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Voluntary National Tests in Reading and Math
A Strategy to Master the Basics and Reach High Standards
Tonight, I issue a challenge to the nation: Every state should adopt high national
standards, and by 1999, every state should test every 4th grader in reading and every
8th grader in math to make sure these standards are met.
President Clinton, State of the Union Address, February 4, 1997
STRONG SCHOOLS WITH CLEAR STANDARDS OF ACHIEVEMENT AND.
DISCIPLINE ARE ESSENTIAL TO OUR CHILDREN AND SOCIETY. These standards
are needed to help instill the skills, American values, and encouragement for hard work that our
children need to succeed in school and in life. Toward that end we must establish meaningful
standards for what students should be expected to learn and achieve in the basic subjects of
reading and mathematics.
A CHALLENGE TO PARENTS, TEACHERS, AND SCHOOLS TO MAKE SURE THAT
EVERY STUDENT MASTERS THE BASICS IN READING AND MATHEMATICS.
Reading well by grade 4 and mastering mathematics -- including the foundations of algebra and
geometry -- by grade 8 are the gateways for further learning and achievement. Research shows
that students who fail to .learn to read English well by the end ofgrade 3 are at greater risk of
dropping out and facing diminished success in school and life. Students who fail to master the
basics of mathematics by the end of grade 8 do not have the foundation to take tough
mathematics and science courses in high school which in turn prepare them for college and better
jobs.
While our students have been making progress in reading and mathematics, we are not yet where
we need to be as a nation. According to the National Assessment ofEducational Progress
(NAEP), 40 percent of our 4th grade students do not reach the "basic" achievement level. In the
Third International Mathematics and Science Study (TIMSS), U.S. 4th graders score above
average in math and science. However, our 8th graders score below the international average in
mathematics, and only 5 percent ofU.S. eighth grade students score in the top 10 percent
internationally. ,
RIGOROUS VOLUNTARY NATIONAL TESTS IN 4TH GRADE READING AND 8TH
GRADE MATHEMATICS. Parents need to know that students have mastered the basics no
matter where they live or move in this country.- Arid they have the right to know how well their
children are doing compared with students in other schools, states, and countries. To help give
parents this information, the U.S. Department ofEducation is offering every state and school
district the opportunity to use voluntary national tests of 4th grade reading and 8th grade
mathematics, beginning in 1999. These rigorous tests will provide parents, for the first time,
scores for individual students, measured against widely accepted national and international
standards of excellence. They will give states, local communities, teachers and parents the kind of
accurate information they need to help students master basic and advanced skills and strengthen
academic performance.
-more -
CLINTON LIBRARY PHOTOCOPY
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�NATIONAL EFFORT TO IMPROVE THE ODDS FOR STUDENTS. Schools and
communities are already working hard· at educational improvement; they are.committed to parent
involvement, getting technology into the classroom, and ensuring a trained and dedicated teacher
in every classroom. The federal government provides funding to states and communities to
support these efforts. But these efforts cannot be fully effective' unless parents, schools and
communities are aiming at.clear, high standards of achievement. That is why these national tests
are already spurring a renewed nation-wide effort to support school improvement and strengthen
student achievement in these core subjects. Reading and literacy groups are coming together to
improve reading .. The mathematics and science community, engineers .and business leaders are
working to improve mathematics teaching and learning. To assist parents, teachers, principals and
communities in using the tests effectively, the '{l.S. Department of Education, the National
.
Science Foundation and others are developing a tool chest that includes information for parents
and teachers on how to prepare to meet these high standards, how to use test results to improve
education, and what high standards in reading and mathematics look like. As part of this effort,' .
every year the entire test (along With answers, scoring guides, and other materials) will be
. released to the public and available on the Internet so that students, parents, and teachers. can
know what is expected for students to reach standards of excellence.
TESTS BASED ON WIDELY RECOGNIZED NATIONAL STANDARDS. The tests will
be modeled on the NAEP in 4th grade reading and 8th grade mathematics. The NAEP tests are
based on widely accepted standards.developed by parents, teachers, reading and mathematics
specialists, curyiculum specialists, and researchers. The NAEP .standards reflect a national
consensus of what students should know and be able to do when they reach these crucial stages of
learning.
TOOLS FOR PARENTS; GUIDES FOR SCHOOLS AND COMMUNITIES~ The current
. NAEP is designed to assess how well a sample of students across the entire nation and individual
states perform in reading and mathematics. A very small percentage of students participate in .
NAEP, and no parents know how their own children do on this test. In contrast; the voluntary
national tests will provide students, parents, and teachers with meaningful scores to compare
. individual student performance to widely accept~d national and international standards and to
identify students and schools that need extra help. These standard measures of excellence will
help parents hold schools accountable for improved performance, help teachers and principals .
iniprove curriculum and instruction, and give students a guide for charting their own progress.
DEVELOPMENT ANQ ADMINISTRATION OF THE TESTS. The U.S. Department of
Education will contract witli independent test developers to produce the new tests, which will be
available for the first time in the spring of 1999 and updated each year. Guidance for test
development will come from the most successful mathematics and reading teachers, parents,·
governors, and local and state education, civic and business leaders. Interested test publishers,
states, and local school districts will be licensed to administer the tests each year. Individual test.
scores will not be collected by the federal government; state and local schoql districts will decide
how to use the data. Each test will require approximately 90 minutes of total testing time. States
and school districts can administer the tests as part of their local testing programs.
For more information, visit our web site at http://www.ed.gov/nationaItests
�Voluntary National Tests in Reading and Math
A Strategy, to Master the Basics and Reach High Standards
Tonight. lissuea challenge to the nation: Every state should adopt high national
standards. and by 1999. every state should test every 4th grader in reading and every .
8th grader in math 10 make sure these standards are met.
.
President Clinton, State of the Union Address,February 4~ 1997
STRONG SCHOOLS WITH CLEAR STANDARDS OF ACHIEVEMENT AND
DISCIPLINE ARE ESSENTIAL TO OUR CHILDREN AND SOCIETY. 'These standards
are needed to help instill the skills, American values, and encouragement for hard work that our
children need to succeed in school and in life. Toward that end we must establish meaningful
standards for what students should be expected to learn and achieve in the basic subjects of
reading and mathematics.
A CHALLENGE TO PARENTS, TEACHERS, AND SCHOOLS TO MAKE SURE THAT'
EVERY STUDENT MASTERS THE BASICS IN READING AND MATHEMATICS.
Reading well by grade 4 and mastering mathematics -- including the foundati.ons of algebra and
geometry -- by grade 8 are the gateways for further learning and· achievement. Research shows
that students who fail to learn to read English well by the end of grade 3 are at greater risk of
dropping out and facing diminished success in school and life. Students who fail to master the
basics of mathematics by the end of grade.8 do not have the foundation to take tough
mathematics and science courses in high school which in turn prepare them for college and better
jobs.
While our students have been making progress in reading and mathematics, we are not yet where
we need to be as a nation. According to the National Assessment ofEducational Progress
.
. (NAEP), 40 percent of our 4th grade students do not reach the "basic" achievement level. In the
Third International Mathematics and Science Study (TIMSS), U.S: 4th graders score above
average in math and science. However, our 8th 'graders score below the international average in
'mathematics, and only 5 percent of U.S. eighth grade students score in the top 10 percent
internationally.
RIGOROUS VOLUNTARY NATIONAL TESTS IN 4TH GRADE READING AND 8TH
GRADE MATHEMATICS. Parents need to know that students have mastered the basics no
matter where they live or move in this country.. And they have the right to know how well their
children are doing compared with students in other schools, states, and countries.. To help give
parents this imonnation, the U.S. Department of Education is offering every state and school
district the opportunity to use voluntary national tests of 4th grade reading and 8th grade .
mathematics, beginning in 1999. These rigorous tests will provide parents, for the first time,
scores for individual students, measured against widely accepted national and international
standards of excellence. They will give states, local communities, teachers and parents the kind of
accurate infonnation they need to help students master basic and advanced skills and strengthen
academic perfonnance.
.
- more
�NATIONAL EFFORT TO IMPROVE THE ODDS FOR STUDENrS. Schools and
communities are already working hard at educational improvement; they are committed to parent
inv.olvement, getting technology into the classroom, and ensuring a trained and dedicated teacher
in every classroom.. The federal government provides funding to states and communities to
support these efforts. But these efforts cannot be fully effective unless parents, schools and'
communities are aiming at clear, high standards of achievement. Tha~ is why these national tests
are already spurring a renewed nation-wide effort to support school improvement and strengthen
student achlevement in these core subjects. Reading and literacy groups are coming together to
improve reading. The mathematics and science community; engineers and business leaders are
working to improve mathematics teaching and learning. To assist parents, teachers, principals and
communities in using the tests effectively, the 1).S. Department of Education, the National
Science Foundation and others are developing atool chest that includes information for parents
and teachers on how to prepare to meet these high standards, how to use test results to improve
education, and what high standards in reading and mathematics look like. As part of this effort,
every year the entire test (along with answers, scoring guides, and other materials) will be
released to the public and available on the Internet so that students, parents, and teachers. can
know what is expected for students to reach standards of excellence.
TESTS BASED ON WIDELY RECOGNIZED NATIONAL STANDARDS. The tests will
be modeled on the NAEP in 4tp grade reading and 8th grade mathematics. the NAEP tests are
based on widely accepted standards developed by parents, teachers, reading and mathematics
specialists, curriculum specialists, and researchers. The NAEP standards reflect a national
consensus of what students should know and be able to do when they reach these crucial stages of
learning.
.
TOOLS FOR PARENTS; GUIDES FOR SCHOOLS AND COMMUNITIES~ The current
NAEP is designed to assess how well a sample of students across the entire nation and individual'
states perform in reading and mathematics. A very small percentage of students participate in
NAEP, and no parents knowho~their own children do on this test. In contrast, the voluntary
national tests will provide students, parents, and teachers with meaningful scores to compare
. individual student performance to widely accepted national and international standards and to
identify students and schools that need extra .help. These standard. measures of excellence will
help parents hold schools accountable for improved performance, help teachers and principals
improve curriculum and instruction, and give students a guide fof charting their own progress.
DEVELOPMENT AND ADMINISTRATION OF THE TESTS. The U.S. Department of
Education ,will contract witli independent test developers to produce the new tests, which will be
. available for the first time in the spring of 1999 and updated each year. Guidance for test
development will come from the most successful mathematics and reading teachers, parents,
governors, and local and state education, civic and business leaders. Interested test publishers,
.states, and local school districts will be licensed to administer the tests each year. Individual test.
scores will not be collected by the federal government; state and local school districts will decide
how to use the data: Each test will require· approximately 90 minutes of total testing' time. States
and school districts can administer the tests as part of their local testing programs.
For more information, visit our web site at http://wwW.ed.gov/nationaltests
.'
�Voluntary National Tests in Reading and Math
A Strategy to Master the Basics and Reach High Standards
Tonight. I issue a challenge to the nation: Every state should adopt high national
standards. and by 1999. every state should test every 4th grader in reading and every
8th grader in math to make sure these standards are met.
President Clinton, State ofthe Union Address, February 4, 1997
STRONG SCHOOLS WITH CLEAR STANDARDS OF ACHIEVEMENT AND,
DiSCIPLINE ARE ESSENTIAL TO OUR CHILDREN AND SOCIETY. These standards
are needed to help instill the skills, American values,and encouragement for hard work that our'
children need to succeed in school and in life. Toward that end we must establish meaningful
standards for what students should be expected to learn and achieve in the basic subjects of
reading and mathematics.
A CHALLENGE TO'PARENTS, TEACHERS, AND SCHOOLS TO MAKE SURE THAT
EVERY STUDENT MASTERS THE BASICS IN READING AND MATHEMATICS.
Reading well by grade 4 and mastering mathematics ,;,- including the foundations of algebra and
geometry -- by grade 8 are the gateways for further learning and' achievement. Research shows
that students who fail to learn to read English well by the.end ofgrade 3 are at greater risk of
dropping out and· facing diminished success in school and life. Students who fail to master the
basics of mathematics by the end ofgrade 8 do not have the foundation to take tough
mathematics and science courses in high school which in turn prepare them for college and better
jobs.
While our students have been making progress in reading and' mathematics, we are not yet where
we need to be as a nation. According to the National Assessment ofEducational Progress
, (NAEP). 40 percent ofour 4th grade students do not reach the "basic" achievement level. In the
Third International Mathematics and Science Study (TIMSS). U.S: 4th graders score above
average in math and science. However. our 8th graders score below the international average in
,'mathematics, and only 5 percent of U.S. eighth grade students score in the top 10 percent
internationally ~
RIGOROUS VOLUNTARY NATIONAL TESTS IN 4TH GRADE READING AND 8TH
GRADE MATHEMATICS. Parents need,to know that students have mastered the basics no
matter where they live or move in this country.. Arid they have the right to know how well their
children are doing compared with students in other schools,states! and countries. To help give
parents this information, the U.S. Department ofEducation is offering every state and school
district the opportunitY to use vohmtary national tests of4th grade reading and 8th grade,
mathematics, beginning in 1999. These rigorous tests will provide parents,' for the first time,
scores for individual students, measured against widely accepted national and international
standards of excellence. They will give states, local communities, teachers and parents the kind of
accurate information they need to help students master basic and advanced skills and strengthen
academic performance.
- more
�NATIONAL EFFORT TO IMPROVE THE ODDS FOR STUDENTS. Schools and
communities are already working hard at educational improvement~ they are committed to parent
involvement, getting technology into the classroom, and ensuring a trained and dedicated teacher
in every classroom. The federal governnient provides funding to states and communities to
support these efforts. But these efforts cannot be fully effective unless. parents, schools and
communities are aiming at clear, high standards of achievement. That is why these national tests
are already spurring a renewed nation-wide effort to support school improvement and strengthen
student achievement in these core subjects. Reading and literacy groups are coming together to .
improve reading. The mathematics and science community, engineers and business leaders are
working to improve mathematics teaching and learning. To assist parents, teachers, principiils and
communities in using the tests effectively, the U.S. Department of Education, the National
Science Foundation and others are developing a tool chest that includes information for parents.
and teachers on'how to prepare to meet these high standards, how to use test results to improve
education, and what high standards in reading and mathematics look like. As part of this effort,
every year the entire test (along with answers, scoring guides, and other materials) will be
released to the public and available on the Internet so that students, parents, and teachers can
know what is expected for students to reach standards of excellence.
TESTS BASED ON WIDELY RECOGNIZED NATIONAL STANDARDS. The tests will
be modeled on the NAEP in 4th grade reading and 8th grade mathematics. The NAEP tests are
based on widely accepted standards .developed by parents, teachers, reading and mathematics
specialists, curriculum specialists, and researchers. The NAEP standards reflect a national.
consensus of what students should know and be able to do when they reach these crucial stages of
learning.
'
TOOLS FOR PARENTS; GtJIDES FOR SCHOOLS AND COMMUNITIES. The current·
NAEP is designed to assess how well a sample of students across the entire nation and individual·
states perform in reading and mathematics. A very small percentage of students participate in
NAEP, and no parents know how their own children do on this test. Iri contrast, the voluntary
national tests will provide students, parents, and teachers with meaningful scores to compare
individual student performance to widely accepted national and international standards and to
identify students and schools that need extra help. These standard measures of excellence ,will
help parents hold schools accountable for improved performance, help teachers and princip,als
improve curriculum and instruction, and give students a guide for charting their own progress.
DEVELOPMENT AND ADMINISTRATION OF THE TESTS. The U.S. Department of
Education will contract with independent test developers to produce the new tests, which will be
available for the first time in the spring of 1999 and updated each year. Guidance for test
development will come from the most successful mathematics and reading teachers, parents,
governors, and local and state education, civic and business leaders. Interested test publishers,
states, and local school districts will be licensed to administer the tests each year. Individual test.
scores will not be collected by the fedenil government~ state and local school districts will decide
how to use the data. Each test will require approximately 90 minutes of total testing time. States
and school districts can administer the tests as pan: of their local testing programs.
.
.
.
For more information, visit our web site at http://www.ed.gov/nationaltests
�
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The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Michael Cohen - Subject Series
Creator
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Domestic Policy Council
Michael Cohen
Is Part Of
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<a href="http://clinton.presidentiallibraries.us/items/show/36062">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/7763316" target="_blank">National Archives Catalog Description</a>
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2012-0160-S
Description
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<p>Michael Cohen held the position of Special Assistant to the President for Education Policy within the Domestic Policy Council from 1996 to 1999. Prior to being detailed to the White House, he served as Senior Advisor to the Secretary of Education.</p>
<p>This series of Subject Files contains materials relating to education reform, the Goals 2000: Educate America Act (1994), America Reads initiative, bi-lingual education and the ballot initiative in California which proposed to eliminate bi-lingual instruction and limit the amount of time for bi-lingual students to transition to English only, test standards, teachers, tribal schools, school safety and school violence. The records include correspondence, reports, faxes, emails, handwritten notes, schedules, publications, and memoranda.</p>
Provenance
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Clinton Presidential Records: White House Staff and Office Files
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Clinton Presidential Library & Museum
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318 folders in 24 boxes
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Testing 2 pager - new
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Domestic Policy Council
Michael Cohen
Subject Files
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2012-0160-S
Is Part Of
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Box 21
<a href="http://clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2012-0160-S-Cohen.pdf" target="_blank">Collection Finding Aid</a>
<a href="https://catalog.archives.gov/id/7763316" target="_blank">National Archives Catalog Description</a>
Provenance
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Clinton Presidential Records: White House Staff and Office Files
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Adobe Acrobat Document
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Clinton Presidential Library & Museum
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8/12/2013
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2012-0160-S-testing-2-pager-new
7763316