
is stronii;!Y cnclor~.,d by the
Ame~iclUl Federation ofTcJ.lch.
ere. 'the puent orgl!.J:liza!;ion
of the Hartford Federation of
Teachers. But the ~uperint.n
do::nt h3~ aho agreed to pay edu
cators for much of tho "ddi~ona1
work he .... k.o of them.
<fit's very unu3Uttl: c;aid HB'T
P",~idcn~ Cheryl Daniela. ''l've
worked with seven 61.ll1crinten.
dent. in '.ven yea:ra, and he's
Ehe first one l'va dealt with .who
has como to the union leader
,hip ant! actually bounced idco~
off of us:
Hartford teachers SIlY the U3<::
of simi! ar progTnf1'l~ throughout
the ~yskm niG" means they get
materials on time, Many uoed to
put in book:. ordenl in the sum
mer 3.nti were lucky if they Itr
rived by January,
A.nd th"ugh .om" ,educator.
.:riticize Hartfurd's more prescriJ)
uve m'e.hods ~s !.\ :rni~euided lit·
t.empt at .. t.c~chcr proof" instruc·
tion, many teachers hera say they
, appreciate the guidonc¢. , '
"Before, you were pTclly much
on y~ur own, :1nd I struggled at
elle!')' turn." said Kathy <ftdd<:r,
the Success fOT A.1I fucilltator
nt .Owie-ht Elementary SchooL
"Teaching rcading ;$ l!llch a phe
schools, indudinS' three in Mr.
nomenal tn~k. In Will! s\ven this Amato's funner district.
Connecticut ooucntion d,;pilrt.
pTOl!"o.m coming out of college. 1
mont offid.ob .ay, howevClr, that
would have been so th!lllkliJl," .
Not everyonE! is so thril1(>d. H .. rtford's exemptioll rates for
In his focus on the hllSics, Mr, m(>(lt of the teata wl!te t1Dt sign.i1i
Amato has deemed that all ele
can tl,y I:!igher than in previous
mentazy md widdl" .cbool stll· , yeara. Mr. Amato points out tha!;
donb rIleeive at least m hour of Hartford bu hiir~thlU'l.n~
ma.di.ng lnatnlction each d;y, nnc\, numbe.ns of' .tud..,a.te in legall,y ex.·
. an hour of math. For atudenU! emptible categories. such os spe
who ars to, t,*" the state test the cial education CIt' limit.l)d F.nl!li~h
n.,ltt Call, hI!: also has required pro5dency.
"If our kids did well, r WilDt
teachers to apcnd weeks at a
time focu~cd &.Imoat exclusi"ely them to do WIlU beau..e they reo
on th.e matbemaUCB, n:ndinlr. aad ally did; he 8B.id. "I don't need
writing skills em the A88essment. 8.D.Ybody to chont."
The concern is that tho intcl1~e
focus discourl1ged innovation
Out 011 Mother Limb
while &/iueezlug out importbnt
8l1l88 not on tha tcl;I!tI, such ll.il.ao
Now that, the school system bru!
sho'lVll some'drl''IIllllie g&.in", one
daletudies.
"I don't t.hink aoyona should o(Mr. Amato's biggest ch.allenges
criticize what he 'lVl'n!:.,. t.I> do,w is l'IUIlinding th6 community lind
said I.Ynda ~. a sodal stud: the state that, 'by eny m"~UTe,
ies tl/,lIcller 8.1 Quirk Middle HIlrt!oi-d'remains a district in
School. ~t there llnlsome won' c:iaia. &ailing SCOI"EIS ruy be bet
derfully crelitivQ t.ru:hers who ter thm they were. but foUl' out
of five 4th grsden tlW-e last fall
,.just fe~l trapped in a baL"
still didn't reach the basic levsl
When M:r. QuaglililolMhe Eng
lish teAcher, b"gall giving stu· OIl. the state test...
dents their "teet eophi~t:i=ticn·
Tb.ls year, the 8uperintendent
tntininlt l.. ~t apcin.g. "ever,ytb,ing h08 turned mimi of' hi.s attentlo.ll
'etse stopped," he recalled.. Btill.
to the distri~'a hieh schools.
he beJjeves tha~ as teacheTs be.
One new lntervomtion pro
come 'IUorc'lu;kpt at imbedding
gralll-do3irncd tor H!1l"I.:foTd by
the teet prep9ro.t\on into their
Vermont's Landmark COUee-ll,
rout:ix:t"". they'll regain sOmE! fir"""
whid. spec:iaH%ea J..o. se.rving atu·
dents with leQl'T\\nE di~abiliti~
ibiJity in lez30n pLmaing.
"Th.c riGidity will OOcOX110 ~t:ru"" aims to take 9th gra.cIers who ue
ture,· Mr. Qunltlinroli .. aid. "And reading yelll8 below ~Ildc Ic...,l
"then tbey11 see it as a struc;tu", and t'¥" tben1 into college-bound
students. Hartford also bOion
that·s really 8\'Ipporti.V l!."
. 'lO thOl.le who accuse Hartford p""tIling out lllptop" to its 6:eah
oCteaching to tho ~ Mr. AXIIarQ men three weeks Il~O. an effort
Mr. AmDto Is bett1.11g ",m ha...e
b.1I~ a. ..tandard reBpcmse: F\!cu&<
Ing'to a gnmt ClttcD.t ..n :!. ~at ia II hoat of effe<:ts-from lowering
only a problem when. the test the d,.opout rate t.I> increasing
is Cawed. Dllt th<:: Co"",e~leur. paromt involvement.
"!t's not about the box; said
M..~ Teets e.re wiaely T~Og
nizod o.s a.mong the country's the Buperintendent. who Cl\n
speak CrOIn experience about
moat rigorouf"
"Tbera's teaching to tilE! t~t, giving students fOmpU1erH. "It's
I!Ild then then:'81:ooaching to the Mout tho GCMCC the bOll: oHo:r"
llteracy lind nUmCl:'J\<y .kills on you. in termB of having 11 reason
and An Clteu.c Cor yo.. lind 10""
the te5t: .Mr.Amato said,
, The WilY the ljIupennte",dent family to have !I. computer in a
hiin.pov~y neighborhood. All
nrt.ic.ulated his hopes for :IlIrt
of a sudden. you have acce311 and'
ford's test SCOTQ5 in the begin
ning, however. grated even on connectivity you nover could
'state educn.tion offidals. The hail'S dreamed of."
point i.e not for district9 to boo~t ' He iq about to 11'0 Out on a Hmb
their ranking:!
t adler dis again. Next fall, the Hartford
mei:Q', Cannecti<;ut officiala have chiof plrul.s to s!.ilb hiG 'R'P'Utoti<m
aald, but to improve on th!rir own on a.IIOlher pledge: that all Hart·
pnst pcrfan:na.nJ:C!, Hartford did ford'students will be able to ECt a
both, but tha fixlltilm on di~trict job, go on to colle",'<!, or go inLe dle
ra.nkinll'n thi~ Y""" prompted the military whm they g:rSdua&e. "We
educa.tion departm<,to stop is
Will nDt let you fl111 through !.he
suing a oompo,ite index of scores cracks: he said.
w hid. iti tho past bad nllowed
In " Iclnd DC dry ntn !:hi, y.,IlT.
for easier <:<>rnpl1rioonn among Mr, Amato has had one of hla
sY"tcma. lnatea.d .. a l'a.nkinl: Wll3 DdminilltrQtor" ,t\U't t,."clting
calculated lind publi&hed last wllat happens to each member
month by the local newsPQper; of thc d"4' or 2000. Th" ,,,me
the Ha~tford. Courant, Ul<lng the person has been charged with
state dat.a.
uneavering \llluaed college schol
The .heer aize of Hartf(lrd'~ "n;hip", ~t"rting job.tTliining
gains h3~ fueled. ~peculation progroms in the achool3. QIld cn
obout th~jr va.lidity. 'Along with c('Iurngi"g bu~in""~"~ ~"create
word of the dilltrict'~ improved .more positions geared to Hart·
placement Qtne news that from ford's grnduates,
l,7 peTcent to 21 percent of rlnrt.
~ro help kr.~p !.he ?,<>rU u.lwny~ in
mind, Mr. Amato nas hung ..
Cord's students hsd hi:<:n ex
empted from tnking the Con
chart liating the namElS of all 'i 86
necticut n""'e""mE:.t1CS last' fall. aeniots on his office wall. 1'hi3:
That oews comes at a time at h~ $wd., 'to me, 13 the ulHmatl!:
heigtitanl)d ,Tl!ltionnl ~crutiny of outcome of evel')lthing else we do."
a_hools: tc~tinll practices, follow.
iD.jC reported incidents such. 113 1\
COf)U"Ef; of urban r.t1.fJcat:i.on. is
cheating seand..l involving edu. .uppIJrl..,d in part' by tJ.l!ranl rom.
cators in '32 New YnTK City ,h. Georg. G"",d Follncl"twit.
"z\.i....
r
LI,.'
Are your students Leadjng a
La.mlnl
Chancery Soft.waJe ·8MCuIW!l!S a ~ .!ChooL to htJme (lI(!".nsio. of
tho .............n~ Wi" SClloot'". iliac SchooL". and ()p~n Ofstrla- Sl.IIdenr
infonn.rtion
~m. l!1~t
y;.." C>!"'~ <Wdont.. and ~ <laess to
3CllIr.m:, timely irrbmo!:i:m:dD.it StudentS in o"'!.
e~!1'to-"se "'!bsiti!.
• accurate ..
... safe &. secure
.qsingle data entry
,. .
~','"
,~:: .
For ,~ore infomlation 1·800·99 I ~931,
wwIW.K12Planet.co,'f,
1,
CH~N(ERr:~
Why Not the·Best?
When you employ a teaching candidate
from a CETE teacher prepaIation
program, you will be gaining a colleague
from' one ofthe top programs in the
country. Our students represent an
especiallY-talented pool of prospective
teachers. individuals who respond
resourcefully to the challenges ofthe
classroom and who act effectively in the
larger process of educational reform.
CETE is a consortium of 19 selective,
private liberal arts colleges and
universities with unique approaches to
teacher preparation. For more
information about CETE cir to Jearn how
.to hireI ofour graduates, please visit:
one
'
'
http://www.princeton.edulteacher/cete
Cln! COb!ortlulll far E.u.U~lIce III Tuch"r Edllcalioo
Barnard"Bowdoin°Bmndcis°Brollon°Bryn MnwrlHavcrford
COllIlecti,ut CoUegC:°Dll.rlmoulh°rlilrvwoMiddl¢bury
MoUJIt HolyouoUnlversity
of P=ylvanisol'rine.!!ton
Smith°Swartlunorc'VIIS:Iaf"Wc:UCJ!c:)'°Whca",o 0 YlIlc
�0611'3/00 l'TUE 16: 21 FAX 722 8502
SUPERINTENDENT'S OFFICE
141020
hnp;lfww;v.newslib!'ll.I)'.comldcliverppdoc,8sp?SMH=451414
,
lKartforb8JEourant.
All content in Tbe Hartford Courant Archh'es Is copyrighted and may Dot be republisbed
or dl8tributed without pennission.
Please sendyour questioh~ and comments tu:
A;:chives Hnm~; I
.\ £tni2w .Cflm
Thursday, January 06, 2000
Page:A12 Section:EDITORIAL Edition: STATEWIDE Type: EDITORIAL
Dlustration: Source:
IDGH STANDARDS = BIG RETURN
Since Superintendent of Schools Anthony S. Amato was hireCl last spring and made his
audacious pledge that Hartford would never again be ,lest on the Connecticut Mastery Test,
.
preparation has been a consuming goa1.
Today, Hartford students and teachers have something to brag about.
Success depended on complete cooperation among the central office staff, 'teachers. students
and parents. 1t involved shedding entrenched methods. djsrupting lesson p1ans when the
school year was more than half complete and buying into Mr. Amato's elevated e"pectations
and his way of doing things, no holds barred. The mobilization of the entire school system
toward a single goal took faith. patience- and perseverance.
Hours of extra teaching, added classroom time and persistence by pupils appear to be paying
off. Children's scores, especially in reading aad math. soared higher in one year than in the
four prior years combined.
It's difficult to overplay the magnitude of this accomplishment The teSt is given annually to
fourth-, sixth- and eighth-graders. Students are measured against a statewide standard. Until
now, Hartford's performance has been abysmal - dead last among the state's 164 school
districts. To pull scores up in such a short time by double-digit percentages is phenomenal.
Preliminary results suggest that Mr. Amato may have accomplished what seemed impossible
and made good on his promise to move Hartford out ofthe cellar.
So what exactly does that mean? As the superintendent himself points out, it represents the
,pride of accomplishing a goal and the reinforcement of high expectations.
Still, cramming for exams is not an enduring test ofleaming power. And six months' work
does not make a trend. The most reliable measure of whether Hartford students are learning
more effectively will come in a succession of improved scores, a lower dropout rate and
students' consistent belief in their capabilities.
/
lof2
1120/002:15 PM
�06/1J/00
A
TUE 16:21 FAX 722 8502
'.
SUPERINTENDENT'S OFFICE
[4J 021
htrp:IIWww.new s!ibmy.c:omldeli'Verppdoc.asp?SMH-451414
Search Results
Some critics ofMr. Amato's style question the value ofteaching to the test. But the state's
mastery tests are among the toughest in the nation and not easy to teach to. They require
critical thinking and well-rounded answers that take more than ~ luckY guess.
The students' biggest achievement is living up to Mr. Amato's faith in them. They've proved
that being last is a state of mind. That is a big step toward leaving that label behind.
Caption: Memo: Keywords:
I Ct!10W.C0rQ
All content in The Jlartf'ord Courant Arddves L'I copyrigh~ed and may Dot be republished or distributed witbout
permission.
.
P/J::lISe sendyour qlU!Slio".s tuld conrm.enlS to:
00
20f2
lJ2()/OO 2:1 SPM
�Kendra L. Brooks
06/12/200003:51 :26 PM
Record Type:
To:
~
Record
j
Kendra L. Brooks/OPD/EOP@.E9f"
. !~\
,~
Subject: Chair and staff contacJI' -,.l"""
Loretta Sanchez
~~~J
'J
_0" .
Daley or Menendez
-~~
,
~
/hij \
/ ' }jli
/.; /~y
i/O- Ii '
.
Congressman Barcelo -Romero -David Berg or Yvonne Benner (225-2615)
Secretary Louis Caldera - Melissa Gonzalez (695-1717)
Gene Sperling - James Kvaal
06~\)~
~\/r \1\, ...
.
I
)
./
'-.".
)
\
�Kendra L. Brooks
06/12/200004:39:38 PM
Record Type:
To:
Record
See the distribution list at the bottom of this message
Brian A. BarretoIWHO/EOP@EOP, Reynaldo ValenciaIWHO/EOP@EOP, Mark D.
MaganaIWHO/EOP@EOP, Bobby D.ConnerIWHO/EOP@EOP
Subject: Chair staff conference call
cc:
I would like to have a conference call with chair staffers to discuss roles/agenda. I reserved a conference
call line that will accommodate 10 people for 1:30 tomorrow.
The dilline is 6-2561. The code is 4725.
.
.} f>(r~ ¥~ lJ
\t"'" I
f0
PRINCIPAL
'
\)/'
)./V
\ dGoal 1 - Representative
?
\\r'~w (Goal 2 - Secretary Daley or MenendeZ)-\.../~\
~,. ",.lL..(,"
David Berg
L, (Goal 3 - Congressman Romero-~~~~el.o) -:----1 7 ~ ~ \.IJ
N. .,Nl--t..--::.MeHssa &>nzalez:"
(Goal 4 - Secretary Caldera) ., 0
~
\ 'V'"
James Kvaal (?)
(Goal 5 - Gene Sperling or ?)
STAFFER
Amy Slavin
for
.~~r· .Y' J. ~ ~
>- Gr
7
.,
,
"' I
Message Sent To:
John B. Buxton/OPD/EOP@EOP
Bethany Little/OPD/EOP@EOP
Ann O'Leary/OPD/EOP@EOP
James R. Kvaal/OPD/EOP@EOP
William T. GlunzIWHO/EOP@EOP
.j
\
.7''
;;.f
�WithdrawalIRedactio11 Marker
. Clinton Library
DOCUMENT NO.
AND TYPE
002. email
SUBJECTnITLE
DATE
Brian A. Barreto to Bethany Little, Kendra L. Brooks, John B. Buxton,
Ann O'Leary, James R. K vaal and Christine A. Stanek re: Contact
Information for Panel Facilitators (partial) (2 pages)
06/07/00
RESTRICTION
P61b(6)
This marker identifies the original location of the withdrawn item listed above.
For a complete list of items withdrawn from this folder, see the
WithdrawallRedaction Sheet at the front of the folder.
COLLECTION:
Clinton Presidential Records
Domestic Policy Council
Kendra Brooks (Subject Files)
OA/Box Number: 17895
FOLDER TITLE:
[Education - Hispanic File] [1]
kh6
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)(l) 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 connnercial or
financial information [(a)(4) of the PRA]
P5 Release would disclose confidential advise 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)(3) 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 FOIAJ
b(9) Release would disclose geological or geophysical information
concerning wells [(b)(9) oCthe FOIA]
C. Closed in accordance with restrictions contained in donor's deed
of gift.
PRM. Personal record misfile dermed in accordance with 44 U.S.C.
2201(3).
RR. Document will be reviewed upon request.
�·
"\
BrianA. Barreto
Record Type:
To:
Record
See the distribution list at the bottom of this message
cc:
~Christine A. StanekIWHO/EOP@EOP
Subject: Facilitators
Below is contact information' on the facilitators that we have secured for the breakouts - How do you want
to handle contacting each of them and making sure they are on board with what we want them to do at
the breakout.
Kendra - can you help coordinate this?? Figuring out which facilitator will be assigned to which breakout,
etc....
Thanks.
Lisa Nabors
Strategic Performance Group
8000 Towers Crescent Drive, Suite 1350
Vienna, VA 22182
703-713-6851 - office
P6/(b)(6)
, Thomas C. Bryant, Jr.
" ",''':.tCB.'Corporation ,:,' .
i "',: .. , . .
P6/(b)(6)
P6/(b)(6)
/202-671-1947 - office
P6/(b)(6)
Denise Savage
Savage Group,
P6/(b)(6)
P6/(b)(6)
ffice
P6/(b)(6)
P6/(b)(6)
202-537-6633 - office
P6/(b)(6)
Sheri Tolliver
FutureSkill, 3001 N Street S.E.
CLINTON
LIBRARY PHOTOCOPY
�..t
"._
Washington, D.C. 20019
ffice
P6/(b)(6)
Message Sent To:
Bethany Litlle/OPD/EOP@EOP
Kendra L. Brooks/OPD/EOP@EOP
John B. Buxton/OPD/EOP@EOP
Ann O'Leary/OPD/EOP@EOP
James R. Kvaal/OPD/EOP@EOP
CLINTON
LIBRARY PHOTOCOPY
�PRELIMINARY DRAFT 6/12/00
EDUCATIONAL ATTAINMENT AND SUCCESS IN THE NEW ECONOMY:
'AN ANALYSIS OF CHALLENGES~ HISPAJ~lC EDUCATION
,(,~~~,?:,~:tI/.;
{-It
t,'
•
.' o--c.:_,,~::c~~._
IM(?;t(JV'/#G
-.-"-~
.1r1( ;IAN' L S ('-1J~A/J /J C)-// fV~~E'A/
June 2000
A Report by
The Council of Economic Advisers
r
�I
~~~
EXECUTIVE SUMMARY
theae:w~rds
This report focuses on education and
to""'efu'cah<!!.!>among Hispanics in the United
States. It first documents the gaps in educational outcomes at all levels for Hispanics. Second,
the study provides evidence about the increasing importance of education to economic success by
focusing on Hispanics in a high-paying, rapidly growing sector of the new economy, information
technology (IT). Among the significant findings in the report are:
•
The Hispanic population is a rapidly growing, increaSingly important segment of the US
population. In 20 years about 1 in 6 U.S. residents
be of Hispanic :origin, and by the
will
middle of this century-when today's young children are middle age-this ratio will increase
to about 1 in 4. The future productivity of the U.S. l!;J.bor force hinges to a considerable
degree on our nation's ability to provide high value-a,dded education for Hispanic young
people who will playa vital role in the labor market in future decades'A~Z ~
.
•
~,.,--~
Despite tangible evidence of improvements for some groups
present, there are troub mg
lags in the educational attainment of Hispanics. Over th ast several decades. the average
education of native-born Hispanics has increased su antially, and the gap between this
and whites has declined. Still, the high schoo completion rate.among young adults is
is anics-compared to
88 percent for whites and African
only 63 perc en
of Hispanics who graduate from 4-year colleges is less
Americans generally. The
than half that of whites generally. While these lags are partially attributable to the relatively
lower educational achievement of immigrant Hispanics, even among Hispanics who were
born in the U.S. and whose parents were also born in the U.S., the high school dropout rate is
twice as high for Hispanics as for non-Hispanic whites.
.
•
The economic advantages to education are on the rise.· The importance of, improving
educational outcomes for Hispanics is underscored by statistics on the increasing value of
education in the labor market. Two decades ago, a male college graduate earned 57 percent
more than an individual with no high school education, whereas today a college graduate
earns 147 percent more. Gaps in educational attainment thus are leading to progressively
larger gaps in economiC success.
•
Currently, the relatively low levels of Hispanic earnings are explained in large measure by
lower levels ofeducational attainment. Earnings premiums that accompany higher education
are much the same for Hispanics as for non-Hispanics. An analysis of recent data indicates
that Hispanics have much lower earnings than non-Hispanic whites. Median earnings are 21
percent less for native-born Hispanics and 41 percent less for foreign-born Hispanics. These
)
.
pay differentials are explained in large measure by differences in education between these
gender) and education,
•
Hispanics in rapidly growing IT sector are generally successful. Analysis presented in the
'~ud
report indicates that in IT occupations Hispanics earn marginally less (about 7 to 8 percent)
than non-Hispanics of the same age level and education, and that both Hispanics and nonHispanics earn far more in IT than in other occupations. Hispanics earn 100 percent more in
IT than in non-IT occupations, and non-Hispanics earn 62 percent more in IT.
.
• Hispanics are greatly underrepresen ted in the IT s:ctor.
a
~_ .
An a;"lysis of recent data indica.w
while Hispanics are 11 percent of the U.S. labor force, they are only 4 percent of workers i n V
�~
f ~' ,
1. INTRODUCTION
Hispanics are an extraordmarily vibrant, rapIdly rowing segment of .the Amencan
population. The Census Bureau projects that in 20 years,
t 1 in 6 U.S. residents will be of
Hispanic origin, and by the middle of the century, about one quarter of the population will be
Hispanic. Clearly, Hispanic Americans will play an increasingly important role in eve as ect of
American life.
e success' of the American economy. over the coming decades, n particula
depends to cons'
ble degree on the productivity of a Jabor force in which His nics WI play
a progressively larger ro e.
a
In this light, the current state of Hispanic education in the United States must be viewed
as a high public policy priority. As documented in this report, Hispanics lag .behind non
Hispanics on a variety of educational measures. A much smaller proportion of the Hispanic
population than non~Hispanicpopulation compietes high school. ...as.i college completion rates
are much lower among Hispanics than ;lmong non~Hispanic MThitfs.. J(j .... _ _'tl.
.
.
~
~
\
~.~
~
a
.. ~
~
f!4~-~~.~¥;ci~
:arke~n
.These educational achievement
oubling a labor
which
the economic rewards of education are 1::J;e and '. . EVIdence suggests III many. sectors of the
economy employers are willing to pay an increasing premium for. workers who bring strong
problem-solvin.g ability and technical' skills to the workplace.
. his report provides statistics
verifying that the economic. rewards., of education are much t.he s~~ispanics as for non
Hispanics. Groups who fall behind in educational achievement il1FJ.ag ~in terms of economic
success in the new economy.
.
A
~~
To highlight these issues, this report focuses on one rapidly expanding, highly paid sector
of the economy-information technology (IT): An examination of labor market data indicates
~ , ~ that the general~y ,,:ell-educated Hi.spanics who att~in posit~ons in IToccup~tions earn twice as
~ .~
much as Hlspamcs m other occupatIOns. Further, Hlspamcs m IT earn only shghtly less than non
~
Hispanic whites with similar age and education. However, there is
digital divide in IT
".
employment ste/~m'ng from a dramatic underrepresentation of Hispanics in T occupations. This .
undeiTepresentat' Il i tuil the result of educational differences between ispanic and non
Hispanic youth. . He . nic students who attend college are as likely as therstudents to '
major in technical fields, Ispanics are much less likely than others to attend colle .
,. ~J.'-.I1
~
,
.
'
"
ll.ur:rf~'1.t!lJ
The IT case study illustrates that the onse uenc of underachievement in education re
two-fold: (D, lttS the future prosperity for the stu ents themselves, and reduces the 1?-um r of
individuals prepare
contribute in "new economy occupations. Individuals' economi uccess
in . the modern economy
ends on being well
ucated. In tum the perform ce of the
art because <?f th ingenuity and skills of
labor force,
American economy is strong'
especially in new economy sector ike IT.. In Ii ht of the rapid groof the Hispanic
population In the U.S., the gap ineducat al achieve nt between HislXi 'es' and their peers a
d . to society more
matter of critical importance for Hispanic ling peo Ie'
generally.
. ~
......,..-----_.,
�'~
r
, "
,,(I,'
2. A BRIEF OVERVIEW 0
j"'
"
RENDS IN HISPANic EDUCATION'
,
Over the past 5 dec es there has been a marked increase in the edu tiona I attainmentof
young Americans. Recent i ta indicate, that high school completion rates £ young adults (aged
25-29) are' about 88 perce, for both whites and African Americans, with
earlier pronounced
ces disappearing b~. . .N~~
differences between the
.
1998 (Chart 1 .1
• panic
h&ve not ~e -- r ' ,
The number of Hispanics
same gains oweve
. ,'ghigh school has beyn increasing, but
80
because the HispimiC population is growing
rapidiy, the proportion of those aged 25-29
completing high school, remains relatively 16w
about 63 percent in 1998. " , ..., .-J- II..j ;
~.~~'
~milar7:"~s ~
'---'--"--:--'-----~"---'----'---'-~-~-'--'
1940
1950
1960, 1970
1980
1990
, Chart 2. College Completion Rates of 25- to 29- '
Year-Olds by Race and Ethnicity
35
''''''----,--:------,
,30
25
in Chart , college
. completion rates have
increased
dramatically. For whites the college completion
rate-the fi
.
earning bachelor's degrees
ro;;e from 6 p cent in 1.~40 to 28 percent in 1998.
Despite some progress,' racial and ethnic gaps in
college grad ation rates remain large.
[n
particular, onl 10 percent of Hispanic adults aged
25-29 have gr duated from college, compared with
28 percent for hites more, generally.
'
10
, . "As
school
decades,
1940
1950
1960
1970, 1960
1990
success III
increasingly important to uncover the root causes, of the r
college completion observed in, the Hispanic community .
5
~edU~'ationatthehigh
and ab~Je has;' over the last two
come increasingly ,important for
'
'
he labor market.
It is' therefore
atively low rates of high school and
.b'
Part of the ~ducati()n gap stems from the fact that a disproportionat~
/I~,r -illdividttals iII tlte'Hispani6~~ are, immigrants,2 !Tlany of whom have relatively low levels
,
of education. Table' I (s~ next page) provides some recent historical perspective on this issue.
In 1970, 1980, and 1990, niltive- and foreign-born Hispanics trail native-born whites in average
education (2000 data are
e not yet available.) Over this period, the gap was narrowing
between the whites and nati e-born Hispanics. In contrast, the gap in average education between,
, whites and ilTlITligrantHispa 'cs became wider. 3
' .
I Charts I and 2 ate based on Census data that include whites and African Americans of all ethnicities
(including Hispanics). The gaps between Hispanics and non-Hispanics (both black and white) are thus
even iargerthan those
~ ~ ~.
\
. ..
As of 1997, 38 percent of the Hispanic populafon ~ fi Ign-born, compared, with 8 percent of nonHispanic whites and 6 percent of non-Hispanic blac .
'.
.
'
3 For additional analysis see Julian Betts and Magnus Lofstrom, "The Educational Attaimnent of
Immigrants: Trends and Implications," National Bureau of Econorhic Research Working Paper 6757,
October 1998.
..
2.
3
�Table 1. Average Years of Education for Individuals Aged 16 to 64
.1980
1970.
Men
11.63
Native White
9.46 .
Native Hispanic
Immigrant Hispanic
8.83
Women
Native White
.11.49
Native Hispanic'
9.24
Immigrant Hispanic
8.38
Source: Betts and Lofstrom (1998), based on
1990
12.65
10.83
9.09
12.88
11.44
8.86
12.36
12.77
. 10.51
11.34
8.97
9.05
data from the U.S. Census.
Two pieces of additional recent. evidence underscore the differen s in the relative
educational achievement of native and immigrant Hispanics. The first c neems high school
.
4
completion rates for 25- to 29-year-olds over the last half of the 1990s.
art 3 shows that for
.
1995-96; 1997-98, and 1999-200.0, the rate of high school completion is
_t 93 percent for non
5
.
. Hispanic whites .. The co~pleti?n rates for native-born Hispanics are about 80 percent~~While~.
.
~1he rates for foreIgn-born Hlsp~.mc
.are .~elow1!0
p rcent.
.
l
tll\~y tI- .
.
t,-v¢pt£j
~.
<Second picf6e of eVl ence comes om aft. analysis of 1998 data on dropou status .
~ among h~~~ t~ 24-year-olds. 7 (Dro outs are indivi uals who were ne
~
~ mple
igh schoo.
art 4 shows tha
ra"
19 for foreign-born
.~ Hispamc
lrst generation immigrants") arid for native-born Hispanic youth who had at least
"
~ one parent born outside the U.S. ("second generation' immigrants"). Even for Hispanics who
~.. "were born in the U.S. and whose parents were also born in the U.S. ("third g~neration" or higher),
./..lA.4P
jd.
..
.'tt .
Chart 3. High School Completion Rates, .
ged 25-29
1st generation
immigrants
White
0.8
Chart 4. Dropout Rates for Hispanic
Immigrants and Decendants and Whites
~
F • • • • • • • • •~ 44.4
.2nd generation ,
• • •~
immigrants
~
20.5
Hispanic, native born
3rd generation , • •~
. immigrants
~
15.8
0.6
Whites
HispaniC, foreign born
10
1995·96
1997·98
20'
30
40
50
, Percent
1999
This analysis uses the Current Population Survey (CPS) for 1995 through the first 3 months of 200b.
Consistent with the definition used by the Census' Bureau, this' analysis (as well as all other original
analysis conducted for this report) defines individuals as "native born" if they were born in the United
States or outlying area of the United States, and U.S. residents who were born in a foreign country but who
had at least one parent born in the U.S. Data on Hispanic ethnicity are available in the CPS since 1994.
5 This completion rate of 95 percent for non-Hispanic whites is higher than the 88 percent completion'
reported in Chart 1 which is for whites generapy (i.e., including Hispanic whitesy'
.
6 These is a slight drop in the high school completion rate for native-born Hispanics from 81.0 percent in
1997-98 to 77.6 percent in 1999. This finding is based on fairly small samples (812 and 877 for the two
.
respective periods), but the difference is statistically significant at the 0.02 level.
7 Phillip Kaufman, et aI., "Dropout Rates in the United States," U.S. Department of Education, National
analysis compares those born in the 50 states and I
Center for Education Statistics, November 1999. 'Ii
District of Columbia compared with those born elsewhere.
4
4
.
�the dropout rate was twice as high for Hispanics as fo non-Hispanic whites-15.8 percent vs. 7.7
percent. Clearly the Hispanic education gap is n . solely the consequence of relatively 10
educational attainment among immigrant Hispanics A central challenge for improving Hispa c
educational outcomes, then, lies in improving p spects of both immigrant and native-b rn
Hispanic youth.
.
Much of the disparity between Hispanics
n -Hispanic whites stems from 1 e
h's disparity in educational out mes
differences in family background and income.
appears among young children-long before child e£- ach the ages when they are aking
decisions about completing high school and continUl on to college~ One study foun that at
age 15, 23 percent of non-Hispanic white children had fallen one or two years behind
grade
level af 1'l'I~4;:o~JiCI>~~-apparent1y because these students started school at
older ·ages or were not advanced along with other children in their elementary school classes.
)learl)' twice as many Hispanic children, 44 percent, had fallen behind the expected grade leveL
The authors found that the racial and ethnic educational gap that developed for these 15-year-olds
could be explained almost entirely by differences in such fa'
ckground characteristics as
household income and parents' education.
_
. ~allt
ehind by age 15 greatly
affected the future prospects of completing high school and'g'
n to college for Hispanic and
non-Hispanic students alike. Forstudents who were 2 years behind the expected grade level, 67
percent of Hispanics and 80 percent of non-Hispanic whites failed to complete high school or
earn a GED by age 24. Virtually none of these students (1 percent of Hispanics and 2 percent of
non~Hispanic whites) had attended, college by the. age of 24. Similar patterns were identified for
those who were 1 year behind.
Additional evidence points to ~n ethnic education gap even among the very young. One
report using 1999 data indicates that among 3- to 5-year-olds not yet enrolled in kindergarten,
Hispanic children were less \likely tha on-Hispanic children to regularly engage in such "home
literacy" activities as being read to, t d story, or taught letters, words, or numbers. These home
literacy activities in tum were foun 0 eneral be associated with higher levels of "children's
emerging literacy." Thus, the Hispanic children in the study were less likely to recognize all
letters, count to 20 or higher, write their names, or to read or pretend to read storybooks: At
older ages, Hispanics on average trail non-Hispanic whites in reading and mathematics
proficiency (as measured by the National Assessment of Educational Progress, at ages 9, 13, and
17). Not surprisingly then, Hispanics on average also score lower than non-Hispanic whites on
college entrance exams. This latter difference can be traced in part to family background.
Hispanic students who take the Scholastic Aptitude Test (SAT) are much less likely than non
~'y
Hispanic whites to ha
paren with a college degree, who might be in a better position assist.
'A
. 1 In t e college-pre ation process.IO For example, Hispanic SAT takers are less likely
rY'~!J -w.-''-''~
their non-Hispanic counterparts to have taken the Preliminary SAT.II
P£.,,~~
¥ ~.i,v
~,
/'~r~'
8 The research reported in this paragraph is from Stephen. V. Cameron and James 1. -Heckman, "The
Dynamics of Educational Attainment for Blacks, Hispanics, and Whites," National Bureau of Economic
Research working paper 7247, July 1999.
9 See Christin Winquist Nord, et al., "Home Literacy Activities and Signs of Children's Emerging Literacy:
1993 and 1999," NCES, 1999.
10 About one third of Hispanic SAT takers have a parent with a college education, compared with more
than half of non-Hispanic Whites. See the National Science Foundation, 1999, Women, Minorities, and
Persons with Disabilities in Science and Engineering: 1998.
II Statistics also indicate that for Hispanic groups as well as for other racial and ethnic groups, performance
on the American College Test (ACT) is clearly correlated with family income. (National Science
Foundation, 1999, Women, Minorities, and Persons with Disabilities in Science and Engineering: 1998.)
5
�This evidence indicates that the ethnic disparities in high school completion and college
attendance stem in large measure from a lifetime of disadvantage. The existing disparities must
. be addressed among disadvantaged students well before they reach the ages at which they are
most likely to drop out of high school or face the decision of going on to college.
While evidence suggests that children from low-income families are less likely to be
college-ready (by failing to earn a high school degree or failing otherwise to acquire skills or
prepare to attend college), researchers also argue that low family income can be an important
direct determinant of college attendance. 12 The high cost of college education can pose a serious
deterrent. As indicated in Table 2, high-income families are much more likely than low-income
faniilies to send their children to college, and they are particularly likely to send them to four-year
colleges. 13
2-Year
College
19
2255
Parental Income Quartile
~~l,
Top
\V~~"~'~nJJ
Second
~\t""
Third
7
~
Bottom
10
22
~I
•
,source: Kane (1999), b~sed on data from the high school class of 19:2.
~
A
, (
4-Year
College
66
48
38
28
The vast majority (90 percent) of students whose parents were' in the top quartile of the
school
graduation, compared with only 60 percent of students whose parents were in the bottom quartile
of the income distribution. And of those lower income students enrolling in post-secondary.
education, fewer than half of students enrolled in 4-year college, compared with almost three
quarters of students from the top income group. The author of the research from which these
statistics are drawn notes that much of these differences in youths' college attendance may arise
from the differences in preparedness for college we have just discussed (and also potentially
because of differences in family attitudes toward education) rather than from financial barriers.
However, even after considering such family background influences, parental income remains an
'
important determinant of college attendance.14
'? \.', income distribution were pursuing post-secondary education within 20 months of high
Young people, their families, and the broader community continue to face the c'hallenge
of finding ways to insure that more disadvantaged young people complete high school and have
college access. This must include improving educational prospects for disadvantaged children at
every level, and insuring that financial barriers do not prove an obstacle at the college level.
These findings are relevant for Hispanic families in particular because family incomes are far lower for
Hispanic households than non-Hispanic white households.
'
12 As of 1998 median income for Hispanics was $28,330 compared with $42,439 for non-Hispanic whites.
Data from the 1993 Survey' of Income Program Participation suggest that the median net worth of non
Hispanic white households was over 10 times that of Hispanic households. The Economic Report of the
President, February 1998, provides a detailed overview of racial and ethnic disparity in income and assets.
13 Thomas 1. Kane, "Rethinking The Way Americans Pay For College," The Milken Institute Review, Third
Quarter 1999.
14 This paragraph is also based on Kane's analysis.
6
�3. THE IMPORTANCE OF EDUCATIO
The current economi returns to education for both Hispanics and non-Hispanic whites
are documented in Chart 5. T 1
e earnll1gs premiunls are derived from an analysis that
examines the relationship between educational level. and earnings controlling for gender, and
age. 15 The earnings premiums show that percent increase in earnings for education at the high
school level and above compared to those who drop out of high school after receiving 10 or more
years of education. (For example, the chart shows that non-Hispanic white high school graduates
earn 24 percent more than those who drop out of high school with 10 grades or more. The
corresponding wage premium fbr native-born
Chart 5. Earnings Premium by Education
Hispanics is a very similar 26 percent.) The
Relative to Completing Only Grade 10 or 11
education premiums are shown separately for
[] Hispanic foreign-born
High school
whites, native-born Hispanics and foreign-born
• Hispanic native-born
CJNon-hispanic while
Hispanics.
The dramatic relationship between
Some college
educational attainment and labor market success
clearly holds for Hispanics and non-Hispanics
BAIBS
whites alike. 16
'~~ii~li~~
More than ~
BAIBS
a
50
100
Percent
__J
150
200
Chart 6. Difference in Earnings between
Hispanics Groups and Non-Hispanic Whites
~• • • 41
Statistical gap
21
~
Controlling for
demographics
_ _ _ 39
• • • 18
a
.Hispanic foreign-born
IIII!I
Controlling for
education also
CHispanics native-born
10
20
30
. Percent
40
50
'Another way of underscoring the
importance of education to economic success of
Hispanics in the U.S. is to evaluate the high
earnings gap that now exists between Hispanics
and non-Hispanic whites. Over the last half of the
1990s, median hourly earnings of Hispanics were
one-third less than those of non-Hispanic whites.
Native-born Hispanics earned 21 percent less than
whites, while foreign-born Hispanics earned 41
percent less. Part of these earnings gaps were due
to differences in gender and age composition; after
adjusting for these demographic factors the gap is
15 percent for native-born Hispanics and 39
percent for foreign-born Hispanic's.
After
15 Specifically, this is based on a regression model estimated using a pooled sample of the 1995 through
March 2000 monthly data from the Current Population Survey (with respondents in 1995-1998 included
only in their last survey months and respondents in 2000 included only in their fourth survey months). The
dependent variable is the log of individuals' per hour earnings, and explanatory variables are gender, age
(included as indicator variables for 5-year age groupings), and educational category (less than grade 10,
grade 10 or more but no high school degree, high school, some college, BA or BS, graduate education).
The analysis focuses .on, full-time workers aged 20 or older who are not self-employed. Earnings are
converted to December 1999 dollars using the monthly cpr-u. Sample sizes are 262,843 non-Hispanic
whites and 30,650 Hispanics. Median regression is used, which allows one to afel gnore earnings top
coding of the CPS data. Coefficients reported in Chart 5 are for educati nal levels of high school and
above. They are transformed to represent percent changes in earnings.
16 In all of our analysis using the CPS it is useful to know that some differe
es between native-born and
foreign-born Hispanics may stem from the inclusion in the CPS data of illegal immigrants, many of whom
are presumably ina poor position to compete for good-paying jobs in the U.S. (For evidence about the
presence of illegal"immigrants in the CPS data, see Guillermina Jasso, et aI., "The New Immigrant Survey
Pilot (NIS-P): Overview and New Findings About U.S. Legal Immigrants at Admission," Demography,
February 2000.)
7
,
/
�controlling for available measures of educational attainment, the gap declines further to 6 percent
for native-born Hispanics and 18 percent for foreign-born Hispanics (see Chart 6). Part of the
remaining "unexplained gaps;' may be the consequence of differences in the quality and type of
education at measured levels (for example, if in the U.S. non-Hispanic whites typically live in
communities with higher quality public high schools than Hispanics, or if immigrants received
relatively lower quality education in their home countries). Additionally, these gaps may reflect
differences in language ability, variations in regional labor markets, as well as any wage
differentials arising because of discriminatory employment practices. (Among foreign-born
Hispanics the differential might also stem in part from the inclusion of illegal immigrants.) 'The
central conclusion, though, is that for native-born and immigrant Hispanics alike earnings
disparities are due in substantial measure to differences in levels of educational attainment.
There is well known evidence that the importance of education to labor market success
has increased over the past two decades. In 1999 men with a high school education earned 47
percent more than individuals with lower levels of education, up from 22 percent in 1979: 7 In
addition, research shows that high school students who develop strong cognitive skills receive
clear economic gains. IS Among individuals with a high school education, but no college, those
with a greater mastery of basic math and reading skills have higher wages. Moreover, this link
between basic skills and wages appears to have grown stronger over time, perhaps as a result of
the structural shifts in the economy toward service sector or computer-intensive jobs. The
relative value of college education has similarly increased over the past two decades. Between
1979 and 1999 the premium earned by college graduates (relative to those with no high school
education) increased from 57 percent to 147 percent:
The increase in the economic rewards of education appears to be associated with the
rising value to employers of workers who are prepared to make contributions in "new economy"
workplaces. In the: last 10 years, finns' expenditure on information technology (IT) surged to
become one of the largest components of investment. And employers appear increasingly to need
workers with the problem-solving skills and technical expertise necessary to efficiently utilize
these new IT investments.
4.
EDUCATION 'AND EARNINGS: A CASE STUDY OF THE
IT SECTOR
Given the increasing economic returns to education, the disparity between racial and
ethnic groups in the educational attainment will only continue to exacerbate earnings disparities
in these same groups. As a concrete example, because Hispanic students attend college at lower
rates, they are considerably less likely to prepare for careers in the high paying IT sector. This
section focuses on Hispanics in IT., The 'analysis provides a vivid case study of the general
problem of low educational attainment for Hispanic Americans and the importance of closing the
educational gap.
By most accounts the U.S. economy is experiencing a technological transformation that
has changed the nature of work and placed a premium on a new set of skills. While this
transformation has affected many jobs in the economy, there is a core set of occupations at the
forefront of the revolution-occupations in information technology. Although there is no exact
definition of an IT worker, there are a number of occupations that quite clearly fall into' the
17 Unlike the wage premiums reported in Chart 3, these wage a s d
not control for demographic factors.
They do give an accurate sense about the rapid 'rise in th ewards to educatio .
18 See the Economic Report ofthe President, February 2
8
�general domain ofIT. 19 The analysis in this report considers a number ofco~e IT occupations for
which data are available from the CPS, a large nationally representative sample with information
on workers' weekly earnings, demographic characteristics, and occupation. These core IT
occupations are:
•
•
•
•
•
electrical and electronic engineers;
computer systems analysts and scientists;
operations and systems researchers and analysts;
computer programmers; and
computer operators.
Definitions ofthese occupations are provided in the Appendix.
IT Occupations: High Wages and Rapid Growth
, , The combined' employment level in these five occupations has grown by almost 81
percent since 1983 (Chart 7), with particularly strong growth in the last five years. In contrast,
total employment in the overall economy grew by just 32 percent since 1983. Today these IT
occupations comprise approximately 3.4 million workers (about 2.6 percent of all employed
workers). Employment projections by the Bureau of Labor Statistics sugg~st that rapid growth
for computer-related occupations is expected to continue well into the 21 st century.
.
Chart 7. Median Weekly Earnings of Full-Time
Workers
Overall economy
Computer operators
Computer programmers
Operations researchers
Computer scientists
Electncal engineers
..
~iiiiiiiii---==-l
Ii
01989
;=:::;'iiiiii~
~.
~-
,»»•• , ; " _•• '
1999
::ii··:·~:-!~'=!·-:"~~J
!Fi'''"0i' ' ' ' ' - ' % ' ' _.• ' ,~,-.""
I~'~"'- '
",.,
~'
200
400
600
800
1000
1200
1999 Dollars
Source: Department of labor (8ureau of labor Statistics).
Chart 8. Workers Employed in IT Occupations
4,000
.
[J Computer operators
mComputer programmers
~
3,000
<II
1::
COperations researchers
aComputer scientists
~
'0 2,000
<I>
'C
C
ill
g
1,000
f3.
o
1983
,
Within specific occupations, the most
notable feature is the strong and steady growth of
computer systems analysts and scientists. In 1983,
this occupation had just over a quarter of a million
workers, or 14 percent of the total IT workforce,
By 1999, there were 1,5 million workers in this
occupation, or 45 percent of the total. Also notable
is the decline in the number of computer operators,
perhaps stemming from changes in computing
technology,
'
In
addition
to
experiencing
high
employment growth, these occupations are also
characterized by high wages. Median weekly
earnings for fqur of the five IT occupations-all
but computer operators-easily exceeded median
weekly earnings for all workers in 1999 as well as
in 1989 (Chart 8). The median earnings for the
highest-paid
IT
occupation-electrical
and
electronic engineers-t: almost twice that of all
workers ($1,073 vs. $54 in 1999).
1999
_....!S~ou~rcil!.J;·UII>a-I'I!"!!I"'C:lmI!!r"!!~rw. of Labor Statistics),
~4.
?
Hispanics in IT Occupations
19 For a further discussion of these and related issues see Carol Ann Meares et aI., "The Digital Workforce:
Building InfotechSkills at the Speed of Innovation," U,S, Department of Commerce, Office of Technology
Policy, June 1999,
9
�As in many other higher-paid occupations, Hispanic Americans are severely
underrepresented in IT. An examination of data from the Current Population Survey (CPS)
shows that over the late 1990s (1995 to the most recent available data, March 2000), Hispanics
represented 11 percent of all employed workers, but only 4. i percent of the workforce in these 5
IT occupations. And this underrepresentation of Hispanics in the IT sector is indeed much the
. ,
same now as it was a decade ago?O
The underrepresentation of Hispanics in IT contributes to the ethnic economic gap
because Hispanics and non-Hispanics alike earned far more in IT than in other occupations.
Median hourly earnings for non-Hispanic~ whites were 62 percent higher in the 5 IT occupations
than in non-IT occupations,and Hispanics in IT earned 100 percent more than Hispanics in other
occupations. Moteo~e'vidence suggests that Hispanics in IT earned only modestly less than
similar non-Hispanic:j an analysis of earnings that accounts for differences in educatIon, age
and gender, native-bo· '. Hispanics earn about 6 percent less than non-Hispanics while foreign
born Hispanics earn about 8 percent less?! These "unexplained" pay gaps are not significantly
different ~~ gap that emerges in the general labor market for native-born
HispanicsFl
or demographics and education.
'.
The general conclusions about Hispanics in IT-that Hispanics earn only slightly less
than non-Hispanics but are greatly underrepresented in IT-are reinforced when a somewhat
broader set of science and technology occupations is examined. This broader set includes the 5
IT occupations and also engineers of all types (aerospace, metallurgical and materials, mining,
petroleum, chemical, nuclear, civil, agricultural, industrial, mechanical, marine and naval
architects), mathematical scientists (including actuaries and statisticians), natural scientists
(physicists and astronomers, chemists, atmospheric and space scientists, geologists and
geodesists, physical scientists, agricultural and food scientists, biological and life scientists, and
medical scientists), and technicians of all sorts (electrical and electronic, industrial engineering,
mechanical engineering, biological, chemical, and science technicians). In this expanded sample
an analysis that controls for age, gender, and education, indicates that native-born Hispanics earn
virtually the same as non-Hispanic whites-':""about 4 percent less-while foreign-born Hispanics
earn just 6 percent less. 22 However, a very large gap exists in Hispanic employment: Hispanics
are 11 percent of all employed workers but only 4.3 percent of workers in these science and
technology occupations.
20 This latter conclusion comes from comparing average representation of Hispanics in various IT
occupations in 1987-89 with 1997-99. For computer operators this improved from 6 percent to 7 percent,
and there was a similar 1 percentage point change for computer systems analysts and scientists and
computer operator. The statistics are slightly better for electrical engineers (a 1.4 percentage point increase
change in the same period), but worse for operations researchers (a 0.8 percentage point drop) ..
21 This is based on a regression model estimated using a pooled sample of the 1995 through March 2000
monthly CPS data,. with a dependent variable, log of individuals' per hour earnings, and explanatory
variables, gender, age category, Hispanic and foreign-born Hispanic indicators, and educational category
(less than high school, high school, some college, associate degree, BA or BS, and graduate education).
The analysis focuses on full-time workers aged 20 or older who are not self-employed. Earnings are
converted to December 1999 dollars using the monthly CPI-U. The sample is 8,469 Hispanics and nonelan re ·essmu:.was:ose.ll-Thrcu-e-fficlen
His anic whites of whom 355 are Hispanics.
was significantly different rom zero - a IS IC of -2.0), and "foreign-born Hispanic" was not (t-statistic 0
-,0.5).
'-j.£.{j-fiIA
. ,..J,.LA L';"""
~
&0 V",,·tr- {J I .
,"
j#
~ Ut~ ~ ,..aJ.,__I;'. ~
10 ~r'
-~.
.
�As detailed in a 1999 Office of Technology Policy report, the lack of Hispanic workers in
these high-paid and rapidly-growing occupation stems from disparities in education that exist
before young people are ready to enter the labor force?3 In particular, the report emphasizes that
as of 1996 Hispanic college students earned bachelor:s degrees in.science and engineering at the
same rate as whites (33 percent of students major in science or engineering). And rates are
comparable also in engineering specifically (5.3 percent for Hispanics and 4.9 percent for whites)
and computer science (1'.8 percent for Hispanics and 1.7 percent for whites). The shortage of'
Hispanics in new economy jobs is not the consequence of Hispanic college students shying away
from technical fields. Instead, the key to increasing Hispanic representation in science and
engineering appears to be identifying and implementing strategies to increase the overall pool of
Hispanic undergraduates.
-5.
CONCLUDING REMARKS
In light of the rapid growth of the Hispanic population in the U.S., the gap in educational
achievemerit -between Hispanics and their peers is a matter of critical policy importance. This
report emphasizes a number of facts salient to this issue. First, while there has been improvement
in the education of native-born Hispanics, a large gap between the education of Hispanics and
non-Hispanic whites remains. The ethnic education gap stems in part from the comparatively low
levels of education among immigrant Hispanics, but much of the gap is also the consequence of
continued poor educational outcomes among native-born Hispanics. Closing the education gap
will require improved educational outcomes for immigrant and non-immigrant Hispanics alike.
Second, this 'ethnic gap in education is a strong contributing factor to a corresponding gap in
economic status. Hispanics in the U.S. earn-substantially less than non-Hispanic whites, in large
measure because of the education gap. Third, the education gap contributes to a serious digital
divide in employment in IT occupations and other science and technology jobs. Hispanic's who
work in these occupations generally have high earnings--only moderately less (4 to 8 percent)
than similar non-Hispanic: whites. However, Hispanics are severely underrepresented in these
new economy occupations in part because relatively few Hispanics achieve the necessary
educational levels. Underachievement in education hurts the future prosperity of the stUdents
themselves and also reduces the number of workers in the labor force prepared to contribute in
"new economy" jobs.
"
Research described in' this report suggests that the relatively poor educational outcomes
of Hispanic youth often stem from a lifetime of disadvantage. Initiatives that target students of
high school and college age are less likely to be effective in closing the education gap, than those
that intervene earlier on in the educational process. In short, the education gap must be addressed
at all age levels .. The accompanying box lists some of the ways in which the federal government
i~ seeking to improve educational outcomes for U.S. youth-programs that indeed focus on all
educational levels. If the ethnic education gap is to be narrowed substantially and rapidly, major
efforts will be required from families and communities, and from th6 private and publIC sectors at
all levels.
.
\
23 "The Digital Work Force: Building Infotech Skills at the Speed of Innovation," U.S. Department of
Commerce, Office of Technology Policy, June 1999. This report also highlights that women generally are
underrepresented in IT occupations. In contrast to racial and ethnic minoritied, women are under
represented because they are less likely to choose science and engineering fields when in college.
11
�·
'
, 12
�ApPENDIX. DESCRIPTIONS OF IT OCCUPATIONS STUDIED IN THIS REpORT
Eledrical and Electronic Engineers design, develop, test, and supervise the manufacturing of
electrical and electronic equipment. These engineers specialize in different areas such as power
generation, transmission, and distribution; communications; computer electronics; and electrical
equipment manufacturing - or a subdivision of these areas. They design new products, write
performance requirements, and develop maintenance schedules. They also test equipment, solve
operating problems, and estimate the time and cost of engineering projects.
Computer Systems Analysts, Engineers, and Scientists is a category which'includes a wide range
of computer-related occupations. Systems analysts solve computer problems and enable
computer technology to meet the individual needs ofan organization. Computer engineers work
with hardware and software aspects of systems design and development. Computer scientists
include a wide range of computer professionals who design computers and the software that runs
them, develop information technologies, and develop and adapt principles for applying computers
to new uses.
Operations Re$earchers and Analysts conduct research and perform, analyses to support
management in increasing the performance of an organization. Managers begin the process by
presenting the symptoms of an operations-related problem to the analyst, who then formally
defines the problem and selects the most appropriate analytical, technique to examine it. Upon
completion of the analysis, the analyst presents management with recommendations based on the
results of the analysis.
Computer Programmers write, test, and maintain the detailed instructions, called programs or
software, that computers must follow to perform their functions. In many larger organizations,
programmers follow descriptions that have been prepared by software engineers or systems :
analysts. The transition from mainframe to personal computers has blurred the once rigid
distinction between the programmer and the user. Increasingly, adept users are taking over many
of the tasks previously performed by programmers, such as writing simple programs to assess
'data or perform calculations.
'
Computer Operators Qversee the operation of computer hardware systems to ensure that they are
being used most efficiently. These systems include mainframes, minicomputers, or networks of
personal computers. Computer operators must anticipate problems and take preyentative action,
as well as solve problems that occur during operations. Increased automation and other
technological advances are shifting the responsibilities 'of many computer operators to areas such
as network operations, user support, and database maintenance.
Source: Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2000-01"
Edition, 2000.
,
l3
.
�IT occupations. The Hispanic "digital divide" does not stem from a lack of success of well
educated Hispanics who are in IT but rather because the relatively low educational level of
Hispanics prevents many from entering the' IT labor' market.. This underrepresentation
contributes to the economy-wide Hispanic pay gap because these IT jobs pay considerably
more than other jobs.
• \Lrhe IT case study illustrates that the cons'equence of underachiev
~IlJ/~ ~wo~f~ld It urts the future pr~spe~i~y!~r e stu ents ,~hemselve~, a
~
. ~'
\~
.
>
ent in education
re
re~u~es the numbe . '(f
mdlvldua s repared to contnbute m new economy occupatIOns IndIvIduals' economIC
success in toda 's modem economy increasingly depends on being ell educated. In tum the
performance of th
merican economy is strong in part becau~e of he ingenuity and skills of
our labor force, espec' lly in new economy sectors like IT. In ligh of the rapid growth of the
Hispanic population in t U.S., the gap in educational achievem nt between Hispanics and
their peers is
a matter
critical importance for Hispanic y ng people thh&ztv~s and
to society ore generally.
~
1
�WithdrawallRedaction Marker
Clinton Library
DOCUMENT NO.
AND TYPE
003. list
DATE
SUBJECTfflTLE
Handwritten List (partial) (1 page)
n.d.
RESTRICTION
P6/b(6)
This marker identifies the original location of the withdrawn item listed above.
For a complete list of items withdrawn from tbis folder, see the
WithdrawallRedaction Sheet at the front of the folder.
COLLECTION:
Clinton Presidential Records
Domestic Policy Council
Kendra Brooks (Subject Files)
ONBox Number: 17895
FOLDER TITLE:
[Education - Hispanic File] [1]
kh6
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 [(b)(3) 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 weDs [(b)(9) of the FOIA]
National Security Classified Information [(a)(I) 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
financial information [(a)(4) of the PRA]
P5 Release would disclose confidential advise 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]
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 wiD be reviewed upon request.
�P6/(b)(6)
CLINTON
LIBRARY
PHOTOCOPY
�..... - .•
'... .---11'
•
.DRAFT
DRAFT
DRAFT
.DRAFT
June 9, 2000
MEMORANDUM FOR THE PRESIDENT
From: Maria Echaveste
Bruce Reed
RE:
White House Strategy Session on Educational Excellence for Hispanic Students
As you know, on Thursday, June 15, you will host the White House Strategy Session on
Educational Excellence for Hispanic Students. The Strategy Session will serve as a
follow-up to the First Lady's convening on Latino youth last summer. It will be held at
the White House. Prominent educators, researchers, national, state, and local elected
officials, and leaders from the private sector and the philanthropic community will be in
attendance. The session will be a one-day conference held entirely within the White
House complex. The moming will be devoted to an opening session and small discussion
sessions. The opening will feature Secretary R~ley, CalifomiaLt. Governor Cruz
Bustamonte, and chair of the Congressional Hispanic Caucus, Rep. Roybal-Allard.
Following the opening, pm1icipants will attend small discussion sessions focused on the
major challenges and strategies for addressing. five key issue areas: 1) early childhood
education, 2) English language acquisition, 3) closing the achievement gap, 4) high
school completion, and 5) college completion..
After lunch, you will lead an interactive "roundtable" discussion session in the East·
Room. Fifteen individuals representing the education, ilonprofit, business, and
pOlicymaking communities will join you for that discussion. Among those joining you for
the discussion will be Secretary Riley, Govemor Glendelming (MD), Senator Bingaman,
Rep. Hinojosa, the chair of your commission on Hispanic Education, Guillermo Linares,
and leaders from the education, business and Hispanic advocacy communities. The
discussion will be attended by the Strategy Session's other 110 participants. At the
conclusion of the session, there will be a small reception-in the State Dining Room.
It is importmlt that the strategy session be viewed not as "constituency politics" in an
election year, but rather as one that is focused on an open discllssion of challenges and
strategies for improving Hispanic education and one that realizes that what Hispanic
parents want for their children-a good education and an opportunity to enjoy the
"American Dream"-is no different than what other parents want for their children. The'
dominant message is that while gains have been made in Hispanicequcational attainment
and we are moving in the right direction, the nation must commit itself to accelerating the
pace of progress mld redouble its efforts to close t~le achievement gap and open
opportunity for Hispanic students. To that end, the strategy session will focus attention on
the educational situation for Hispanic Americans, highlight yOllr work 011 behalf of
Hispanic Americans including the efforts of your Advisory Commission on Educational
Excellence for Hispanic Americans, and establish goals to hold future administrations
and state and local officials accountable for addressing these issues.
�,
..
/
,",
...
~
.
)
Toward this end, you will announce several deliverables at the conference, including five
national,goals for improving Hispanic education to be achieved by 2010 (attached for
your review). Together with the goals, you will announce and release a Progress Report
on Hispanic Education that will be the first installment of an atIDual measure of the
nation's progress toward meeting the five goals. You will also release a report froIn your·
Council of Economic Advisors, "Educational Attainment and Success in the New
Economy: an Analysis of ChaVenges for Hispanics Education." This report will cover the
. educational attainment of Hispanics, the importance of education to economic success,
and focus on the need for greater representation of a fast-growing demographic group in
the engine of the new economy: the infonnation technology sector. In addition, you will
announce the creation of the 2010 Alliance, apartnership of the Ford and Kellogg
foundations, Univision, State Fann Insurance, and _ _, which will accept the challenge
from the White House and coordinate efforts to keep the nation focused on achieving the
national goals for Hispanic education overthe next decade. Other pUblic-private
partnerships and government initiatives to improve Hispanic educational achievement
and opportunity will be highlighted as well.
\
�UPDATED ON JUNE 9, 2000
..
DELIVERABLES FOR
THE WHITE HOUSE STRATEGY SESSION ON EDUCATIONAL EXCELLENCE FOR
HISPANIC STUDENTS, JUNE 15,2000
:;(.710
ft1T{/,j
NON-PROFIT DELIVERABLES:
• Project 2010
{j
Jltfrl/trJli 1!1>
Fl ,l/6"L/
()~
• American Library Association (ALA):
POC: Emily Sheketoff (202) 628-8410, ext. 211
The American Library Association has committed:
(a) To offer model programs for libraries on how to provide excellent service to the Hispanic
community;
.
.
(b) To establish an award which promotes excellence in children's literature that reflects the
Latino culture, and by 2010, elevate the award's prestige to the level ofthe Newberry or
Caldecott awards; and
(c) T6 have ALA members appear and speak at other organization's meetings and
conferences to demonstrate how to create similar programs in their organizations.
~)riJr
• American Ass?ciation of Museums (AAMk r.,..
POC: Barry Szczesny (202) 289-1818
~Yv~r~.
(a) AAM is committed to closing the achievement gap by encouraging museums to continue
their efforts to provide high quality educational opportunities and resources to meet the
needs oftheir communities, including Hispanic students. Such efforts on the part of
museums may include language proficiency, teacher training, the use of technology to
link to schools with high Hispanic populations, and making curriculum materials
available online. AMA will encourage museums to ensure that all of their educational
materials complement state achievement standards, as is the practice of many museums.
(b) In addition, AAM will create a link on its Web site to provide information on this
initiative and publicize the site in its publications, and seek promising practices from
museums to highlight on the Web site and in its publications.
(c) AAM will also work with museums and its other partners in states with high Hispanic
populations to publicize the initiative.
,l,)I!~
• Reach Out and Read
~f GO"¥,
POC: Ann O'Leary X66275 ~ \J
Reach Out and Read, a non-profit organization dediCated to providing parents with
information on the importance oflanguage development and literacy during routine well
baby check-ups, will be launching an effort to focus on reaching Latino families. They have
hired a pediatrician to focus on Hispanic issues and will initiate a major outreach campaign
to migrant families.
.
�Texas Guaranteed Student Loan Corporation (TGSLC):
POC: Jacob Fraire (512) 219-4964
.
The Texas Guaranteed Student Loan Corporation (TGSLC) is a non-profit organization that·
is instituting three new programs during Fall 2000 geared towards improving students' access
to college and student financial aid information:
.
(a) TGSLC, in collaboration with the Texas Educati~nAgency, is redesigning its.
"Adventures in Education'! publi~ service W t:b site to make available. to parents, students,
teachers, and guidance counselors information in Spanish and English about planning for,
paying for, and applying for college;
'.
..
.
(b)TGSLC, in collaboration with the Texas Higher Ed Coordinating Board, is funding and
staffing a toll-freefinancial.aid informationhotline in Spanish' and English for the state
. sponsored Texas Financial Aid Information Center; and
.(c) ,TGSLC is initiating a new. student grant program for the 2000-01 school year; the 'grants
will be awarded to higher education,institutions that serve "high need student
populations"; the awarded institutions will distribute the grants to students with financial
need.
.
ft!'"
.,
•
National PTA,
~\\/\
t\.m~ J ,)~'.
.
Partnership with the Hispanic Radio Network:
POC: Maribeth Oakes (202) ~89.-6790
U)'
N'V'It)
IJ
C\ Q~
'
Y "S
)
National PTA and the Hispanic Radio Network,announce a new.partnership .that will bring
the message of importance of parent involvement in education to milliol1s ofHispanic
'
families nationwide. The 6.5 milliop. member National PTA and the Hispanic Radio
Network, with 100 affiliate stations in the United States, Puerto Rico and Latin America,
have joined forces to produce a series of one-minute radio programs that will:
'
(a) highlight the positive affects of parental participation on student academic achievement;
(b) offer ideas to parents on how to promote safe, effective, community-centered schools;
(c)
~!tify"resources targeted to Spanish~speakingparet1(S(
\
~~~~
.
\
\\
Partnership :vith tt:eU.S. Department of Educati.onC\ ~~ . 0, . r~\\
POC: Heidi Ram,lrez, 260-1728, "
.'
,~,\J .
'\D~7
'.
The National.PTA and the U.S. Department of Education have agreed to work in partnership
to distribute "Vamos Juntos a la Escuela,"(Let's Go to School Together) a specially created
videotape for Spanish-speaking families and the schools and organizations that serve them.
The tape provides basic suggestions about helping children succe,ed in school, covering
subjects such as parent involvement in education, ready~to-leam issues, reading and .
mathematics, and preparing young people for college. Nat~onal PTA and the. U.S.
Department of Education will develop.a model presentation to Spanish-speaking families
using the Vamos juntos kit and other materials and distribute it to the hundreds of PTA, .
chapters at schools with significant populations ofHispanic students, in coordination with
PTA's Urban Initiative.
.',
2
�CORPORATE DELIVEItABLES
• Proctor & Gamble
POC: Deborah Santiago (202) 401-1419
. Proctor & Gamble has contributed $50,000 to the "White House Initiative on Educational
Excellence for Hispanic Americans" for the collaborativ<? development and distribution of a
"parent tool kit" to help parents participate more ef~ectively in their child's education. The
parent tool kit, which will be developed in both English and Spanish, will address the
following topics: ,Parents as First Teachers, A Quality Education for All, Heading Towards
Coliege, and Making it Happen in Your Communi ty.
I\n .
~o
• HACU
POC: Yolanda Rangel (210) 692-3805, x 3233
~~
~ .~
.
The Hispanic Association of Colleges and Universities (HACU) has partnered with the St.
Paul Companies, State Fann Insurance Companies, and the Target Corporation, to initiate a
corporate internship program for Hispanic college students throughout the Unites States.
HACU conducts a national recruitment campaign through visits to member colleges and
universities and direct web site access. BACD's commitment is to place every digible
applicant in a paid internship with a corporation or non-profit entity seeking to diversify its
work force. HACU's mission is to champion Hispanic success in higher education.
• Scholastic Inc.
POC: Bibb Hubbard (212) 343-4653
,
P-j~
~'
~\
Scholastic Inc. is partnering with the National Latino Children's Institute and Univision to .
launch a nationally focused and locally targeted public awareness campaign to support Latino
families and caregivers in raising their young· children's literacy skills and overall student
achievement. The·campaign'entitled "Discover the Excitement of Reading" will include:
(a) nurturing and expanding the love ofreading and storytelling within the Latino
community;
(b) providing national, broad messages to the Latino community communicating the
importance of reading every day--in any language--to young children;
(c) getting quality, affordable children's books intothe hands of Latino children, specifically,
. targeting children without easy access to books; and
(d) encouraging and promoting new Latino authors and increasing the number of culturally
appropriate materials available for Latino children.
Key tactics of this campaign on the national level will include identifying a nationally
recognized on-air Univision personality, running national PSAs, staging national events,
developing and distributing reading tips pamphlets in Spanish and English, and polling and .
measuring the effectiveness of the campaign. The campaign will also identify and target five
communities and create local PSAs, grassroots campaigns with local, culturally appropriate
messages and activities, stage local community-based reading events, and provide quality,
\
.3
�'1
affordable children's books in accessible areas for Latino families within the five targeted
~i
'~
areas .
,
•
OUtJ.' ~,Jf? ·5JvJ'lf
0.,
.'
..
,
POC: Ms. Ilene Rosenthal (202) 265-4086
Lightspan;Inc. will partner with HUD to provide educational te~hnology iesourcesinto HUD's
Neighborhood Networks in public and assisted housing communities across the country through ten'
. technology-based pilot programs in key HUD public and assisted housing communities that serve a
large number of Hispanic Ainerican families and are key "test-bed" s,ites for modeling the most
effective uses of technology resources. Two of the ten pilots are being established in a partnership
facilitated by HUDand Governor Thomas R. Carper between the Delaware State Housing Authority,
Chase Manhattan Bank, Greenwood Trust and Lightspan. Lightspan will provide on-line content for
parents, instructors and children that includes: specialized tools that simplify online searching for
appropriate and safe web activities; collaborative instructional projects; learning activities related to
state and National standards; a Parent and Family Center ror tips and activities that help with
homework; parent support systems for health and child development; and, support for instructors,
families and kids in becoming 'comfortable' with technology. HUD,'s Neighborhood NetWorks will
, have access to on-line interactive encyclopedias, dictionaries, thesauruses and other research tools;
.ou.-line templates for building dynamic web sites for each center: and "wizard-driven" tools for each,
project; on-site staff development services and on-line technical support; web mentors -- teachers .
and experts from each center's "home" state -- who will provide immediate feedback and help; .
instruction f<?r HUD Neighborhood;Networks staff to become certified Lightspan on-line mentors;
an online SpanishiEnglish Family Center (available in Fall, 2000); and, an on-going process to work
with the Lightspan-certified HUD web.mentors. This process has a "turnkey" approach so that all
HUD's Neighborhood NetWorks will be able to' use the Internet resources provided byLightspan to
the pilot centers at no additional cost.
' . . '
~.,
.
• Washington Mutual Insurance Company
POC:'Ms: Judy Morgan Phillips 626-931-2002 .
Q\~
\
'l~ . . ~
• Sears. .. . .
.
POC: Ms. Stephanie Springs (847) 286-7800 .
oY
~ "'~ ~
)~ .
Sears; Roebuck 'and Co. is initiating the Sears Future Leaders Program which 'will target.
A ...Hispanic high school juniors and seniors who have demonstrated strong academic
L.:,../'" performance and leadership potential. Sears will offer these students guaranteed part-time
jobs during holiday and summer breaks as first work experiences leading to long-term
careers,· Sears also will match each program participant with manager-level volunteer
mentor, who will guide the students in learning business literacy and behaviors. Sears will .
follow selected interns beyond high scho'ol and through their college years" offering tuition
reimbursement to those who meet policy guidelines. The progr'ani will be offered initially in
Miami and Los Angeles on atrial basis. Ten Hispanic interns in each market will be
'
identified from area high schools. Students will be guaranteed ajob.as long as they maintain
a "G" average.
'
4
�n
avy (301) 771-3653
FEDERAL AGKl~C,:
YyLIVERA,BLES
• CEA Report
ff!:- ,
•
,:
I '
~~. ,
V\'t '
0-.,'
Department of Agriculture'
POC: JenniferYezak 690-0878 '
The U.S. Department of Agriculture will establish a National HispanIC Serving Institutions
Scholars Program in FY 2001: The purpose ofthescholarship is to increase the number of
,students entering and graduating from 2- and 4-year Hispanic Serving Institutions and to ,
encourage students to pursue careers in the U.S. Food and Agriculture sector. Students,
participating in:this program will be employed by the USDA. The' scholarship will cover
educational expenses for students earning degrees ranging from the Associate pf Arts through
, the d9ctorate., The program will serve 30 students during its first year of funding. ,
'
,
..•
'
R
Il
~d\\ '\ \. I·,vi) rL...\ "
", \.,\-1 \jr \f
' ~\~
Department of Education JDoE'I!
,
\
, Report Card:'
POC: Heidi Ramire
260-1728
Title I Outreach Campaign: ,
POC: Ann O'LearYX66275
,
.
J •
'N" ,
!/.
,
DoEd will begin a major outreach effort to provide more and higher q~ality services to very
young Hispanic children through Title I pre-school programs. The Department will send out
a letter encouraging local school districts to ,use ThIel funds for 'preschool, urging schools to
reach out to Hispanic families, and explaining the' flexibility in TitleIschoolwide programs,
in selectil1gparticipants and in providing services to Hispanic children and their parents. In
addition, the Department will prepare policy guidance on the use of Title I funds for
preschools with examples.of high quality progr~s serving large numbers of Hispanic
' \
preschoolers. ' "
HSI grants:
POC: Heidi Ramirez 260-1728
DoEd's Hispanic~Serving Institutions Program provides grants and related assistance to
eligible Hispanic-serving institutions of higher education to enabl~them to improve their
academic quality, institutional management, and fiscal stability and thereby increase their
self..:sufficiencyand expand their capacity to serve Hispanic students and other low-income
5
�individuals. Funds may be used for faculty development, administrative management, and
improvement of academic programs and or for use of facilities and student services. Funds
available: $16,000,000; Estimated number of awards: 40 development grants
Project period: 60 months for development grants; Estimated range of awards: $375,000
$425,000.
,
Technical Assistance:
"
tJ(
7
,'~~' .
II
V
POC: Heidi Ramirez 2604728
,
Vamos ala Escuela Video (see National PTA):
~
<sr '
~~<,
.jDOEd and the Department of Health and Human Services (HHS)
'
,
' ~~ POC: Ann O'Leary X66275
rfl
"",
.
I; ! \;.
~,.
J
~
,::\"
\\ ~
DoEd and HHS will announce $1 million in new funding available in FY 2000 for
approximately 7 grant awards of up to $150,000 per year for four years through the Head
Start-Higher Education Hispanic Service Partnerships (HS-HEHSP) grant program to
improve Head Start services to Hispanic children and families. This grant program will
support efforts to improve the quality and long-term effectiveness of Head Start and Early
Head Start programs by developing models of academic training and forming partnerships
between the Higher Education Institutions and local Head Start and Early Head Start
programs. Eligible applicants will be institutions of higher education, inpartnership with 1 or
more local Head Start or Early Head Start grantees.
\ '
• \ DoEd, HHS, the Department of Housing and Human Development (HUD), and the
"~ "~\White House Initiative on Educational Excellence for Hispanic Americans Partnership:'
",,,~"POC: Christine Pelosi 708-2046, x 5062
"
'
,
,
'%
HUD will partner with Do ED, HHS, and the White House Initiative on Educational
Excellence for Hispanic Americans to direct Hispanic families to Head Start programs and
early childhood development programs. The partnership will facilitate the dissemination of
early childhood information (early brain development research, parenting tips, how to cho()se
a'child care center, what Head Start has to offer) through Neighborhood Networks. We will
pilot this effort in states with Latino populations, existing Neighborhood Networks centers
and Head Start programs. We'will provide informational materials from the partnering
federal agencies to Latinos attending courses and forums at RUD's Neighborhood Networks
and then host education and oU,treach events to provide bilingual information and services to ,
direct Latino families to early childhood programs, answer HHS-relatedquestions (such as
why and where to receive immunizations and health check-ups) and provide HUD
information on housing issues (such as purchasing a home and asserting fair housing rights).
• Department of Health and Human Services (HHS)
poc: Mirtha Beedle
!!SOY UNICA!! SOY LATINA!!
!!I'M UNIQUE!! ~Y LATINA!!
-:r:.;.
6
�,
,
~\ The Goal ofthe initiative is to develop and implement a national, comprehensive multimedia
1\
,
"I
\(\
.,
bilingual campaign geared for Hispanics/Latinas age 9 to' 14. The initiative will assist young
girls to build a positive self-esteem in order to prevent drug use. as well as harmful ,
consequences of emotional and behavioral problems. Following is a more complete'
description of the initiative.
'
,
Partnership with DoEd:
Under the leadership ofHHS's Administration for Children Youth and Families. the Early
Childhood Working Group of the White House Initiative on Educational Excellence'for
Hispanic Americans developed and will launch a collaborative effort between HHS. HUD.
and the Department of Education to disseminate bilingual information on early childhood
(early brain development/parents as first teachers., child care. Head Start. etc.) thro1;lgh HUD
community networks. HHS's Administration for Children Youth and Families is planning to
pilot this effort in approximately 5 communities in early summer.
.
\
,
f
Head Start Grant:
The Head Start Bureau. Administration for Children Youth and Families - Grant Program for
Higher Education Training Partnerships to Improve Head Start Services to Hispanic Children
and Families. $1 million new funding available in FY 2000 for approximately 7 grant awards ,
of up to $150.000 per year for four years. Eligible applicants will be institutions of higher
education. in partnership with one or more local Head Start grantees. The purpose is to ,
enhance quality. effectiveness and outcomes of Head Start services to Hispanic/Spanish
speaking children and families through professional development of Head Start staff and to
link training and acaderr:tic credit and degrees.
Department of Energy (DOE)
POC: Samuel Rodriguez 586-7141
For FY 200l.DOE's Community College Institute (CCI) has committed to quadruple the size
of its summer "technical and research" internship program for community college students
studying mathematics. science. or other technical fields. As a pilot program in 1999, CCI
awarded 107 internships; this summer, the Department has recruited 126 interns (25 percent
of whom are Hispanic) from 110 community colleges, including 46 Hispanic Serving
Institutions. The Department will also provide monetary incentives to interns, who agree to
mentor other students when they return to their community college in the fall, including:
reimbursements for science, mathematics or engineering textbooks; membership in and travel
to the annual meeting of the American Association for the Advancement of Science;
participation in regional meetings to present their research to students and faculty; and
participation in colloquia to inform DOE officials ofthe program's accomplishments.
• Department of Defense (DOD) (Education Agency)
POC: Ms. Marilee Fitzgerald 703-696-3866 x 2808
Grants to Historically Minority Colleges and University
Deputy Director of Defense Research and Engineering is awarding grants totaling $5.388
million to 31 historically minority colleges and universities ..These grants will enhance
�programs and capabilities at these institutions in scientific disciplines critical to national
security as part of the DOD Infrastructure Support Program. Since 1992, the Infrastructure
Support Program has provided more than $111 million to minority institutions for program
enhancements in science, engineering, and mathematics. The program goals include
,) ~ increased participation of minority institutions in defense research and an increase in the
number of minority graduates in the fields of science, engineering, and mathematics. The
,"
grants were competitively sleeted from over 130 proposals submitted to the Army Research
Office (ARO) and the Air Force Office of Scientific Research (AFOSR) in response to a
,
Broad Agency Announcement issued in September 1999. The ARO and AFOSR will award
, equipment grants ranging from $35,000 to $200,000 for one year. Research grants ranging
from $270,00 to $572,000 will be awarded by AFOSR. These 31 awards include 26
instrumentation grants and fiv,e research grants. Among the awardees are 13 historically
black, 13 Hispanic, and five other minority colleges and universities.
~
HA
~A.--O·.
..
.. .
Grant
In an at
pt to beh~meet the needs of the Hispanic population, the Department of Defense
recently a
ded a grant to HACU. This grant was designed to fund a study to identify
quality of life ctors that make a military career either attractive or unattractive to this
growing populatl . With this grant, HACU will conduct a review of past research and
develop a plan for
re research. The plan will forma baseline for follow-ort research in
this area that will assist· attracting and retaining Hispanics in the military. Educational
opportunities, both for servl members and for their families, will likely open an important
part in overall quality oflife tha ads to decisions to join the military and to make the
military a career.
Summer Research Programs for Hispanic College Students and Faculty
Individual branches of the Armed Services offer summer research programs to Hispanic
Serving Institutions. These programs have sponsored Hisp~mic faculty members to
participate in research.
• Department of Transportation (DOT)
POC:
• Environmental Protection Agency (EPA)
POC:
DELIVERABLE OR MODEL???
• Topeka Unified School District 501
POC: Jim Glass 785-575-6138
"Sponsor a Scholar"
Partners: The TopekaCommunity Foundation, The Topeka Capital journal, local business
community, Topeka Public Schools, USD 501
8
�Program Focus: Identify a Youth in the 8th grade. A business invests $6,000 per child
through the Topeka Community Foundation. The business provides a trained tutor/mento~ to
the youth through th~ school. The tutor/mentor remains with the child until graduation from
highschool. The $6,000 principal plus the interest growth is used to pay educational costs
for the student to enter college. Program,began in May 2000. ,,Program implementor is the
Topeka Community Foundation, executive Director is Chandler Moenius, email
tcf@cinetworks.comor phone 785-272-4804,
"Let's Communicate"
Partners: The Topeka CommUnity foundation, Kansas State University, Washburn
University, Topeka Public Schools, USD 501
Program Focus: To provide a means forLEA parents to communicate with the teachers in the
schools. Program provides for "translators" who transcend cultural barriers to. meet with
teachers and parents at parent teacher,conferences 'and other meetings as desired by the
, parent and/or school official. This program allows us to break through .cultural and language
barriers and encourages more parent participation in the education process for their children.
Program also provides referral services to parents who desire to improve their own
educational standing. Program will be initiated in the upcoming school year. "Translators":
are currently in training (to better understand how schools work; English as a Second
Language·Certification) and striving to establish working relationships with the Hisp~nic
Community.
"
.
"Pathways to' Success" .
Partners: The University of Kansas, The International TelementorCenter, Youth-Friends,
The. Topeka Community F~)Undation; Topeka Public Schools,USD 501
Program Focus: W.ork with cohorts of youth beginning in the 6 th grade and provide students
with: 1. Learning' strategies for success iIi school; 2. Internet mentors to teach them about
technologies and introduce them to e-mentors who wili stay with them until they graduate
. from high school; 3. "Local" mentors from the local businesses, older American, and faith
community.toprovide "hands-on" guidance and tutoring to Hispanic youth. Program began
in school year 1999-2000: Program outcomes achieved: improved scores on required testing,
improved behavior as students work to achieve the right to be the'first to complete their work
so they may.use the computyr and communicate with their e-mentor, and local mentors have
helped schools to instill as need for education in these youth;
9
�Wun'E Hous~ INITIATIVE ON
EDUCATIONAL EXCELLENCE FOR HISPANIC AMERICANS
Summary for WH Plaitning Meeting, June 9, 200t)
A Public-Private Partnership for Latino Youth
Context
We know that the high school dropout rate for Latino youth is the highest in the Nation
'We know there is a keen need for visib,le role models sending a positive message about high
academic achievement and educational opportunities
We know that the music of many contemporary Latino artists captures the interest of Latino
youth and can help deliver important messages
'
,
,
In response, we seek to implement a public- private partnership, coordinated by the President's,
Advisory Commission on Educational Excellence for Hispanic Americans, that will produce a
'
multifaceted project to begin in September 2000.
Objectives,
,
• To send a positive message to Latino youth to stay'in school and have high educational
aspirations
• To build 'on the power of music and the appeal of contemporary Latino artists to effectively
deliver this message to Latino students
'
• To provide an effective medium of communication.that will offer a steady stream of
information about high academic achievement and educational opportunities
• To direct Latino young people to the internet and engage industry leaders to help close the
digital divide
Strategies
Aplauso.com will coordinate the private sector efforts and the President's Advisory Commission
will coordinate the federal public sector efforts to accomplish the following:
• Produce an enhanced music CD that will contain:,
A compilation ,or popular cun-cnt hits und Lutino urtlsts We "aI'e a/ready securet/
cOllll1litmellls drom tlte fol/owing artists: Los Jaguares, Malia, La Ley, Cafe Tacuba,
Alex Simek, Ella Baila Sola, Fiel a la Vega, Ellallitos Verdes, COlltrolMacllete.
Video and audio clips of artists delivering "stay-in":school" and
'''going to college" messages
Packaging and liner notes that offer information about educational resources
Website with hotlinks to selected education sites recommended by the
President's Advisory Commission
• Secure corporate sponsors to fund the project that will include the production of a minimum
of I million CDs and national dissemination strategy with public schools. community based
organizations, advocacy and educational organizations and local area media. There is a
a
.400 Maryland Ave., SW, FOB-6, Room 5E110. Washington D.C., 20202-3601
�:.
.
'
,
'\
.
pendillg request to 11111eWarner to produce tile 1 millioll CD's a11d work witlt tile US
.Department01 Educati{Ulto disseminate beginllillg ill September2000
.
• Develop the educational resource information and 'establish collaborative working,
,relatioriships with selected educational organizations both within gO\lemment (e,g,
Department Of Education, National. Endo.vvment for\ the Humanities) and the pri vate sector'
. '
(Hispanic Scholarship Fund, American Council on Education)
.
'
,
,
.
\.
.'
./
,
.
Will You Join Us?
.
A member of our planning,team will call you in th~ next few days to discuss this pmject and
explore how your organization can help :support this effort. Our goal is to launch this pmject on
September 25 with a release in Washington, bc and then activities soon after in Califomia,New
York, Florida, lllinois and Texas. We I.ook forward to talking with you.
Should you have any questions please feel free to call: .
Sarita Brown
Executive Director·
.
.
White House Initiative on Educational
Excellence for HispanIc Americans
400 Maryland Ave, SW
Washington, DC 20202
Sergio Rozenblat·
.
ChiefOperating Officer
aplauso.com
1221 Brickell Ave. Suite 1590
MiamI, FL 33131
sarita Browll((iled.gov .
sergio((/laplauso.com
(202) 401-8459 phone
(202) 401-8377 fax
t305) 495-7221 phone.
. I
400 Maryland Ave., SW, FOB~6. Room 5E110, Washington D . C,20202-3601
�,Jun::'09-2000 01 :42pm
From-LA DE SANTA <FE'
, 50598260SQ
"
T-905
P,OOZ/OOZ
FuturaMente
,
In response to the crisis of Hispanic education. the Association of Hispanic Advenising
Agencies (AHAA) will undertake the flrst integrated Hispanic communications
campaign, FuturaMente. By reaching specific Hispanic target audiences with this
multifaceted campaign, we will build a bridge to help develop the Future Minds of
Hispanics in the 21 SI century -- belping guide them through the path ofsuccess in
America.
The campaign will initially include the following components:
(
}; New Mother Outreach: AHAA, in Partnership with corporate sponsors, will provide
new mothers with infonnation about the value of early education and the importance
oftheir involvement in the early stages ofme child's education. This effort will also
equip the new child with their own "little shelf"ofbooks and other tools needed to
start developing a passion for learning.
,
)
}>
Parents of 3-4 year oIds: AHAA will utilize its collective creative resources to
develop a mUlti-media campaigil educating parents about the importance of early
education and to teach them how to create a learning environment within the home.
This ~ffort will equip parents with "culturally actionable" tips on how they can
help/motivate their child. '
will
} Senior Higb SchOOl stUdents: AHAA
create multi-media advertiSing in English
and Spanish that will encourage Hispanic youth to pursue a career in teaching and
will infonn students that the country needs teachers that not only understand Spanish
but can culturally reach Hispamc youth.
}>
\
Operation Your Mine: AHAA will leverage its extensive reach in the Hispanic market
to create a program that will involve successful neighborhood people that are familiar
to Hispanic youth and parents, are part of their community and can serve as role
models to teach kids how to obtain success.
This program marks the first time that a cohesive, national, integrated communication'
efforts to reach Hispanic youth wilt be created and executed by Hispanics who have been
where these kids are today and are now successful because of the education they
.
received. AHAA represents 95 percent of the Hisp~c advertising industry and is the'
only organization that can unlock the potential of the Hispanic community because it
creates culturally relevant messages that ring true with this community because they are
authentically Hispanic.
.
F-Z60
�• Jun~O§-2000 01 :41pm
From-lA-DE SANTA FE
5059826050
T-905,' POOl/OOl
f-l60
~.
LA POSADA
DE
SA:NTA
FE
•' RESORT &. SPA
.
FAXCOVERSHEET'
6(q{mo
_DATE:
TO:
COM.PANY:
PHONE:
'2-0z..~
FAX:
FROM:
'.
{'JfAefWt j w:I.J:} _
. 505-986-0000, Ext.
505-982-5474
PHONE:
FAX:
'tot· V!'t?
(
~~~~--------~----~~--------~
RE,
..
I iAfv.·
WyuvJl ,kUj,~ ·
NUMBER OF PAGES:
-'
,
MESSAGE: .
.'
_
.l..k&l) ~ ~,~ ~
-
\
�JUN-05-2000
15:04
PARTNERSHIP FORVAMILY
INVOL VEMENT IN EDUCATION
400 INDEPENDENCE AVE., SW
WASHINGTON, DC 20202-si 73
PARTNERSHIP
for Family
Involvem ent
-
in Education
. VOICE: 202-401-0056
FAX: 202-205...9133
FAX NO.:
~O~- Y~b
-
~Lf"s
TOTAL NUMBER J>AGES INCLUDINGTIDS COVER:
MESSAGE:
I
.$ ~
�JUN-06-20001S:04
COVER
DEPI OF ED PFIE
DRAFT: 6/6/00
A CALL TO COMMITMENT:
FATHERS' INVOLVEMENT IN CHILDREN'S LEARNING
U.S. DEPARTMENT OF EDUCATION
AND
U.S. DEPARTMENT OF HEALTH AND HUMAN SERvICES
This docmnent was prepared by the National Center for Fathering under contract
,
ED-99-PO-3558 to the U~S. Department ofEducation
This report does not necessarily reflect the position ofthe Department ofEducation~ and
no official endorsement ofthe Department should be inferred
1
�DEPT OF ED PFIE
202 205 9133
P.03
Richard W. Riley
U.S. Secretary of Education .
Donna E. Shalal~
U.S. Secretary of Health and Human Services
June 2000
The full text of this public domain document is available on the Web site of the Partnership for
Family Involvement in Education at httj;>;//pfje.ed.gQY and in alternate fonnats, such as Braille,
large print and audio, upon requeSt. Feel free to photocopy and reprint this document. .
. For more infonnation please contact us at:
U.S. Department of Education
Partnership for Family Involvement in Education
400 Maryland Avenue, S.W.
Washington, D.C. 20202-8173
htf;p:/Ipfie.ed.goX
E-mail: llirtner@ed.gov
Telephone: 1-800·USA-Learo (1-800-872-5327)
FIRS: 1-800-877-8339) 8 a.m.-8 p.m., ET. M-F
\
2
�JUN-06-2000
15:05
DEPT OF ED PFIE
Acknowledgments
We wish to acknowledge the following people and organizations who were instnrmental in
developing and producing these materials:
'
'From the Partnership for Family Involvement in Education, U.S. Department ofEducation:
Karri Agnetti, Linda Bugg, Sarah Denuna, Menahem Herman, Oliver Moles, Mary M. Smith,
Larry Whitman, and Jacquelyn Zimmennann of the U.S. Department of Education and Susan
Otterbourg ofDelman Educational Communications provided editorial assistance.
like
We would
to acknowledge each ofthe following organizations and their representatives who
, participate as family-school members ofthe Partnership for Family Involvement in Education:
Sue Ferguson, NatioD;al Coalition for Parent Involvement in Education; Darla Strouse, Maryland
State Department ofEdu.c3tion; Justine Handelman, MARC Associates; Ken Canfield, National
Center for Fathering; Neil Tift, National Fatherhood Initiative; Jim Levine, Families and Work
InstitutelFatherbood Project; and David Hirsch, Illinois Fatherhood Initiative.
From the U.S. Department ofHealth and Human Services:
Thanks are also due to Linda Mellgren and Lisa Gilmore of the U.S. Department ofHeaJth and
Human SerVices and to the support of its partners: Maternal and Child Health Bureau, Health
Resources and Services Administration; Office ofChild Support Enforcement, Administration
for Children and Families; Office ofMinority Health, Office ofPublic Health and Science;
Office ofthe Assistant Secretary for Planning and Evaluation; Office of the Associate Director
for Minority Health, Centers for Disease Control and Prevention; Office ofthe Deputy Secretary.
Office ofthe Secretary; andSubstance Abuse and Mental Health Services Administration.
Acknowledgment is also due to the follOWing institutions that worked with the Office of the Vice
President and the Partnership for Family Involvement in Education on the initial teleconfererence_
7
"Fathers Matter!" which aired on October 28, 1999: The U.S. Department ofHealth and Human \
Services and the Los Angeles County Office ofEducation.
.-l
3
�JUN-06-2000
15:05
D~PT
OF ED PFIE
202 205 9133
P.05
.'
CONTENTS
INTRODUCTION
1.
' THE CONfEXT: WHATRESEARCH TELLSUS
Benefits ofFamily Inv~lvement in Education'
What's Special About Fathers' Involvement?
Fathers' Involvement in Education
Baniers to Fathers' Involvement
ll.
STRATEGIES TO IMPROVE FATHERS' INVOLVEMENT IN EDUCATION
What Fathers Can
Do at Home, at School andiD the Community
What Schools. Educators, Programs and Providers Can Do
What Other Community Partners Can·Do .
ID.
EXAMPLES OF MODEL PROGRAMS THAT ENGAGE FATHERS IN CHll..DREN'S
LEARNING
APPENDICES
Internet Resources of Organizations
Resources from the U.S. Department ofEducation and the Department ofHealth and
. Human Services
.
. '
REFERENCES
4
�JUN-06-2000
1:,:\d:,
DEPI UI- cD PFIE
t-'.!db
INTRODUCTION
There is overwhelming evidence that a parent's involvement in a child's education makes a very
positive difference. In the past, often an unstated assumption was made that "parent
. / ' _-'
involvement" meant "mother's involvement." New research shows that the involvement of both ~
mother and father is important. Because of the lack of much previous work on expanding..
.
fathers' involvement,this publication will concentrate on this area of opportunity. .
or
Specifically, research has shown that fathers,. no matter what their income cultural
background, can playa critical role in their children's education. When fathers are involved,
their children learn more, perfonn better in school, and exhibit healthier behavior. Even when
fathers do not share a home with their children, their active involvement can have a lasting .and
positive impact.
. At the U.S. Department of Education, we are working proactively to make sure that the
Partnership for Family Involvement in Education recognizes and includes fathers as well as
mothers. Our colleagues at the U.S. Department of Health and,Human Services are also working
f~\~er~~ i"'dinclus~~er:' ·"a1~~r~roQt~~l.:t~
~th~romotin' e!~' vo y~ment'd~~ld~rgr~~11.rVn the knowledge, attitudes and
skills of the teachers, administrators~ childcare providers and socia1 supp~rt staff who work with
families every day. We also know that many of these professionals have not been exposed to the
latest research and practices regarding fathers' involvement; .
,
On October 28. 1999, the U.S. Department of Ed1,lcation and the U.S. Department of Health and
Human Services jointly convened a national satellite teleconference to begin offering educators
and other providers ofservices to chil~ the ideas, strategies and tools they need to
successfully involve fathers inchlldren's learning, includiilg readiness to learn at home, at school
.
.
.and in the community.
This publication is designed to inform. promote, and celebrate fathers' increased participation in
...£.hildren~mjn~We have seen growth in. programs to'support fathers in becoming actively
involved iri their children's learning at school. at early childhood development centers, at
a
childcare centers and throughout the community. The question is, How can we increase this
momentum based upon what we have learned and accomplished?
Section I of this pUblication provides the ~earch context{or the topic of fathers' involvement.
It describes research on the benefits of family involvement and includes,a discussion of how .
fathers' involvement inleaming contributes to student educational success. Current research tells
us about the kind and scope of fathers' involvement in education for fathers who are part of two
parent families or single-parent families, or are nonresident fathers. The section concludes with a
discussion of the primary barriers to family involvement in children's education-all of which
contribute to fathers' isolation from their children's learning.
.
Section II provides a discussion of strategies for improving and extending fathers' involvement
in their children's education, whether they are resident or nonresident dads. There is agreement
5
�JUN-06-2000
15:05
DEPT OF ED PFIE
202 205 9133
P.07
"
that responsibility for parents' (generally) and fathers' (specifically) involvement in children's
education must also be shared by schools and educators, as well as by early childhood
development centers and the larger community. The many recommendations made to educators,
childcare providers and other cOIIUllunity partners for supporting parent involvement in
children's learning include some special tips forreeruiting fathers' participation.
Section III provides a list of current model programs that involve fathers in children's learning
and their good practices. The comprehensive list of organizational and Internet resources in the
. appendices extends the reader's access to additional information, strategies and programs related
.
to family and fathers' support of their children's learning. Particular resources that support
family involvement in education that are available from the U.S. Department of Education and
the Department of Health and Human Services are also in the appendices. References cited in
. this publication follow the appendices.
Finally, a fact sheet on the Partnership for Family Involvement in Education and a fonn the
reader may fill out to receive more information about family involvement complete.the
publication.
6
�DEPT OF ED f-'r- 11::.
I.
THE CONTEXT: WHAT RESEARCH TELLS US
\
Benefits of Family Involvement in Education
Families are considered the primary context of children's development. Whether children are
"ready" for school and experience success throughout their school career depends, in large part,
on their physical well-being, social development, cognitive skills and knowledge and how they
approach learning (NCES, 2000). Family characteristics and home experiences also contribute
to this readiness and later success. Iffamilies don't provide the necessary support and resources
that their children need to increase their chances of succeeding in school (Macoby, 1992), their
children are placed at increased risk for school failure.
.
It is well docrunented that family involvement is a "win/win" for both students and schools.
Thirty years of research shows that students benefit by achieving higher grades, better attendance .
and homework completion, more positive attitudes toward school, higher graduation rates and
greater enrollment in college.
Enhanced perfonnance can be measured by a student getting mostly As, his or her enjoyment of
school and his or her involvement in extracurricular activities. These last two measures are .
probably as important as the first. After all, children who enjoy school are more likely to
perform better academically and to remain in school (Csikszentmihalyi, 1990). And, .
participation in extracurricular activities reduces the risk ofpoor behavior, dropping out of
school, becoming a teen parent and using drugs (ZiU, Nord & Loomis, 1995).
Schools benefit by improved teacher morale, higher ratin~ ofteachers by parents, more support
from families and better reputations in the community (Henderson & BerIa, 1994).
What's Special About Fathers' Involvement?
Research shows that students perform better academically, have fewer discipline problems, and
become more responsible adults when their parents are actively involved in their leaming. But,
over the years, "parent involvement" often has meant "mothers' involvement." In schools, pre
schools and Head Start programs, and within the family itself, it has been assumed often that
mothers have the primary responsibility for encouraging the children's learning and
development. These assumptions miss the importance of fathers' involvement. In addition, the .
adverse effects of a father's absence on the development ofms children are well documented.
Nevertheless, over half of the children in the United States will spend part of their childhood in a
single-parent home (Cherlin, 1992).
Following are some areas in which 'fathers' involvement has significant effects on children.
Modeling adult male behavior. Fathers demonstrate to their children that male adults
can take responsibility, help to establish appropriate conduct, and provide a daily
example of how to deal with life, bow to dress, how to regulate closeness and distance,
and the importance of achievement and productivity. If they have an active religious or
7
�DEPT OF ED PFIE
202 205 9133
P.09
spiritual life, fathers, iike mothers, can serve as models in that area as well. (Hoffman,
1971)
Making choices. Children glean from their fathers a range ofchoices about everything
from clothing to food to devotion to a great cause. This promotes positive moral v3;lues,
conformity to rules and the development of conscience. (Hoffman, .1971)
Problem solving abilities. Research shows that even very young children who have
experienced high father involvement show an increase in curiosity and in problem
solving capacity. Fathers' involvement seems to encourage children's exploration of the
world around them and confidence in their ability to solve problems (Pruett, 200·0).
PrOVidingfinancial and emotional support. Economic support is a significant part of a
father's influence on his children. Another are the concrete forms of emotional support
that he gives to the children's mother. That support enhances the overall quality of the
mother-child relationship, for example when dads ease moms' workloads by getting
involved with the children's homework (Abramovitch in Lamb, 1997).
Highly involved fathers also contribute to increased mental dexterity in children,
in~reased empathy,less stereotyped sex-role beliefs and greater self-controL .When
fathers are more actively involved., children are more likely to have solid mamages later
. in life. (Abramovitch in Lamb, 1997).~
Enhancing student performance. In families where both the father and the mollier are
highly involved with their children, the children enjoy several advantages..
•. Children's enjoyinent of school is enhanced.
.
'.
.
.
• . In two-parent famjlies where fathers are htvolveQin children's learmng, the students
are more likely to get be~ter grades and enjoy school than in families where fathers
have low involvement, even after taking into account a variety of other child and
family conditions that may influence learning. In fact, children are more likely to get
mostly As if their fathers are involved in their schools. For this particular outcome, a
father's involvement,is ~ore important than a mother's.
• In general, children have better educational outcomes as long as either the mother or
the father is highly involved. Children do best when both parents are highly involved.
• When the parents are considerably involved in their children's schools, the parents
are more likely to visit museums and libraries. participate in cultural activities with
their children, and have high educational expectations for them. (NCES, 1997). .
8
�JUN-06-2000
15:06
DEPT'OF EO t-'rlE
r.leJ
,"
While children do best when both parents are highly involved, as long as either the
mother or father is highly involved, children have better educational outcomes in general
than those whose parents are not so involved. For example, in single-parent farnilies with
higher father involvement:
• 32 percent ofchildren in grades K-12 got mostly As compared to 17 percent of those
with low¥involvement fathers;
• 11 percent of children in grades K-12 were suspended or expelled compared to 35
percent ofthose with low-involvement fathers;
• 13 percent of children in grades K-12 repeated a grade compared to 18 percent of
those with low-involvement fathers; and
• 44 percent enjoyed school compared to 30 percent of those with low-involvement
fathers. (NCES, 1997)
In addition, children do better academically when their fathers are involved in their
schools. whether or not their fathers live with them, or whether or not their motherS are
involved. When non-custodial fatherS get involved with their children' s learning, the
children do much better in school, particularly in grades 6 and above. (NCES. 1997)
NOTE: CAN WE PUT THESE CHILDREN'S AND PARENTS' QUOTES (SEE
BELOW) IN SIDEBARS OR BOXED OFF ON SIDES TO ENLIVEN
RESEARCH TEXT??? (RESPONSE WAS "YES" FROM DEPARTMENT
OF EDUCATION EDITOR ANDHHS EDITOR)
.
---BEGINNNING OF QUOTES TO BE IN SIDEBARS OR BOXED IN
MARGINS:
What Our Children Tell Us
"My parents, like, want me to have the best education I can have. So, ifIllY parents weren't
involved, 1 might not get as good a teacher or something like that. And, it might affect my
grades or my learning." (1999 National Teleconference)
, "I don't think parents need to be in the building or like active in, the classrooms or PTA, but 1
think they need to know what theii child is learning. I think they need to know the homework
sit,uation, and how they can help their kid if their kid needs help. 1 t1iink children should know'
that they can come to their parents." (1999 National Teleconference)
From an 18·year-old: "They (parents) were extremely involved because they had such a stak<ei in
it. My dad would go to PTA meetings. They have always wanted to get involved, always
making sure that 1 was getting everything out of the school that 1 could. I'm extremely glad now
because I think it did a lot to shape me." (Galinsky, 1999)
.
9
�JUN-0.6-2000
15:0.6
DEPT OF ED PFIE
202 205 9133
P.ll
From a 12.:.y~ar-old: HI miss him. He's gone fot short times. He calls from where he is. I'd
rather have him at home during that time, but I know he has to do it because it's part of his job."
(Galinsky, 1999)
"I can't spend much time with him because he's working. Sometimes I go with him to work on
the weekends. But I just wish that he wouldn't work so much." (Galinsky, 1999)
From a l4-year-old: "If a child has something to say. listen to them. They might teach you
something." (Galinsky, 1999)
From a 17-year-old about a nonresident father: "1 get very angry at him. There're some things
, that I think he should do, but he doesn't, My school is really family oriented; we have Mother
Daughter this, Father-Daughter that. I would invite him and he'd be like, 'No~ I don't want to
'go,' and it's like wen, I mean, ~ think we should. It's like we don't have quality time really,
cause I mean we don't spend time together like that.".(Galinsky, 1999)
What Parents Tell Us
A father of a nine-year";old boy: "Time is something, once it's gone, it's gone forever. So, you
can look back and think, 'Well, gee, I wish I would have spent more time with my kids when
they were younger. I wish I would've spent more time with them when they were in high
school;whatev~r. But once time is gone, that's it." (Galinsky, 1999)
In the mornings, ''We got to ride in the car together- we had a good time in the car. We could·
say a few nice words to each other and start the day in the tight way." (Galinsky, 1999)
- - - - . . -END OF QUOTES TO BE BOXED IN MARGINS
'
Fathers' Involvement in Education
Kind and scope offamily involvement. High involvement by the father or mother can
make a positive difference for children's learning across grades K·12.
High involvement at the early childhood level refers to the frequency with which parents
interact with their young children, such as how often they read, tell stories, and sing and
play with their children (Bredekamp & Copple, 1997). These experiences contribute to
children's language and literacy development and transmit infonnation and knowledge
.
about people, places and things. .
High involvement in school-rebrted activities means that both parents have done tbreeor
more'of these activities during a school year: attended a general school meeting, ~ttended
a regularly scheduled parent-teacher conference, attended a general school or class event
and served as a volunteer at school. Parents are said to have low involvement in their
children's schools if they have dOne none or only one of the four activities. (NCES,.1997)
In 1999, .the National Center for Fathering conducted a national telephone survey
researching involvement among resident and non:·resident fathers. Given what we know
10
�JUN-06-2000
15: 06' .
DEPT OF ED PFIE
about the effects ofhigh involvement. the results were staggering. Over 40 percent of
fathers had never read to their school-aged children .
.The National Household Education Survey (NHES, 1996-see NCES, 1997) collected data
on the academic achievement of students based upon their family's involvement in their
schools during the first quarter of 1996. Phone interviews were conducted with parents
and guardians of over 20 700 children from three years old to twelfth-graders. Here's
what the survey found about the overall kind and scope. of family involvement.
j
• The most common involvement activity in which parents participate is a general
school meeting, such as a.back-to-school night (NHES, 1996).
• Most parents do participate in at least some of the activities in their children's
schools. But parents in two-parent homes tend to divide the task of involvement
between them. To save time, one or the other will attend, but usually not both (NHES,
1996).
• Parents who are highly involved in their chiidren's schools are more likely to also be
involved at home. Similarly, families who are involved in their children's schools
tend to share other activities with their childr~ as well (NHES, 1996).
• Highly involved parents are more likely than all others to believe that their children
will attend school after high school and will graduate from a four-year college'
(NHES. 1996).. ·
.
..
.
greater
• Highly involved parents offer their children
connections to the larger
community. These parents are more likely to belong to an organization such as a
community group, church, synagogue, union or professional organization. They are
also more likely to participate in an ongoing service activity and to attend religious
. services on a weekly basis (NHES, 1996). .
.
• Parents are more likely to be highly involved.iftheir children attend private, as
opposed to public. schools.. But private schools often make parental involvement a·
requirement; thus, part of the higher involvement may be a matter of school policy
(NHES,1996).
.
.
• Higli involvement in schools. tends to decrease as school size increases. However, the
decreases are not unifonn and are often not significant(NHES, 1996).
Other sources add to the research on the kind and scope of family involvement:
• Parents tend to decrease their involvement as their children.move up the educational
ladder.. This decrease may be due to parents' idea that involvement in schools is not
as important as children grow up. Additionally. there have been fewer opportunities
for parental involvement as children become older. (Zm and Nord, 1994)
11
�JUN-05-2000
15:05
DEPT OF ED PFIE
'202 205 9133
P.13
,'"
• Parents are more involved when they are confident that they can be of assistance to
the child, when they believe that the child is capable of doing well in school and
when they have high educational aspirations for the child (Abramovitch in Lamb.
1997).
Two-parent families: kind and scope of fathers' involvement. ,The
involvement of one parent in a two-parent home motivates the other parent to be
involved. However,dads are less likely than moms to attend a parent-teacher
conference or volunteer at school. Stepparents are less likely to be involved than
natural or adoptive parents.
Parental education appears to be a more important influence on parental
involvement than is family income. Forexample, nearly 60 percent of firsHime
kindergartners were read to every day by a family member if one or more parents
had a bachelor's degree or higher while less than 40 percent of first-time
kindergartners were read to every day by a family member if that member had
less than a high school education (NCES, 2000). '
As the labor force participation rate of mothers with young children has increased, so has '
the percentage of children receiving child care from someone other than their parents
before entering first grade (West et al. t 1993) or during their kindergarten and primary
school years (Brimhall et aI., 1999). Those children whose mothers have less than a high
school education are more likely to receive before- and/or after-school care from a
relative than from a non.;.relative or center-based provider (NeES, 2000).,
'Full-timematemal employment (moms who work 35 or more hours per week) negatively
affeCts maternal involvement at all grade levels. However, at all grade levels, fathers with,
full-time working wives increase t~eir involvement. '
Parental involvement in schools is closely linked to parental involvement at home. ,
Higher father involvement is particularly related to the number of activities the family
participates in with the children, the frequency with which a parent helps with homewo~k
and whether a parent regularly participates in an ongoing community service activity. '
However, in general, fathers' involvement' in their children's schools de,creases as
children grow older. The decline may also be attributed to the school offering fewer
opportunities for parental involvement as children grow older. However, the pattern of
decline differs between fathers in two-parent families and those in single-father families.
• In two-par~nt families, the proportion of children with highly involved fathers drops
from 30 percent to 25 percent between elementary (grades K-5) and middle school
(grades 6 8), but then drops only slightly, to 23 percent, in high, school (grades 9-12).
M
• ' Among children living in $ingle-father families. there is no decrease in the proportion
that have highly involved fathers between elementary and middle schools (53 percent
,
,
12
TOTAL P.13
�NU.l'd4
14: 19
at both grade levels), but a large decrease between middle and high school (to 27
percent). (NeBS, 1997)
Single-parent families: fathers' involvement. Single fathers are more likely to
be involved with students in grades 6-8 than with those in high schooL For older
children, discussion of future plans and an increase in activities inc,rease their .
dads' involvement. A father's expectation that his child will graduate from college
Children of any age getting mostly As
likewise .increases his involvement.
does not affect the involvement of single dads as it does fathers in two-parent
families.
Involvement o/nonresidentlathers. Involvement of nonresident dads is substantially
lower than that of dads in two-parent homes. Nonresident father contact with children
and involvement in their schools within the past year are associated with the same three
factors:
.
.
• fathers paying child support;
.
• custodial moms being- more educated; and
• . custodial homes not experiencing financial difficulties.
Nonresident fathers tend to become less involved with their children's schooling as the
children grow up. These nonresident dads are more likely to be involved in their
children's education ifthe mothers have not remanied ..
BatTiers to Fatbers' Involvement
Strategies that strengthen family involvement in education must take intoaccoWlt baniers that
confront families, schools and communities. According to a 1992 National Center for Fathering
GaHup Poll, 96 per,?ent ofthose surveyed agreed that fathers need to be more involved intheir
children's education. Furthmmore, 54 Pel'cent agreed tluit fathers spend less time with their
children than their fathers did with them, and only 42 percent agree that most fathers know what
is going on in their children's lives', Why are fathel'S not more involved in their children's·
eduoation?
G(liting fathers into the school buUdlng. Some schools, preschools and childcare
programs don't have family-mendly environments and are not organized to work·with
families. Also, when parents are invited into the schools or centers. fathers are less likely,
on average, to respond to these invitations for jnvolvement. Why? Part of the reason is
that parents often assume that such invItations are for mothers only. Though incorrect,
that assumption is understandable: in our society, the word parent in the school context
and others has often been interpreted to mean mother. MOl'OOVL':r t some parents believe
that schooling should be left to the education experts, and the family's role is one of
caring and nurturing outside of school.
.
.
Institutional practices. Fathers ranked. inStitutional practices and barriers imposed by the
workplace as the most important reasons for their low levels of involvement. Paternity
13
�14: 19
NO. 104
, "
leave is the most frequently discussed means of enhan,cing paternal involvement, even
though some research,indicates that flextime schedllles would be of greater value in
encouraging fathers' involvement (Abramovitch in Lamb, 1997).
Language and cultural barriers. Some fathers can't read or are functionally illiterate.
Or, they can't comnnmicate in English. They are emban;assed to come to school and
interact with educators hecause they lack, or may believe they lack, these necessary
communication skills.
Disconnected community:.-based organizations. Community-based organizations that
attract families with children. such as churches and childcarecenters, are often
disconnected from schools. They operate their own programs within their neighborhood
centers. They are missed opportunities to link families with schools. Recently, there
have been expanded attempts to link school and community through these organizations.
The results look promising.
Educatio" ofparehts. Parents' education is a more significant factor than family income
in whether or not they will be involved in their children's education. If mom and dad
have less education. they are less likely to be involved. Not surprisingly, if they are
highly involved with their children at home. they are more likely to be involved at school.
Lack oft/me. Today's workers are increasingly asked to do more with less, and
thus work longer hours. Dual-career families may face scheduling conflicts and have less
control over work hours, further aggravating the balancing act of work and family.
Not knowing what to do. Parents, generally, and fathers. specifically, may not know how
to assist their children with their education. Parents can be intimidated by n e w t '
unfamitiar course content, higher expectations for learning and computer technology.
Their response may be to do nothing.
Unsafe neighborhoods. Unsafe conditions in neighborhoods can also isolate parents
from schools. Safety concerns restrict families from traveling to schools, particularly
after dark.
SpousaVadult support. The, involvement of one parent in a two-parent home tends to spur
the involvement of the other. Ifdad is not invo1ved, mom may not get involved, and vice
versa. Fathers may need the support of their wives to overcome the disconnectedness .
that plagues some fathers today. and mothers may need help adjusting to fathers' desire
'
to be involved.
Sepa'lItionldivD,ce processes.· Divorce severely impacts a father'S ability to be involved
with his children. In 82 percent ofmarital breakups today, fathers end up being the non
primary' parent (U.S. Bureau of Census. 1996). TIris in tum colltributes to academic,
social, mental and physical difficulties for cl1ildren: (pruett, 2000).
14
I
G103
�NU.lkJ4
II. STRATEGIES TO IMPROVE FATHERS' INVOLVEMENT IN EDUCATION
There are strategies to reduce obstacles to fathers' involvement in education. To help dads wann
up and get involved with their children means to convince them ofthe significance of small, very
simple interactions with their children-interactions that may seem very insignificant to the dads,
but mean a great deal to their children.
It is important to remember up front that both $ensitivity and self-collfidence are greater than any
specific skills in paternal behavior alld, influence. Sensitivity is critical to both involvement and
closeness. The closeness ofthe father-child relationship is the cnIciai detenninant of the dad's
impact on a child's development and adjustment. Developing sensitivity enables a dad to '
evaluate his child's signals or needs. and respond to them appropriately. (Abramovitch in Lamb,
1997),
What Fatbers CaD Do at Hornet at Schoo) and in the Community
Fathers can initiate or participate in activities that help their children succeed academically.
Helping children learn can increase success in school. The nature and frequency with which .
parents interact in positive ways with their children 1:eflect the parents' investment in their
children's education (NeBS. 2000). Here are some steps that fathers can take at home, at school
and in the community that make a positive difference for their children's education.
At home,/Ilt/,ers can:
• Read with their cbildren. The ability to read well is known to be one of the most
critical skills a child needs to be successful. Parents and caregivers often ask how
they can get their children interested in reading. interested enough to tum off the 'TV
and to read on their own?
.
Years ofresearch shows that the best way is for the parent to serve as a mQdel reader
by reading to the child and by reading themselves. If the father can't read the text, he
can stimulate his child's imagination by telling stories using a picture book. In
addition, he can ask other significant adults to read to younger children and ask older
children to read to him. He can take frequent trips to the library with the child to
check out books and get to know the ohildren'slibrarian and children's library
programs.
15
lM4
�NO. 104
14: 19
• Establish a doily rOlltine. Fathers can set a time for homework, chores and other
activities; use TV wisely by limiting viewing to no more than two hours a school day;
and work with their child on homework and special projects, guiding them through
the steps involved and encouraging them along the way. Parents don't need to have
in-depth knowledge of a subject, but be supportive of their child working through
"tough spots."
.
• Make tbe most of bedtime. Bedtime is a terrific opportunity for fathers to connect
. with their children. For one thing, tile audience is definitely captive! There are also
fewer distractions. But perhaps most importantly. there is no judge standing by with
a scorecard rating the dad on his performance.
At bedtime, a father can enrich a child's life merely by recounting what he did during
the day. Discussing the day's events shows interest in the child and builds his or her
knowledge. A father may also tell or read a story. Every moment he spends and·
every word he says builds a relationship with his child.
At $ChObl and other cl,Udcareand child development programs, fathers can:
• Participate in effol'ts to keep tbeir chiidreD '& schools or cbildcare centers safe.
• Plaa for tbe future by talking with their children and school counselors about future
high school courses and postsecondary career options.
• Attend parent-teacber conferences and scbool or class events.
• .Volunteer at school. Fathers are welcome at ·schools as tutors, as leaders of
afternoon or evening clubs, as chaperons for field trips, social activities or athletic
events, or as classroom speakers who share information about their work and the
world of work and how education contributed to their expertise on the job.
• Visit their child's school or center. Father-child breakfasts or lunches are good
opp·ortunities to informally share a meal with children alld learn about their daily
school experiences, successes and concerns.
• Meet their child's teacbers and team about school curriculum, and how to become
involved in activities.
• Pitch in to belp meet school Rnd program needs, such as installing new playground
equipment, cooking at 11 school picnic or painting and repairing school property.
• Join the Parent Teacher Association or otJJ.er parent groups at their child's school
or childcare center. At meetings, they can make their voices heard regarding their
. concerns atld ideas for school improvement. .
In the community, fathers cam
• Play or eoacb a game or sport they like with their children on a regular basis.
• Become involved in community activities by joining a community group, place of
worship, union or professional group to partiCipate with their children in an ongoing
service activity.
• Take time for family outings toplaces such as libraries t zoos. museums, concerts
and sports events or other reoreational events.
16·
GJI215
�l'lU.1164
14: 19
• Use their commuuity learning center to participate in after-school and evening
educational and recreational activities such as English as a Second Language,
parenting, literacy, arts and music programs and crafts or computer classes. These
courses are often designed fOl' parents and their children to learn together. .
What Schools. Educ~tors, Programs and Providers Con Do
Most schools, preschools and Head Start programs want to involve parents in their children's
learning. They offer infonnation abollt learning at home and child-rearing issues. They hold
. baok-to-school nights, parent-teacher conferences and athletic· events to promote parental
involvement. Schools and centers keep families infonned of their children's progress and
perfonnance throughongoing contact including newsletters, conferences, telephone .calls and e-
mail.
.
.
In order to engage fathers more fully as partners in children's learning, schools, programs and
providers need to challenge the assumption that parent involvement .means only mothers'
involvement by proactively encouraging fathers to be part of the family learning team. A "family
friendly environment" must also mean a "father friendly environment" and a ')nother friendly
environment."
~ow can schools take the lead to e,,:pand fathers' involvement in their children's education?
as
Use the National PTA Standards II guide. The National PTA Standards for
Parent/Family Involvement Programs clearly outline six types of parent involvement in
education. Use .these PTA standards evaluate what your.school is doing and to identify
areas you would like to strengthen for working with f~lies, especially fathers.' These are:
to
• Commuuicating-Communication between home and school is regular, two·way,
and meaningful.
..
.
• .Parenting-Parenting skills are promoted and supported.
• Student Learning-Parents play an integral role in assisting student learning.
• Volunteering-Parents are welcome in the school~ and their support and assistance
are sought.
.
.
• School Decision-Making and Advocacy-Parents are full partners in the
decisions that affect children and families.
• Collaboratmg witb Community-Community resources are used to strengthen
schools, families, and student learning, (National PTA, 1997)
Communicate wit/liathers. Whether fathers are in tvvo-parent families or single·parent
families, or are nonresident fathers, they should be encouraged to be actively involved in
their children's educatiori and in supporting the school. presohool or Head Stan program
through volunteer work.
.
• Provide nOllresident fathers with student progress reports and other important
infonnation as well as the mother.
.
17
�14: 19
NO. 112.14.
• School notices; Mothers and fathers should know they a.re welcome at school and
should receive communications from school. Ifmother and father live in the same
home, address school notices to both of them - not just to the mother. If one pa.rent
does not live in the same home as the child, that parent should also receive notices
from the school unless there is a legal reason to the contrary. Discretion should also
be used in cases where separation exists for the protection of family members.
Expect jatl,e,s' involvement. If educators and childcare providers do not see fathers
involved. it is natural for them to assume that fathers do not want to be involved. However,
it is often the case that fathers and mothers do not think the schools and centers want dad to
be involved. The best way to break out of this "chicken-and-egg" dilemma is to
. communicate clearly to all parents that fathers ang. mothers as wen are expected to be .
involved. There are many simple ways to do this.
• Enrollment forms: When enrolHng a child in your school or early childhood
development program. ask explicitly for the father's llame~ address and phone
numbers.
• . Calls bome: When calling a child's home; do not assume that you have to speak to
the moth,er. Your completed enrollment form will give you an indica.tion ofwhetller
.dad resides in the same household.
• S(!hool or center meetings: When inviting parents to a meeting, make clear that you
would like and expect both parents to attend, if possible. It maybe necessary to
reschedule some meeting times to ensure that mother and father are able to' attend.
• Alternatives to volunteering; Let fathers know tha.t parent involvement does not
. only mean volunteering at school, preschool or Head Start program. Helping their
child learn at home or outside of school are important fonns ofinvolvement.
Provide information and training toPIU'B"ts and school or center ataff. For many dads,
fathering education' would positively affect their ability to impact their chi1d t g education.
Schools, centers and programs can provide classes or sessions on building a wann, caring
relationship with children that includes strategies like: listening to a child's problems, giving
advice, explaining rules, monitoring school perfonuance, helping with homework, engaging
in projects and giving praise and using discipline. witholltthe use of physical force, to deal
with misbehavior. Note that many nonresident dads put the emphasis on having "fun" while
they are with their children because they do not want to risk starting a conflict.
Teaching mothers and fathers how to tutor their children in basic subjects and/or help their .
children, for example with motor skills development has also been designated as an area of
need. This support to children's learning can be given through ho~e visits or at parent
. workshops in schools or other childcare and community centers.
.
For school staff, infonnation and training could include technical assistance on topics such as
. making borne visits and positive phone caIl$~ appreciating diversity and fatnily strengths,
18
Gl07
�NU. H::J4
14:19
developing sldlts for parent-teacher conferences that address both mothers' and fathers'
questions and concerns and helping families become stronger learning environments .
. Estab/ishfamily resource ceMers in schools. In centers, parents can read or borrow books on
parentingl meet infomlaHy with teachers, attelld small workshops, and lCanJ oflocal jobs,
services and programs. Provide books, workshops and meetings specifically for fathers ..
Adjust school and chlldcare activity schedules to meet/Ilmity needs. Host father-child
breakfasts before. the work day begins or dinners after work so that fathers can meet teachers ..
childcare providers and other school or center staff.
.
Create a father j;;endly eltvil'onment. Many men feel uncomfortable visiting their children's
school for reasons that school personnel may not even realize. If a father did not do well in
school himse1f, he may feel insecure any time he enters a school setting. There are many easy
ways to make fathers feel wek.omc. Include fathers in parent/teacher conferences, after-school
and extracurricular activities, in mentoring and tutoring activities and in making classroom
presentations on careers and. the educational preparation needed for these careers. Holding
specially designed support groups for dads encourages them to focus on common issues of
importance to them.
• Warm greetings. Nothing breaks the ice like a warm welcome. Greet fathers by
name when they attend school events, and tell them how glad you are to see them.
• Recognize children's progress. All parents loveto hear goodnews about
their children. Whether fathers are visiting school or a center for regularly scheduled
meetingBt or because their child is having some particular problem. fmd something
.
positive to say about their child's progress.
• Reinforce Cathers' contributions. All parents want to know - and rarely hear - that.
they are contributing to their children's education.. If you recognize the contribution a
father is making to his child's learning, he will be more likely to want ~o return.
.
,
.
•. Father-to-iather strategies. Develop strategies and programs that encourage older
fathers to mentor young fathers and young fathers to mentor first-time fathers.
• . Parent-teacher meetings. When fathers attend parent-teacher meetings,
make sure to include them in the discussion. Too often dads feel as jf they were the
invisible figure at what was, in effect, a "mother-teacher" meeting. Teacher body
language is a good sign ofwhether or n.ot dad is being included. Is your chair
swiveled towards mom? Is your eye contact mostly with mom? Are you inviting
questions ITom the father as well as the mother?
• Images on display. Posters, photos and drawings oothe walls of classrooms and
hallways can send a powerful message to parents about who is welcome in the school.
Check the images you have on display to verify whether'fathers are welcome in your
school.
19
lr'e:Jb
�14:19
NO. 104
• Find out what fathers want. One of the most effective but least used ways to
involve fathers is to find out what interests them about their child's school or
childcare program and what they would like to contribute to the school.
Deal with resistance to change. Although all staff members are likely to agree with the idea
of getting fathers more involved ill childrel1's learning, theirfeelings are often otherwise. The
same goes for mothers. For example, women who have been abused or abandoned by men
may have reservations about reaching out to fathers. Dealing with emotional resistance to the
involvement offathers in children's learning is not easy, but it is important.
• Group discussions can be an effective way to identify feelings and to help people·
realize they are not the only ones with those feelings. A staff group or a group of
mothers can gather to discuss their relationships with their own fathers while they
were growing up, what it would have meant to have their own fathers more involved
and what it would take to involve more fathers in childrenls learning. To chaIU1el
what will be an emotional diseussion in the most constructive way, consider having a
trained professional from your staff - a psychologist or social worker - serve as the
discussion leader. .
.
• Men and women together. Under the direction of a skilled group leader, a dialogue
between mothers and fathers can be a very effective way to learn what's keeping men
from befug more involved - and what it would take for them to become more
involved.
.
.
Staffing early ~'chool positions with males. Staffing thildcare facilities (infant to schoo].age
care) with male teachers and other caregivers helps make dads more comfortable and fee'
that their stake in their children's success is as great as the mothers'. A greater number of
fathers and other males related to the child are involved in such settings and attendance at .
parent conferences has increased there (Braver and Griffin. 1996). Today more male
teachers. teacher aid~ and social workers are being hlredat a111evels of schooling.
What Other Community Partners Can Do
Employers cam
• Offer more flexible work schedules so fathers can take tiine off to attend and
become involved in school and related educational activities t such as parent-teacher
conferences, the Parent Teacher Association, field trips. athletic events·and other
social activities.
.
• Initiate volunteer programs that encourage eml)loyees to become mentors, coaches
and tutors or to help improve schools' technology infrastructure~ buildings and
grounds.'
.
• Offer tatberbood and parenting education sessions for interested dads.
20
~09
�06/0EA'l0
14:1'3
• Provide information services to parents related to post~secondary education and
training for their children.
.
Communities cam
• Encourage ~ivic, service, religiou.s and charitable groups to pr:-omote responsible
fatherhood within their membership and across the country.
• Open their facUities to encourage after-school and evening edncational and
recreational activities and ~ourse8for children and their parents.
• Provide opportunities for community wide social and l'ec:reational events for
families.
• Organize school, family. £ommunity college and university and public and
community agency support for families within their community.
21
�NO. 104
In. EXAMPLES OF MODEL PROGRAMS THAT ENGAGE FATHERS IN
CHILDREN'S LEARNING
The following father involvement programs. are examples ofholV communities across the
country a,.e meeting the needto support fat"ers' involvement in childre" 's learning. These
exampleg are by 110 means exhatlstivej they are Intended to iIl',Slrate the kinds offatl,e1's'
involvement programs that are working in schools, childcare centers and communities.
• The Buhrer Elementary School (Pre-K-5), Cleveland. Ohio, provides family math
courses for mothers and fathers and all home-school communications are in at least
two languages. The school has organized block parent meetings that are held at
. locations other than school so that those parents who cannot come to the school for
meetings can address issues nearer to home with school staff who attend. Results:
18-20 parents attend a typical bl9Ck meeting with an annually increasing number of
block parents attending school fundlons. .
.
• .At Cane Run Elementary·School.(K-5), Louisville, Kentucky, families participate in
the Even Start Program, with parents studying for the General Education Diploma
. while children are in school or the on·site nursery. The schooJ's Family Resourc~
Center links fathers and mothers to many community services, and runs after-school .
tutoring and recreational programs for children. Results: PTA membership and the.
number of mothers and fathers visiting the school building daily have both been··
multiplied by a factor of 10. During the last two years, discipline referrals have
declined 30 percent each year while attendance has maintained a steady 94
percent.
.
• ILE.A.D. to Kids-Reconnecting EdUcation IDd Dads, Kansas City, Mjssouri, is a project
of the Urban Fathering Project. This activity helps dads develop a reading program for their
cbildren. Results: Over 450 dads in 12 schools participated in the program in its first year.
• Kindering Center (Pre-K and elementary). Bellevue, Washington. has established a weekly
support group for fathers of children with special needs, run by the National Fathering
Network. It now has affiliates in 3S states. Results: Enrollment has grown from 25 to 100
. participating fathers, all of whom are bettor able to manage the stresses ofhavil1g a child with
special needs..
• Avance Child and Family Development Program, (Pre-K) San Antonio. Texas,
offers a 33-week fatherhood curriculum, covering topics such as child growth and
development, handling stress,leaming to live without violence. and childhood
I
I
22
[,)11
�NU. U:J<l
illnesses. The program also offers a General Education Diploma and English as a
Second Language classes. Results: The program teaches parenting and personal
skills to more thc;1n 60 men per year, encourages fathers' involvement with their
children. and strengthens relationships with their children's mothers.
<
•
<
The Mary Hooker Elementary School Family Resou"ce Center in Hartford. Connecticut,
primarily selVes Puerto Rican low-incom.e families who are either bilingual in Spanish and
English or speak Spanish as their primary language. Program activities with fathers,
conducted in both English and Spanish, are often held in evenings or on Saturdays. Activities
include parenting classes. picnics~ field trips and early education classes. Babysitting is
provided as needed. Results:. Many of t110<250 parents who attended the program •s parental
.
involvement meeting also attended the meeting's fatherhood workshop.
• The Pinellas County Head Startts Accepting the Leadersh.ip ChaUenge in Florida, a male
involvement initiative. began by taking 30 men away for the weekend and teading them
through bonding exercise which helped them to form a group. The program offers fathers .
.training in parenting, nu.trition. literacy and computers; educational travel; and opportunities
for successfu1 family time. Results: Now in its ninth year, the number of male involvement
groups has expanded.
.
a
• At the Fairfax·Sao Anselmo Children'S Center (prewK and after-school), Fairfax,
Ca1ifomi~ on one Saturday per month, as part of the Men's Breakfast Program. fathers first
have breakfast with their children. then have a fathers-onlY discussion led by the center
director, and then rejoin their childrertto do yard work and other fixing up of the center.
. Results: Before the program~ very few fathers participated iil parent-teacher meetings or other
aspects ofcenter life; now, virtually all fathers participate.
• TheFiorenee S. Brown Pre-K Program, Rochester. New York, holds one lunchtime
meeting per month and one evening meeting per month. Both oftJlese meetings bring fathers
to the center to spend time in the classroom with their children and to do handiwork arid
yardwork (forexampte, fixing broken toys, repairing the playground), Results: Fathers took
a lead role in a successful lobbying effort to prevent cutbacks instate funding for the entire
ftre-K program.
• At the Sunbelt Human Advancement Resources, Ine. Head Start (SHARE) in Greenville,
South Carolina. male volunteers visit men at the Petty Correctional Center to provide inmate
fathers with irifonnation on Head Start and its services to children and families, as welJ as
mentoring and life-skills training. Results: visits to the center provide male involvement
volunteers with ideas for their mentoring program with youth in group homes to prevent
these young boys from become a part of the justice system.
• Parents as Teachers (pre-K), St. Louis, Missouri, is a statewide program, widely recognized
as a national model, that advocates that parents are children's fil"St teachers. The Ferguson
Florissant High School has adapted this program for teen parents and parents-to-be. offering
both "Dads Only" and ~'Moms Only" classes. The school also runs a preschool-based
23
VIc
�14: 19
NO. 104
"Messy Activities" night to encourage fathers to play with their children. Results: There has
been increasing involvement by fathers in families who participate in the program.
• At Hueco Elementary School (pre-K-6), ElPaso~ Texas, all parents participate ill the "Super
Readers" program. which provides iJicentives for parents to read With their children. About
20-30 parents attend monthly Parent Communication Council meetings and teachers receive
release time to conduct home visits. Results: Parents involved in at least one activity at
school increased from 30 percent to 80 percent per year.. Parent participation has increased to
.. include school decision-making, classroom instruction, furthering their own educational
'
goals, arid helping children more at home.
• At Roosevelt High Scbool (9-12), Dallas, Texas, teams of faculty, parents and other
community leaders walk door-to-door during their "Walk for Success." These teams talk
with parents about their needs, interests and school improvement. Patents of sophomores
attend classes about state tests and a parent liaison makes 30-60 calls to parents per day to
reinforce communication between home and school. Results: Attendance at PTA meetings
increased by a factor of 20. Student achievement on state tests rose from the 40th percentile
to the 81 stpercentile in reading, and from the 16th to the 70 th percentile in math.
• The Dlinois Fatherhood Initiative (IFI) is the country's first statewide non-profit volunteer
fatherhood organization. Founded in 1997, IFI connects children and fathers by promoting .
responsible fathering and helping equip men to become better fathers and father figures.
Results: Through its volunteer board ofdirectors and board of advisors, IFI creates strategic
partnerships with private and non-profit organizations. Its activities include the Ulinois
Father-of-the-Year Essay Contest (over 140.000 school-age children have submitted essays
during the past three years) on the theme. "What My Father Means to Me;" a Me & My Dad
,essay booklet that includes essays, artwork and a si'X-partcurriculum focused on child-father
issues; a Faces of Fatherhood Calendar; an Dlinois Fathers' Resource Guide; a quarterly. ' .
.newsletter; and a Boot Camp for New Dada, a hospital-based program which brings together
first-time dads with soon to be first-time dads to help them make the transition to fathering.
Web site: www.4fathers.com
24
�NU.ltj4
APPENDICES
Internet Resources of Orga.nizations
The following Internet sites of organizations host a variety ofresources for assisting fathers and
mothers in their lives as parents. Many other sites exist and Uley are usually accessible from
. sites such as the following.
At-Home Dad. This is a quarterly newsletter that promotes
the home-based father.
http://www.parentsplace.comlfamily/dads
B.aby Center. This site is for new and expectant fathers,
with information on preconception, pregnancy,
babies and toddlers. http://www.babycenter.com
Bay Area Male Involvement Network. The network is
a partnership of Bay' Area child services agency workers
to increase the involvement of fathers in the lives oftheir
children. It has male involvement curriculum for
training teachers in early childhood education.
http://www.bamin.Ofi!
a
Center for Successful Fatbering. This site works to
increase awareness of the essential role of fatherhood.
Timely and relevant skills are discussed ..
http!lIwww.fathering.oIg
Cbild Trends. Their publication list on fatherhood includes
reports, papers and other resources in several critical
social areas. http://www .cbildtrends.org
Daddy's Home. This is an online resource for primary
caregiving fathers. http://www.daddyshome.com
D.A.D.S. (Directing All Dads to Success). This site provides
support,educadon and varied resources to help dads,
along with a discussion. forum .. http://www.dadsinc.com
25
"'14
�NO. 104
14: 19 .
FnmilyEdueation.Network. This site brings local. state, and
national educational resources together in one place .
. Their goals .include helping parents to be more involved
with schools and education.
http://www.familyeducation.coll1
Fatherhood Project This site is part of the Families and
Work Institute which, among other things, works to
develop ways to support men's involvement in
child-rearing.
bttp;/(www.fatherhoodp[Qj;ct.ori
. Fa~bers' Forum Online. This site is dedicated primarily
to expectant and new fathers with children up to the
age of two. http://www.fathersforum.com
Fathers Matter. This site features a conference center
, where dads can talk about provail'ing, relevant issues.
http://www.fathersmatter.com
Fatbers' Network. This site serVes fathers ofchildren witlt
special needs, namely. chronic illness and .
deveJopmental disability.
httpj/lwww.fatbersnenyork.org
FatlllerWork. This site contains personal' stories from '
.fathers and children, as well as ideas to promote good
fathering under various challenging circumstances.
htm:/lwww.fatherwolk.byu.edu
'
Fed.stats. More than 70 agencies of the federal government
'produce statistics of interest (including fathering) to
the public and this site provides access to the full
.
range of them. http://www.fedstats.gov ,
Kidsource OnLine. This is an online community that shares
values and goals in raising, edUcating and providing
for children. Their goal is to find and deliver the best
, of health-care and education infonnation.
http://www.kidsource.com
National Campaign to Prevent Teen Pregnancy. This site
seeks to prevent teen pregnancy by supporting values
and stimulating actions thatare consistent with a
26
015
�NLI. 1104
14: 1 '3
pregn,ancy·free adolescence.
http://www .teenpregnancy.org
National Center for Fathering. This site conducts research
and distributes data on fathers and fatheri11g.. Practical
resources are available for dads in nearly every
fathering situation .. http://www.fathers.com
Nartional Center for Strateg.i.c Non·profit Plaooing .and
Community Leadersbip. This site provides details
about NPCL's public and customized workshop series to
help community-based organizations and public
agencies better serve young, low-income single fathers.
and. fragile families. http://www.npcl.org
National Center on Fathers and Families. NCOFF's goal is to
improve the life chances ofchildren and the efficacy of
families. NCOFF supports the conduct and dissemination
of research that advances father involvement.
.
. http://www.ncoff.gse.upenn.edu.
National Fatherhood Initiative. This site highlights the
importance of dads to the well-being of their ohildren
and the entire community. They organize coalitions and
promote a pro-fathering message to dads.
httpjllwww.fatherhoQd,Of&
National Head Start Association. The ··Father Friendly
.
Assessment and Planning Tooln provides checkliBtsfor
programs to assess their readiness to BelVe fathers and to
. develop a father-friendly action plan. A joint effort of the
National Center for Strategic Nonprofit Planning and
Community Leadership; the United States Department of .
Health and Human Services' Administration for Children
and Families, Region V; and the I11inoisDepartment of
Public Aid, Division of Child Support Enforcement. this
,.tool is available at
bttp:/www.nhsa.orglpartner/fatherhoodlffanp.htm
,
.
.
.
National Latino Fatherhood and Family Institute. This site
highlights programs for serving Latino fath~rs and
families. bttp:/lwww.nlffi.org
.
UniViersity of Minoesota's Children, Youth aud Family
Consortium'""!FatherNet. This is the Consortium's
answer to the "Fa~erto Father" initiative. Minnesota
27
1.;10
�NO. 104
14: 19
was the first state to launch this initiative, and this site
has an abundance state links and resource information.
http://www.cyfc.umn.eduIFathernet
of
U.S. Department of Health and Huma.n Services Fatherbood
Initiative. This departmental site describes activities,
policies, research and plans consistent with govemment
po1icies to support fatherhood initiatives. http://fatherhood.hhs.gov
Zero to Three. This organization promotes the healthy
.
development ofbabies and young children by promoting
good child development practices for mother, fathers and·
providers of care. http://www.zerotothree.org
28
lJ17
�NU. '.1.104
14:19
Rtllources from tbe U.S. DepsJ1ment of Education and
the Department of Health. and Human Services
u.s. Department ofEducation
Call:
•
1-800-USA-LEARN
•
1-877-4ED-PUBS (1-877-433 ..7827)
Visit:
• www.pfie.ed.iOV (partnership tor Family Involvement in Education)
•
www.nces.ed.gov/pubs98/fathers/lndex.html (EDPubs)
u.s Department 0/Health and Hllman Senices
Cal];
•
1-703-683-2878 (Head Start publications office)
Visit:
• ' bttp:/lfatberhood.hhs.gov
29
�NO. 104
14: 19.·
REFERENCES
Abramovitch.H. 1997. Images of the '4father" in The Role of the Father in Child Development.
M.E. Lamb, Ed., New York: Jo1m Wiley & Sons..
Braver. S. and Griffm. W. 1996.lnvolving Fathers In the Post-Divorce Family. .Paper presented
at the Conference on Father Involvement, NICHD Family and Child Well-Being Network in
BetheSda, Maryland.
.
Bredekamp. S .. and Copple, C. 1997. Developmentally Appropriate Practice in Early Childhood·
Programs. Washington, D.C,; National Association for the Education ofYCl\.mg Children.
Brimhall, D~t Reaney. L., and West, J. 1999. Participation ofKindergartners through Third
graders in Befol"e- and After-school Care. NCBS 1999-013~ Washington. D.C.: National Center
for Education Statistics.
. .
.
Che;rlin, A.J. 1992. Marriage, Divorce. Remarriage. Cambridge, Massachusetts: Harvard
University Press.
..
Csikszentmihalyi, M. Spring 1990. Literacy and Intrinsic Motivation. Daedalus, Journal of
theAmerican Academy ofArts. and Science, pp.115-140.
Galinsky. E. 1999. Ask the Children; What America's Children Really Think about Working
Parents. New York: William MOIlOW and Company.lnc.
Henderson.. A.T., and Bel'la, N. 1994. A New Generation a/Evidence: The Family Is Critical to
Sludent Achievement. Washington, D.C.: National Committee for Citizens in Education.
Hoffman, M. L. 1971. "Identification and Conscience Development." Child Development 42~
pp. 1071-1082.
Lamb, M.E. 1997. -The Role of the Father in Child Development. 300 • Ed. New York: Wiley.
Macoby, B.E. 1992. "The Role ofParentsil1 the Socialization of Children: An. Historical
Overview." Developmental Psychology 28 (6).
Meyer, D.R. and Garasky, S. 1993. "Custodial Fathers: Myths, Realities, and Child Support
Policy," Journal ofMatriage and the Family 55, pp. 73-89.
30
[119
�NU. 1 \14 .
National Center for Education Statistics. 2000. America's Kindergartners. NeES 2000·070.
Washington, D.C.: U.S. Department of Ed'llcation.
National Center for Education Statistios. October 1997. Fathers' Invoivement in Their
Children '$ Schools; National Household Education Suney. NCES98·091R2. Washington.
D.C.: U.S. Department of Education.
National Center on Fathering. 2000. Father '$ Involvement in Children's Learning (draft).
Pruett, Kyle D. 2000. Fathemeed: Why Father Care is as Essential as Mother Carefor Your
Chi/d. New Yark: Free Press.
.
U.S. Bureau of Census 1996. Current Population Survey, March Income Supplement and April
Child Support Supplement. Detail. Table 4. www.c~nsus.iQyJhhes!www/childswmon
West, J. t Gennino-Hausken, E .• and Collins, W. 1993. Readiness/or Kindergarten: Parent and
Teacher Beliefs. NeES 93-257. Washington, D.C.: National Center for Education Statistics.
zm,N., and Nord, C.W. 1994. Running in Place: How A.mericanPamilies Are Faring in a
Changing Economy and an Individualistic Society. Washington, D.C.: Child Trends, lne.
ZiU~
N., Nord, C. W.) and Loomis, L.S. 1995. Adolescent Time Use, Risky Behavior, and.
Outcomes: An Analysis o/National Data. Report prepared for the Office ofHuman Services
Polic},. Office of the Assistant Secretary for Planning and Evaluation. Washington:, D.C.: U.S.
Department of Education.
31
lh:::1d
�PLM
05,/30/00. i TPE 17: 44 FAX 202 456 5426
THE WHITE HOUSE,
f·
•
. '.
OFFICE O.rPREsmENTIAL LE1TERS AND'.MEsSAGES
.
.
!
'FACSIMILE.FROM:
emus ScoLt.y,
,PHONE: (202) 456-5512 '
,
.'~
"
....
i~:M!~J~--:-,~~~::.:::;.c:' , _'__
:'~,"
,No.,OF PAGES (][NCLUDlNG coyn): '"
~ONE:,
..
g
~ATE: . , f/~o
F~:"
\
?
: FAX: (l02)'456-5420 .'
.
'
.
6Y)C/; 1
_ _,_ _ _ _ _ _ __
!. .
.
.
'
,
•
�I4J 002
PLM
05/30/00 TUE 17:45 FAX 2024565426
INITIALS: Be Icks
DRAFT / LETTER DATE: May 25/
2000
DOCUMENT NAME": '
\\s_whoOO010\dos\public\letter\slr\p\cks
\junge ember reichgott.doc
CORRESPONDENCE #: 7214817 '
CC:
CORRESPONDENCE ADDRESSED TO:
The Honorable Ember Reichgott
Junge
Assistant Majority Leader
Minnesota State Senate
Room 205
75 Constitution Avenue,
Saint Paul, lVIinnesota 55155
1606
\
Dear Ember:
Th,ank you very much for your let ter and for sharing with me the good
news about thr;! Minnesota charter school law.
It was great seeing you during my trip to Minnesota to celebrate the
success of cha,rter schools. 'As you well know, charter schools are'a
key part of my strategy to reform public education and ensure that
all children h.3.ve access to
~~gh
quality pUblic schools.
I'm
grateful for y:mr strong leadership in the charter school movement
and I applaud
~four
f
commitment to these innovative schools.
Congratulation;3,' too, on your remarkable career in public service.
You have, worked with energy and determination to build a brighter
future .for the people of Minnesota.
With vision and dedication, you
have been inst:~umental in improving the quality of life for citizens
throughout you::- community.
'/
You, can take great pride in knowing that
�05/30/00
TUE 17:45 FAX 202 456 5426
Put
_----,;.I4l=- 003_ _
your work has been a true investment in the future of .your state and
that and you ?'lave· created, a lasting :Legacy of public service.
Best wishes.
�05/JO/OO
PBI
rUE 17:45 FAX 202 456 5426
'.
,
. .'~
EMBER REIClIGOTT JUNGE
ASSISTANT MAJORITY LEADER
Senator 46th Distict
Room 206 State Ci.lpitol .
75 Constitution A"enue
Senate
St. Paul, MN 55155-1606
(612) 296-2889
State of Minnesota
sen. ember .junge@~!enate.leg.sta.ta.mn. u.s
aud
i7014Sth Avenue North
New Hope, Minner:ota. 55428
1111111111111111111111111111111111111111
*417935*
April 27, 2000
The Honorable 'William Jefferson Clinton
BY FEDERAL EXPRESS
President of the United. States
The White Hous..:
1600 Pennsylvatiia Avenue
Washingtolt: DC 20500 .
Dear Mr. President:
It was good to talk with you briefly at the National Confe:r.~~£e of State Legislatures (NCSL)
.Leader to Leader Dinner in February~ I ~t to update you C?n~me, ~o~cl n~v:~~o~t £hart~--=.
schools.
' . . . '
This week the F(lld Foundation named the Minnesota charter school law as one of96
semifinalists in tile 2000 Innovations in American Government Awards competition,
administered by ,Harvard's John F . Kennedy School ofGovernment. I ftIought you and your staff
would like a C9p~l ofthe s~~ifiDa]jst application, as it references your strong support for charter
schools and prov:ldes a complete history ofthe origin and rapid growth of charter scho'ols.
.
.-
.
'
I also learned jus'l: today tlUlt ·you may visit.Minnesota May 4 to ~uss education reforID and
charter schools. 'What a perfect coincidence! Gan you help us celebr'lte this recent recognition of .
tvfiimes,ota's pioIleering role in public charter schools? I would be pleased to assist your staff in
making arrangements to 'VtSita Cliarfef sc11oo[-·····
Your visit also ct:,incides with the first-ever "National Charter Schools Week" to be held May 1
5. The celebration is coordiruited by the leaders of nearly 60 grassroots charter schodl
organizations in ::i7 states aroWld the theme "New Choices in Public Education." The enclosed
"'Charter Friends Report" gives more details.
APR 28 2.0GO
COMMIT'I'EIl:S: V:u:e Chair. Election Laws • Vice Chair, Rules'& Administration • Chair, Ethical Conduct
Suhco:rD.mittoo • Cbildxen. Families and Learn:ing • K-12 Education Budget Division • Crime
f>revention • CriD:I~ Prevetltion and Judiciary Budget Division • State Government Finance Committee • Legislative
Audit Commission • LeeisIative Commis.sion on P1anninJ>' &: iN<:i'.Al PnHr.v - r ,..<ri~la+;"Q r.nn-';~a"':~~ r.~""''''''';''Q;n~
�05/30/00
TUE 17:46 FAX 202 456 5426
PLM
President Bill Clinton
April 27, 2000
,Page 2
On a personal note, I am now in the last Weeks of my 18wand final session in the Minnesota
Senate, as I have decided not to seek re-election. You no doubt have the same mixed feelings
about leaving p1.Lblic service. Recently I published my reflections about the "Gift ofPublic
Service" in our Ivfinnesota State Bar Association Magazine. I thought you would relate to these.
thoughts, as YOll have led our country with similar principies in mind. .
'
I look forWard to seeing you in Minnesota~. And once aS~ thankyou for making charter
schools a nation;il innovation.
Sincerely,
. ~{?Udf1#
Senator Ember Reichgott Junge
Assistant Majori.ty Leader
~
0
cc: Secretary ofEducation Hon. Richard Riley
Andy Ro~herham. Domestic Policy Advisor, \Vhite House
Eric Liu, Domestic Policy Advisor, White House
Jackie L"in, Office ofIntergovemmental Relations, White House
Al From. President. DLC
Ted Kolderie, Center for Policy Studies. St. Paul
Steve De:;5, Minnesota Association of Charter Schools .
141 005
�05/30/00
TIlE 17-: 46 FAX 202 456 5426
l4J006
Pili
.---~
'-''''-~'''-'''''-
;I
/.
FOR IMIv1EDIATE RELEASE: Monday, Apri124, 2000
FROM: ~e::ota. Association ofCharter Schools (MACS)
CONTACT: St~:ve Dess, Executive Director, (651) 649-5470
Minnesota Charter School Law Named Setiill:inalist in
Government Innovations Award Program.
Charter !:~hool parents, teachers 'and studentS gathered atCommunity of.Peace Charter
School in St. Palll t9 celebrate today's announcement that Minnesota's charter school law was
•
h
,,'
,
•
•
,
namea a semifu.lalist in the 2QOO 1nnova~ons in American Government Awards competition.
One of the. prestigious public service awards programs in the country, the competition is
most .
.
'
sponsored by the Ford, Foundation
and administered by Harvard University's Johp. F. Kennedy
School of (JOveI::unent:
'~Charter schools have opened many doors for students and teachers in Minnesota and
across the natiotl," said Steve Dess, Executive Director ofthe Minnesota Association of Charter
Schools .eMACS>. "They serve diverse student populations and provide ~ew public. school
choices that might not otherwise be available to meet student needs.. Not surprisingly, the
existence of charter schools ,has also motivated signifi~ant change in the existing public school
system.," he added.
The 1991 Minne.sota charter schoollaw was the first such law pass~d in the nation. It
.
"
_ .
"vas sponsored by Sen. Ember Reichgott Junge (DFL-New Hope), Rep. Becky Kelso (DFLShakopee), ahd Sen. Gen Olson (R-Minnetrista). Today there ru.:e ~ver ,1700 charter schools in 39
states serving oVI;:r 35'0,000 students. Minnesota has 53 op~ting charter schools, serving about
8300 students.
�05/JO/OO
,
rUE 17: 47 FAX 20'2 456 5426
..,_ _ " 141 007
PLM .
--------~----------~----------------
.
, "This innovation award is a tribute to the Minnesota legislature for their leadership in
education refOIT.l." said chief author Sen. Ember Reichgott Junge. '~More than that, it is
recognition of the hard work and vision of charter school educators, families and students. They, .
are the ones wh(:l have made charter schools sllccessful in providing new opp0rt:unities for
learners:"
As one 0 f 96 semifinalists selected from a pool of more than 1300 applicants,the
Minnesota. charter school law will next be considered in the selection of25 innovations award
finalists (receivillg a $20.000 award) arid 10 winners (S100,000 award).
Junge also emphasized the immediate need to ~ass legislation regardiiJg charter schools
currently pending in the K-l2 Education Conference Committee .."We need to keep charter
schools ~oving :Iorward in Minnesota," she said. "This legislation will remove barriers to
.
,
charter schools. provide the same funding as other public schools, and will fully fund charter
, school building l(~ase aid that the legislature promised last year. ,.
Included in the conferenceconunittee are the following provisions:
* allows [,pnprofit organizations to sponsor charter schools;
* increasE:scharter school start-up grants by S1.2 million to accurately reflect the gro'Wth
of charter schools in Minnesota;
,
* increases charter school building lease aid by approximately $10 illillion for the current
biennium to fully fund leaSe aid commitments made by the· 1999 legislature;
* allows cbarter schools to receive integration revemle if they qUalify like otht:?r public
schools;·
. '
"
.
.
'
.
*' provides more,oversight of'charter school sponsors and allows modest payment to ..
sponsor::
fOT
monitoring and evaluation of the charter schooL
,~_
�00
TUE 17:47 FAX 202 456 5426
l{[JUU~
PLM
Rep. Alice Seagren, author of the House provisions and Co-Chair ofthe Conference
Committee added, "We need to help charter schools with their building lease commitments now
and in the future.. If the legislature does not keep our promise, some charter schools
forced to close their doors...• '
-30
may be
�XDRAFT"DRAFT-DRAFT-DRAFT-DRAFT-DRAFT-DRAFT-DRAFT-DRAF[ .
Wbite House Strategy Session on Educational Excellence for Hispanic Students
. Draft Agenda.
._
, 9:00 am - 9:30 am
9:30 am
10:30 am
Registration
Old Executive Office Building 450
Welcome
Old Executive Office Building 450
•
•
•
•
10:45 am
12:45 pm
Maria Echaveste (T)
Lt. Governor Cruz Bustamonte (CA)
Member of Congress - Roybal-AllardfHinajosa (T)
Secretary Riley
Break-out Sessions:
•
•
Ensuring that Hispanic Students Achieve English' Proficiency
Old Executive Office Building 476,
•
Increasing the Rate of High School Completion'
old Executive Office BUilding 180
•
2:00 pm
Eliminating the Achievement Gap
Vice President's Ceremonial Office
•
1:00 pm
Increasing Access to Quality Early Childhood Education
Roosevelt Room
Increasing the College Completion Rate
Old Execuiive Office Building 472
Buffet Lunch
Indian Treaty Room
2:00 pm - 2:30 pm
Move to East Room
2:30 pm - 4:30 pm
White House Strategy Session .:... Working with the Public, Private and
Non-Profit Sectors to Meet our National Goals
East Room
• Introduction by Guillermo Linares (3 minutes)
• Remarks by President Clinton (10 minutes) ,
• Breakout Chairs Report'Out to President Clinton (???)
• Discussion on Strategies, Commitments and Next Steps Moderated by
~PresidentClinton (105 minutes)
4:30 pm - 6:00 pm
Commissioner's Reception
.. late Dining Room
S
* Names serve only as examples and placeholders.
�DRAFT
Goal # 1
Increasing Access to Quality Early Childhood Education
Eisenhower Executive Office Building Room 100
Chair:
Panelist:
Participants:
Barrera, Rebeca, Executive Director, National Latino Children's Institute
Hernandez, David, Teacher, National Education Association
Karp, Naomi, Director, U.S. Department of Education National Institute on Early Childhood
Lombardi, Joan, Child and Family Policy Specialist.
Montoya, Patricia, Commissioner, Children, Youth and Families Department, Health and Human
Services
Ramos, Predro A., President, Board of Education School District ofPhiladelphia·
PRESERVATION
PHOTOCOPY
�·.
DRAFT
Goal #2
Ensuring that Hispanic Students Achieve English Proficiency
Eisenhower Executive Office Building Room 180
Chair:
Panelist:
Participants:
Anzaldua, Gilberto, Superintendent, EI Paso Iridependent School Board
Cruz, Miriam, President, Equity Research Corporation
Driscoll, David, Commissioner of Education, Commonwealth of Massachusetts
Lechtenberg, Jennie, Sister, PUENTE Learning Center
Pompa, Delia, Executive Director, National Association for Bilingual Education
Rotherham, Andrew, Democratic Leadership Council
.
PRESERVATION
PHOTOCOPY
�..
DRAFT
Goal #3
Eliminating the Achievement Gap
Vice President's Ceremonial Office Room 274
Chair':
Panelist:
Participants:
Able, Edward H., President and CEO, American Association of Museums
Chambers, Clarice L., President, National Schoo1.Boards Association
Il.. Codero - Guzman, Hector R., Ph.D., Milano Graduate School of Management and Urban Policy
.1., Fernandez - Haar, Ana Maria, President and CEO, The lAC Group, Inc.
"I..Fajardo, Victor,Secretary, Puerto Rico Department of Education
Gammon, Thomas, Teacher, Miami Springs High School, Miami-Dade County Public Schools
1q,Hatton, Sylvia, Executive Director, Region One Education Service Center
Hernandez, Sonia, President, Commision on Educational Excellence for Hispanic Americans
/\ .Hunt, Ken, United Auto Group
.
.
Igo, Shirley, National PTA~'.\-\ I)~ 'S"t,,_J) (lc\'I~\!""'~
. Katzir, Dan, Director~ The B9~ Found.ation
Kernan, John T., ChaIrman and CEO, Llghtspan, Inc.
Long, Sarah, President, American Library Association\G\"'y<l.~·
.
Paiz-Archuleta. Erlinda, Director, ~~gional Educational Services Unit Colorado Department of
Education -'\" ~I.... <) r..-\".,;.j) c.".,,~'vl
. .
1
Petrovich, Janice, Director, Education, Knowledge and Religion Division, Ford Foundation('l) h, ~ e""'-rtLTaveras, Barbara A., President, Edward W. Hazen Foundation f/I~~
~
Tukeva, Maria, Principal, Bell Multicultural High School _~ ''\ '3><:;..
't."
.
Vega - Rivera, Cannen, Executive Director, East Harlem Tutorial Programl\AcV<i..
Welbum, Brenda L., Executive Director, National Association of State Boards of Education lHil~
Zacarias, Ruben, Fonner Superintendent, Los Angeles Unified School District
k .
0
PRESERVATION
PHOTOCOPY
.
�DRAFT·
Goal #4
Increasing the Rate of High School Completion
Eisenhower Executive Office Building Room 472
Chair:
Panelist:
Participants:
Blackburn Moreno, Ronald, President, ASPIRA Association
Merenda, Daniel W., President and CEO, National Association of Partners in Education, Iric.
Orfie1d, Gary, .Co-Director, The Civil Rights Project Harvard University
Quinones, John, ABC News 20/20~A\-.\bL- L.(
.
Riojas-Esparza, Alma, President and CEO, MANA
Santiago, Deborah, Deputy Director, White House Initiative on Educational Excellence for
. . ..
A.~ L
Hispanic Americans
Trevino, Julian H., President, Board ofTru~ees, San Antonio Independent School DistricP
.
Valeuzuela ~ Garewal, Harry, President, National Caucus ofHispanic School Board Members
Velazquez, Loida, President, Hep-Camp Assoc.iation
I
PRESERVATION
PHOTOCOPY
'>
�-,
~.
"
DRAFT
Goal #5
Increasing the College Completion Rate
Eisenhower Executive Office Building Room 476
. Chair:
Panelist:
Participants:
Cotrell, Charles, President, St. Mary's University
Flores, Antonio, President, Hispanic Association of Colleges and Universities
Garcia, Juliet V., President, University of Texas at Brownsville.
Guerra, John C., Vice President, AT&T Consumer Services SW Region
. Padron, Eduardo J., President, Miami-Dade Community College
Reyes, Frank G., Assitant to the Chancellor, S!ill Bernardino Valley College
Rodriguez, Carlos, Principal Research Scientist, Pelavin Research Center ofthe American
Institute for Research
.
Santos Laanan, ~rankie, Assistant Professor, Department of Human Resource Education,
University of Illinois at Urbana - Champaign
PRESERVATION
PHOTOCOPY
�Bethany Little
06/26/200001 :10:30 PM
Record Type:
To:
Record
Bruce N. Reed/OPD/EOP@EOP, Maria EchavesteIWHO/EOP@EOP, Barbara Chow/OMB/EOP@EOP
cc:
John B. Buxton/OPD/EOP@EOP, Reynaldo ValenciaIWHO/EOP@EOP, Kendra L.
Brooks/OPD/EOP@EOP
Subject: FW: "Testing Hispanic Students in the U.S.: Technical and Policy Issues"
On Friday our intern brought to our attention a small article in the Denver Rocky Mountain News with the.
headline, "White House report claims inappropriate tests are often used to make key decisions." The
story that followed (pasted below) details how a White House Report released at the NALEO conference
concluded that "American schools are violating Hispanic students' civil rights by using inappropriate tests
to make important decisions about their education."
Apparently a press release was issued by the Initiative through an independent consultant on Thursday,
followed by a press briefing Thursday afternoon (about 5 or 6 reporters attended) to re-release the same
report we had discussed with them in the faiL It appears that the printed copies came in from GPO on
June 16, and they thought this was an ideal opportunity to highlight the report's findings. It is my
understanding that we had reached an explicit understanding with Sarita after the last release that they
would loop us in on events like this, and I simply want to confirm that she had discussed this with
someone over here. I really hope that's the case, but she definitely did not speak to JB or me about it (or
Andy for that matter). Neither Mike Cohen, nor Heidi nor Cha apparently knew about this decision,
although the Initiative says that it forwarded a copy of the press release to the Department's Office of
Public Affairs, which OPA did not subsequently release.' I am awaiting a fax of the clips that the
consultant promised Deb, and have pasted one article below .. You will also find the Initiative's release
attached below. Please let me know if you'd like to discuss this or need more information. Thanks!
White House report claims inappropriate tests are often used to make key decisions
By Holly Kurtz
Denver Rocky Mountain News Staff Writer '
American schools are violating Hispanic students' civil rights by using inappropriate tests to make
important decisions about their education.
That's the conclusion of a White House report released Thursday at the National Association of
Latino Elected and Appointed Officials 17th Annual Conference at the Adams Mark Hotel in Denver.
of
The report found hundreds thousands.9f F)on-English-speaking students are being promoted,
flunked and barred from gifted programs and graduation based on tests in a language they don't
understand.
Other Hispanic students are taking Spanish-language exams that are less rigorous than English
"equivalents," or drifting through school without benchmarks to measure their progress because
they are exempted from tests, the report said.
�"I thought we were· well ahead of the game," said Erlinda Archuleta of the Colorado Department of
Education.
.
.
But after serving on the President's Advisory Commission on Educational Excellence for Hispanic'
Americans, Archuleta is taking another look:
Colorado has no high school"exit" exam, and districts use various factors to decide whether
students will be promoted.
There are Spanish versions of Colorado Student Assessment Program tests for third- and
fourth-graders. But students at more grade levels will eventually be required the test under a historic education reform p
State Rep. Val Vigil says he has tried to get funding to make sure every test has a Spanish version.
The roadblock he stumbled across every time was funding; Spanish tests often cost several times
more than their English counterparts.
California education chief Sonia Hernandez, a commission member, said states should bond
together to buy high-quality Spanish tests in bulk.
Mere translations of existing English tests, according to the report, are insufficient. Just as children
may speak no English, they also may fail to be fluent in basic assumptions of American culture.
"Translated tests should not be used," states one of the document's 18 recommendations.
The report also recommends eliminating interpreters, classifications that label bilingualism a
disability and excessive testing.
.
.
Even amidst the problems, commission members found some spots of life.
Hernandez, formerly an education director for former Texas Gov. Ann Richards, says that state
is getting some things right when it comes to testing Hispanic students.
The state assesses each student's language ability in English and' Spanish, then decides which
tests to administer based on how well they know each language.
.
However, no one is perfect, Hernandez says.
''They are excluding too many children," she said of Texas. "They give them waivers. The issue
with accountability is, is the child being taught? When kids are not counted, they don't count. We want them tested."
However, the report concludes unfair tests ~reactually a symptom of a broader problem.
"Until there is some semblance in equity of standards, curricula, pedagogy land resources .
throughout schools, school districts and states ... tests will continue to blame the Hispanic student
for low scores and w,iII continue to deny him or ~er promotion, eligibility and opportunity,"
June 23, 2000
---------------------- Forwarded by Bethany Little/OPO/EOP on 06/26/2000 12:07 PM --------------------------- '
�"Santiago, Deborah" <Deborah_Santiago@ed.gov>
06126/2000 10:30:08 AM'
.'
Record Type:
To:
Record
Bethany Little/OPD/EOP
cc:
"Brown. Sarita" <Sarita_Brown@ed.gov>
Subject: fW: "Testing Hispanic Students in the U.S.: Technical and Policy
Issues"
As mentioned in the voice mail. the press release for the Commission report
on testing is attached. This is the same publica-tion you all saw in
.
September of last year, with slight editing and printed by GPO.
The publication was sent via regular mail to your office. but we can
expedite by FedExing if necessary. Just let.me know. The publication is
also on our website if you'd like to download it.
Deborah A. Santiago
Deputy Director
White House Initiative on Educational Excellence for Hispanic Americans
400 Maryland Ave .. SW, Washington, DC 20202-3601
(202) 401-7479. (202) 401-8377 [fax]
111- NAL~O
advisory.doc
,~
I,.'
�Mark D. Magana
06/12/200004:08:34 PM
Record Type:'
To:
Record
Bobby D. COIner
'OfEOP@EOP. Kendra L. Brooks/OPD/EOP@EOP
cc:
Subject: Contact info
AmY,Slavin 225-296 • Staffer
Thanks
Mark
---------------------- Forwarded by Mark D. MaganalWHO/EOP on 06/1212000 04:05 PM --------------------------
Record Type:
To:
Record
Mark D. MaganaIWHO/EOP@EOP
cc:
Subject: Contact info
do you have someone (staffer) in mind for this?? or just the scheduler. THANKS
---------------------- Forwarded by Bobby D. ConnerlWHO/EOP on 06/12/200003:56 PM ---------------------------
'''''''''''''d:'
( )' i
; 't
f"'
"xx,<y.,
Record Type:
To:
Kendra L Brooks
06/12/200003:47:08 PM
Record
Bobby D. ConnerIWHO/EOP@EOP
cc:
Subject: Contact info
Hi Bobby. can you please give me staff contact numbers for Representative Loretta Sanchez so that we
can set up a conference call to go over roles for chairpersons? Thanks!
�White House Strategy Session: Improving Hispanic Student Achievement
Breakout Session #4: Increasing the High School CompletionlJate
Date:
June 15,2000
Location:
The Old Executive Office Building, Room 180
Start Time:
10:45 am
End Time:
12:45 pm
Staff Contact: IB Buxton 456-5567 (page: 757-5000)
Session Title and Focus
YOUR is Breakout Session #4: Increasing the High School Completion Rate.
In your session, panelists and participants will discuss the following goal: Increase the
high school completion rate for Hispanic students to 90 percent by 2010. Please see
attached documents on the conference background arid the issue of high school
completion and dropouts. The aim of the session is for participants to discuss the reasons
behind the existing gap in high school completion rates between Hispanic students and
their counterparts and the key strategies and steps needed to significantly increase the
high school completion rate of Hispanic students by 2010.
Session Format
The session will begin at 10:45 am. JB Buxton, from the education team ofthe Dorpestic
Policy Council at the White House, will open the session by describing the format of the
breakout and then he will tum the session over to YOU.
YOU will have 4..,5 minutes to_welcome the participants, make an opening statement on·······
the issue, and introduce the panelists in the order provided either all at once or prior to
their comments.
YOU will call upon each panelist. Panelists should not speak for more than 5-7 minutes;
Ifneeded, YOU should remind speakers to wrap up and ask them to stop. Staff at the
breakout will assist with keeping time.
At the close of the panelists' remarks, YOU will have the option of making some remarks'
and then YOU will introduce and tum the session over to the professional facilitator for
the session, Thomas Bryant. Thomas Bryant will then facilitate a discussion until 12:40
pm. The facilitated discussion will focus on three major questions for participants:
1. What are the key strategies that need to be in place if we are to reach our goal of
having 90% of Hispanic students complete high school by 2010?
2. What are the major barriers to implementing the key strategies and achieving the
g9 al ?
3. What key actors and resources need to be involved in order to surmount the barriers
and reach the goal?
PRESERVATION
PHOTOCOPY
�Breakout #4
2
YOU are welcome to participate in the discussion.
At approximately 12:40pm, Thomas Bryant will close the discussion and tum it back
over to YOU. At this time, YOU should make any closing remarks and close the session.
Following the session, participants will move to Hie Indian Treaty Room for a buffet
'lunch.
BREAKOUT PARTICIPANTS
Chair
Secretary ofthe Army, The Honorable Louis Caldera
Facilitator
Thomas Bryant, Jr.
Panelists
Patricia Gandara
Professor of Education, University of California atDavis
Manuel Isqui~rdo
Principal, 1. Sterling Morton East High School
.... Cicer0"Jllinois60004.,
A Superintendent of a Local School (TBD on 6113)
It will be either Dr. Julian Trevino from the San Antonio Independent School District
(TX), Pablo Clausell from the West New York School District (NJ), or Anthony Amato
from the Hartford School District (CT).
Other Participants
The list of other conference participants attending the breakout session will be finalized
tomorrow. We will send it over when it is c~mplete.
PRESERVATION
PHOTOCOPY
�DRAFT-DRAFT-DRAFT-DRAFT-DRAFT-DRAFT-DRAFT-DRAFT-DRAFT-DRAFT
National Goals for Educational Excellence for Hispanic Americans.
(Eventually replace this paragraph with summary of White House message for the conference.) This
draft is an attempt to articulate national goals that could be used to hold policymakers and educators
accountable for progress over the next decade. To that end, each goal is stated according to a readily
quantifiable measure. The Department ofEducation is preparing a "report card" that will present a
snapshot ofcurrent status on indicators relevant to these goals, and where possible, status in 1990.
Following each goal are examples ofstrategies that could be used to reach the goal. This is not meant
to be an exhaustive list ofstrategies, but should offer a point ofdeparture to facilitate break~ut
discussions to identify priorities. These priorities will create a framework that can be used to develop
a national action agenda for achieving educational excellence for Hispanic students.
1) Ensure that all Hispanic American children have access to high quality early childhood education
and development programs and enter school prepared to succeed by eliminating the gap between
the Hispanic participation rate and the national participation rate in high quality programs by 2010.
2) . Respecting the importance of multilingualism: age-specific learning needs, different research- .
based instructional approaches, and the variety of developmental levels at which limited English
proficient (LEP) children enter school, by 2010 all states and school districts will provide
appropriate language instruction to ensure that all students graduate from high school having
demonstrated proficiency in English.
3) Provide a high quality education with appropriate resources and support to ensure equal
opportunity for all students in order to eliminate the achievement gap between Hispanic students
and other students on appropriate state assessments and other indicators by 2010.
4) Increase the high school completion rate for Hispanic students to 90'percent by 2010.
5) Double the percentage of Hispanic Americans earning Associate's and Bachelor's degrees by
2010.
Accomplishing these ambitious goals will require a significant investment of resources and energyby
governments, educators, businesses, foundations, nonprofit organizations and individuals. Following
are some of the key strategies each sector can undertake to do its part in advancing educational
opportunities for Hispanic Americans. Ultimately, this battle for our country's future success will only
be won with partnerships among all stakeholders, innovation at all levels and a serious commitment to
excellence. ~.
.
Federal, state and local governments:
• Increase investment in educational programs that work for Hispanic children.
• Allocate and target resources more effectively.
Private sector:
• Partner with schools and institutions of higher education to provide mentors, tutors, internships,
scholarships, part-time jobs, continuing education COllrses and other educational supports.
�• Support adult involvement in education with flexible schedules, leave for parent-teacher
conferences, work site schools, childcare centers and other supports.
Foundations:
• . Support cohesive, collaborative and comprehensive research on "what works" for Hispanic
children.
• Support replication of successful programs supporting education and success for Hispanic children
and families.
Educators:
• Insist on high expectations for every child, and offer every child the support to achieve academic
and other success.
• Ensure a qualified, well-prepared, talented, supported and committed teacher in every classroom.
Nonprofit organizations:
• Use networks to communicate important information about the value of education, the possibilities
for long-term academic success and effective practices for supporting Hispanic students.
• Partner with schools, businesses and others to support networks and activitie.s that help Hispanic
students succeed.
.
Individuals:
• Get involved with.children's learning as a parent, tutor, mentor, educator; employer, or community
partner.
.
.
.
• Lobby educators, businesses, legislators and nonprofit organizations' to adopt, invest in, expand or
continue practices that successfully support Hispanic students.
.
2
�1) Ensure that all Hispani~ American children have access to high quality early childhood
education and development programs and enter school prepared to succeed by eliminating
the gap between the Hispanic participation rate and the national participation rate in high
quality programs by ~010.
Strategies
• Improve access to early childhood education programs:
• Work with states, local governments and employers to encourage proliferation of early
childhood education; and
• Increase state and federal investment in early childhood education, including Head Start ,
and the Child Care and Development Block Grant; and
'
• Ensure that both Head Start and the fedyral child care subsidies are targeted to Hispanic
families.
• Increase participation ofHispanic children in early childhood education program:
• Encourage intergenerational approaches that involve grandparents, parents and siblings in
children's development; .
• Reach out to expecting parents and new parents through non-education institutions like
hospitals, faith based organizations, health clinics, employment offices and community
based organizations; and ,
• Improve outreach efforts (including through Hispanic media) that underscore the value of
early childhood education and provide information on how to access childcare subsidies,
tax relief, and childcare or pre-K programs.
• Improve quality ofearly childhood education programs and services serving Hispanic
children:
• Improve data collection and invest in research focused on serving Hispanic families;
• Reach out to educate parents and other family caregivers in homes;
• Invest in Early Learning Fund;
• Invest in professional development for early childhood educators; and
• Increase the numbers of bilingual and/or bicultural staff in early childhood centers serving
Hispanic children.
• Encourage parental involvement in children's development:
• Reach out to parents through a variety ~f means, including non-education organizations;
• Reach out to stay at home families to encourage participation and re'ading at home to
supplement school activity;
,
• TargetEarly Head Start and Even Start to further work on outreach to Hispanics through
home visits;
• Invest in parent education and literacy; and
• Offer resources and motivation to parents to read to young children.
e
3
�2) Respecting the importance of multiliIlgualism age-specific learning needs, and different '
.research-based instructional approaches, and the variety of developmental levels at which
limited ~nglish proficient (LEP) children enter school, by 2010 all states and school
districts will provide appropriate language instruction to ensure that all students
graduate from high school having demonstrated proficiency in English •.
Strategies .
• Work with schools to develop effective programs to educate students who enter US. schools
with limited English proficiency.
.
• Work with schools to develop effective programs to educate students who enter school with
limited English proficiency, especially those who enter Us. schools in the later grades:
• Disseminate effective, research-based practices for educating LEP' students to achieve
proficiency in English and other core academic subjects; ,
• Foster the expectation. that children entering out public schools at any time are capable of
learning to high academic standards, and the understanding that it is the responsibility of
, educators to ensure they are offered the opportunity to.do so;
• Encourage businesses, community based organizations, schools and governments to' offer
, more English as a Second Language (ESL) courses in the after school and evening hours
for students and their families; a n d '
•. Offer more supports to addre~s limited English proficiency, illiteracy and prolonged reading
. difficulties in older students.
.
• All LEP students will receive appropriate language services:
• Ensure that schools are offering sufficiently intensive English language services to LEP
students" including more extended learning time; and .'
.'
Recruit and train more teachers' to use research-based approaches to teaching LEP students
. English and other academic subjects ..
• Ensure all teachers'who teach LEP students have appropriatetraining and skills:
• . Work with schools of education to ensure all new teachers are trained in effective, research
, based approaches to teach LEP students English, while also ensuring progress in other
academic areas; and
• Ensure relevant and standards-based professional development is available to all teachers,
especially those in areas with growing populations of LEP students.
• Recruit and train more high-quality teachers bilingual ability:
• Increase federal investment in teacher recruitment and training;
• Encourage talentl":d, Hispanic mid-career professionals to use alternative routes to
certi'ficationto become teachers; and
• Encourage more Hispanics to serve as English tutors and mentors for LEP students.
• . Encourage all students to become proficient in both English and a second language:
'. Promote the use of effective dual immersion programs;
• Help students and educators appreciate the value of multilingualism; and
• Recruit and train more foreign language teachers.
4
�3) Provide a high quality education with appropriate resources and support to ensure equal
opportunity for all students in order to eliminate the achievement gap between Hispanic
students and other students on appropriate state assessments and other indicators by 2010 .
. Strategies
• Ensure states are fully in compliance with Title! and other ESEA provisions.
• Involve parents in children's learning.
.
.• Ensure schools are offering curricula aligned with state standards:
• Encourage school districts to work collaboratively with teachers to implement standards
based reform; and
• Ensure schools do not only "teach to the test?', but impart content knowledge and skills.
• Ensurestates are using sound testing practices:
• Encourage the use of multiple measures in, assessing students;
• Develop appropriate assessments and accommodations for assessment;
• Ensure LEP students are effectively included in state assessments;
• Disseminate and promote guidance on appropriate testing and valid measures; and
• Use disaggregated testing data and other strategies to help educators use assessment results
to inform practices and allocate resources.
• Ensure that teachers are prepared to teach to high standards:
• Train teachers in effective instructional practices for teaching all students including LEP
students;
• Align teacher preparation programs and scl;tools of education with standards;
• . Provide more, long-term and sustained, research-based professional development aligned
with state standards; and
• Raise standards for all teachers by rigorously testing all new teachers (including testing
middle and high school teachers in the subject they will teach, and elementary school
teachers in their knowledge ofteaching reading), ensuring all teachers are qualified
according to state standards and have a major or minor or demonstrated knowledge in the
subject they teach, and offering mentoring and other support to new teachers.
• Encourage educators to have high expectations for all students:
• Offer professional development that promotes cultural understanding;
• Inform educators on the importance of expectations in children's success; and
• Eliminate the use of "tracking" and ensure all students have access to a challenging
curriculum.
• Ensure thell all Hispanic students at all levels have high-quality teachers in their classrooms:
~ Disseminate effective, research-based practices for educating LEP students to achieve
academic excellence;
.
• Work with schools of education to' ensure all new teachers are trained in effective, research
based approaches to teach LEP students English, while also ensuring progress in other
academic areas; and
.
• Ensure relevant and staqdards-based professional development is available to all teachers,
especially those in areas with growing populations ofLEP students: .
• Recruit and train more high-quality teachers with bilingual ability:
• Help colleges and universities produce larger numbers of high-quality Hispanic teachers for
the nation's K-12 schools; .
• Increase federal investment in teacher recruitment and training; and
5
�• Encourage Hispanic miq-career professionals to use alternative routes to certification to
.
become tea~hers.
• Allocate resources effectively.to address the learning needs oJHispanic students:
• Ensure that state resources are aligned with need;
• Improve targeting of and access to federal investments and programs; and
• Increase investment in programs that are effectively addressing the educational needs of
Hispanic students, including HEAP.
• Offer supports Jar migrant and other at-risk Hispanic children:
• Develop·systems to transfer or share student records and achievement information; and
• Implement practices of assessing students and using assessment to ensure appropriate
learning opportunities.
• Invest in closing t~e digital divide:
• Ensure teachers are trained in effective use of technology; and
• Offer disadvantaged communities more access to technology through Community-based
Technology Centers, school computer labs and other public resources.
6
�~
Increase the high school completion rate for Hispanic students to 90 percent by 2010.
Strategies
• Fund more research and data collection on effective practices for ensuring Hispanic students
complete high school.
• Encourage partnerships among schools, community-based organizations and businesses to
maximize efforts and resources designed to benefit Hispanic teenagers.
• Offer a curriculum that helps Hispanic students succeed:
• Ensure all students have access to challenging coursework including Advanced Placement
courses and honors courses;
• Offer more supports to address limited English proficiency, 'illiteracy and 'prolonged reading
difficulties in older students;
• Develop programs to educate students who enter U.S. schools with limited English
proficiency in the later grades; and'
• Disseminate effective, research-based practices for educating LEP students to achieve
academic excellence.
• Offerprograms and instruction that meet the needs and interests ofstudents:
• Invest in programs that combine rigorous academic standards with useful skills and·
professional experience.
'
• Offer more mentoring, tutoring and individualized instruction:
• Encourage business and community based organizations to establish mentoring, tutoring
and internship programs; and
• Create smaller schools and learning environments to foster connections and individual
attention.
• End the unsound practices ofsocial promotion and ineffective retention in grade:
• Ensure all students have the support necessary to reach high standards; and
• Align curriculum and learning expectations among grades and school· levels (i.e.
elementary, middle'and high school).
• Address out ofschool factors that contribute to high dropout rates, including alienation,
poverty and the need to support family, malnutrition and other health problems,pregnancy,
gang involvement, and juvenile crime:
• Involve parents in their children's education;
• Provide for student counseling needs and social service access;
• Invest in high-quality alternative schools for at-risk kids and dropout recovery, including
charter schools;
• Support dropout recovery and high-quality GED programs; and
• Ensure that standards and content for flexible time, distance and other alternative learning
systems are aligned with traditional high schools.
• Expand programs that help Hispanic students see the potential benefit ofhigh school
completion and higher education:
• Increase federal investment in GEAR UP;
• Expand TRIO to serve more Hispanic students;
• Promote School-to-work and other career awareness efforts;
• Encourage businesses and the federal government to offer more internship opportunities to
Hispanic students; and
7
�•
•
•
•
• Provide mote college counselors and curriculum ~dvisors that reach out to Hispanic
students.
Recruit and train more Hispanics·to diversifY the teachingforce aftd increase cultural and
.
linguistic understanding and offer positive role m o d e l s . .
Develop different ways to access learning ilzcluding distance learning andflexible schedules.
Encourage educators to have high expectations. ofall students:
.
• Offer professional development that promotes cultural understanding; and
• Inform educators on the importance of expectations in children's success.
Help states, districts and schools to undertake productive systemic change so that it is not only
problems that are addressed, but also the systemic causes ofthose proqlems:
.
• Develop stronger systems to train and recruit high-quality, diverse principals,
superintendents and other administrators.
.'
r
,,'
.
, ..
�5) Double the percentage of Hispanic Americans earning Associate's and Bachelor's degrees by
2010.
Strategies
• Work with families ofHispanic students to encourage college attendance:
• Invest in programs that reach out to families throughout a student'.s education to inform
them of the importance of higher education, and the requirements and possibilities for
attaining undergraduate and graduate degrees; and
• Promote "Community Days" and "Family Days" at institutions of higher education that
bring families onto campuses and familiarize them with the lifestyle and opportunities.
• Increase amount and use offinancial aid for Hispanic students:
• Undertake proactive outreach strategies to promote greater understanding and use of
financial aid among Hispanic families;
.
• Address the issue oflost income (reconsider income limits on federal grants and loans?);
• Increase federal investment in Pell grants, work study and other financial aid programs;
• Increase private and foundation investments in scholarships for Hispanic students; and
• Address age limits in availability of financial assistance.
• Encourage Hispanic college students to pursue graduat€!
degrees:
• Intensify efforts to recruit and hire more Hispanic faculty at Instii~tions of Higher
Education;
• Encourage businesses, nonprbfits and government to offer more professional internships
and part-time or summer jobs; and
• Enact the President's Dual Degree Program for Minority Serving Institutions to increase
opportunities for an estimated 3,000 students at minority-serving institutions that offer four
year degrees. Eligible students in participating schools would receive two degrees within
five 'years: one from a minority-serving institution, and one from a partner institution'in a
field in which minorities are underrepresented.
.
• Strengthen Hispanic Serving Institutions:
• Increase state, local and federal investment in high-quality. programs and faculty.
• Increase cooperation between the K-12, community colleges and four-year colleges and
universities in the areas ofcourse cr,edits and .transfers.
'
• Increase support for local, state and federal programs that focus on college preparation and'
retention:
• Increase access to financial aid and support services to students at risk of dropping out;
• Encourage the private, nonprofit and public sectors to partner with institutions of higher
education to create more orientation programs, and offer more programs that help Hispanic
students find caring communities and cultural affinity;
• Enact the President's proposed ~ol1ege Completion Challenge Grants Program; and
• Increase investment in GEAR UP and TRIO.
9
�'.
~
The 2010 Alliance:
An Initiative to Close the Latino Achievement Gap by 2010
The Latino community is the fastest growing in the country yet continues to have lower
educational attainment rates than Anglo, African American, and Asian students. This fact creates .
a scenario that is unacceptable to the Latino community and to the rest of society. While
promising educational strategies for Latino students exist in communities across the country,
most systems are dwarfed by unmet needs suggesting that slow incremental change will not take
us much beyond the status quo. An effort that creates the kind of change necessary to close the
. achievement gap for Latino students requires harnessing the collective political will of those who
care and commit to work together on an action agenda for change. A summit in the Washington,
DC area in October 2000 will bring together a group of leaders who possess the knowledge, the
experience, and the influence to effect the changes necessary .
1 JI
. As of today, June 15, 2000, leaders fromthe following organizations have committed to
.
accepting responsibility for closing the achievement gap between Latino children a n d , \ : "(tv'lI.,.L \).,
Anglo, African American, and Asian students by 2010.
(Will representativesjrom thejollowillg orgalliza,tions please stand) The National Council for CfS~
Ll
Community and Education Partnerships (NCCEP) the National Association for Bilingual
Education (NABE) the National Council of La Raza (NCLR) and the National Association
for Latino Elected Officials (NALEO) will join with leaders in the philanthropic world, t~e
Ford, Kellogg, and Hazen Foundations; and leaders from the corporate sector, AT&T)
Univision, State Farm Insurance, and General Motors Corporation to work with poUc:y
makers to convene a summit of leaders in Washington DC in October 2000. At this summit
the group will develop a national action plan and commit to a long-term initiative and
collaborative partnership to support the Latino achievement agenda for the next decade.
_--_--r---.\1
sc,t ,h"'''
PRESERVATION
PHQTOCOPY
�
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
Kendra Brooks - Subject Series
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Kendra Brooks
Is Part Of
A related resource in which the described resource is physically or logically included.
<a href="http://clinton.presidentiallibraries.us/items/show/36031" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/647992" target="_blank">National Archives Catalog Description</a>
Description
An account of the resource
The Kendra Brooks Subject Files contain correspondence, reports, articles, memos, and various printed material. Other documents include background information for education events and meetings. The files include material pertaining to charter schools, national testing, SAT preparation, school safety, school modernization/construction, affirmative action, Blue Ribbon Schools, class–size reduction, teacher quality, Limited English Proficiency (LEP), the White House Initiative on Education Excellence for Hispanic Americans, Tribal Colleges and Universities, Historically Black Colleges and Universities (HBCU’s), the Individuals with Disabilities Education Act (IDEA), and Title 1 of the Elementary and Secondary Education Act of 1965.
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
Extent
The size or duration of the resource.
157 folders in 16 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
[Education - Hispanic Files] [1]
Creator
An entity primarily responsible for making the resource
Domestic Policy Council
Kendra Brooks
Subject Files
Is Part Of
A related resource in which the described resource is physically or logically included.
Box 5
<a href="http://clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/KendraBrookssubjectfile.pdf" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/647992" target="_blank">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
Clinton Presidential Library & Museum
Medium
The material or physical carrier of the resource.
Reproduction-Reference
Date Created
Date of creation of the resource.
1/17/2012
Source
A related resource from which the described resource is derived
647992-education-hispanic-files-1.pdf
647992