of The Center For Education Reform
No. 19 September 1995
The Good News in Public Education?
"Making Law is Like Making Sausage"
Dear Friends:
Greetings to new and old friends, who are among our 11,000+ readers this month. Let us know what you think (good or bad!), and what interesting things may be happening where you reside. The last few weeks have been chock-full of happenings, information and surveys. As we formally enter the new school year, it is clear that the status quo is on the march again, defending their defenseless positions, but also the ranks of reformers are growing by leaps and bounds and their activities are making a strong impression and a real difference. Let's take a look.
The Good News in Public Education?
Where there's smoke, there's fire...and, boy, have the airwaves been burning up with almost daily pronouncements coming from the U.S. Department of Education (ED) that the nation has "turned a corner" toward higher achievement in public education. Or have we? Consider:
The SATs this year recorded gains of 8 points, the largest in a decade.The test has been dramatically changed, with the removal of several sections, including the famous "antonym" section, and the addition of an extra thirty minutes to finish the test! This year's average score is 428 on verbal, and 482 on math.
However, no such gains were noted on 95's ACT scores. Nor were there any gains displayed in reading proficiency among 4th, 8th or 12th graders. As we reported in June the National Assessment of Educational Progress (NAEP) showed that only about a third at these levels were proficient in reading. And, this is the first year since the early 80s, there was not consistency between NAEP and SAT results.
The ED also reports that more children are college-bound, and that the dropout rate has declined some. What isn't said is that more kids are graduating or getting their GED by the age of 24, but in many areas, the rate is as low as 50% of those who graduate in four years. And then there are the social promotion policies, as in Washington, DC, that mandate no holding back of poorly performing students in grades K-2. Better education? You decide.
The latest developments from Wilkinsburg, PA are proof positive that where there's a will, there's a way. There the school board decided that its problems were so severe in its schools that it wanted to try some unique solutions with a private firm. Targeting one school, Turner Elementary, the Board called in the Tennessee-based Alternative Public Schools, Inc. to take over and institute a longer school day and year, new hiring and firing policies, and a brand new, personalized curriculum. The local union went ballistic. A lawsuit ensued. The school board defied a court order to cease and desist until the State Supreme Court could offer its own ruling on the merits of the plan. It looked like curtains for Turner and its kids. Then only two days before the local court was to replace the entire school board unless it canceled the contract, the State Supreme Court gave the go ahead to Wilkinsburg to start the experiment. A court hearing to determine whether the conduct is permissible under PA law is September 18, but in the meantime, nearly 300 kids will be making history -- and getting a shot at a better education -- come September 5.
A not-so-nice Supreme Court in Wisconsin handed down an injunction forbidding the continuance of the newly expanded Milwaukee school choice program, days after several hundred children began attending their new schools of choice. Again, the court has yet to decide the merits of the new law, which was challenged by the ACLU, the state teachers' union, and the NAACP. This one's likely to go the U.S. Supreme Court, but in the meantime, thousands of children who might have had their first shot to go to the school of their choice will have to wait out the decision in their old school.
School board members overwhelmingly voiced their disdain for the federal role in education in a survey taken in July by the American School Board Journal. Nearly three-quarters of those who responded to the informal poll said "it's time for the Education Department to pack its bags and get out of town." Some of their comments: "I have not detected any advantage...It has provided nothing but red tape and mandates." "The federal role in education has had no significant impact ...at the local level... Education belongs to the states." "...The most effective results are achieved when decision-making occurs at the lowest possible level." Most said that money should be given directly to states and school districts.
The Business Roundtable has finally added the component of parental choice to the body of its nine essential elements for reform. The second edition of its education policy agenda keys on standards, school accountability, professional development and so on, but the normally timid business leaders dare also to suggest that "a successful system enables parents to support the learning process, influence schools, and make (public school) choices about their children's education." Many might think it's still timid, but this a bold first step for an organization that never had the "c" word on the table before.
Missouri has inaugurated a new report card for all schools which will provide school-by-school comparisons on a number of specific items, such as: test scores, with comparisons to state and district averages; dropout rates; pupil attendance; cost; salaries; enrollment numbers in programs like gifted and talented, and special education; and so forth. Observers expect that once the process begins in '96, there will be a lot of new information out in the public that will provide new incentives for more accountability. As one parent put it, any form of openness is appreciated.
Thanks to a new law enacted last year, Oakland and four California school districts have begun the school year with a new requirement that anti-mandate people actually like -- school uniforms. While critics say it won't make much of a difference, the evidence across the country and in the Golden State points to just the opposite. Long Beach reports that violence and fighting dropped more than 50% last year, leading to increased achievement. "Attire is attitude and attire will take you to new altitudes," said one school official. Years ago a dozen Washington, DC kids pleaded for uniforms to a conference audience. They reasoned that with uniform attire, the pressure to wear and fights over"chic" clothing would be decreased. Reduced tension would perhaps even help dissipate gangs. It's certainly worth a try.
The break-up of a big city school district is not something you hear about too often. Next year, voters in California will be able to decide whether the City of Angels should be broken up into smaller, school districts. The reasoning is that smaller schools are better, more effective, and more accountable. That's particularly true when combined with school autonomy and options for families. It won't all happen overnight, but it'll be worth watching. Chicago and New York next perhaps?
Continuing the trend-setting, California has also committed to restoring balanced reading instruction in the schools, by adding phonics as a prerequisite for reading. Several other states in the land are also reaping the results of dismal reading programs, churning out children who even by the 6th grade have little spelling ability. (See In the News for related story). A broad coalition of state policy makers and education officials mean there's a good chance phonics will be in the schools again soon. After all, self esteem won't count for much if your boss fires you because you can't spell.
Texas' drawn out reform battle this spring came up with one winner in a particular provision in the new law that allows children assigned to low-performing schools to take a public education grant and go elsewhere in the public school system. The new choice provision applies to as many as 1,000 schools and more than 100 counties according to the Texas Public Policy Foundation. Parents of children in failing schools will now have a critical option in helping their children learn.
In Colorado the charter movement, while still drawing attacks from opponents, is alive and flourishing, and having an measurable impact on public schools. Says the Colorado Childrens' Campaign, charters are actually "drawing many students back into public schools, and the very existence of charters is changing the context of incentives ...in which public schools operate, offering the potential for system-wide change." There is a one-room school house, a progressive school stressing personalized learning and heavy reliance on student portfolios for assessment, a school for at-risk, a Core Knowledgeschool, and many more. Proponents want to liberate the schools further from the regulatory constraints of the law. In a state where strict discipline standards have nearly doubled the high school expulsion rate in some cities, the multiplicity of themes and initial successes of charters should give the legislature ample cause to consider expanding charter opportunities.
Speaking of charters, we're astonished to find so many misconceptions from legislators considering this widely acclaimed reform. Resistance from vested interest groups are natural, but from state policymakers it is surprising. Legislators meeting at the annual American Legislative Exchange Council were nearly unanimous in their support for charter schools, and the , long not a player, has jumped on board with a solid survey on charters, and other support. However, in Ohio, where a very strong bill has passed the house and is awaiting Senate activity, some legislators claim charters drain money from the public schools, are not accountable unless they're part of a school district, and are elitist. Given the compelling evidence of charters already operating, such assertions and fears are without merit. They forget that charters are in fact public schools. With enrollment increases expected to strain existing school systems in the next decade, one would think lawmakers would be unanimous and enthusiastic in their support of establishing ways to find new providers. (For a comprehensive look at the charter movement, call us for our Charter Info Pack)
Of course, if being part of a school district were all it took to be accountable, 100% of the public schools would be working well. In Akron, Ohio, the board there even voted to squash movement to other schools provided by the state's open enrollment law. Their cause: preserving racial balances at the expense of quality education. On the other hand, several neighboring districts have already opened up new schools to respond to the high demand by parents. Akron Superintendent Brian Williams reasoned that "we have fought hard to keep the racial balance of the district as close to the city's...we have determined we can no longer permit the loss of these children." Now those children really have lost.
Meanwhile, in Columbus, the board agreed that high schoolers waiting for the school of their choice will be permitted to leave their assigned school, regardless of racial balance. Nearly 700 children were on waiting lists for schools that had seats, but because of racial balancing were not immediately accepted. The district continues to look at all factors, including racial balance, but as soon as it becomes clear that all other options have been exhausted, and there are spaces still available, children at all levels will be permitted to go to the school of their choice. Perhaps the Akron Superintendent should visit Columbus...
But the more things change... One school district in Arizona (home of the most expansive charter law yet where 46 new schools open this year) still doesn't get it. Phoenix officials have denied nearly three-quarters of charter applications, citing desegregation rulings that are over 10 years old. In this case, unlike Ohio, the decision is affecting minority youngsters, who want out but whose enrollment the district says it needs to keep in compliance with the old law. In reality, it's just good old fashioned sour grapes with bureaucrats trying to hold onto children who have found their needs can be better met elsewhere.
Once again, the annual Phi Delta Kappa\Gallop Poll of the Public's Attitudes Toward the Public Schools is out, showing us that while 41% of Americans rate their public schools with As and Bs, only 20% do so for the nation as a whole. This time, Gallop tried to get to the heart of the schizophrenia by asking specifics. Survey results yielded more of the same: the majority think their own schools do a good job with academics, discipline, curbing violence and dropouts. Interestingly, money was not a factor for almost 50%. After looking at the survey details, we discovered one other interesting thing. At the local level, there were less As this year compared to previous years, and more Cs, with 37% grading their local schools "average." The poll also queried again on school choice, finding only about a third of those polled supported full school choice. Of course, for the past two years, Gallop has asked a pretty (mis)leading question, ie. do you support sending children to private schools at public expense? When you put it that way, it's no wonder there is 44% against; it sounds heretic to do anything at public expense! Advice for surveyors: if you're looking for accuracy, why not ask if people approve of allowing children in failing schools the opportunity to go to private school? Just a thought.
"Making Law is Like Making Sausage"
The Education Department's media blitz continues with pronouncements that with enrollment expected to reach 53 million students by 1997, now is no time for budget cuts. It's a matter of national security, they say. Never mind that with a 40% increase in real spending since 1980 no real achievement gains followed. Never mind that few of the federal dollars ever see it to the classroom. (Primetime Live did a great special this spring on this very subject.) Joining the mantra of those who claim that belt-tightening will bring on the end of the education world as we know it, the National Education Association is stepping up it PR efforts to ward off budget cuts and reforms that undermine its own policies. Seeing concern over the quality of public education as a lack of support for public education NEA chief Keith Geiger had the following to say at their annual July shin-dig:
"...parents will withdraw into their own ethnic, religious or elite islands if the corporate takeover or voucher proponents have their way. Public schools will become schools of last resort.
"We cannot abandon public education because public schools are where children learn what it really means to be an American.
"We, the public school employees of America are not the unresponsive, change-resistant bureaucratic blob that public school opponents like to portray."
Please note that the delegates remain completely against any use of the private sector to help education improve. They are more willing to experiment with their own version of charter schools, where site-councils work together freed from some regulations. The Reverend Jesse Jackson joined president Geiger in leading a survey of delegates. Said Jackson, "Parents will desert the public schools if they feel their children are not safe or learning the basics. We can't take their support for granted." Jackson knows of what he speaks -- he didn't send his own kids to public school. What's the old adage -- what's good for the goose...
The NEA is getting the form, if not the substance of the message. At the convention, Geiger took off a straight jacket and threw it in the trash, to suggest that the NEA is changing. Next year's focus will be on education reform, and for the first time ever, the convention will highlight "reform" and instructional issues. "We must reform from within or we will be dismantled from without." Who said competition isn't good for the schools? Sounds like the competition coming from reforms across the land is making the blob rethink its attitude, but don't expect anything different in policies. The fact the NEA recognizes that it, too, must portray itself as something different is a sign of the times. Such signs are in evidence around the country, and in a special insert, In The News we provide newsclippings on communities nationwide that are wrestling with real problems, and coming up with solutions that neither Washington -- nor the blob -- are trumpeting.
Resources: Things to know, things you may need, things we may need
Wanted: Model school district contracts that institute some sort of performance incentives for teachers. Everyone knows how difficult it can be for school boards to negotiate some performance provisions into union contracts. We've heard of a few that have made progress, however, and if you have or know of a good model contract, please get in touch with us. We're inaugurating an information exchange program for school board members who might want to compare notes.
Wanted. Principal to help launch grade 6-12 charter school, opening in 1996, in Boston. The newly designed Academy of the Pacific Rim will integrate traditional Pacific Rim cultures' emphasis on learning and discipline with the American spirit of self-actualization and mutual respect. The school will have a 210 school year and 8 hour day. Talented leaders with classroom and administrative experience: send resume to Dr. Robert Guen, 1035 A Beacon Street, Brookline, MA 02146.
The How To Get Your Child Ready For School Manual, an outstanding compendium of what you should do for your children outside of school, is now available from the Modern Red Schoolhouse Project of the Hudson Institute. Written by psychologists Jeffrey Rosenberg and Wade F. Horn, who is also president of the National Fatherhood Initiative, this constructive manual should be in the hands of every parent. Call (317) 545-1000.
The Educational Excellence Network, also an affiliate of Hudson issued its 94-95 Report Card on American Education, giving progress in math, a C+; reading, a D; standards, a C-; reinventing education, a B; and reforming the federal role, an incomplete. For a copy, call (202) 223-5450.
The Education Industry Report is a must have newsletter for anyone wanting to stay abreast of current trends in the role of the private sector in education reform. Its mission is "to provide news and commentary on the emerging education industry." Each issue consists of news stories, interviews, developments in the industry, financial reports from companies and an index of publicly traded education-based stocks. John McLaughlin of the University of Minnesota at St. Cloud is the editor. Call (612) 251-8323 for subscription information.
Important Event: From CEO America, a workshop for new and potential program administrators on how to run and what you can gain from starting a private scholarship program. Travel to Bentonville, Arkansas, the home of Walmart, on October 13 and 14 to learn what it takes to be part of this growing movement of entrepreneurs helping unprivileged children. For details, call (501) 273-6957.
Schools were on recess for most of the past three months, but school reform was in session across the country. The media has been taking the temperature on education issues, and has contacted CER extensively for help. Some of the Center's summer "media appearances" include: The Wall Street Journal (8/29), C-SPAN (8/26), America's Talking (8/24), The Washington Post (8/26) The National Journal (8/8), Forbes (7/31), Arizona Republic, (7/26), Education Daily (7/25), Investors Business Daily (7/22), the Hartford Courant (7/15) The Cincinnati Enquirer (7/10), the Columbus Dispatch (6/30),Charleston Daily Mail (6/22), The Associated Press (6/7), USA Today (6/7), Los Angeles Times (6/2).
One of the hot issues in press and education circles was Denis Doyle's study "Where Connoisseurs Send Their Children to School," published by the Center. The findings, that public school teachers in some of the country's largest cities send their own children to private school in disproportionate numbers, really hit a nerve -- AFT chief Al Shanker took on the study in one of his latest "Where We Stand" columns, and denounced the findings as myth. The study, as well as local manifestations of the phenomenon, have been reported in dozens of news stories and editorials coast to coast, and have drawn comments, good and bad, from educators and parents in city after city. Here are just three examples:
HOUSTON CHRONICLE 7/23/95 -- Superintendent Raymond Reddick [of the South Delta School District in Rolling Fork, MS] is calling upon white teachers - 40 percent of the district's faculty - to dispel concerns about their dedication to public schooling by enrolling their children in public schools.
"It's a moral thing that we cannot deal with legally," said Reddick. "But if the system is adequate enough for you to receive a paycheck from, then I feel it's only fair that you give back to that system."
SUNDAY ADVOCATE (Baton Rouge) 7/23/95 -- Steve Monaghan, executive director of the East Baton Rouge Federation of Teachers, did not challenge specific numbers in the study, but said they should be considered "suspect" because they are presented as part of the school choice agenda.
The survey shows that public school teachers are "not going to let [their children] go under with [the public schools]", said Monaghan.
THE BOSTON GLOBE 6/16/95 -- "When teachers and their husbands or wives sit down to decide where to send their children to school, I don't think they act any differently from people in other professions," said Boston Teachers Union president Edward Doherty (who's kids went to public schools).
But parents said the data sends the city's families a terrible message. "Obviously, they have the right to send their kids wherever they want... it doesn't speak well of their faith in the schools in which they teach...It is not what I would call a vote of confidence," said (public school parent) Robert Tumposky.
"If teachers who teach our children feel that the system is not really doing a good job, then that is on them," said Hattie McKinnis, director of the Citywide Parent Council. "If you are providing quality services, then you would have your children there also."
The Center works to put and keep education reform in the news. The more people have the facts, the more good reform will take hold at the community and school level. It is for that reason we established the annual Excellence in Journalism Awards to recognize and encourage comprehensive reporting on education reform issues. The media's influence on the direction of education reform is substantial. We encourage you to work with the media to ensure the highest standards in reporting and to make education the front page issue it should always be.
As you begin what appears is already a very frenzied school year, please know that we are here to meet your needs.
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