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U.S. Department of Education (ED) ident's and Secretary's Priorities
http://www.ed.gov/inits.htm
THE
Text only
EDUCATION
U.S. Departmentant
EDUCATION
LATTO STATES C
SAMPLE
Search Topics A-Z
FAQs
Directories
Picks of the Month
Contact Us
President's &
Secretary'
Priorities
President's & Secretary's Priorities
Funding
Opportunities
Major New Initiatives for Fiscal Year 2000
Student
Financial
Assistance
Research &
1. All students will read independently and well by the end of 3rd grade.
Statistics
2. All students will master challenging mathematics, including the foundations of algebra and
New &
gcometry, by the end of 8th grade.
Events
3. By 18 years of age, all students will be prepared for and able to afford college.
Programs &
4. All states and schools will have challenging and clear standards of achievement and
Services
accountability for all children, and effective strategies for reaching those standards.
5. There will be a talented, dedicated and well-prepared teacher in every classroom.
Publications &
Products
6. Every classroom will be connected to the Internet by the year 2000 and all students will be
technologically literate.
ED Offices &
7. Every school will be strong, safe, drug-free and disciplined.
Budget
Year 2000
(Computers)
ED Job
Secretary Riley and senior Department officials developed seven priorities (see
Openings
Working Document and the Strategic Plan) for the Department, based on the "Call to
Action" issued by the President in his State of the Union Address (February 4, 1997).
Other
Sites
These seven priorities are as follows
All students will read independently and well by the end of 3rd grade.
America Reads Challenge
Reading Excellence Program
The Reading Summit
Class Size Reduction and Teacher Quality Initiative
America Goes Back to School: Get Involved!
Voluntary National Tests
Family Involvement
All students will master challenging mathematics, including the foundations of
algebra and geometry, by the end of 8th grade.
Visit the America Counts website, where you will find information such
as speeches, fact sheets, publications, reports and the Third International
Math and Science Study (TIMSS).
By 18 years of age, all students will be prepared for and able to afford college.
America's HOPE Scholarship
Direct Loan Program
Department of Education's Office of Postsecondary Education
Project EASI
Think College-- Learn for a Lifetime
All states and schools will have challenging and clear standards of achievement
1 of 2
1/25/2000 4:01 PM
U.S. Department of Education (ED) ident's and Secretary's Priorities
http://www.cd.gov/inits.html
and accountability for all children, and effective strategies for reaching those
standards.
Voluntary National Tests
Goals 2000
School-to-Work
Improving America's Schools Act of 1994 -- Elementary and Secondary
Education Act
Comprehensive School Reform Demonstration Program
There will be a talented, dedicated and well-prepared teacher in every
classroom.
The Teacher Quality Website offers information for policymakers and
educators on a range of issues -- recruiting and preparing teachers,
providing professional development opportunities, and raising teaching
standards. It includes classroom resources, research, and information for
individuals interested in becoming a teacher.
Every classroom will be connected to the Internet by the year 2000 and all
students will be technologically literate.
U.S. Department of Education Technology Initiatives
The Mid-continent Regional Educational Laboratory (McREL)
North Central Regional Educational Laboratory
Regional Technology in Education Consortia (R*TEC)
Every school will be strong, safe, drug-free and disciplined.
School Construction and Design
Safe & Drug Free Schools Program
US Charter Schools
Flexibility and Waivers
Improving America's Schools Act of 1994 -- Elementary and Secondary
Education Act
The Partnership for Family Involvement in Education supports the seven priorities
through family and community involvement in children's learning. As members of
the Partnership, thousands of family-school partners, employers, community
organizations, and religious groups work together to help all children learn to high
academic standards.
EDHOME
This page last modified -- January 6, 2000 (mhm)
2 of 2
1/25/2000 4:01 PM
FY2000 Major New Education Initiatives
http://www.ed.gov/ints/FY2000/index.html
OF
EDUCATION
FY2000 Major Initiatives and
Funding Opportunities
UNTED
MERCA
Summary of Department's 2000 Initiatives and Funding Opportunities
Class Size Reduction
Special Education Grants to States Program
21st Century Community Learning Centers
Reading Excellence
Safe and Drug Free Schools -- Middle School Coordinators
Comprehensive School Reform Demonstration
Charter Schools
Advanced Placement Initiative
Teacher Quality Enhancement Grants
Preparing Tomorrow's Teachers to Use Technology
Bilingual Professional Development
GEAR UP
Learning Anytime, Anywhere Partnerships
New American High Schools
2000 New Initiatives and Funding Opportunities
Small Schools
Elementary School Counseling and Demonstration Program
Safe and Drug Free Schools -- Alternative Strategies
Adult Education/English Literacy Civics Education Grants
Class Size Reduction
Helps school districts hire 100,000
$1.2 billion in FY1999, $1.3 billion in FY2000
teachers over 7 years to reduce class
(a $100 million increase)
sizes in grades 1-3 to a nationwide
average of 18.
Special Education Grants to States
A formula grant program to assist the
Program
50 States and territories in meeting
4.31 billion in FY1999, $4.99 billion in
the excess costs of providing special
FY2000
education and related services to our
(a $679 million increase)
nation's 6.25 million children with
disabilities.
21st Century Community Learning
Funds school-community
Centers
partnerships to keep schools open
$200 million in FY1999, $453.7 million in
after-school and summers as safe
FY2000
havens for enhanced learning.
(a $253.7 million increase)
Reading Excellence
Helps children learn to read well and
$260 million in FY1999, $260 million in
independently by the end of the third
FY2000
grade through reading instruction
(no increase)
based on scientifically based reading
research, professional development,
family literacy, and extended learning
activities.
Safe and Drug Free
Enables Middle Schools to hire
Schools-Middle School
alcohol, drug and violence prevention
Coordinators
coordinators.
I of 4
1/25/2000 4:01 PM
FY2000 Major New Education Initiatives
http://www.ed.gov/inits/FY2000/index.html
$35 million in FY1999, $50 million in FY2000
(a $15 million increase)
Comprehensive School Reform
Helps raise student achievement by
Demonstration
assisting public schools across the
$145 million in FY1999, $220 million in
country to implement effective,
FY2000
comprehensive school reforms that
(a $75 million increase)
are based on reliable research and
effective practices, and include an
emphasis on basic academics and
parental involvement.
Public Charter Schools
Helps charter schools meet start-up
$100 million in FY1999, $145 million in
costs associated with creating their
FY2000
new public schools, such as
(a $45 million increase)
developing curriculum, purchasing
equipment, or providing professional
development for teachers.
Advanced Placement Incentive
Enables States to reimburse part or
Program
all of the cost of test fees for eligible
$4 million in FY1999, $15 million in FY2000
low-income individuals.
(an $11 million increase)
Teacher Quality Enhancement
Funds State, Partnership, and
Grants
Teacher Recruitment projects that
$75 million in FY1999, $98 million in FY2000
support systemic change in state
(a $23 million increase)
teacher licensure policies and
practices; projects to promote
comprehensive and lasting change to
teacher preparation programs; and
the recruitment and preparation of
excellent teachers for America's
classrooms.
Preparing Tomorrow's Teachers to
A national teacher preparation reform
Use Technology (PT3)
initiative to ensure that all future
$75 million in FY1999, $75 million in FY2000
teachers are technology-proficient
(no increase)
educators who are well prepared to
teach 21st Century students.
Bilingual Professional
Three competitive grant programs to
Development
meet the need for fully certified
$50 million in FY1999, $75 million in FY2000
bilingual and ESL teachers and other
(a $25 million increase)
educational personnel, and to insure
well-prepared personnel to provide
services to limited English proficient
students.
GEAR UP
A long-range early college
$120 million in FY1999, $200 million in
preparation and awareness program
FY2000
that gives low-income students and
(an $80 million increase)
their families pathways to college by
partnering middle and high schools
with colleges and community
2 of 4
1/25/2000 4:01 PM
FY2000 Major New Education Initiatives
http://www.ed.gov/inits/FY2000/index.htm
organizations or through
State-administered programs.
Learning Anytime Anywhere
Supports postsecondary partnerships
Partnerships
among colleges, businesses, and
$10 million in FY1999, $15 million in FY2000
other organizations to promote
(a $5 million increase)
technology-mediated distance
education that is not limited by time or
place.
New American High Schools
Showcases and supports outstanding
(NAHS)
high schools that have committed to
$4.05 million in FY1999, $4 million in
extensive reform efforts, raised
FY2000
academic standards for all students,
(no increase)
and achieved excellent results.
New Initiatives
Small Schools Initiative
Helps LEAs plan, develop and
$45 million in FY2000
implement smaller learning
communities (goal of not more than
600 students in a learning
community) for students in large high
schools (defined as 1,000 students or
more) to create a more personalized
high school experience for students
and improve student achievement.
Elementary School Counseling and
Provides grants to establish or
Demonstration
expand counseling programs in
$20 million in FY2000
elementary schools.
Safe and Drug Free
Helps school districts identify
Schools-Alternative Strategies
effective procedures, policies, and
$10 million in FY2000
programs that serve to discipline
students without suspending or
expelling them.
Adult Education/English Literacy
Helps states and communities
Civics Education Grants
provide limited English proficient
$7 million in FY2000
(LEP) adults with expanded access to
high quality English literacy (EL)
programs linked to civics and life
skills instruction, including
understanding and navigating the
U.S. government system, the public
education system, the workplace, and
other key institutions in American life.
-###-
3 of 4
1/25/2000 4:01 PM
THE WHITE HOUSE
Office of the Vice President
For Immediate Release
Contact:
Wednesday, January 12, 2000
(202) 456-7035
VICE PRESIDENT GORE ANNOUNCES NEW INVESTMENT TO CREATE
SMALLER, SAFER AND MORE SUCCESSFUL HIGH SCHOOLS
Washington, D.C. - Vice President Gore today unveiled a $120 million initiative to
create smaller, safer and better high schools. The Administration's Small, Safe and Successful
High Schools initiative -- which will be included in the Administration's budget for Fiscal Year
2001 -- exemplifies the Vice President's commitment to reforming the American high school,
and ensuring a world-class education for all of America's students.
"The idea is simple: small schools give kids a big boost," said Vice President Gore.
"Smaller schools mean more personal attention to the varied needs of all our children, helping
both those who are struggling and those who are excelling to achieve their full potential."
The program would offer competitive grants to local school districts to create smaller
schools or break up larger schools by funding innovative strategies such as autonomous schools-
within-schools, career academics, restructured school days, and other innovations that allow
schools to ensure that every student receives personal attention and academic support. Funds to
create smaller schools could be used for planning and implementation costs, including costs to
reorganize schools, train teachers, renovate facilities, and provide extended learning time and
support services for students.
In addition to creating smaller, better high schools, the grants would help schools create a
clear focus on student success: innovative, engaging and challenging curriculum integrated
around a coherent focus; teachers working together to meet the needs of their students; strong
leadership; the involvement of families and community; and technology to enhance achievement.
Research confirms what parents intuitively believe: that smaller schools are safer and
more productive because students feel less alienated, more nurtured and more connected to
caring adults, and teachers feel that they have more opportunity to get to know and support their
students. Smaller schools also have better attendance records, lower dropout rates and fewer
discipline problems. Research also shows that small schools can offer a strong core curriculum
and, in most cases, a level of academically advanced courses comparable to large schools.
Recent incidents of school violence, like the tragedy in Littleton, Colorado, are causing
serious alarm among parents and students who are unsure what has caused such tremendous
alienation and aggression in some of our teenagers. In addition to the need for more parental
involvement and stricter discipline policies, many educators are pointing to a systemic problem -
- the model of the American high school.
In response to these concerns, Representative David Obey (D-WI) included $45 million
in the Fiscal Year 2000 budget to create smaller high schools. The new Administration initiative
announced today will build on Rep. Obey's down-payment and will help our children make the
most of their education.
"Tragic incidents of school violence make it clear that many of our teenagers need more
attention than larger high schools can give them," added the Vice President. "We must help
working families struggling to give their children attention and direction, by ensuring that our
public high schools offer connections to caring adults as well as high academic standards."
Since the end of World War II, the number of schools nationwide has declined seventy
percent, while average enrollment has grown 500 percent, or fivefold. There are more than
12,400 three and four year high schools in the United States. More than seventy percent of
students in these schools attend a school with more than 1,000 students, and enrollments of 2,000
and 3,000 are common.
"As our economy changes, so must our schools. It's time for the large, factory-like high
schools of the 20th century to make way for the smaller, more flexible and innovative institutions
that will mark the 21st century," Gore said.
PRESIDENT CLINTON'S COMMITMENT TO INVEST
IN SCHOOL CONSTRUCTION AND MODERNIZATION
January 5, 2000
"Today too many of our schools are so old they 're falling apart, or so over-crowded students are learning
in trailers. Last fall, Congress missed the opportunity to change that. This year, with 53 million children
in our schools, Congress must not miss that opportunity again." "
-- President Clinton, State of the Union Address, 1999
PRESIDENT CLINTON'S FY2001 BUDGET DEMONSTATES A STRONG COMMITMENT TO
INVESTING IN SCHOOL CONSTRUCTION AND MODERNIZATION. THE FY2001
BUDGET:
RENEWS THE PRESIDENT'S STRONG COMMITMENT TO HIS SCHOOL
MODERNIZATION TAX CREDIT BOND PROPOSAL
The President's School Modernization Bond proposal provides $24.8 billion in tax credit bonds over
two years to modernize up to 6,000 schools. This proposal has an estimated cost of $3.7 billion over
five years, and is fully paid for in his budget. Within this program, $2.4 billion is reserved for
Qualified Zone Academy Bonds.
INCLUDES A NEW $1.3 BILLION SCHOOL URGENT/EMERGENCY RENOVATION
LOAN AND GRANT PROPOSAL
This $1.3 billion program could support nearly $7 billion of (approximately 8,300) renovation projects
in high-poverty, high-need school districts with little or no capacity to fund urgent repairs over the
next 5 years. Both loans and grants would be made available, with the smaller grant program directed
toward the neediest districts.
NATIONALLY, THERE IS AN URGENT NEED FOR SCHOOL MODERNIZATION
One-Third of All Schools Need Extensive Repairs. One third of all public schools - about 25,000
schools - need extensive repair or replacement. School Facilities: The Condition of America's Schools, GAO Report
Number HEHS-95-61, 1995-6.
Average School is 42 Years Old. The average public school in America is 42 years old, and school
buildings begin rapid deterioration after 40 years. How Old are America's Schools, NCES, 1999.
$112 Billion Needed Just for Repairs. $112 billion is needed just to repair the existing schools
across the nation. School Facilities: The Condition of America Schools, GAO Report Number HEHS-95-61, 1995-6.
School Enrollment Higher than Ever. A record 52.7 million children are enrolled in elementary and
secondary school today, and this number will climb to 54.3 million by 2008. 2,400 new public schools
1
will be needed by 2003 to accommodate rising enrollments. The Baby Boom Echo: No End in Sight, Department of
Education, 1999.
SCHOOL MODERNIZATION TAX CREDIT BOND PROPOSAL
This new type of bond - a tax credit bond - would provide interest-free financing to help state and
local governments pay for school construction and renovation to help address issues of aging facilities
and overcrowding.
Instead of paying the interest and principal on school construction bonds, the issuer would only be
responsible for repaying the principal. The federal government would provide tax credits to the
bondholders in lieu of interest payments.
The Administration's proposal would support nearly $25 billion in bonds over the next two years to
help states and districts build and modernize up to 6,000 public schools.
President Clinton's proposal has an estimated cost of $3.7 billion over five years, and is fully paid for
in his budget.
SCHOOL RENOVATION LOAN AND GRANT PROGRAM
The School Renovation program would provide interest free federal loans and grants to needy school
districts to fund urgent renovations - approximately 8,300 renovation projects would receive funding
over 5 years.
The loan program would be targeted to those districts unable to finance the interest cost associated
with facilities renovation.
The smaller direct grant program would provide direct funding to the needy school districts unable to
finance the capital expenditures associated with school renovation.
Renovations funded through loans and grants could include repairs to roofs, climate control systems,
or plumbing. Loans and grants could also fund school modernization to improve technology
capability, if no other source of funds is available.
2
U.S. Department of Education (ED) -- Funding
http://www.ed.gov/funding.html
THE
OF
Text only
U.S. Department
EDUCATION
DEPARTMENT
AREA
Search
Topics A-Z
FAQs
Directories
Picks of the Month
Contact Us
President's &
Secretary's
Priorities
Funding Opportunities
Funding
Opportunities
If you're interested in applying for a grant or contract, here's information you'll need to
Student
know.
Financial
Assistance
Research &
Discretionary Grant Application Packages -- lists grant competitions that are
Statistics
currently open and provides links to downloadable application packages, forms,
and other information you'll need to apply.
News &
Events
Federal Register documents -- includes notices inviting applications for grant
Programs
&
competitions, as well as funding priorities, selection criteria, regulations, and
Services
relevant workshops and meetings.
Publications &
Products
FY 2000 Forecast of Funding Opportunities under ED Discretionary Grant
ED Offices &
Programs -- lists the dates, estimated number of awards, and funding amounts
Budget
for virtually all the Department's direct grant and fellowship competitions for
new awards.
Year'2000
(Computers)
What Should I Know About ED Grants -- offers a non-technical summary of
ED Job
ED's discretionary grants process (application, review, award, administration,
Openings
grant closeout, and audit) and the laws and regulations that govern the process.
Other
Sites
Guide to ED Programs -- provides a concise description of each of about 175
programs that ED administers, identifies who may apply, and gives the name
and telephone number of the ED office to contact for more information.
ED General Administrative Regulations (EDGAR) -- defines the administrative
requirements for managing projects funded by discretionary grants awarded by
ED.
Grants and Contracts Information -- provides additional information including
currently available contract solicitations, a forecast of upcoming contract
opportunities, grants policy bulletins, and databases of contract and grant
awards.
ED Budget -- provides an overview of the Federal role in education, an
explanation of the Federal budget process, news about ED's budget, and
program-by-program details of the President's budget request.
Some ED offices and programs maintain pages that may provide additional
information of interest:
Bilingual Education and Minority Languages (OBEMLA) Funding
Opportunities
Comprehensive School Reform Demonstration Program
Migrant Education Grant Information
Rehabilitation Services Administration (RSA) Program Application Kits
Resources for Postsecondary Institutions
Safe & Drug-Free Schools Program
Special Education Programs
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1/25/2000 4:12 PM
New Web Site Aims to Help Teachers Find Learning Resources
http://www.ed.gov/PressReleases/12-1999/newweb.html
FOR RELEASE
December 9, 1999
Contact:
Jim Bradshaw
(202) 401-2310
NEW WEB SITE AIMS TO HELP TEACHERS FIND LEARNING RESOURCES
www.thegateway.org
A new tool is now available to help teachers pinpoint -- from thousands of learning resources on the
Internet -- the one that is right for their students, U.S. Secretary of Education Richard W. Riley
announced today. The Gateway to Educational Materials (GEM) at www.thegateway.org is designed for
teachers to type a topic, grade level, and other information into a search screen that then retrieves -- from
more than 140 web sites lessons, instructional units, and other free educational materials on that topic,
for that grade level.
"The web," Riley said, "puts many thousands of learning resources within reach of anyone with Internet
access. It's no surprise that one of the most popular uses of this new medium, among teachers, is
searching for resources that can help students learn. But finding the right resource on a particular topic
for your students can take time. And time is in short supply for our teachers. That's one reason GEM is
so important."
GEM lets teachers, as well as parents and students, search instructional materials of more than 140
federal, state, university, non-profit, and commercial organizations. These materials may also be
browsed by subject area or key word. Currently, more than 7,000 items are included in GEM with
hundreds of new resources being added and new consortium members joining each month.
"GEM is more than a web site," said Linda Roberts, special advisor to the secretary for technology. "It is
a solution that was developed by a consortium of organizations that got together and said, 'Let's find a
way to make it easier for teachers to find lesson ideas across all our web sites with one simple search'."
Roberts noted that GEM is one of the Education Department's responses to President Clinton's April 19,
1997, call for federal agencies to improve and expand access to teaching and learning resources on the
Internet. The department and more than 40 other federal organizations also responded by creating a web
site that makes teaching and learning resources from across the federal government available in one
place: the Federal Resources for Educational Excellence (FREE) web site at www.ed.gov/free/. While
teaching and learning resources are the aim of both GEM and FREE, FREE focuses only on those
created with federal support. GEM includes mostly materials not created with federal support. Also, the
search tools differ.
"FREE relies on an off-the-shelf tool that searches the full text of each resource," explained Keith Stubbs
of the National Library of Education, who oversees the department's support for GEM. "GEM works like
the card catalog system in a library. GEM looks through the card catalog, or what are technically called
metadata records,' for resources that match what the teacher requests. The teacher can then read the card
catalog descriptions of those resources, or go directly to the resources, which reside on the server of the
organizations that created or own them. A GEM search retrieves fewer resources than most search tools,
and with more precision. Also, in the future, teachers will be able to search and find resources by state
academic standards."
Both GEM and FREE respond to the president's technology goal of improving content and online
learning resources. The president's technology goals also include Internet access for all students and
teachers, connections to the Internet for all schools and classrooms, and training and support for all
teachers, so that all teachers can integrate technology into instruction.
The GEM Consortium is spearheaded by the ERIC Clearinghouse on Information and Technology with
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1/25/2000 4:10 PM
New Web Site Arms to Help Teachers Find Learning Resources
http://www.ed.gov/PressReleases/12-1999/newweb.hml
support from the National Library of Education in the U.S. Department of Education. The ERIC
Clearinghouse, located at Syracuse University's School of Information Studies, also developed the
software and architecture for GEM.
###
NOTE TO EDITORS: A list of organizations that are GEM Consortium Members may be found at
www.geminfo.org/Consortium/members.html
ED
HOME
2 of 2
1/25/2000 4:10 PM
ADMINISTRATION INTERGOVERNMENTAL AFFAIRS CONTACTS
AGENCY
NAME
TITLE
PHONE
FAX
E-MAIL
Agriculture,
Maria Hernandez
Director of Intergovernmental Affairs
202/720-6643
202/720-8819
[email protected]
Commerce
Edward Prewitt
Deputy Assistant Secretary for
202/482-1389
202/482-6072
[email protected]
IGA
Corporation for
John Vezina
Intergovernmental Affairs
202/606-5000
202/565-2784
[email protected]
National Service
Defense:
Linda Leeman
Special Assistant, Office of Legislative
703/695-1436
703/697-8299
[email protected]
Affairs
Education
Cheryl Parker Rose
Director of IG and Interagency Affairs
202/401-3728
202/260-7465
[email protected]
Energy
Linda Lingle
Principal Deputy & Asst. Secretary for
202/586-5450
202/586-4891
[email protected]
Congressional & IGA
Environmental
Diane E. Thompson
Associate Administrator for
202/260-5200
202/260-4046
[email protected]
Protection Agency
Congressional & IG Relations
Richard Dickerson
Director, Mayor's Desk
202/564-3704
202/501-1544
[email protected]
FEMA
Martha S. Braddock
Director of Intergovernmental Affairs
202/646-4515
202/646-4039
[email protected]
General/Services:
Rachel Hirschberg
Congressional Liaison for
202/501-0563
202/219-5742
[email protected]
Administration
Congressional and IGA
Health and Human
Andy Hyman
Director, Office of
202/690-6060
202/205-2727
[email protected]
Services
Intergovernmental Affairs
Housing and Urban
Nancy Kirshner-Rodriguez
Deputy Assistant Secretary for
202/708-0030
202/708-9981
[email protected]
Development
Intergovernmental Relations
Office of the Secretary
Interior
Grace Garcia
Director of Intergovernmental Affairs
202/208-5336
202/208-1821
[email protected]
Justice
Brian de Vallance
Director Office of
202/514-3465
202/514-2504
[email protected]
Intergovernmental Affairs
Labor
Mona Mohib
Director of Intergovemmental Affairs
202/693-4600
202/693-4642
[email protected]
NASA
Ted Nakata
Senior Advisor for IGA, Office of
202/358-0724
202/358-4336
[email protected]
Policy and Plans
Office of Nat'l. Drug
Alejandra Castillo
Director, Executive Assistant to the
202/395-7286
202/395-5653
[email protected]
Control Policy
Deputy Director
OPM
Elizabeth Harrington
Special Assistant to the Director
202/606-1000
202/606-4489
[email protected]
Overseas Private
VACANT
Intergovernmental Affairs
202/336-8649
202/218-0201
Investment Corp.
Representative
Small Business
Lance Simmens
Director, Office of Intergovernmental
202/205-7279
202/205-6802
[email protected]
Administration
Affairs
01/26/00
Social Security
Juan Lopez
WH Liaison and Special
202/358-6093
202/358-6076
[email protected]
Administration
Assistant
State
Herb Tyson
Director Intergovernmental Affairs
202/647-5024
202/647-3340
[email protected]
Transportation
Evelyn Fierro
Director of Intergovernmental Affairs
202/366-1304
202/366-7907
[email protected]
Harold Gist
Associate Director
202/366-1524
202/366-7907
[email protected]
Treasury 77
Lisa Andrews
Deputy Asst. Secretary for
202/622-9760
202/622-3638
[email protected]
Public Liaison
US Trade Rep.
Christina Sevilla
Director of
202/395-6120
202/395-3692
[email protected]
Intergovernmental Affairs
Emory Mayfield
Special Assistant to the COS
202/395-9480
202/395-4549
[email protected]
Veterans Affairs
Maria Fernandez-Greczmiel
Deputy Assistant Secretary for
202/273-5760
202/273-5716
[email protected]
International Affairs
THE WHITE HOUSE INTERGOVERNMENTAL AFFAIRS STAFF
DEPARTMENT
NAME
TITLE
PHONE
FAX
E-MAIL
WH IGA Staff
Mickey Ibarra
Assistant to the President and
202/456-7060
202/456-6220
[email protected]
Director of IGA
WH IGA Staff
Raymond Martinez
Deputy Director to the President
202/456-2896
202/456-2889
[email protected]
and Deputy Director of IGA
WH IGA Staff
Matthew Bennett
Special Assistant to the
202/456-2896
202/456-2889
[email protected]
President for IGA
WHIGA Staff
Maria Soto
Associate Director to the
202/456-2896
202/456-2889
[email protected]
Director of IGA
WH-IGA/Staff
Rachel Redington
Associate Director to the
202/456-2896
202/456-2889
[email protected]
Director of IGA
WHIGA Staff
Todd Bledsoe
Special Assistant to the
202/456-2896
202/456-2889
[email protected]
Deputy Director of IGA
WHIGA Staff
Seth Applebaum
Special Assistant to the
202/456-7062
202/456-6220
[email protected]
Director of IGA
WH IGA Staff
Adrienne Elrod
Special Assistant to the
202/456-7060
202/456-6220
[email protected]
Director of IGA
WHIGA Staff
Jacqueline Lain
White House Fellow
202/456-2896
202/456-2889
[email protected]
01/26/00
Do You Know
THE
GOOD NEWS
ABOUT
AMERICAN
EDUCATION?
CENTER ON EDUCATION POLICY
and
AMERICAN YOUTH POLICY FORUM
Center on Education Policy
The Center on Education Policy is the national independent advocate for
public education and for more effective public schools. The Center works to help
Americans better understand the role of public education in a democracy and
the need to improve the academic quality of public schools. We do not represent
any special interests. Instead, we help citizens make sense of the conflicting
opinions and perceptions about public education and create conditions that will
lead to better public schools.
Working at the national, state and local levels, the Center achieves its
mission by producing publications. writing articles, convening meetings, making
presentations and, upon request. providing expert advice. The Center also
works jointly with many other education, business, state and civic organizations.
Based in Washington, D.C., and founded in January 1995, the Center
receives nearly all of its funding from charitable foundations. To learn more
about our work, please visit our web site: www.etredpol.org.
American Youth Policy Forum
The American Youth Policy Forum is a nonpartisan professional development
organization providing learning opportunities for policymakers and practitioners
working on youth issues at the local. state and national levels. AYPF's goal is to
provide participants with information, insights and networks on issues related to
the development of healthy and successful young people. productive workers and
participating citizens in a democratic society. including: schooling, transition to
careers and career development. training and preparation for employment,
postsecondary education, national and community service and related forms of
youth development.
Since 1993. AYPF has conducted an average of 40 events each year for over
2.000 participants. including lunchtime meetings and out-of-town field trips and
foreign study missions with a thematic focus. Forum participants include
Congressional staff. officials of various federal agencies, state and local govern-
ment officials. policymakers from national non-profit and advocacy associations
and members of the media who report on youth issues. AYPF also publishes, for
the benefit of policymakers, practitioners and scholars. a wide variety of
inexpensive and brief policy reports and background materials on youth issues.
These may be consulted on our web site: www.aypf.org.
Credits
This publication was researched and written by Nancy Kober. a freelance
writer and consultant to the Center on Education Policy. and Diane Stark Rentner.
the Center's associate director. They received assistance and advice from Jack
Jennings, the Center's director. and from Samuel Halperin. Betsy Brand.
Glenda Partee and Donna Walker James of the American Youth Policy Forum.
Cutting Edge Graphics of Washington. D.C., designed the publication.
The Center on Education Policy and the American Youth Policy Forum thank
our respective funders who support this report and the other activities of our two
organizations.
2 D₀ You Know the Good Now about American Education?
Do You Know
THE
GOOD NEWS
ABOUT
AMERICAN
EDUCATION?
Introduction
5
Data-Used in This Report
6
School Participation and Curriculum
Fewer students are dropping out of school
7
High school students are taking more challenging courses
8
More girls are taking high-level mathematics and science courses
9
High school students are taking tougher mathematics and science courses
10
More students with disabilities are being educated in regular classrooms
12
The Work Ahead: School Participation and Curriculum
13
Student Achievement
Student mathematics achievement is improving
14
Student science achievement is improving
16
SAT scores increased during the 1990s
18
ACT test scores are up
19
Students are taking more AP exams
20
The Work Ahead: Student Achievement
21
Educational Climate
U.S. students receive more instructional time than European students
22
School crime is declining
24
The Work Ahead: Educational Climate
25
Teachers
Public school teachers are well-educated
26
Public school teachers are better educated than private school teachers
27
Teachers have literacy levels comparable to other college graduates
28
The Work thead: Teachers
29
Higher Education
More students are going on to higher education
30
More young adults are completing 4-vear college degrees
31
More women are earning graduate and professional degrees
32
The Work Ahead: Higher Education
33
Conclusion
34
INTRODUCTION
Many people believe American public schools are failing. Such views are not
surprising, since critics of public education emphasize only what's wrong with
public schools, and negative stories about education appear frequently in the
media. Seldom do people hear the good news about public education.
There's no question that our public schools must become better. But the
public also needs to recognize that there have been major improvements in
public education since the early 1980s. when the nation started focusing seri-
ously on school reform.
The Center on Education Policy and the American Youth Policy Forum
publish this report because informed citizens need to be aware of these positive
trends. This booklet highlights important improvements in public education over
the past 15-20 years, along with other positive data about the state of public
education. This report updates and expands on the monthly one-page briefs
issued by the Center on Education Policy in 1998 and 1999. The only findings
included are those supported by objective national data banks, such as the
National Center for Education Statistics. By laying out the facts in a succinct,
straightforward way, we hope to dispel some widely-held misconceptions about
public schools and give citizens solid evidence to inform their opinions, policy
decisions and future actions.
We present indicators that we believe are meaningful and interesting to
parents and the general public. If an aspect of education is not discussed in this
report, that does not mean it is negative. Many positive trends were not included
for lack of space. Other areas. such as reading achievement, have not been
included because the trends are mixed or vary by age groups.
Emphasizing the positive. we do not ignore the problems facing public
schools. Public schools must be improved. and many more students need to
benefit from the general progress already made. For that reason. we include a
brief discussion of The Work Ahead at the end of each group of indicators.
These sections discuss some of the various actions that states, school districts
and citizens can take to build on the progress already made-for example, by
paying special attention to groups of students who are not doing as well, or by
climinating obstacles that stand in the way of greater progress.
Dr You Know the Good New about American Education? 5
By featuring objectively good news in this brief report, we hope to restore
public confidence that school reform can make a difference and to encourage
everyone to keep working to make public schools better for all students.
DATA USED IN THIS REPORT
This report includes a variety of statistics showing positive trends in education.
These statistics are grouped into five broad categories:
School Participation and Curriculum. Trends in school dropout rates,
student course-taking patterns, and participation of students with disabilities.
Student Achievement. Trends in student performance on the National
Assessment of Educational Progress, various college entrance exams and other
nationwide measures.
Educational Climate. Data on school safety and crime and other
environmental factors that affect student learning.
Teachers. Statistics on the qualifications and experience of K-12 teachers.
Higher Education. Trends in postsecondary enrollment and completion of
degrees.
The higher education data and a few of the K-12 indicators include data for students
in both public and private institutions. Since 89% of K-12 students and 76% of
postsecondary students attend public institutions, these indicators still reflect
improvements in public education.
To the extent possible. we have compared baseline data from the early 1980s with
the most recent year available. The specific years vary depending on which data are
available for a particular indicator. In some cases, we also include data earlier than
the 1980s to show longer-term trends. For several indicators, reliable data on
trends over time are not available, but we include current data showing positive
aspects of public education.
We chose the early 1980s as our primary baseline because that's when school
reform became a major national issue. Since then, educational improvement has
remained a high priority at the local, state and national levels, although the specific
strategies have changed as the school reform movement has matured. Most
recently, nearly all states have adopted standards to define what students should
know and be able to do by the time they finish high school, along with new state
tests to measure student progress. Most of these standards-based reforms are too
new to have influenced the trends discussed in this report, but their effects on
student learning should soon begin to appear.
0 De You Knew the Names about American Education?
Do You Know?
FEWER STUDENTS ARE
DROPPING OUT OF SCHOOL
School Participation
and Curriculum
THE FACTS
Two-thirds of citizens surveyed mistakenly believe that high school dropout
rates are going up and are higher than they were 25 years ago (1997 Phi Delta
Kappa-Gallup Poll). In fact, dropout rates are lower today than they were in the
1970s and 1980s. Especially noteworthy is the sharp decline in the dropout rate
of black youth.
Percentage of 16- to 24-Year-Olds Who Were Not
1972
Enrolled in School and Had Not Completed
High School or a GED
1983
By Race/Ethnicity, 1972, 1983, and 1997
1997
40%
35%
34%
32%
30%
25%
25%
21%
20%
18%
15%
15%
14%
13%
12%
11%
11%
10%
8%
5%
0%
Total
White
Black
Hispanic
Note: This chart shows the "status dropout rate," the percentage of the U.S. population ages 16-24 who
were not enrolled in school, had not completed high school, and did not possess a general education
development (GED) certificate.
Source: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics
1998. Table 105.
De You Know the Gred Names about American Education? 7
School Participation
and Curriculum
Do You Know?
HIGH SCHOOL STUDENTS ARE TAKING
MORE CHALLENGING COURSES
THE FACTS
The education reforms of the 1980s focused on raising the coursework
requirements for high school students. As a result, more students today are
taking tougher courses than their predecessors did in the early 1980s. The
percentage of students completing a core academic curriculum that includes
4 years of English and 3 years each of social studies, science and mathematics
more than tripled between 1982 and 1994, with large increases across all racial
and ethnic groups.
Percentage of High School Graduates
1982
Completing a Core Curriculum
1990
By Race/Ethnicity, 1982, 1990 and 1994
1994
60%
56%
53%
50%
49%
50%
46%
45%
41%
39%
40%
40%
40%
30%
30%
21%
21%
20%
16%
14%
12%
10%
7%
7%
0%
Total
White
Black
Hispanic
Asian
Native
American
Note: The "core curriculum" consists of 4 years of English and 3 years each of social studies, science and
mathematics.
Source: U.S. Department of Education, National Center for Education Statistics. The 1994 High School
Transcript Study Tabulations: Comparative Data on Credits Earned and Demographics for 1994, 1990, 1987, and
1982 High School Graduates Revised. 1998
8 D. You Know the deal Now about American Education?
Do You Know?
MORE GIRLS ARE TAKING HIGH-LEVEL
MATHEMATICS AND SCIENCE COURSES
School Participation
and Curriculum
THE FACTS
The gender gap in mathematics and science that had limited educational and
career opportunities for girls and women is disappearing. The percentage of girls
taking rigorous high school mathematics and science courses, such as algebra II,
trigonometry, chemistry and physics, has gone up significantly since 1982. For
example, 59% of the girls who graduated in 1994 had completed a chemistry
course, compared with only 30% of the girls in the class of 1982. In fact, gender
patterns have reversed for some courses, with girls enrolled at higher rates than
boys in courses like algebra II and chemistry. Boys still had slightly higher rates
of enrollment in physics and calculus in 1994.
Percentage of High School Graduates Completing
1982
Algebra II, Trigonometry, Chemistry and Physics
1994
By Sex, 1982 and 1994
70%
61%
60%
59%
54%
53%
50%
40%
36%
35%
32%
30%
30%
27%
22%
20%
19%
11%
12%
9%
10%
10%
T%
0%
Male
Female
Male
Female
Male
Female
Male
Female
Algebra II
Trigonometry
Chemistry
Physics
Source: U.S. Department of Education. National Center for Education Statistics. The 1994 High School
Transcript Study Tabulations: Comparative Data on Credits Earned and Demographics for 1994, 1990, 1987, and
1982 High School Graduates Revised, 1998.
Do You Know the Good News about American Education? 9
School Participation
and Curriculum
Do You Know?
HIGH SCHOOL STUDENTS ARE TAKING
TOUGHER MATHEMATICS AND
SCIENCE COURSES
THE FACTS
Recent education reforms emphasize the need for students to take more
rigorous mathematics and science courses. Since 1982, the percentages of students
taking higher-level courses, such as algebra II, trigonometry, chemistry and physics,
have gone up significantly. (Enrollments have also gone up for other courses not
shown here, from algebra I to calculus, and from biology to astronomy.)
These increases in higher-level course-taking occurred across all racial and
ethnic groups. Especially impressive is the growth in the numbers of black and
Hispanic students taking courses like algebra II and chemistry.
Percentage of High School Graduates
Algebra 11, 1982
Completing Algebra II and Trigonometry
Algebra 11, 1994
By Race/Ethnicity, 1982 and 1994
Trigonometry, 1982
Trigonometry, 1994
80%
70%
66%
62%
60%
58%
56%
50%
50%
44%
40%
40%
36%
30%
24%
20%
20%
16% 16%
12%
13%
10%
8%
9%
7%
7%
4%
4%
0%
All
White
Black
Hispanic
Asian
Note: These percentages do not include students who took these courses before they entered high school.
Source: U.S. Department of Education, National Center for Education Statistics, The 1994 High School
Transcript Study Tabulations: Comparative Data on Credits Earned and Demographics for 1994, 1990, 1987, and
1982 High School Graduates Revised, 1998.
111 Dr You Know the Aven about American Education?
Percentage of High School Graduates
Chemistry, 1982
Completing Chemistry and Physics
Chemistry, 1994
By Race/Ethnicity, 1982 and 1994
Physics, 1982
School Participation
and Curriculum
Physics, 1994
80%
70%
69%
60%
58%
56%
53%
50%
46%
44%
44%
40%
34%
35%
31%
30%
25%
26%
22%
20%
17%
15%
16%
16%
14%
10%
8%
6%
0%
All
White
Black
Hispanic
Asian
Note: These percentages do not include students who took these courses before they entered high school.
Source: U.S. Department of Education, National Center for Education Statistics. The 1994 High School
Transcript Study Tabulations: Comparative Data on Credits Earned and Demographics for 1994, 1990, 1987, and
1982 High School Graduates Revised. 1998
Do You Know the Good N.W. about American Education? 11
School Participation
and Curriculum
Do You Know?
MORE STUDENTS WITH DISABILITIES ARE
BEING EDUCATED IN REGULAR CLASSROOMS
THE FACTS
The federal Individuals with Disabilities Education Act requires children with
disabilities to be educated in the "least restrictive environment" and encourages
them to be educated in general classroom settings, with appropriate services and
supports. When students with disabilities are educated alongside other children
in regular classrooms, they have increased opportunities to study the same
curriculum as their peers, meet higher performance expectations, and learn the
knowledge and skills necessary for independent adult life. This approach also helps
children without disabilities avoid damaging stereotypes and understand how much
people have in common.
Between 1986 and 1996, the percentage of children with disabilities who were
educated in regular classrooms increased from 26% to 45%. The proportion of
children with disabilities served in resource rooms or separate classes decreased,
except for students with certain severe disabilities, such as autism. The percentage
educated in separate facilities, such as state institutions for the disabled, dropped
from 7% to 4%. These trends represent significant progress from 25 years ago.
when 90% of developmentally disabled children were housed in state institutions
and approximately I million children with disabilities were shut out of schools
altogether (U.S. Department of Education, Office of Special Education and
Rehabilitative Services, IDEA General Information: Overview, 1997).
Percentage of Students with Disabilities, Ages 6-21
1986
Placed in Various Learning Environments
1996
1986 and 1996
80%
68%
70%
60%
50%
50%
45%
40%
30%
26%
20%
10%
7%
4%
0%
Regular Classroom
Resource Room or
Separate Facility
Separate Class
Source: U.S. Department of Education, National Center for Education Statistics. The Condition of Education
1999. Indicator 20. Percentages do not total 100% due to rounding
1.' 11, You Know the N.... about American Education?
THE WORK AHEAD:
SCHOOL PARTICIPATION AND CURRICULUM
School Participation
and Curriculum
The U. S. job market has changed considerably since the early 1970s. Young people
without a high school diploma are limited mostly to low-paying jobs with little
chance for advancement. Indeed, some economists predict that the only way to get
a well-paying job and have a secure career will be to complete additional study
beyond high school. So the first step of the work ahead is for states and school
districts to ensure that all students earn at least a high school diploma.
Students need more than a credential, however, to be ready for the workplace or
higher education. They also must have high-level knowledge and skills, which are best
learned by pursuing a rigorous high school curriculum. In a technology-dependent
workforce, a strong mathematics and science background is especially important.
The growth in the number of students taking challenging coursework is a promising
trend. The work ahead should include aggressive efforts to encourage all students
to complete four years of English and three years each of social studies, science and
mathematics before they graduate. These efforts should begin in middle school, with
strategies that encourage students to take gateway courses like algebra before 9th
grade. At the high school level, states and school districts should eliminate the
"general track" of courses that do not adequately prepare students for either the
workplace or higher education. High schools should also offer advanced courses
like calculus and physics, so that students are not hindered from progressing because
these key courses are not available.
Some students will need extra help to meet graduation requirements and succeed
in a rigorous curriculum. States and school districts should adopt strategies that
have proved to be effective with students who are struggling to keep pace or who
learn in different ways. These strategies include:
counseling and mentoring programs that connect students with caring adults
who can guide their academic progress;
teaching methods that emphasize how academic knowledge applies in real-world
contexts;
"tech-prep" programs that integrate academic and technical education and lead
directly into a two-year college or technical certificate program; and
"career academies" that teach high-level academic skills through a curriculum
centered around particular employment sectors, such as health care, hospitality,
or finance.
The work ahead must also include continuing attention to students with disabilities.
Although these students have benefitted from inclusion in regular classrooms and
are graduating at higher rates than 15 years ago, they still drop out at twice the rate
of their peers (OSERS, IDEA General Information: Overview, 1997). States and school
districts should hold students with disabilities to high standards, while recognizing
that they often need intensive assistance to graduate and make the transition from
school to work or further education. Effective strategies include building relation-
ships between students and caring adults, teaching problem-solving strategies and
monitoring student behavior.
Do You Know the vired Visa about American Education? 13
Do You Know?
STUDENT MATHEMATICS ACHIEVEMENT
IS IMPROVING
THE FACTS
Between 1982 and 1996, students improved their achievement in mathematics,
as measured by the National Assessment of Educational Progress. (NAEP is the
only national testing program that measures trends in student achievement in
Student Achievement
key subject areas.) Average NAEP mathematics scores rose for all three age
groups tested, with 9-year-old students making the most progress. Black and
Hispanic students have made significant gains so that racial/ethnic differences in
achievement have narrowed since 1982.
Trends in Average NAEP Mathematics Scale Scores
1982
By Race/Ethnicity, 1982 and 1996
1996
9-YEAR-OLDS
219
Total
231
224
White
237
195
Black
212
204
Hispanic
215
0
50
100
150
200
250
300
350
Note: NAEP uses a scale of 0-500. Students who score at or above 200 on the NAEP mathematics scale
can add and subtract two-digit numbers and recognize relationships among coins. Those who score at or
above 250 can add. subtract. multiply and divide using whole numbers and solve one-step problems Those
who score at or above 300 can compute with decimals, fractions and percents; recognize geometric figures;
solve simple equations; and use moderately complex reasoning.
Source: US Department of Education, National Center for Education Statistics, NAEP 1996 Trends in
Academic Progress and The Condition of Education 1998. Indicator 18
14 no You Know the Good Notes about American Education?
Trends in Average NAEP Mathematics Scale Scores
1982
By Race/Ethnicity, 1982 and 1996
1996
13-YEAR-OLDS
269
Total
274
274
White
281
240
Black
252
252
Student Achievement
Hispanic
256
0
50
100
150
200
250
300
350
Trends in Average NAEP Mathematics Scale Scores
1982
By Race/Ethnicity, 1982 and 1996
1996
17-YEAR-OLDS
298
Total
307
304
White
313
272
Black
286
277
Hispanic
292
0
50
100
150
200
250
300
350
Note: NAEP uses a scale of 0-500. Students who score at or above 200 on the NAEP mathematics scale
can add and subtract two-digit numbers and recognize relationships among coins. Those who score at or
above 250 can add. subtract, multiply and divide using whole numbers and solve one-step problems Those
who score at or above 300 can compute with decimals. fractions and percents; recognize geometric figures;
solve simple equations: and use moderately complex reasoning
Source: U.S. Department of Education, National Center for Education Statistics, NAEP 1996 Trends in
Academic Progress and The Condition of Education 1998. Indicator 18.
D₀ You Know the Good Names about American Education? 15
Do You Know?
STUDENT SCIENCE ACHIEVEMENT
IS IMPROVING
THE FACTS
Between 1982 and 1996, science achievement increased for all three age
groups tested by NAEP, with the greatest gains among black and Hispanic
students. (NAEP is the only national testing program that measures trends in
Student Achievement
student achievement in key subject areas.)
Trends in NAEP Average Science Scale Scores
1982
By Race/Ethnicity, 1982 and 1996
1996
9-YEAR-OLDS
221
Total
230
229
White
239
187
Black
202
189
Hispanic
207
0
50
100
150
200
250
300
350
Note: NAEP uses a scale of 0-500. Students who score at or above 200 on the NAEP science scale under-
stand simple scientific principles; for example. they show some knowledge of the structure and functions of
plants and animals. Those who score at or above 250 can apply general scientific information; for example,
they can interpret data from simple tables and make inferences about the outcomes of experiments. Those
who score at or above 300 can analyze scientific procedures and data
Source: US Department of Education. National Center for Education Statistics, The Condition of Education
1999, Indicator I
10 De You Knew the Gred News about American Education?
Trends in NAEP Average Science Scale Scores
1982
By Race/Ethnicity, 1982 and 1996
1996
13-YEAR-OLDS
250
Total
256
257
White
266
217
Black
226
226
Student Achievement
Hispanic
232
0
50
100
150
200
250
300
350
Trends in NAEP Average Science Scale Scores
1982
By Race/Ethnicity, 1982 and 1996
1996
17-YEAR-OLDS
283
Total
296
293
White
307
235
Black
260
249
Hispanic
269
0
50
100
150
200
250
300
350
Note: NAEP uses a scale of 0-500 Students who score at or above 200 on the NAEP science scale under-
stand simple scientific principles; for example, they show some knowledge of the structure and functions of
plants and animals Those who score at or above 250 can apply general scientific information; for example,
they can interpret data from simple tables and make inferences about the outcomes of experiments. Those
who score at or above 300 can analyze scientific procedures and data.
Source: U.S. Department of Education. National Center for Education Statistics, The Condition of Education
1999, Indicator I.
De You Know the Good News about American Education? 17
Do You Know?
SAT SCORES INCREASED DURING THE 1990s
THE FACTS
High school students who plan to apply to college often take the college entrance
examination known as the SAT, or Scholastic Assessment Test. Although some
people are under the impression that SAT scores are falling, scores actually went
up during the 1990s. The 1999 SAT mathematics average is markedly higher
Student Achlevement
than the average for either 1983 or 1989. The 1999 verbal average is 1 point
higher than it was in 1989 and has remained the same for the past four years.
This is good news, since the proportion of test-takers who did not speak English
as a first language increased from 6% in 1989 to 8% in 1999. It is also encouraging
that mathematics and verbal scores have increased even as the population of
test-takers has grown much larger and more racially and ethnically diverse.
Mean SAT Scores for College-Bound Seniors
1983
1983, 1989 and 1999
1989
1999
520
515
511
510
505
505
504
503
502
500
495
494
490
485
480
Mathematics
Verbal
Caution: College entrance exams, such as the SAT and ACT. are designed only to be predictors of college
success and should not be used as indicators of how well American schools and students are doing. Further,
since students voluntarily choose to take these tests. the results are not based on a representative sample.
Note: The SAT uses a scale of 200-800.
Source: The College Board, News From the College Board, 'College Board Reports 'Decade of Promise' for
America's College-Bound Students As Record Numbers Take the SAT and Advanced Placement Courses,"
August 31, 1999.
18 D₀ You Know the Good News about American Education?
Do You Know?
ACT TEST SCORES ARE UP
THE FACTS
The ACT is another popular college entrance examination taken by high school
students who want to go to college. In 1999, the national average composite score
on the ACT remained the same as in 1998. continuing a 10-year trend of stable
or increasing scores. These results have occurred at a time when record numbers
of students are taking the exam-a factor that normally would cause scores to
drop. The ACT program has concluded that the students taking the exam today
must be at least as well prepared as those tested in the past.
Student Achievement
ACT National Average Composite Scores
1983
1982, 1990 and 1999
1989
21.4
1999
21.2
21.0
21.0
20.8
20.6
20.6
20.4
20.3
20.2
20.0
Caution: College entrance exams. such as the ACT and SAT, are designed only to be predictors of college
success and should not be used as indicators of how well American schools and students are doing. Further,
since students voluntarily choose to take these tests, the results are not based on a representative sample.
Note: The ACT uses a scale of 0-36.
Sources: ACT August 17. 1999 press release; and US Department of Education, Digest of Education Statistics
1997
De You Know the and Viva about American Education? 10
Do You Know?
STUDENTS ARE TAKING MORE AP EXAMS
THE FACTS
Between 1984 and 1997, the number of Advanced Placement (AP) exams
taken by high school students nearly tripled, growing from 50 exams per 1,000
twelfth-grade students to 131. Since then, the numbers have continued to rise.
Minority students now comprise 30% of all AP test-takers, up from 22% a decade
Student Achievement
ago (The College Board, press release, August 31, 1999). AP exams are annual
tests offered in many different subject areas that give students an opportunity to
demonstrate college-level achievement. Many institutions of higher education
offer college credits to students who score at least a 3 on a scale of 0 to 5.
Number of AP Exams Taken Per 1,000
1984
Twelfth-Grade Students
1990
By Race/Ethnicity, 1984, 1990 and 1997
1997
160
140
131
132
120
103
100
100
85
80
60
54
50
48
40
37
26
24
20
8
0
Total
White
Black
Hispanic
Note: Includes exams taken by both 11th and 12th graders.
Source: U.S. Department of Education, National Center for Education Statistics, The Condition of Education
1999, Indicator 14.
20 Do You Know the Gard Now about American Education?
THE WORK AHEAD:
STUDENT ACHIEVEMENT
Although U.S. students have made promising achievement gains during the past 15
years, the nation still has a way to go before all young people are academically well
prepared. This is especially apparent at the secondary level. In a recent international
achievement study, U.S. 4th graders performed above average in math, but our 8th
and 12th graders lagged behind students from many other countries. In science,
U.S. 4th graders performed in the top tier of nations, and our 8th graders achieved
above the international average, but our 12th graders performed below average
(U.S. Department of Education, Third International Mathematics and Science Study, 1998).
States and school districts should persist in their efforts to raise achievement in all core
subjects. Students who take rigorous academic courses have higher test scores than
other students. All students, whether headed for the workplace or higher education,
Student Achievement
should be encouraged to take challenging academic courses. Other critical steps for
states and school districts include:
setting high standards for student learning;
strengthening the secondary school curriculum to provide more focus and depth;
ensuring that subject-matter courses are taught by qualified teachers with
credentials in the field they are teaching;
encouraging all students to take college entrance examinations and providing
extra help to prepare them for these tests; and
making AP courses available in the 44% of high schools that do not offer them.
Strategies to raise achievement should also include extra assistance or different
teaching methods for students who are struggling to meet high academic standards.
In science and math. for example, many students do better when teachers make
clear how the content and skills being taught apply to real-life problems and careers.
Closing the gap between white and Asian students and their black and Hispanic
counterparts should be a major thrust of the work ahead. Although minority
students have made considerable gains, a gap still remains. Socioeconomic factors,
such as racial-ethnic differences in family income and parents' educational levels, play
a role in this gap. Poverty has a negative correlation with school achievement, and
black and Hispanic children are more than twice as likely to live in poverty as white
children (NCES, The Condition of Education 1997). Yet teachers in schools with high
minority enrollments or high poverty are somewhat less likely to have a master's
degree or a college major or minor in their main field of assignment than teachers
in schools with few minority children or low poverty (NCES, Teacher Quality: A
Report on the Preparation and Qualifications of Public School Teachers, 1999).
To close achievement gaps, states and school districts should make special efforts to:
recruit and hire teachers for high-poverty and high-minority schools who have
academic backgrounds and full certification in the fields they are teaching;
encourage all middle school students to take rigorous coursework; and
make low-income students aware of programs to help finance the costs of AP
exams, as well as the costs of postsecondary education.
Dr You Know the Good News about American Education? 21
Do You Know?
U.S. STUDENTS RECEIVE
MORE INSTRUCTIONAL TIME THAN
EUROPEAN STUDENTS
THE FACTS
Students in the United States receive more instructional time than students
in the seven European countries studied by the Organization for Economic
Cooperation and Development. In 1994. U.S. primary schools provided an
average of 958 teaching hours per year. compared with 923 in France and 760
hours in Germany. The U.S. secondary school averages were also higher.
Number of Teaching Hours Per Year in Public Schools
Primary Level, 1994
PRIMARY
U.S.A.
958
Educational Climate
Denmark
750
France
923
Germany
760
Ireland
915
Italy
748
Spain
900
Sweden
624
0
100
200
300
400
500
600
700
800
900
1000
Note: Number of teaching hours is the total number of hours per year during which a full-time classroom
teacher is responsible for teaching a group of students.
Source: Organization for Economic Cooperation and Development. Education at a Glance: OECD Indicators.
1996. and U.S. Department of Education, National Center for Education Statistics, The Condition of Education
1998. Indicator 38.
22 D₀ You Know the doal Vess about American Education?
Number of Teaching Hours Per Year in Public Schools
Lower Secondary Level, 1994
LOWER SECONDARY
U.S.A.
964
Denmark
750
France
660
Germany
712
Ireland
735
Italy
612
Spain
900
Sweden
576
0
100
200
300
400
500
600
700
800
900
1000
Number of Teaching Hours Per Year in Public Schools
Upper Secondary Level, 1994
UPPER SECONDARY
Educational Climate
U.S.A.
943
Denmark
480
France
660
Germany
650
Ireland
735
Italy
612
Spain
630
Sweden
528
0
100
200
300
400
500
600
700
800
900
1000
Note: Number of teaching hours is the total number of hours per year during which a full-time classroom
teacher is responsible for teaching a group of students.
Source: Organization for Economic Cooperation and Development. Education at a Glance OECD Indicators,
1996; and U.S. Department of Education, National Center for Education Statistics, The Condition of Education
1998, Indicator 38.
Do You Know the Good News about American Education? 23
Do You Know?
SCHOOL CRIME IS DECLINING
THE FACTS
The overall school crime rate decreased between 1993 and 1997. In 1993,
there were 155 school-related crimes for every 1,000 students ages 12 to 18,
while in 1997 there were 102 such incidents. The most common crime at school is
theft, rather than violent crime.
Although recent, tragic school shootings have reminded the nation that
violent death at school is intolerable no matter how rare an event, children are
safer in schools than in the community or at home. Less than 1% of the 2,500
child homicides and suicides during the last 6 months of 1997 took place at
school or on the way to and from school. There were also significant decreases
between 1993 and 1997 in the percentages of high school students who carried a
weapon on school property or were involved in a physical fight at school (U.S.
Department of Education, 1999 Annual Report on School Safety).
Educational Climate
School-Related Crimes Against Students
1993
Ages 12 to 18
1997
1993 and 1997
200
Number of Incidents per 1,000 Students
155
150
102
96
100
63
59
50
40
12
8
0
Overall Crime
Theft
Violent
Serious Violent
Note: Serious violent crimes are defined as rape, sexual assault, robbery and aggravated assault. Violent
crimes include serious violent crimes and simple assault.
Source: U.S. Departments of Education and Justice. Indicators of School Crime and Safety 1999.
24 D₀ You Know the Good Names about American Education?
THE WORK AHEAD:
EDUCATIONAL CLIMATE
Creating a safe climate that promotes learning is a joint responsibility of the
community, schools, educators, parents and students. Continuing steps to reduce
crime and violence at home and school should be part of the work ahead. Even
though serious crime is down, students seem to feel less safe at school than they did
a few years ago. In 1989, 6% of students ages 12 to 19 feared being harmed at
school, but by 1995, this figure had risen to 9%. Street gangs and drugs on school
property continue to be a problem at some schools. In 1995, 28% of students
reported that there were gangs at their school, and almost one-third said they had
been offered, sold, or given an illegal drug on school property (U.S. Departments of
Education and Justice, Indicators of School Crime and Safety, 1999).
Parents and families need to teach children respect for others and help them to
resolve conflicts through non-violent means. States, communities and schools
should ensure that schools have and enforce strict codes of student behavior and
have in place preventive approaches, such as conflict resolution strategies, counseling
for troubled students and character education. States, communities and schools
also should develop special strategies to improve the safety of children in urban
areas, who are more vulnerable to serious violent crime than suburban or rural
children.
Time devoted to teaching and learning is another factor that both educators and
parents can influence. Recently many schools have sought to boost the amount of
time spent on instruction, and the international data cited above suggest these
efforts may be paying off. Whether added instructional time translates into higher
Educational Climate
achievement, however, depends on how well the time is used. To improve the
educational climate, states, communities and school districts should:
organize the school day so that students have adequate instructional time to
learn core academic subjects;
keep interruptions to a minimum;
provide teachers with professional development in effective use of classroom
time; and
offer before- and after-school activities in a safe and structured environment.
Students themselves must also make a serious effort to stay focused and learn while
in class.
Parents can shape the learning environment by setting clear guidelines for children
about study, homework, television, and other recreational activities. Children who
spend several hours a day watching TV or playing computer games obviously have
less time to spend on homework, reading and other active pursuits. In addition,
parents can help to create a learning climate at home by reading aloud to their
young children and having their children read to them, and by talking with their
children about the television programs they watch and the books they read.
Dr You Know the deal 1.4. about American Iducation? 25
Do You Know?
PUBLIC SCHOOL TEACHERS
ARE WELL-EDUCATED
THE FACTS
Public school teachers are well-educated, according to a 1998 national
survey by the National Center for Education Statistics. Virtually all public
school teachers have a bachelor's degree, and nearly half (45%) hold a master's
degree. One percent have doctorates. These percentages have remained much
the same since 1993-94.
Other good news about teacher qualifications came out of this survey:
Teachers have stronger backgrounds in academic disciplines than crities have
asserted. Two-thirds of high school teachers, 44% of middle school teachers
and 22% of elementary teachers have an undergraduate or graduate major
in an academic field (such as English or mathematics). rather than a major
in an education field (such as general education or mathematics education).
Ninety-three percent of general elementary teachers and 92% of subject-
matter teachers are fully certified in the field of their main teaching assignment
(in other words. the field in which they taught most often).
Percentage of Full-Time Public School Teachers
Who Hold Various Degrees, 1998
100%
100% (rounded)
90%
80%
70%
60%
Teachers
50%
45%
40%
30%
20%
10%
5%
1%
1%
0%
Bachelor's
Master's
Doctorate
Other
Other
degree
certificate
Source: U.S. Department of Education, National Center for Education Statistics, Teacher Quality A Report on
the Preparation and Qualifications of Public School Teachers, 1999.
26 De You Know the desa New about American Iducation:
Do You Know?
PUBLIC SCHOOL TEACHERS ARE
BETTER EDUCATED
THAN PRIVATE SCHOOL TEACHERS
THE FACTS
In 1993-94, virtually all public school teachers (99.3%) had completed at
least a bachelor's degree, compared with 93.4% of private school teachers.
Public school teachers also had more experience on average: 14.8 years of
experience for public school teachers versus 12.2 years of experience for private
school teachers.
Educational Attainment of Public and Private
Public
School Teachers
Private
1993-94
100%
99.3%
93.4%
90%
80%
Bachelor's or Higher
Teachers
Source: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing in the
United States: A Statistical Profile, 1993-94 and The Condition of Education 1998.
Note: Although data on teacher education were updated for public school teachers in 1998. comparable
data were not collected that year for private school teachers.
Do You Know the Good News about American Education? 27
Do You Know?
TEACHERS HAVE LITERACY LEVELS
COMPARABLE TO
OTHER COLLEGE GRADUATES
THE FACTS
Some critics of public education contend that school teachers have low
literacy skills, but this isn't the case. Data from a 1992 national study of adult
literacy suggest that teachers have a level of literacy comparable to that of other
college graduates. The prose literacy of teachers is not significantly different
from that of engineers, physicians, writers, sales representatives, registered
nurses and other college-educated professionals. ("Prose literacy" means the
ability to understand, analyze and synthesize information from written texts.)
Scientists were the only professionals who had measurably higher prose literacy
skills than teachers.
Prose Literacy of Teachers and Adults in Other
Occupations, 1992
Average prose literacy scores
All adults with
334
bachelor's degrees
Scientists
354
Engineers
339
Physicians
335
Teachers
333
Teachers
Writers and
332
Artists
Sales
328
Representatives
Registered
326
Nurses
0
50
100
150
200
250
300
350
400
Source: U.S. Department of Education. National Center for Education Statistics. National Adult Literacy Survey
1992 and The Condition of Education 1995. Indicator 58.
28 D₀ You Know the Good New about American Education?
THE WORK AHEAD:
TEACHERS
Public school teachers have the education, certification and academic backgrounds
necessary for teaching. States, school districts, colleges and universities must next
address the issues of out-of-field teaching, recruitment and retention, competitive
compensation, teacher preparation and professional development.
Although the vast majority of public secondary school teachers have an undergraduate
or graduate major or minor in their main field of assignment, some still teach
courses outside their field. In 1998, 18% of mathematics teachers, 14% of English
teachers and 12% of science teachers in grades 7 through 12 did not have a major
or minor in their main field of assignment (NCES, Teacher Quality, 1999). These
figures probably understate the problem because they omit teachers who teach
most of their courses in their major field but teach a few courses outside their field.
Issues of teacher qualification are most acute in low-income areas, central cities, and
schools with high minority enrollments; teachers in these settings are somewhat less
likely than other teachers to have full (rather than provisional) certification, to have
a master's degree, or to have a major or minor in their assigned field. States, higher
education institutions and school districts should work together to ensure that all
teachers-especially in schools with the greatest needs-have at least a major in the
subject they are teaching.
Large cohorts of experienced teachers are approaching retirement age at the same
time that secondary school enrollments are about to surge-a combination that could
intensify existing teacher shortages. College graduates with good literacy skills can
choose from a wide range of occupations, including many that pay better than teaching.
In 1992, for example, teachers who scored at prose literacy level 3, the middle range of
the National Adult Literacy Survey, had median weekly wages of $475, compared with
$603 for other college graduates scoring at level 3 (U.S. Department of Education,
National Adult Literacy Survey 1992). School districts should raise teacher salaries and
offer other incentives to attract and keep highly qualified candidates. States and higher
education institutions should develop incentives, such as alternative certification, to
encourage knowledgeable, experienced people from other fields to become teachers.
State and local reform initiatives have raised the bar for student learning, which
places greater demands on teachers. To prepare new cohorts of teachers for these
heightened expectations will require reforms in teacher education programs.
Colleges and universities should strengthen the academic course requirements for
Teachers
prospective teachers and should provide them with high-quality education and
practice in effective teaching methods. School districts should provide supports for
new teachers. such as mentoring and sustained professional development.
School districts should also provide all teachers with more sustained professional
development, rather than short-term workshops. Teachers need professional
development in such areas as teaching to high standards, integrating the use of
technology into their teaching, acquiring deeper content knowledge in their field,
teaching students with limited English proficiency, and teaching students with
disabilities in the regular classroom. Currently, 37% of teachers said they felt only
somewhat well prepared or not at all prepared to address the needs of children
with disabilities (NCES, Teacher Quality).
Do You Know the Good Visa about American Education? 29
Do You Know?
MORE STUDENTS ARE GOING ON
TO HIGHER EDUCATION
THE FACTS
Compared with young people of the early 1980s, many more students today
are going to college soon after they complete high school. Especially noteworthy
are the increases among black students and women.
College Enrollment Rates of High School
1983
Graduates Ages 16-24
1997
By Sex and Race/Ethnicity, 1983 and 1997
100%
90%
80%
70%
70%
67%
68%
66%
64%
60%
60%
55%
53%
53%
54%
52%
50%
39%
40%
30%
20%
10%
0%
Total
Male
Female
White
Black
Hispanic
Note: Chart shows percentage of high school completers (including GED recipients) ages 16-24 who were
enrolled in college during the October after they finished high school. Due to small sample sizes, the
percentages shown for black and Hispanic students are subject to relatively large sampling errors
Source: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics
1998. Tables 183 and 184.
Higher Education
30 Do You Knew the Gred New about American Education
Do You Know?
MORE YOUNG ADULTS ARE COMPLETING
4-YEAR COLLEGE DEGREES
THE FACTS
Between 1985 and 1998, there was an increase in the percentage of young
adults who had completed a bachelor's degree or higher by age 29. The completion
rates rose for white and black students, but decreased for Hispanic students.
Particularly noteworthy is the rising rate among women, who are now more
likely than men to complete a college degree.
Percentage of Adults Age 25-29 Who Had
1983
Completed a Bachelor's Degree
1998
By Sex and Race/Ethnicity, 1983 and 1998
50%
45%
40%
35%
35%
32%
31%
30%
30%
28%
27%
26%
25%
25%
20%
18%
18%
17%
16%
15%
10%
5%
0%
Total
Male
Female
White
Black
Hispanic
Source: U.S. Department of Education, National Center for Education Statistics, Condition of Education 1999,
Table 59-3.
Higher Education
D₀ You Know the Good N.W. about American Education? 31
Do You Know?
MORE WOMEN ARE EARNING GRADUATE
AND PROFESSIONAL DEGREES
THE FACTS
Since passage of Title IX of the Education Amendments of 1972, which aimed
to bring about equal educational opportunity by gender, the number of women
earning graduate and professional degrees has gone up significantly. Women now
constitute a larger share of medical, dental and law graduates, and of doctoral
degree holders, than they did two decades ago. For example, women earned 43%
of the law degrees granted in 1994, compared with only 7% in 1972.
Percentage of Degree Recipients Who Are Women
1972
1972, 1983 and 1996
1983
1996
50%
45%
43%
41%
40%
40%
36%
36%
35%
33%
30%
27%
25%
20%
17%
16%
15%
10%
9%
7%
5%
1%
0%
Medical
Dental
Law
Doctoral
Source: U.S. Department of Education. National Center for Education Statistics. Digest of Education Statistics
1998, Tables 244 and 259.
Higher Education
32 Do You know the if Name about American Education:
THE WORK AHEAD:
HIGHER EDUCATION
More students are enrolling in college than ever before, but only about 31% of high
school graduates ages 25 to 29 had completed a bachelor's degree or higher in 1998
(U.S. Department of Education, Condition of Education 1999). About 9% had completed
an associate's degree (U.S. Department of Commerce, Current Population Survey,
March 1998). although this figure does not include students who left higher education
with a technical certificate or who transferred from a two-year to a four-college to
pursue a bachelor's degree.
Higher education institutions and secondary schools must work together to ensure
that more students who start college complete a technical certificate or an
associate's or bachelor's degree. This is especially important for black and Hispanic
students, who have lower college completion rates. States and school districts
should implement programs in middle and high schools to:
let students know early on which courses they need to take-particularly
mathematics, science and language courses-to prepare for success in
postsecondary education;
provide more intensive academic help for students who are struggling: and
strengthen counseling programs to help students better understand the kinds of
preparation required for various jobs, make wise choices about courses of study
and types of institutions, and be well-informed about access to financial aid.
Although gender and racial-ethnic gaps have narrowed in higher education, women
and minorities are still underrepresented in mathematics, engineering and the
physical sciences. A mathematics or science degree often leads to a high-paying
career and is good preparation for a job in fast-growing technological fields. Schools
and higher education institutions should take steps to:
kindle early interest in mathematics and science among girls and boys, and
particularly students of color;
be aware of and address gender and racial differences in attitudes about
mathematics and science;
provide better counseling about course decisions and career options related to
mathematics and science; and
provide supports so that students can persist in a challenging curriculum all the
way through high school and postsecondary education.
Higher Education
De You Know the Good N.... about American Education? 33
CONCLUSION
The statistics highlighted in this brief report are a sample of the many benefits
emerging from a decade and a half of school reform and sustained investment in
our schools and our teachers. What is perhaps most remarkable is that our
nation has made these improvements with a very diverse population, a strong
tradition of local control of education. and enormous variation among states and
school districts in their student population, policies and practices.
Americans should give credit to public education for the progress made thus
far in course-taking, school completion, student achievement, school safety,
teacher quality and access to higher education. But this is just a beginning.
There are still many areas where our nation should improve or fine-tune education
reforms. Examples of needed improvements include:
closing racial and ethnic gaps in achievement, high school graduation and
completion of postsecondary degrees;
encouraging more students to take harder courses at an earlier age;
improving student achievement in reading, writing and other key subjects and
accelerating the gains already made in mathematics and science;
continuing the drop in school crime and eliminating violent crime; and
strengthening the preparation of new teachers and ensuring that all courses are
taught by teachers with a certification or major in that field.
As the data in this report demonstrate. educational improvement is an
achievable goal. Public education is moving in the right direction. Continued
support from citizens and political leaders will maintain this welcome momentum.
it Dr You Know the deal Now about American Education?
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freely quoted without permission. provided the
source is identified as:
Do You Know the Good News about American
Education? Published in 2000 by the Center on
Education Policy and the American Youth Policy
Forum. Washington, D.C.
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