--- Monday --- September 23, 1996 --- Vol. 6--- No. 68 ---
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THE NATIONAL UPDATE ON AMERICA'S EDUCATION REFORM EFFORTS
A service of the National Education Goals Panel
__________ __________
READING, WRITING, HEART DISEASE | SPOTLIGHT |
The Physicians Committee for | |
Responsible Medicine rated | FIRST THINGS FIRST |
school districts nationwide | |
according to quality of food | Raising student standards |
served at school lunch | is the sure-fire way to |
programs. Dade County Public | increase student achieve- |
School District in Miami was | ment, say many educators. |
the class valedictorian. | But what about teacher |
According to PCRM, Dade County | standards? What difference |
offers low-fat vegetable salads | will raising student |
and fruit plates, as well as a | standards make, if teachers |
vegetarian lunch entree, daily. | can't teach to them? |
Most schools, and all of the | |
high schools, have a salad bar. | A new report calls for a |
The lowest ranking district: | "dramatic overhaul" in the |
Chicago. For more info, | way the nation prepares |
contact PCRM at 202/686-2210. | teachers. Teacher unions |
| are not assailed for the |
THE LEOPARD SON | poor track record of many |
The Discovery Channel | teachers. Instead, the |
premiers The Leopard Son on 27 | onus is placed on states |
Sept., their first wildlife | and school districts that |
feature film. Students from | fail to stress teacher |
Children's Express have | quality when hiring. (#1) |
prepared lesson plans to | |
accompany the film. The plans | Another study correlates |
appear in Discovery Networks' | higher drop-out rates with |
Fall/Winter 1996 Educator Guide | unionization, claiming that |
to support Africa Week, an | unions hamper student |
entire week of television | achievement. "Hogwash," |
programming that begins 30 | says the NEA. You can't |
Sept. Get free plans at: | measure achievement solely |
http:\\school.discovery.com. | by drop-out rates. (#2) |
or 800/321-1832. |_____________________________|
============== QUOTE OF THE DAY ==============
"More attention [is paid] to the qualifications of veterinarians
treating the nation's cats and dogs than to those of teachers
educating the nation's children and youth." --
National Commission on Teaching and America's Future. (#1)
_______________________________________________________________
| A service of the National Education Goals Panel |
| Published by the Education Policy Network |
| 1255 22nd Street NW; Wash, D.C.; 20037; 202/632-0952 |
| The DRC hereby authorizes further reproduction and |
| distribution with proper acknowledgement. |
| Publisher: Barbara A. Pape |
|_______________________________________________________________|
============== TABLE OF CONTENTS ==============
GOAL FOUR: TEACHER EDUCATION/PROFESSIONAL DEVELOPMENT
A "NATIONAL SHAME:" The state of teaching in America. (#1)
UNIONS HINDER LEARNING?: Dispute among the research. (#2)
INPUT DESIRED: Public comment urged on teaching standards. (#3)
THE PRIVATE EYE
DON'T DO IT: New York State Board of Regents' new slogan. (#4)
TAKING STOCK
RIGHT & WRONG: American teens want more lessons on values.(#5)
FROM COURTHOUSE TO SCHOOLHOUSE
CHANGING COURSE: Boston School Committee ends quota case. (#6)
ELEMENTARY SCHOOL SEXUAL HARASSMENT: Lawsuit dropped. (#7)
HIGHER EDUCATION
MINN. PROFESSORS THREATENED: Start to organize. (#8)
===== GOAL FOUR: TEACHER EDUCATION/PROFESSIONAL DEVELOPMENT =====
*1 A "NATIONAL SHAME:" THE STATE OF TEACHING IN AMERICA
Teacher preparation and recruitment are in need of a "major
overhaul," according to a new report issued by the National
Commission on Teaching and America's Future. The report, "What
Matters Most: Teaching for America's Future," presents a
"scathing indictment of routine policies that have become
barriers to learning," writes the commission's press release
(9/5).
Specifically, the report points out that more than 40 states
allow districts to hire teachers who have not met basic
requirements; only 500 of the nation's 1,200 education schools
meet professional standards of accreditation, and 30% of
beginning teachers leave the profession within three to five
years of entering.
From the report: "Although no state will permit a person to
write wills, practice medicine, fix plumbing, or style hair
without completing training and passing an examination, more than
40 states allow districts to hire teaches who have not met these
basic requirements."
Each state is ranked using 10 indicators, including the
percentage of educators teaching in their field of study, the
percentage of instructional staff members who are teachers, and
the percentage who are licensed. According to the report, Minn.
was ranked number one by receiving points in seven of the ten
categories. "We are very encouraged to see the results," said
Judy Schaubach, president of the Minnesota Education Association.
"It demonstrates a great deal to be proud of." The top ten
states include: Minn. (7), Ky. (6), Iowa. (5), and Calif., Ga.,
Ind., N.C., Ohio, Ore., Wis., all received 4 points.
The WASH POST notes that the report disagrees with those who
blame teacher unions for blocking upgrades in teacher
professional development (Sanchez, 9/13). From the paper:
"Instead, it faulted states and school districts for not putting
more emphasis on teacher quality."
Keith Geiger, former president of the National Education
Association and member of the commission, said in a statement
that the report "re-affirms the National Education Association's
long-term efforts and commitment to improve teaching and learning
for children in every classroom and school building in America."
He points to his union's National Foundation for the Improvement
of Education, which this July "challenged the education community
and policymakers to create an environment where all teachers can
become lifelong learners."
According to Geiger, "today's teachers require a new set of
skills to prepare children for the 21st century." He praises his
union's partnerships with "17 colleges and universities across
the country to restructure and redesign teacher preparation
programs." The NEA also encourages its members to participate in
the voluntary National Board for Professional Teaching Standards
certification process. (See today's DRC, #3)
"The commission's report is a rarity," said Christopher
Cross, president of the Council for Basic Education. "It is
hard-hitting, specific, and contains recommendations that
matter." Cross particularly was impressed with the call for
standards for both students and teachers, which "is exactly right
as is their recommendation that teachers be rewarded for their
knowledge and skills." Cross: "We can't expect the best from
our young people if we don't have teahers who are masters of the
subjects they teach, especially at the middle and high school
levels. States and districts must invent new ways to honor and
reward excellent teachers."
*2 UNIONS HINDER LEARNING?: DISPUTE AMONG THE RESEARCH
A new study reports that school districts with teachers'
unions have higher dropout rates, writes the WALL STREET JOURNAL
(Sharpe, 9/10). The study was published by the Quarterly Journal
of Economics.
According to the JOURNAL, Caroline Hoxby, an assistant
professor of economics at Harvard U, examined the high school
dropout rates at more than 10,000 school districts before and
after they were unionized between 1970 and 1990. Districts she
reviewed had higher dropout rates after the unions were
installed. Hoxby asserts that "once unionization's effects are
controlled, measures such as raising teacher salaries seem to
improve student achievement," reports the paper. Hoxby also
states that nonunionized schools may target spending more than
unionized districts. For example, they may increase new teacher
salaries rather than increasing the pay of all teachers
uniformly.
The National Education Association called the study
"hogwash," adding that student achievement can not only be
measured by looking at dropout statistics.
The JOURNAL also mentions that other studies revealed that
teacher unions had a positive effect, according to Morris
Kleiner, a U of Minnesota professor. One study compared test
scores of children in unionized and nonunionized districts, notes
the paper.
*3 INPUT DESIRED: PUBLIC COMMENT URGED ON TEACHING STANDARDS
The National Board for Professional Teaching Standards is
seeking input from teachers, administrators, parents and other
interested parties on three sets of standards currently in
circulation (NBPTS press release, 9/6). The standards are for
teachers of vocational education, exceptional needs and English
as a new language.
Teachers, administrators and parents who wish to review
copies of any or all of the Exceptional Needs, Vocational
Education and English as a New Language standards may do so by
contacting Glowena Harrison at the NBPTS at 202/463-3980 , or by
writing to her at 1730 Rhode Island Avenue NW; SUite 909;
Washington, D.C. 20036.
NBPTS standards are developed by standards committees
composed of teachers and other education experts. Once the
committee drafts the standards, they go before the NBPTS
Certification Standards Working Group for public comment and
critique. According to the release, the public comment period
ensures that a wide range of people have access to the standards
and can comment on them to help shape the final product.
The standards are the foundation on which voluntary National
Board Certification rests, notes the release. In order to
achieve National Board Certification, the work of teachers
undergoes extensive review: student work is examined, teachers
are required to do extensive writing about and reflection on what
is and is not successful in the classroom, they work with
colleagues on planning and classroom management, and analyze
videotapes of their own classroom teaching.
"The teachers and other experts who served on committees for
creating standards took their jobs very seriously," said James
Kelly, NBPTS president. "They did an enormous amount of research
to determine what accomplished teachers should know and be able
to do to provide a high quality education for all children. Now
we are seeking input from teachers and others so we may determine
a professional consensus on the critical aspects of exemplary
teaching practice."
===== THE PRIVATE EYE =====
*4 DON'T DO IT: NEW YORK STATE BOARD OF REGENTS' NEW SLOGAN
In an 8 to 5 vote, the New York State Board of Regents last
week rejected a pilot voucher program that would allow low-income
parents with children in the worst public schools the option to
send them to parochial schools (Stout, N.Y. TIMES, 8/21). The
parents or guardians would have been given vouchers worth up to
$2,500 dollars, under the proposal that was tabled by the board.
"It was our sense that it would be very premature for us to
vote on something of this magnitude without proper analysis and
debate," said Regents Chancellor, Carl Hayden. Regent R. Carlos
Carballada of Rochester "unexpectedly" offered the initiative,
writes the paper.
The TIMES makes clear that last week's action "has no
effect" on Mayor Rudolph Giuliani's (R) plan to transfer 1,000
failing students from New York City public schools to Catholic
schools. John Kerry, executive director of the Catholic
Conference was displeased with the Regent's vote. "It is
alarming that our state will continue to compel parents to send
their children to schools which are not performing," he said.
===== TAKING STOCK =====
*5 RIGHT & WRONG: AMERICAN TEENS WANT MORE LESSONS ON VALUES
Most American teens value principles of right and wrong, but
give their public schools mixed reviews for their efforts to
teach values to students, according to a new survey released by
MetLife. "An important finding of this survey shows us that most
American teens do value principles of right and wrong and believe
public schools can have a role in teaching them to students,"
said Sibyl Jacobson, vice president of MetLife.
The survey found that 63% of students surveyed believe there
are tangible benefits to be gained from teaching values and
principles. Students who regularly experience social tensions
and conflicts are more likely to be supportive of increasing the
level of emphasis currently being placed on teaching values in
school, than other students, notes the report. However, only one
in two believe the examples teachers use in class to teach values
are realistic.
Other findings: students least likely to support lessons on
values are low-achievers (only 41% of students with C's or lower
endorsed teaching values in school); female students show more
support for teaching values than male students (69% vs. 58%);
non-urban African-American respondents show a greater level of
support than other groups (eight in ten said values should be
taught in the classroom -- proportions among white and Hispanic
students are about 20 percentage points less); 56% said teens
learn their values primarily from their parents; 29% said peers
are their primary source to learn values; and 61% said it is best
to make their own decisions and learn from their mistakes rather
than to seek the advice of others whom they respect (39%).
The survey, "Students Voice Their Opinions on: Learning
About Values and Principles in School," is the third in a series
of four designed to "reflect MetLife's continued efforts to bring
insight and understanding to current issues in education that
affect the nation's public schools," writes the report.
A total of 2,524 questionnaires were completed between 19
December 1995 and 2 February 1996 by public school students
enrolled in grades seven through twelve throughout the
continental United States. Every public school containing any of
these grades had an equal chance of being selected, explains the
report. Many of the findings are discussed by grade level, race
and geographic location. The survey was conducted by Louis
Harris and Associates, Inc. for the Metropolitan Life Insurance
Company.
Free copies of the survey are available by writing to:
MetLife Teachers Survey 1996; P.O. Box 807; Madison Square
Station; New York, N.Y. 10159-0807.
===== FROM COURTHOUSE TO SCHOOLHOUSE =====
*6 CHANGING COURSE: BOSTON SCHOOL COMMITTEE ENDS QUOTA CASE
Earlier this month, the Boston School Committee gave notice
to U.S. District Judge Arthur Garrity Jr. its intent to end the
court case that challenged the race-based admission policy used
at the city's examination schools (Avenoso and Walker, BOSTON
GLOBE, 9/12). The case involved 13-year-old Julia McLaughlin,
whose father filed a lawsuit on behalf of his daughter who was
denied admission to Boston Latin School because of racial quotas.
McLaughlin is white.
In a letter to Garrity, School Committee lawyer, Henry
Dinger, informed the judge that the committee no longer planned
to defend the exam school quota system and, instead, will form a
task force to review alternative admission policies. Garrity
last month admitted McLaughlin to Boston Latin, pending her
trial. (See DRC 8/28)
GLOBE sources told the paper that Robert Gittens, school
committee co-chairman, will lead a commission to develop a new
assignment plan. The paper notes that current students will not
be affected by any new plan. Several alternative plans under
consideration include: using racial goals rather than strict
quotas; setting aside a certain number of seats for disadvantaged
students; reserving seats for each of the city's neighborhoods;
reserving a certain number of seats for students who attended
Boston public grade schools; placing students who receive a
minimum score on the entrance exam into a lottery; and admitting
most student solely on the results of their test score, but
saving 20 to 30 percent for students based on socioeconomic
status, extracurricular activities and race, writes the paper.
School Superintendent Thomas Payzant decided not to develop
a new system for the exam schools himself (Cornell, BOSTON
HERALD, 9/19). Instead, he offered eight factors that could be
considered to admit students and maintain racial diversity
without resorting to quotas: use set-asides instead of goals;
give disadvantaged students "bonus" points; ensure that students
from each of Boston's neighborhoods are equally admitted; use a
lottery system; give public school students an advantage; give
students extra help to prepare for the exam schools; allow
students to write admission essays, reports the HERALD.
Currently, entrance to Boston's exam schools depend on grades and
exams equally, explains the paper.
The committee intends to hold three public hearings on
alternative admissions policies. According to the HERALD, the
committee is scheduled to report its findings to the School
Committee on 20 Nov. A public hearing will be held on 11 Dec.,
and the committee will vote on the exam school admission system
18 Dec.
Coverage of the Boston Latin School's admission story is
available on the BOSTON GLOBE's Globe Online at
http:\\www.boston.com. The keyword is: Latin.
*7 ELEMENTARY SCHOOL SEXUAL HARASSMENT: LAWSUIT DROPPED
Sue Mutziger, who had accused the Eden Prairie School
District in Minn. of allowing a pattern of sex discrimination by
boys against her seven-year-old daughter, last week asked the
court to dismiss the suit (Doyle, Minneapolis STAR-TRIBUNE,
9/15). Mutziger said the "protracted litigation for a youngster
her age ... would extract an emotional cost that would be too
painful."
According to the paper, Mutziger's daughter and other girls
regularly complained about the bus ride to and from school. They
claimed that boys often told lewd jokes, pointed rubber knives at
them and chased them off the bus. The U.S. DoEd's Office for
Civil Rights concluded in 1993 that the girl was subjected to a
"sexually hostile environment" that was upsetting to her and
other girls who rode the bust to Cedar Ridge Elementary School.
DoEd officials stated that the girl's rights had been violated
and the school district had not acted properly to protect them,
writes the paper. The Minnesota Department of Human Rights
concurred. School district officials entered into an agreement
with the U.S. DoEd to be "more vigilant in fighting sexual
harassment," reports the STAR-TRIBUNE.
Mutziger went one step further, suing the district to
receive compensation for her daughter for the harassment. No
financial settlement was reached before Mutziger withdrew her
case, notes the paper.
*8 MINN. PROFESSORS THREATENED: START TO ORGANIZE
Currently, tenured professors at Minn. public universities
can be laid off only if a department of a college is closed.
Recent calls by the Board of Regents to change the tenure code to
allow for the first time cuts in professors' pay and dismissal
for reasons other than financial emergency has caused many
professors to talk union (Honan, N.Y. TIMES, 9/22).
The state labor board has barred the university system from
making any changes until after a faculty referendum on unionizing
is held, which might occur next month, reports the paper.
Fred Morrison, a U of Minnesota Law School professor who
helped write the current tenure code, explained that he and many
of his colleagues oppose the regents change because "it
dramatically shifts the burden of tenure decisions from the
faculty to the regents and reduces the right of appeal."
Nils Hasselmo, university president, also is opposed to the
regents' proposal, reports the paper. According to Hasselmo, the
proposal would "badly rupture relations between the faculty and
the board." Regent Patricia Spence countered that the board
"never intended to eliminate tenure, but only to be more
mainstream and in line with the other Big Ten institutions."
If faculty agree to unionize, the regents will be forced to
enter into collective bargaining "overseen by state officials
before trying to change the faculty contract," writes the paper.
Lance Teachworth, the commissioner of the Bureau of Mediation
Services, said his state agency had received more signed union
cards than the necessary 30% of university faculty.
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John Kurilecjmk@ofcn.org