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Alexander (Education) 1991 [3]
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Alexander (Education) 1991 [3]
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Records of the White House Office of the Chief of Staff to the President (George H. W. Bush Administration)
John Sununu Cabinet Agencies Files
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Originally Processed With FOIA(s):
FOIA Number:
1998-0004-F[2]
S
FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the George Bush Presidential
Library Staff.
Record Group/Collection:
George H.W. Bush Presidential Records
Collection/Office of Origin:
Chief of Staff, White House Office of
Series:
Sununu, John, Files
Subseries:
Cabinet Agencies Files
OA/ID Number:
29185
Folder ID Number:
29185-009
Folder Title:
Alexander (Education) (1991) [3]
Stack:
Row:
Section:
Shelf:
Position:
G
15
25
6
2
Withdrawal/Redaction Sheet
(George Bush Library)
Document No.
Subject/Title of Document
Date
Restriction
Class.
and Type
01a. Note
From Ed Rogers to John Sununu
5/3/91
P
Re: Candidate for Position in American 2000 Initiative (1
pp.)
Collection:
Record Group:
Bush Presidential Records
Office:
Chief of Staff to the President, Office of the
Open on Expiration of PRA
Series:
Sununu, John, Files
(Document Follows)
Subseries:
Cabinet Agencies Files
WHORM Cat.:
By gp (NLGB) on 10/28/05
File Location:
Alexander
(Education) (1991) [3]
Date Closed:
12/29/2004
OA/ID Number:
29185-009
FOIA/SYS Case #:
1998-0004-F[2]
Appeal Case #:
Re-review Case #:
2005-0426-S
Appeal Disposition:
P-2/P-5 Review Case #:
Disposition Date:
AR Case #:
MR Case #:
AR Disposition:
MR Disposition:
AR Disposition Date:
MR Disposition Date:
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act - [5 U.S.C. 552(b)]
P-1 National Security Classified Information [(a)(1) of the PRA]
(b)(1) National security classified information [(b)(1) of the FOIA]
P-2 Relating to the appointment to Federal office [(a)(2) of the PRA]
(b)(2) Release would disclose internal personnel rules and practices of an
P-3 Release would violate a Federal statute [(a)(3) of the PRA]
agency [(b)(2) of the FOIA]
P-4 Release would disclose trade secrets or confidential commercial or
(b)(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information [(a)(4) of the PRA]
(b)(4) Release would disclose trade secrets or confidential or financial
P-5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
(b)(6) Release would constitute a clearly unwarranted invasion of
P-6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
(b)(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed of
(b)(8) Release would disclose information concerning the regulation of
gift.
financial institutions [(b)(8) of the FOIA]
(b)(9) Release would disclose geological or geophysical information
PRM. Removed as a personal record misfile.
THE WHITE HOUSE
due
WASHINGTON
May 3, 1991
-4
Governor:
I received this from
Gary Bauer.
It is potentially trouble.
Ed
Withdrawal/Redaction Sheet
(George Bush Library)
Document No.
Subject/Title of Document
Date
Restriction
Class.
and Type
01b. Memo
From Gary Bauer to Ed Rogers
5/2/91
(b)(6)
Re: Candidate for Position in American 2000 Initiative (2
pp.)
Collection:
Record Group:
Bush Presidential Records
Office:
Chief of Staff to the President, Office of the
Series:
Sununu, John, Files
Subseries:
Cabinet Agencies Files
WHORM Cat.:
File Location:
Alexander
(Education) (1991) [3]
Date Closed:
12/29/2004
OA/ID Number:
29185-009
FOIA/SYS Case #:
1998-0004-F[2]
Appeal Case #:
Re-review Case #:
2005-0426-S
Appeal Disposition:
P-2/P-5 Review Case #:
Disposition Date:
AR Case #:
MR Case #:
AR Disposition:
MR Disposition:
AR Disposition Date:
MR Disposition Date:
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act [5 U.S.C. 552(b)]
P-1 National Security Classified Information [(a)(1) of the PRA]
(b)(1) National security classified information [(b)(1) of the FOIA]
P-2 Relating to the appointment to Federal office [(a)(2) of the PRA]
(b)(2) Release would disclose internal personnel rules and practices of an
P-3 Release would violate a Federal statute [(a)(3) of the PRA]
agency [(b)(2) of the FOIA]
P-4 Release would disclose trade secrets or confidential commercial or
(b)(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information [(a)(4) of the PRA]
(b)(4) Release would disclose trade secrets or confidential or financial
P-5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
(b)(6) Release would constitute a clearly unwarranted invasion of
P-6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
(b)(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed of
(b)(8) Release would disclose information concerning the regulation of
gift.
financial institutions [(b)(8) of the FOIA]
(b)(9) Release would disclose geological or geophysical information
PRM. Removed as a personal record misfile.
Withdrawal/Redaction Sheet
(George Bush Library)
Document No.
Subject/Title of Document
Date
Restriction
Class.
and Type
01c. Memo
From Candidate for Position in American 2000 Initiative to
5/91
(b)(6)
Board of Education (15 pp.)
Collection:
Record Group:
Bush Presidential Records
Office:
Chief of Staff to the President, Office of the
Series:
Sununu, John, Files
Subseries:
Cabinet Agencies Files
WHORM Cat.:
File Location:
Alexander
(Education) (1991) [3]
Date Closed:
12/29/2004
OA/ID Number:
29185-009
FOIA/SYS Case #:
1998-0004-F[2]
Appeal Case #:
Re-review Case #:
2005-0426-S
Appeal Disposition:
P-2/P-5 Review Case #:
Disposition Date:
AR Case #:
MR Case #:
AR Disposition:
MR Disposition:
AR Disposition Date:
MR Disposition Date:
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act - [5 U.S.C. 552(b)]
P-1 National Security Classified Information [(a)(1) of the PRA]
(b)(1) National security classified information [(b)(1) of the FOIA]
P-2 Relating to the appointment to Federal office [(a)(2) of the PRA]
(b)(2) Release would disclose internal personnel rules and practices of an
P-3 Release would violate a Federal statute [(a)(3) of the PRA]
agency [(b)(2) of the FOIA]
P-4 Release would disclose trade secrets or confidential commercial or
(b)(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information [(a)(4) of the PRA]
(b)(4) Release would disclose trade secrets or confidential or financial
P-5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
(b)(6) Release would constitute a clearly unwarranted invasion of
P-6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
(b)(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed of
(b)(8) Release would disclose information concerning the regulation of
gift.
financial institutions [(b)(8) of the FOIA]
(b)(9) Release would disclose geological or geophysical information
PRM. Removed as a personal record misfile.
Withdrawal/Redaction Sheet
(George Bush Library)
Document No.
Subject/Title of Document
Date
Restriction
Class.
and Type
02a. Memo
From Lamar Alexander to John Sununu
4/25/91
P/S
P
Re: America 2000 Follow-up: Presidential Travel (1 pp.)
Collection:
Record Group:
Bush Presidential Records
Open on Expiration of PRA
Office:
Chief of Staff to the President, Office of the
(Document Follows)
Series:
Sununu, John, Files
Subseries:
Cabinet Agencies Files
By of (NLGB) on 10/28/05
WHORM Cat.:
File Location:
Alexander
(Education) (1991) [3]
Date Closed:
12/29/2004
OA/ID Number:
29185-009
FOIA/SYS Case #:
1998-0004-F[2]
Appeal Case #:
Re-review Case #:
2005-0426-S
Appeal Disposition:
P-2/P-5 Review Case #:
Disposition Date:
AR Case #:
MR Case #:
AR Disposition:
MR Disposition:
AR Disposition Date:
MR Disposition Date:
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act - [5 U.S.C. 552(b)]
P-1 National Security Classified Information [(a)(1) of the PRA]
(b)(1) National security classified information [(b)(1) of the FOIA]
P-2 Relating to the appointment to Federal office [(a)(2) of the PRA]
(b)(2) Release would disclose internal personnel rules and practices of an
P-3 Release would violate a Federal statute [(a)(3) of the PRA]
agency [(b)(2) of the FOIA]
P-4 Release would disclose trade secrets or confidential commercial or
(b)(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information [(a)(4) of the PRA]
(b)(4) Release would disclose trade secrets or confidential or financial
P-5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
(b)(6) Release would constitute a clearly unwarranted invasion of
P-6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
(b)(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed of
(b)(8) Release would disclose information concerning the regulation of
gift.
financial institutions [(b)(8) of the FOIA]
(b)(9) Release would disclose geological or geophysical information
PRM. Removed as a personal record misfile.
OF EDUCATION
UNITED STATES DEPARTMENT OF EDUCATION
*
OFFICE OF THE SECRETARY
UNITED STATES OF AMERICA
THE CHIEF of STAFF
April 25, 1991
has seen
MEMORANDUM FOR JOHN SUNUNU
FROM:
Lamar Alexander
(cemas
SUBJECT:
America 2000 Follow-Up: Presidential Travel
As promised to the President last week, here are ideas for
Presidential visits which would illustrate the four tracks of
his America 2000 strategy. We recommend the following:
Next Week (Week of April 29)
--Recommendation: Visit the Saturn School of Tomorrow
(Tab A), a Track 2 (New Generation of American Schools) site in
St. Paul, Minnesota. The President mentioned the Saturn School
several times during our kick-off day last Thursday. It is an
excellent example of a "break the mold" school. Arne Carlson is
in the Governor's seat, and our Republican legislators can take
some credit for the success of the Minnesota choice program.
--A second Track 2 option (Tab B) would be to visit a Sizer
school in Baltimore; a third, one of Henry Levin's Accelerated
Schools in San Francisco.
Visits during May, June, July
--Detailed under Tab C are my recommended options for visits
to schools and sites illustrative of Track 1: Better and More
Accountable Schools, Track 3: A Nation of Students, and Track 4:
Communities Where Learning Can Happen.
--These recommendations have been checked with some care.
You'll want to check some more.
Many thanks.
CC: Dave Demarest
Ede Holiday
Withdrawal/Redaction Sheet
(George Bush Library)
Document No.
Subject/Title of Document
Date
Restriction
Class.
and Type
02b. Report
From Lamar Alexander to John Sununu
4/25/91
P-5
Re: Recommended Schools for Presidential Travel (31 pp.)
Collection:
Record Group:
Bush Presidential Records
Office:
Chief of Staff to the President, Office of the
Open on Expiration of PRA
Series:
Sununu, John, Files
(Document Follows)
Subseries:
Cabinet Agencies Files
WHORM Cat.:
By If (NLGB) on 10/28/05
File Location:
Alexander
(Education) (1991) [3]
Date Closed:
12/29/2004
OA/ID Number:
29185-009
FOIA/SYS Case #:
1998-0004-F[2]
Appeal Case #:
Re-review Case #:
2005-0426-S
Appeal Disposition:
P-2/P-5 Review Case #:
Disposition Date:
AR Case #:
MR Case #:
AR Disposition:
MR Disposition:
AR Disposition Date:
MR Disposition Date:
RESTRICTION CODES
Presidential Records Act [44 U.S.C. 2204(a)]
Freedom of Information Act - [5 U.S.C. 552(b)]
P-1 National Security Classified Information [(a)(1) of the PRA]
(b)(1) National security classified information [(b)(1) of the FOIA]
P-2 Relating to the appointment to Federal office [(a)(2) of the PRA]
(b)(2) Release would disclose internal personnel rules and practices of an
P-3 Release would violate a Federal statute [(a)(3) of the PRA]
agency [(b)(2) of the FOIA]
P-4 Release would disclose trade secrets or confidential commercial or
(b)(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information [(a)(4) of the PRA]
(b)(4) Release would disclose trade secrets or confidential or financial
P-5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
(b)(6) Release would constitute a clearly unwarranted invasion of
P-6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
(b)(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed of
(b)(8) Release would disclose information concerning the regulation of
gift.
financial institutions [(b)(8) of the FOIA]
(b)(9) Release would disclose geological or geophysical information
PRM. Removed as a personal record misfile.
Saturn School of Tomorrow--St. Paul, Minnesota
RATIONALE: Saturn School of Tomorrow is a "break the mold"
school. It uses differential staffing; it sends students off
campus--to museums, libraries, and elsewhere in the community--
for some of their lessons; it groups students by interest and
ability (rather than by grade level) ; it employs an individual
learning plan for each student. And it enjoys enthusiastic
support from parents (100 percent attendance at PTA meetings).
PROJECT DESCRIPTION: The Saturn School of Tomorrow came into
existence in response to a challenge made by Albert Shanker in
his "What If" speech given in Minnesota in 1987. In that speech,
Shanker asked, "If General Motors new Saturn plant can retool
their industry and build a quality automobile, why not a
transformed, quality-driven Saturn School in education?"
Excited by the challenge, Superintendent David Bennett and Tom
King formulated plans of what a "Saturn School" could be and
shared them with the St. Paul's teachers' union and the business
community. Reflecting a true collaborative effort on the part of
the teachers' union, parents and business community, the Saturn
School Partnership was formed, a planning team assembled, and the
next two years spent perfecting plans for the new Saturn School
of Tomorrow.
In 1989 the school opened in temporary quarters. Today, the
Saturn School is located in downtown St. Paul, where students can
participate in on-site learning at the local museums, libraries,
and community organizations. This school is an experimental
magnet school serving 300 ethnically diverse students in grades 4
to 7, under the motto, "High Tech/High Teach/High Touch."
Saturn is different from other schools. It's design incorporates
state-of-the-art technology. The technology floor uses computers
as instructional devices, for desk top publishing, individual and
group learning, and for programming Lego-Lobo, which is
elementary robotics where the children build machinery connected
with wires and motors and then write the computer program to make
them run. The curriculum, while including core subjects, is
designed to respond to a changing world--global communications,
computer programming, chemistry, personal wellness, community
volunteer activities, cooperative learning, project-based work,
and videography. Students choose their courses based on their
individual interests and needs as determined by their Personal
Growth Plan (PGP), which is put together by the staff, students,
and their parents. Students are grouped by interest and ability
level rather than by grades. Individual desks have been replaced
by circular tables to encourage cooperative learning so students
can help their peers who are having trouble with a subject.
Report cards have been replaced by "portfolios" consisting of a
student's work samples and attainment of goals in the PGP.
Students are assisted by the same advisor from grades 4 - 7.
Staff in the Saturn School consists of a lead teacher, associate
teachers, generalists, educational assistants, teacher's aides
and interns. Saturn involves both parents and businesses. PTA
meetings draw 100 percent attendance and support from the
business community comes in the form of technical and human
resources.
Planning for the Saturn School is still evolving. Yet, the first
year of a three year evaluation suggests that overall progress is
being made, specially in the following areas:
The Personal Growth Plan process is considered a success. The
teachers were able to enlist participation from nearly all the
parents, and the goals of the PGP seem to be linked to what
the students actually learn in their courses.
The entire scheduling concept with seven or eight week terms
is considered effective. Students and teachers were
particularly enthusiastic about the "Writing Workshop" and
"Partnerships" classes for their ability to teach students new
knowledge, skills and attitudes.
The off-site learning program was found to enhance the
practical application of particular subjects in addition to
having the students feel more a part of the community.
Parents overwhelmingly supported the school and its program,
which in turn allowed the teachers to accomplish many more
objectives.
Suggests areas in need of improvement include:
Tracking of student progress. Parents would like to have more
information to gauge academic student progress.
Consideration of a formal homework policy.
Finding more time in the school calendar for the teachers'
professional growth and development.
Development of a better defined and consistent discipline
policy.
Spending more time refining the use of technology,
particularly deciding which system should focus on what
students are learning and who learns best from what approach.
Contact person: Tom King, Project Director
(612) 293-5116
Two Additional Sites That Exemplify
A New Generation of American Schools
(Part II)
1
Ted Sizer's Coalition of Essential Schools--
Baltimore, Maryland
2
Henry Levin's Accelerated Schools--San Francisco,
California
Theodore Sizer's Coalition of Essential Schools--Walbrook Senior
High School, Baltimore, Maryland
RATIONALE: Joining approximately 200 other high schools
throughout the country that have adopted the Coalition of
Essential Schools model, Walbrook has incorporated two basic
tenets in its instructional program: establishing teaching
practices for the individual needs of schools and students, and
teaching students to make their own discoveries. Instruction,
therefore, focuses more on student experimentation rather than
lecturing or drill and practice. Rather than end of semester
testing, students' progress is determined by their ability to
work through experiments, write essays, or answer questions
orally. Promotion and graduation is based on mastery of the
required critical skills and knowledge.
Project Description: The Walbrook High School is one of the
charter sites for the Coalition of Essential Schools, located in
Baltimore, MD. Its student population is 99 percent black. It
began implementation of the Essential Schools program in
September 1986 with 116 of its 450 9th graders. The school uses
a school-within-a-school model. This model has spread from the
first ninth grade team throughout the school.
In implementing the Essential Schools Model at Walbrook staff
concentrate on developing students "essential" skills--how to
speak coherently, read and comprehend, conduct research in
libraries and compute basic math--all the while providing
students with the tools they need to continue learning throughout
their lives.
Staff development is an important part of the program. In its
initial stages, teachers attended a six-week summer institute and
made several visits to Brown University to learn implementation
strategies to develop instructional programs, based on students'
identified needs. Teachers now participate in a two-week long
staff development institute each summer. The school has received
several grants to support the program. Most of the grant money
has been used to support staff development activities.
Like all Coalition schools, Walbrook staff must agree to develop
school faculty governing boards, participate in staff
development, undergo a staff evaluation every three years, and
demonstrate sufficient funds to support their activities. The
beginning ninth grade class graduated in 1990. Seventy-three
percent of the class went on to college, and the remaining
students all had post high school plans for continued education
or employment. In addition, to graduation rates, the school is
beginning to collect achievement data. However, in addition to
test scores, mastery of essential skills has also been documented
through the use of exhibitions of students work focusing on a
central theme.
Contact person: Samuel Billups
(301) 396-0721
Henry Levin's Accelerated Schools--Daniel Webster School, San
Francisco, California
RATIONALE: Daniel Webster Elementary School takes an
untraditional approach to compensatory education. Instead of
slowing down instruction for low-performing students (under the
rubric of "remedial" education), it accelerates instruction (thus
the name "Accelerated Schools"). And instead of focusing on
drill and repetition, as do most remedial programs, Daniel
Webster seeks to develop students' abilities to think, reason,
solve problems. This school shatters a long-held assumption
about schooling (about what low-performing students need if they
are to be brought up to speed academically). Also, it depends
heavily upon--and promotes aggressively--parent involvement.
PROJECT DESCRIPTION: The Accelerated School is a type of
elementary school designed to enrich the learning process for
educationally disadvantaged students. The learning environment
is distinguished by high expectations for students, high status
for teachers, and substantial involvement of parents. Hank
Levin, the program's originator, believes that parents are equal
contributing partners in their children's schooling. In many of
the participating schools, parents are required to sign contracts
committing themselves to participated in specific activities.
According to Levin, contracts help to make the commitment of both
parents and school staff explicit.
The Accelerated Schools model emphasizes the need for all
students to develop higher order thinking skills by showing
students how learning can be fun and relevant to their lives
rather than focusing on repetitious drills, the traditional
approach to educating disadvantaged students. The programs are
still too new for formal evaluation, however, in pilot schools,
there has been an increase in parent participation, a declining
discipline problems, and improved attendance.
Fourteen states are currently implementing the Accelerated
Schools model. One of these sites is the Daniel Webster
Elementary School in San Francisco, California. The community in
which the school is located is composed of one very wealthy group
and one high-poverty impacted group from housing projects.
Children in the school come from both the surrounding community
and are bused in, due to a desegregation order, from other
sections of the city. As a result, the school community is very
multi-ethnic. This school has participated in the program since
the Fall of 1987. Webster serves grades K-5 and enrolls
approximately 350 students. Webster's students are 32 percent
Hispanic, 24 percent black, 12 percent Chinese and 16 percent
other minorities. Eighty-five to ninety percent of the students
receive free or reduced priced lunches. According to the
principal, the school is devoted to helping students "learn at
their own pace in a caring environment where teachers are
supported, and parents are involved in activities supporting the
school.' " The school offers substantial instruction in the
creative arts, while also emphasizing language development and
science laboratory work. Parents are an important part of
Webster's educational process. Indeed, an average of 13 parents
come to Webster every school day, helping out in classrooms,
resources rooms and the cafeteria.
The first major gains occurred this year--4 years into the
program and they were impressive. Indeed, Daniel Webster showed
the largest gains in the district in the areas of math and
language arts. Other indicators are very low teacher turnover,
high student attendance, and low student tardiness.
Contact person: Willie B. Santamaria
(415) 695-5787
Sites That Illustrate Parts I, III, and IV of the Strategy
Better and More Accountable Schools (Part I)
1
Districtwide Improvement--Orangeburg, South
Carolina
2
California Social Studies Framework--75th Street
School in Los Angeles, California
3
Schoolwide Improvement- Clay County High School,
West Virginia
A Nation of Students (Part III)
1
Chattanooga State Technical Community College--
Chattanooga, Tennessee
2
Motorola University--Schaumburg, Illinois
3
Even Start--Birmingham, Alabama (Note: This site
illustrates Part IV of the strategy as well as
Part III.)
Communities Where Learning Can Happen
(Part IV)
1
Missouri Parents As Teachers Program--
Ferguson-Florissant School District, Missouri
2
South Side Terrace--Omaha, Nebraska
3
Home Instruction Program for Preschool Youngsters
(HIPPY) -Miami, Florida
I. Better and More Accountable Schools
Districtwide Improvement--Orangeburg, South Carolina
RATIONALE: In the Orangeburg schools, we see what outstanding
leadership can do for a school system serving poor children.
Under Superintendent James Wilsford, time for instruction has
been extended and technology has been used effectively (including
as a management tool). The dropout rate is down to 2 percent,
and test scores have soared.
PROJECT DESCRIPTION: Orangeburg is a particularly good example
of a turnaround district that has excelled despite poverty
conditions and a long history of racial strife in the community.
Orangeburg's student enrollment is 6,700, with a student
population that is 80 percent black and 20 percent white.
Eighty-two percent of the district's students receive free and
reduced price lunches.
In 1970 the school district's schools were desegregated and 1200
students left the public school system. Test scores plummeted
and staff morale hit rock bottom. By the mid-1980s, there was a
sea change in district programs and performance, as
Superintendent James Wilsford and his staff began to establish
programs based on the recommendations in the National Governors'
Association Time for Results, as discussed below.
Educational technology is used widely. In the Orangeburg-
Wilkinson High School, for example, computers are used to
help improve the basic skills of students who did not pass
all portions of the State's Basic Skills Assessment Program
test. Computers are also used for the Writing to Read
program for Kindergarten and 1st graders, a 4th grade
writing program, and for district management functions
related to attendance, grades, and student scheduling.
The district supports early intervention programs, as shown
by its all-day instruction program for at-risk 4-year olds.
The district also offers both an extended day and extended
year to students in need of supplemental instruction. An
extra hour of class each day is provided for students in
grades 1-12 who are below the State's Basic Skills
Assessment Program grade level standards in reading,
writing and/or mathematics. A summer program also operates
to provide instruction to these students.
In Orangeburg, the dropout rate is now 2 percent. The percent of
students performing in the lowest quartile on the Comprehensive
Test of Basic Skills has dropped from 50 percent in 1978 to 14
percent in 1990. By the 1987-88 school year, well over 60
percent of the students passed the State Basic Skills Assessment
Program test in the 10th grade, as compared to 35 percent who
passed it in 1986, and a similarly high percentage continue to
pass the test now.
Contact person: James Wilsford, Superintendent
(803) 534-5454
California Social Studies Framework--75th Street School,
Los Angeles, California
RATIONALE: This school is making a concerted, systematic effort
to weave history and geography into instruction for elementary
school students. Few elementary schools in America teach history
and geography well; few give these subjects, which are among the
five core subjects, the instructional time and attention they
deserve. 75th Street School demonstrates how it can be done and
done well (for inner-city students).
PROJECT DESCRIPTION: The 75th Street Elementary School is
located in an inner-city area of Los Angeles and serves 1,008
students, of which 49 percent are black and 51 percent Hispanic.
Using the state's new history-based social studies framework as a
guide, the school has purchased historically relevant books,
including biographies, autobiographies, and published journals of
famous historical figures, up-to-date maps, and some non-fiction.
(The school has a $13,000 social studies grant and a $20,000
library grant from the state to purchase new books and
materials.) In addition, Ms. Chatman, the social studies resource
teacher, participated in workshops offered by the National
Institute for Teaching History in Our Schools and has adapted the
school's curriculum to address the eight strands of history
outlined in the state framework. To introduce the teachers at the
school to the new curriculum and the new materials and literature
available to them, she has held a series of in-service workshops
for her colleagues.
For the curriculum's cultural literacy strand, the school has
developed a multi-cultural calendar in which a different culture
or sub-culture is celebrated every month. For example, January
was Asian awareness month, February was Black history month,
March was women's history month, and May is Hispanic awareness
month. On May 2, the school will have grade level assemblies to
kick off the Hispanic celebration; on May 3, the school will host
a Cinco de Mayo celebration, and at the end of the month, the
school will sponsor a Dia de los Ninos celebration in which
students from Central and South American countries will be
honored.
For the economic literacy strand, the school created a pilot
program for the third and fifth grades called Choices and
Chances. The class teaches children basic economic terminology
(e.g., what is a consumer? what is a profit?) and how products
are assembled and marketed. Each class is then responsible for
developing, manufacturing, pricing, and marketing a product that
must he made from recycled materials. One class made bracelets,
while another made a pencil and notepad holder. Through these
activities, students learn first-hand about such concepts as
costs, accounting, and marketing.
For the historical literacy strand, the school has developed a
90-foot time line on display outside the school. The time line
includes world, national, state, and school events of
significance. It gives the students a sense of historical
perspective as they see how short their own lives have been in
comparison to world history.
For the geographic literacy strand, the school has begun a series
of map-making and studying activities. Students made three-
dimensional maps, were visited by Mr. World of National
Geographic, and won first prize in the National Bicentennial
Pictorial Map Contest.
Contact persons:
Mrs. Patricia Turner, Principal
Ms. Arlene Chatman, Resource Teacher
75th Street Elementary School
Los Angeles, CA 90003
(213) 971-8885
Schoolwide Improvement--Clay County High School, West Virginia
RATIONALE: Clay County High School serves as a hub for
activities in a community characterized by low-income, high-
unemployment, and under-educated adults. Its Job Training and
Partnership Act program is highly effective--students gain an
average of 2 years achievement in the 6-week JTPA summer program.
Also, the school has a high daily attendance rate (98 percent), a
nationally recognized zoo, an effective dropout reclamation
program, and increasing college attendance rates. (This school
exemplifies, among other themes, the school as the site of
reform; and the important link between the school and its
community. It is thus an example also of Part 4 of AMERICA
2000.)
PROJECT DESCRIPTION: Clay County High School, recipient of the
Secretary's Secondary School Recognition for school year 1988-89,
is the district's only high school, with an enrollment of 1500
students, grades 9-12. Students live in scattered isolated
communities. Sixty percent of the area's adults did not finish
high school, 70 percent of the population is low-income,
unemployment is over 30 percent, and there is no longer any
industry since the coal mines were shut. Teacher pay is in the
lowest 10 percent for the State, which itself is in the lowest 10
percent nationally.
Particularly exemplary features include:
The school is an integral part of the community, as
evidenced by its gospel sings, community dinners, wedding
receptions, and dance groups.
Students are currently producing the 25th volume of a
comprehensive written history of the county, emphasizing
oral history and cultural traditions.
The school has a Job Training and Partnership Act (JTPA)
dropout prevention program and JTPA summer work study
program.
A key element of the dropout prevention program is a
teacher who makes summer visits to the homes of recent
dropouts and provides counseling. In the first year, about
30 students who had dropped out returned to school. Back
in school, these former dropouts spend one class period a
day with the same teacher, who provides counseling,
tutoring and home visits.
The science department includes a classroom ZOO which has
received both State and national recognition. Over fifty
small animals are cared for by students.
At Clay High:
Students gain an average of 2 years achievement in the JTPA
summer program in only six weeks.
The dropout prevention program resulted in a 50 percent
reduction in the dropout rate at the school over the course
of one school year.
Daily student attendance averages 94 percent.
Student enrollment in college has increased from 18 percent
in 1984-85 to 32 percent in 1989-90.
Contact person: Jerry Linkinggor, Principal
(304) 587-4226
III. A Nation of Students
Occupational Assessment--Chattanooga State Technical Community
College, Chattanooga, Tennessee
RATIONALE: Chattanooga State Technical Community College's
"Occupational Assessments" program does much of what we visualize
a Skill Clinic doing (providing adults with skill/aptitude
analysis, training referral, job requirement descriptions).
PROJECT DESCRIPTION: A year ago Chattanooga State Technical
Community College in Tennessee began a unique Occupational
Assessments program that combines skill and aptitude analysis
with referrals for future training. It works closely with
employers and the Private Industry Council in the area.
The Occupational Assessments program serves:
Employed workers in need of additional training.
Employers nominate candidates.
Displaced workers. Local Job Training Partnership Act
staff and employers who have recently laid off workers
(e.g., the Tennessee Valley Authority) nominate
candidates.
Individuals recruited through advertisements and other
direct marketing strategies.
Selected Chattanooga State Technical Community College
vocational students. The college's allied health
division will require that all applicants to the
phlebotomy and health unit coordinator programs take an
aptitude assessment.
The program uses a series of exams. The principal battery is
computer-based and administered one-on-one; it targets eight
vocational skills identified by the Department of Labor:
general intelligence
verbal ability
numerical ability
space/form perception
motor coordination
eye/hand coordination
manual dexterity
finger dexterity
eye/hand/foot coordination
Other tests examine on-the-job reading and math ability, learning
style, supervisory potential, and other aptitudes.
Program staff discuss individuals' test results with them and
provide additional information on further training opportunities.
The center serves as a clearinghouse for adult education services
in the area and makes available software that describes various
jobs and job requirements (using Department of Labor guidelines).
The program specializes in identifying and targeting the unique
training needs of specific companies. If no existing educational
programs serve the needs of a particular company, Chattanooga
State Technical Community College can design "tailor-made"
classes for them and teach them on-site.
The Occupational Assessments program assists, with the college,
in developing high-technology training opportunities for workers
in small- and medium-size manufacturing firms in the Chattanooga
area through a $405,596 grant from the Department of Education's
Office of Adult and Vocational Education. These courses are
designed in consultation with local manufacturers to address
their specific workforce training needs. Approximately 25
percent of those enrolled in the classes are displaced workers;
the rest are current employees of participating firms.
Johnson Controls, Inc. of Athens, Tennessee is one firm that has
participated in both the Occupational Assessments and training
programs offered by Chattanooga State Technical Community
College. Employee Relations Manager Charlotta Pickens reports
that both managers and workers have been pleased with the
availability and quality of assessment and training
opportunities. The company uses Occupational Assessments to
determine employees' potential for becoming tool & dye makers and
maintenance technicians--the highest skill labor jobs in the
plant. In the past, the company, Johnson Controls, had only
hired outsiders into their four-year apprenticeship programs for
these positions. However, the firm wanted to open the
apprenticeship programs to senior workers at the plant.
Approximately 30 plant workers opted to take the mechanical
comprehension test offered at the plant (about 60 miles from
Chattanooga Tech). Some did extremely well, earning perfect
scores on the math, reading, and/or mechanical aptitude
components. The company put six current employees into their
apprenticeship programs for the high skill jobs, at a cost of
$3,000 to $4,000 per person.
Johnson Controls has also sent a manufacturing engineering
managers and a robotics technician to courses at Chattanooga
Tech. Other employees have enrolled in statistical process
control courses.
The Occupational Assessment program has existed for about one
year. In that time, it has served approximately 100 individuals.
Contact person:
Alan Artress
Coordinator of Occupational Assessment
(615) 697-4000
Lifelong Learning--Motorola University, Schaumburg, Illinois
RATIONALE: Motorola University, based in the firm's corporate
headquarters in a suburb of Chicago, demonstrates Motorola's
commitment to helping all its employees become lifelong learners.
There is evidence that its commitment has paid off in terms of
employee productivity. Also, its training efforts somewhat
resemble what Skill Clinics will do (conduct basic skill
assessments, analyze skill requirements for various jobs, and
develop appropriate curricula).
PROJECT DESCRIPTION: This program is a leading example of one
corporation's commitment to the development of a first class
workforce. Through internal assessment, curriculum development,
and a commitment to provide each worker with a minimum of 40
hours of training each year, this company has created an
environment conducive to continuous, lifelong learning. The
University has also attempted to promote public policies to
improve workforce quality. Motorola University links corporate
education and training officials with school systems, community
colleges and other postsecondary institutions in the communities
where Motorola Corporation is located.
Motorola University has overall responsibility for education and
training provided to employees, customers and suppliers of the
Motorola Corporation. Company policy requires 1.5% of payroll to
be spent each year on training and education. These resources
are used to conduct basic skill assessments, analyze the skill
requirements for various jobs, and develop appropriate
curriculum. Training is heavily based on real job requirements
and the curriculum reflects actual workplace needs. Several
corporate studies have linked this investment to increased
employee productivity.
Motorola has been active in the public policy arena to lobby for
policies to promote better workforce training. It has also
worked closely with schools, community colleges, Job Training and
Partnership Act (JTPA) and at the state level to further the
cause of improving the quality of the workforce. Motorola's
efforts demonstrate the need for continuing education and
training to improve productivity, and the important role that the
business community can play in serving this need.
Contact person:
Motorola University
Diane Weaver, Registration Supervisor
Galvin Center for Continuing Education
Schaumburg, Illinois 60196
(708) 576-6832
Even Start--Birmingham, Alabama
RATIONALE: The Birmingham Even Start project exemplifies both
Parts 3 and 4 of the AMERICA 2000. It brings a number of
community resources to bear on helping not just adults, not just
children, but families.
PROJECT DESCRIPTION: The Birmingham Even Start project, started
in October 1989, serves about 150 families. It provides
preschool education, adult literacy instruction, parenting
training and arranges for comprehensive medical and social
services through collaboration with community agencies. The
project seeks to help parents: be the primary educators of their
children, improve their literacy and obtain GEDs, and develop
work-related and life competency skills.
The program is in Birmingham's Eureka Family Center near the
Lovemans Village Housing Project and primarily serves families
from the project. Staff include facilitators and specialists for
home visits. A needs assessment is conducted with each family to
determine the social and health services needed.
The Birmingham Public Schools district provides transportation to
the center and to adult education classes. Local government
agencies, United Way agencies, churches, and businesses have
provided services for the families. The University of Alabama at
Birmingham's College of Education provides consulting services
and staff training. A university instructor developed a literacy
handbook for parents. Members of a nearby retirement home have
provided child care for infants too young for the program. The
Birmingham Housing Authority has assisted with recruitment.
Families come to the Eureka Family Center two days a week,
spending about 11 hours a week in the program. Some of the
parents are transported to a local adult education center for
basic literacy classes. Pre-GED and GED training are provided at
the program's center. Birmingham's Community Education
Department has coordinated with Even Start by providing
occupational training including typing and computer courses at
the center. The parents also participate in weekly parenting
seminars conducted by Even Start staff and community resource
persons. The parents help identify the topics for the seminars,
based on their needs and interests.
In addition to center-based activities, the home visit staff work
with each family for about one hour a week. The parent and home
visitor jointly select and plan intervention activities for the
children, with the home visitor coaching the parent and sometimes
modeling behavior. The program is based on Head Start's Home
Based Program and the Portage Project.
The children are provided preschool education at the Eureka
Family center for seven hours a week. The emphasis is on social
development, with play considered to be the primary mode for
learning. The program also works closely with Chapter 1 staff
for Even Start children who are school age.
Contact person:
Ms. Joan M. Buckley
Even Start Program
Birmingham Public Schools
P.O. Box 10007
Birmingham, Alabama 35202
(205) 583-4614
IV. Communities Where Learning Can Happen
Missouri Parents as Teachers Program
RATIONALE: Missouri's Parents as Teachers program is one of the
most emulated and widely heralded statewide approaches to early
childhood education in the country.
PROJECT DESCRIPTION: All 543 Missouri school districts offer
systematic parent education and support services designed to
assist parents in their role as their children's first teachers
from the third trimester of pregnancy through age three. Many
school districts extend these benefits to families with four-
year-olds as well. State funds are used by districts to
identify, recruit and engage families who are traditionally
underserved (e.g., teen or single parents, limited English
proficient, migrant, etc.)
Participating parents receive, free of cost, home visits by
parent educators who are trained in child development, periodic
screening of their child's educational and sensory development,
and information and referral to support programs. They meet
regularly with other parents of similarly aged children while
their children participate in play groups. Book and toy lending
libraries, newsletters and social activities are also offered.
Independent evaluations have shown that compared with a control
group, children in the program demonstrate advanced cognitive and
social development. In first grade, students who participated in
the program scored higher than the comparison group on
standardized reading and mathematics achievement. Teacher
assessments of personal and social development were also higher
for participants than for controls. Participating parents, too,
were more knowledgeable about child development, more active in
their children's schools and are more positive about the school
districts. The program has been recognized as effective by the
Department's Program Effectiveness Panel.
Parents as Teachers continues to expand beyond Missouri's
borders; as of March 1991, 195 programs were operating in 35
states outside of Missouri. In April, communities in Australia
will begin using the model.
Christopher Bond (R-MO) introduced legislation in the U.S. Senate
on March 5 to set up a $100 million competitive grant program
over five years for states that wish to begin or expand year-
round Parents as Teachers programs. The programs would be
required to provide home visits and group meetings for
participating families and administer developmental screening.
In addition the programs would be required to develop recruitment
and retention programs for hard to reach populations.
Parents as Teachers--Ferguson-Florissant School District,
St. Louis, Missouri
The Ferguson-Florissant School District has long been an
innovative school system that offers comprehensive programs to
its diverse community. Located in North St. Louis County, the
district serves about 90,000 residents in neighborhoods that
range from extremely poor to middle income. Recently, major
layoffs at McDonnell-Douglass Aircraft have caused unemployment
in the area.
Since 11,000 students attend its 22 schools--54 percent of the
students are white; 46 percent black. Nearly half (44 percent)
of the elementary school children in the district qualify for
Chapter 1. For its population, Ferguson-Florissant offers
special programs from infancy through adulthood, and boasts three
schools that have been recognized under the U.S. Department of
Education's Exemplary Schools Program.
The school district has a long-standing commitment to early
childhood education. Among its activities for parents and young
children is the Parents as Teachers Program (PAT). Ferguson-
Florissant was a pilot site for PAT. This past year, it served
1,100 families through PAT. The district operates a large PAT
program for teen parents, enrolling about 140 mothers. The
program has had success in retaining the mothers in school.
Specifically, of the 140 mothers enrolled in September 1989, only
6 had repeat pregnancies, 8 dropped out of school, while 58
graduated, 50 stayed in school, 4 were studying for their GEDs,
and the balance had either moved or could not be located. In
addition, 38 new teen mothers joined the program in 1990-91. A
separate parenting program is offered to about 40 teen fathers.
The district also offers other early childhood services, as well
as a wide variety of enriched academic programs, support
services, and community activities to its students. CTBS scores
are above national norms.
Contact person: Marion Wilson
Ferguson-Florissant School District
1005 Waterford Drive
Florissant, Missouri 63033
(314) 831-8798
Public Housing Involvement--South Side Terrace, Omaha, Nebraska
RATIONALE: South Side Terrace shows how a public housing project
(hardly considered to be a place that is "conducive to learning")
can be transformed into a place where learning can happen.
PROJECT DESCRIPTION: South Side Terrace, a public housing
project of the Omaha Housing Authority, demonstrates that a
strong leader, involved residents, volunteers, and the business
community can work together to create "an atmosphere conducive to
positive learning." In this community where high rates of school
truancy, dropouts, and teen pregnancy accompanied rampant drug
dealing, and where 160 of 388 units were uninhabitable four years
ago, residents now benefit from previously unavailable
educational and social services, modernized physical facilities,
and the opportunity to participate actively in decisions which
affect them and their children.
Operation Shadow pairs youth 8 to 12 years old who live in the
project with housing authority employees who provide role models
and mentors. Three to four hours per day, two to three times per
week, these youth people "shadow" maintenance office and resident
relations workers as they go about their daily duties. Teachers
say that this mentor system has produced a change in the attitude
of some of the children.
The rehabilitated recreation center includes a study room with
books lent by the public school system, and four personal
computers donated by local businesses. The study center is
staffed by volunteers, who tutor students in math, reading, and
social studies. A volunteer sports coach participates in a
variety of activities in the recreation center's gym. The
resident relations coordinator helps residents with parenting and
housekeeping skills.
Other connections between the housing project and the schools
have been established. After a child is absent for 2 to 3 days,
the school calls both parents and the housing authority staff.
Home visits are then arranged, with assistance provided to
residents when absences stem from lack of food, appropriate
clothing, or babysitting. Other measures to encourage parent
responsibility include a rule that families can be evicted if
their school age child does not attend school (this measure has
not been applied), as well as a curfew for those 18 and under.
Positive incentives are offered, as well. Seven colleges have
earmarked scholarships for high school graduates who live in
Omaha's public housing. Every child with a perfect school
attendance record receives a $100 savings bond at an end-of-year
ceremony. These bonds, as well as recreational and
parent/student activities, are funded partly with a $1 surcharge
on public housing residents' cable TV fees (but the Housing
Authority director had negotiated a deep discount on cable TV
rates for public housing residents, so they feel no adverse
impact). . Says the Housing Authority director, "We treat people
with dignity. If they get used to that, they won't accept less."
Contact person:
Robert L. Armstrong
Executive Director
Omaha Housing Authority
540 South 27 Street Omaha, Nebraska 68105
(402) 444-6901
Joyce Sojka
Project Supervisor
South Side Terrace 5529 South 30 Street
Omaha, Nebraska 68107
(402) 444-6941
Home Instruction Program for Preschool Youngsters (HIPPY), Miami,
Florida
RATIONALE: This site exemplifies the critical role of
communities and families in preparing children for school
success. The Dade County Public Schools--the fourth largest
system in the country--recognizes the key contribution of
families to their children's learning. To give disadvantaged
families support in preparing their children to learn, Dade
County offers the HIPPY program to families of young children,
employs local community members (often parents) to recruit
families, conduct home visits, and lead group meetings.
PROJECT DESCRIPTION: HIPPY is a home-based program for
disadvantaged parents of children four and five years of age.
The HIPPY program was developed in Israel in 1969 and was
introduced to the United States in 1984.
HIPPY stresses the role of parents in preparing preschool
children for school. HIPPY also seeks to establish consistency
in teaching children at home; improve communication between
parents and children; offer strategies to enhance educational
performance; and encourage parents to continue their education.
Thirty HIPPY programs now operate in eleven states.
HIPPY/Miami is operated by the Dade County Public Schools. Since
the program began in 1985, HIPPY/Miami has served approximately
275 families. During the 1989-90 school year, 125 families
participated in the program. Approximately 60 percent of the
adults have not completed high school. Seventy percent of the
participating families are black, 20 percent are Hispanic, and 10
percent are Haitian. Home languages include English, Spanish,
and Creole; in most families, at least one adult speaks some
English.
The program is open to families who reside in the catchment area
of the five elementary schools linked to the HIPPY program. The
schools are all in low-income areas within Miami. HIPPY seeks to
recruit parents who are disadvantaged, undereducated, and whose
young children are not attending a preschool program.
HIPPY activities alternate between home visits in participants'
homes and parent group meetings at neighborhood elementary
schools. The core HIPPY program consists of home visits every
other week in which paraprofessionals, called "Parent Partners,"
model activities that parents will work on at home with their
children for a minimum of fifteen minutes a day. The activities
follow a set of sequenced curriculum materials.
Two-hour group meetings at a neighborhood elementary school are
held on alternating weeks with home visits. During these
sessions, Parent Partners present the home lessons for the
following week. The agenda also includes time for parents to
share information and talk with each other, and for staff to
provide updates on program activities, information about
continuing education programs and job training opportunities.
Social services and health care referrals are made by staff as
needed. Individual counseling is available on an informal basis
by professional staff in the program and on a more formal basis
by referral to local community agencies.
A study of HIPPY programs operating in the U.S. examined the
effects of program participation on parents' literacy skills. It
found parents' reading levels rose significantly from a pretest
grade level of 5.35 to 6.11 at the end of the school year.
Parents' literacy levels have been shown to have a direct impact
on their children's educational success.
Key factors in the success of this program include employing
paraprofessional staff from the community who are past parent
participants in the program; focusing on parents' needs for
education and employment; staff flexibility in working with
families and adapting teaching strategies to the individual
parents; providing a well-defined curriculum with books and
making educational materials available in low-income homes.
In a follow-up of the original group of 140 participants in
Israel, results indicate that these children were less likely to
drop out or be retained in grade and showed more positive
academic achievement than a comparison group.
Contact person: Miriam Westheimer, Director
HIPPY/USA
National Council of Jewish Women
(212) 645-4048
OF EDUCATION
UNITED STATES DEPARTMENT OF EDUCATION
UNITED STATES OF AMERICA
THE SECRETARY
April 18, 1991
MEMORANDUM FOR MEMBERS OF THE GOALS PANEL
FROM:
Lamar Alexander
amer
At our last meeting, I was given a couple of assignments. One
was to work with Governor Romer on the Congressional uneasiness
about the panel. Second was to think about how we should
actually go about setting standards for Goal 3. I have talked
with most of you and have the following recommendation.
RECOMMENDATION:
1. Temporary Standards Commission -- That we (the Goals panel)
create immediately a temporary standards commission of 12 to
20 members.
2.
Mission -- The job of this commission would be to figure out
how to get things done, specifically, (a) how to develop
standards for the 5 core subjects, taking into account
SCANS; and, (b) how to figure out how to develop assessment
strategies to meet those standards. Note: This is not a
commission to set those standards, just to figure out how to
get it done and make recommendations to the Goals panel.
3. Term -- Six months; in no event would the commission last
beyond 1991.
4.
Authority Advisory only, reports to the Goals panel.
5.
Leadership -- Chairman of the Goals panel (Romer) and
Administration representative (David Kearns)
6.
Membership -- There will be 12 to 20 members: another
Governor (Republican) 2 Senators, 2 Congressmen, 2 State
Legislators, 4 from Resource Group (Resnick, Hornbeck,
Smith, Finn), a business leader, Chief State School Officer
OMB
(Rick Mills, Dean Evans), Mark Musick, Saul Cooperman,
Psychometric, Al Shanker, NEA Teacher, Harold Stevenson
(Univ. of Michigan expert on international comparisons),
judge, military person, local superintendent, principal,
Teacher of the Year, etc.
I would like your agreement to move immediately to work with
Governor Romer to set this up and submit a final membership list
for your approval.
Thank you very much.
400 MARYLAND AVE.. S.W. WASHINGTON. D.C. 20202-0100
Withdrawal/Redaction Sheet
(George Bush Library)
Document No.
Subject/Title of Document
Date
Restriction
Class.
and Type
03. List
Suggested Cities/Regions Where Schools are Using Computer
n.d.
P/5
Teaching and Learning Systems (5 pp.)
Collection:
Record Group:
Bush Presidential Records
Office:
Chief of Staff to the President, Office of the
Open on Expiration of PRA
Series:
Sununu, John, Files
(Document Follows)
Subseries:
Cabinet Agencies Files
WHORM Cat.:
By If (NLGB) on 10/28/05
File Location:
Alexander
(Education) (1991) [3]
Date Closed:
12/29/2004
OA/ID Number:
29185-009
FOIA/SYS Case #:
1998-0004-F[2]
Appeal Case #:
Re-review Case #:
2005-0426-S
Appeal Disposition:
P-2/P-5 Review Case #:
Disposition Date:
AR Case #:
MR Case #:
AR Disposition:
MR Disposition:
AR Disposition Date:
MR Disposition Date:
RESTRICTION CODES
Presidential Records Act [44 U.S.C. 2204(a)]
Freedom of Information Act [5 U.S.C. 552(b)]
P-1 National Security Classified Information [(a)(1) of the PRA]
(b)(1) National security classified information [(b)(1) of the FOIA]
P-2 Relating to the appointment to Federal office [(a)(2) of the PRA]
(b)(2) Release would disclose internal personnel rules and practices of an
P-3 Release would violate a Federal statute [(a)(3) of the PRA]
agency [(b)(2) of the FOIA]
P-4 Release would disclose trade secrets or confidential commercial or
(b)(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information [(a)(4) of the PRA]
(b)(4) Release would disclose trade secrets or confidential or financial
P-5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
(b)(6) Release would constitute a clearly unwarranted invasion of
P-6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
(b)(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed of
(b)(8) Release would disclose information concerning the regulation of
gift.
financial institutions [(b)(8) of the FOIA]
(b)(9) Release would disclose geological or geophysical information
PRM. Removed as a personal record misfile.
Ed
SUGGESTED CITIES/REGIONS
WHERE SCHOOLS ARE USING COMPUTER TEACHING AND LEARNING SYSTEMS AND
DEMONSTRATE THE POTENTIAL IN THE PRESIDENT'S CALL FOR
"NEW AMERICAN SCHOOLS"
Dallas
Tampa
Kansas City
San Diego
Memphis
West Virginia
Washington, D.C. Suburbs -- Md. or Va. (Fairfax County in
particular.)
SPECIFIC SCHOOL SITES
THAT DEMONSTRATE THE POTENTIAL IN THE PRESIDENT'S CALL FOR
"NEW AMERICAN SCHOOLS"
Each of these school sites has taken a leadership role in
installing networked computers for teaching and learning and are
show pieces for what technology can do in the service of education.
Exeter-West Greenwich Jr./Sr. High School, Exeter, R.I.
Brand new school, opened in Fall 1990. The building was
designed for the installation of computers. The entire school
is being networked - each classroom will have a teacher
workstation and 4-5 computers.
School district overseen by school committee led by former
teacher and longtime chair, Paula Silvia. She presided over
complete turnaround in the school that has gone from an anti-
school attitude to one of overwhelming support.
Voters recently approved two bond referendums to build new
school by 5-to-1 margin, although doing so guaranteed property
tax increases.
Almost every local elected position is held by a Republican.
East Longmeadow School District, Springfield, MA
This district has a five-to-seven year plan for implementing
technology. They currently have a networked business lab.
Superintendent Dr. John Drinkwater is very progressive.
Though in a liberal state, E.L. has kept a strong conservative
outlook. The community has forged strong public/private
partnerships to help fill education budget gaps precipitated
by massive statewide budget cuts. Civic organizations have
raised untold thousands for the purchase of new hardware.
Willow Elementary, Pekin, IL
Major IBM educational pilot site. Superintendent Soldwedel is
very vocal about the advantages of technology.
Congressman Bob Michel's district.
Chicago media market.
2.
Orangeburg School District #5, Orangeburg, SC
The district has a ten year plan to install computers in each
grade in the district.
Orangeburg received a $1.8 million grant from IBM as part of
the IBM Innovative Use grant program.
The 77th "Point of Light" in President Bush's "1000 Points of
Light" campaign.
Indian Creek Elementary, Indianapolis, IN
Science and technology magnet school.
Dynamic principal in Dr. Karen Gould. Black school
superintendent, Dr. Percey Clark (since 1982), has turned
system around, from an average township district to one which
enjoys statewide recognition as "outstanding."
Mitch Daniels, lives in Lawrence Township. Three of his four
daughters attend Indian Creek.
(Nearby Ft. Benjamin Harrison is slated to be closed
)
South Bay Union School District, Imperial Beach, CA
Three networked computers in every elementary classroom.
Every student has access to a computer for 20 minutes a day.
Superintendent Philip Grignon credits technology with
improving students performance.
Imperial Beach a 70 percent minority community, with a heavy
military population, as well as strong blue-collar
constituency. District has a solid reputation for producing
exceptional academic performance on a very lean per-student
budget.
Merton Elementary School, Merton, WI
Major Commitment to technology; networked computers in the
classroom.
Governor Tommy Thompson has led a private corporate initiative
to win additional support and resources for computer teaching
and learning.
3.
John Jay High School, Brooklyn, NY
In 1982, John Jay was named one of the worst schools in New
York because of low attendance and high drop-out rates. The
new computers and criminal justice program have helped to
improve these problems and now 91 percent of the students earn
their diplomas, and 82 percent go on to college.
New social studies computer lab.
Community-oriented neighborhood school with impressive array
of magnet programs.
School has over 3,000 students with the majority being
bilingual.
South Division High School, Milwaukee, WI
Every teacher has a PC on their desk.
A social studies teacher was featured on 48 Hours last year
using this program.)
South Division is in a depressed, high-crime area. Students
are 42% Hispanic, 25% White, 25% Black, 5% Asian and 3%
American Indian.
Principal John Hays is very enthusiastic about the benefits of
technology being used at South Division, both administratively
and in the classroom.
Wide ethnic diversity of school is reflected throughout, with
signs posted in four languages. Classes are taught in
English, Spanish and Laotian and many students have English as
a second language.
Major program for adult education.
School Choice issue is major in Milwaukee.
Patchogue-Medford School District, Patchogue, NY
Special computer programs for students with high-I.Q. and low
performance has increased motivation, creativity and
attendance.
4.
Shelby City Schools, Shelby, NC
One of the most advanced computer teaching and learning
facilities in the country.
Mostly Democrat city administration.
100th Anniversary of Shelby School system.
The area economy slowly evolving from one based on industrial
manufacturing to one based on technology.
Russell County Schools, Phoenix city, AL
Networked computer teaching and learning has led to a
significant increase in test scores in short period of time.
Superintendent Martha Hall is very enthusiastic about
technology, and hired a video company to produce a documentary
on the success of computer programs in the district.
Ft. Benning is nearby.
Volusia County Schools, Deland/Daytona Beach, FL
Major investment in 1000s of Pcs.
Have done tracking studies on students which have shown
increases in test scores.
Student to Computer ratio for district is approaching 5 to 1.
School superintendent, Dr. Jim Surratt, is the consummate
educator and community leader.
Lamphere Public Schools, Madison Heights, MI
The four elementary schools and middle school in this district
each have four networked computers in each classroom. Cabling
is in place to network the high school.
Each teacher who completes 50 hours of computer training
receives a free computer.
THE WHITE HOUSE
Office of the Press Secretary
EMBARGOED FOR RELEASE
UNTIL 2:00 P.M. EDT
APRIL 18, 1991
AMERICA 2000: THE PRESIDENT'S EDUCATION STRATEGY
FACT SHEET
The President today outlined his strategy to move the Nation toward achieving the
national education goals and educational excellence for all Americans. The
President believes we must restructure and revitalize America's education system
by the year 2000.
Emphasizing that this effort is a national challenge, the President asked all
Americans to take part in "the crusade that counts most -- the crusade to prepare
our children and ourselves for the exciting future that looms ahead."
AMERICA 2000 builds on four related themes:
Creating better and more accountable schools for today's students;
Creating a New Generation of American Schools for tomorrow's
students;
Transforming America into a Nation of Students; and
Making our communities places where learning will happen.
I. CREATING BETTER AND MORE ACCOUNTABLE SCHOOLS
FOR TODAY'S STUDENTS
The President called on all Americans to help create better and more accountable
schools based on world class standards and the principle of accountability. He
encouraged all elements of our communities -- families, businesses, unions, places
of worship, neighborhood organizations and other voluntary associations -- to
work together with our schools to help the Nation achieve educational excellence.
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A.
World Class Standards in Five Core Subjects
The President believes the time has come to establish world class standards for
what our children should know and be able to do in five core subjects: English,
mathematics, science, history, and geography.
Through the National Education Goals Panel, and working with interested
parties throughout the Nation, the President and the Governors will develop
a timetable for establishing national standards in these five subjects, and in
September 1991, and each year thereafter, the panel will report to the
Nation on progress toward the national education goals.
The standards are intended to lift the entire education system and improve
the learning achievement of all students. The President and the Governors
oppose a national curriculum or federalizing our education system.
B.
A System of Voluntary National Examinations
Throug - e efforts of the National Education Goals Panel, a system of voluntary
examinations will be developed and made available for all fourth, eighth, and
twelfth grade students in the five core subjects.
These American Achievement Tests will challenge all students to strive to
meet the world class standards and ensure that, when they leave school,
students are prepared for further study and the workforce. The tests will
measure higher order skills (i.e., they will not be strictly multiple choice
tests).
The President, working with the Nation's Governors, will seek
Congressional authorization for State-level National Assessment of
Educational Progress assessments and for optional use of these assess-
ments at district and school levels.
Students who distinguish themselves on the American Achievement Tests
will receive a Presidential Citation for Educational Excellence in recognition
of their outstanding achievement.
The President will seek authorization for Presidential Achievement
Scholarships to reward academic excellence among low income students
pursuing postsecondary education opportunities. These financial awards
will be based on superior high school and college performance.
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C.
Schools as the Site of Reform
The Administration will help strengthen the capacity of elementary and secondary
schools to improve results and to innovate by increasing flexibility in
decisionmaking at the State, district, and school levels and encouraging report
cards on performance.
In addition to an annual National Report Card, the President will encourage
schools, school districts, and States to issue regular report cards on their
education performance. These report cards will measure results and
progress toward achieving the national education goals.
As part of his AMERICA 2000 Excellence in Education Act of 1991, the
President will again seek legislation that will allow greater flexibility in the
use of Federal resources for education in exchange for enhanced
accountability for results.
To stimulate reform in mathematics and science education, the AMERICA
2000 Excellence in Education Act of 1991 will include $40 million for new
grants to school districts that show significant gains in student achievement.
Awards will be used for continued improvements in these vital subjects.
The AMERICA 2000 Excellence in Education Act of 1991 also will seek
funds for a Merit Schools Program for States to award individual schools
that demonstrate significant progress toward the national education goals.
States may "bank" funds over several years to create even more incentives
for successful schools.
D.
Providing and Promoting School Choice
The President believes that educational choice for parents and students is critical
to improving our schools.
The President will promote State and local choice programs as part of his
AMERICA 2000 Excellence in Education Act of 1991.
--
A $200 million Education Certificate Program Support Fund will
provide incentive grants to local school districts with qualified
education certificate programs that enhance parental choice.
--
National school choice demonstration projects will be supported
through a $30 million initiative.
The Administration also will seek ways to ensure that Federal education
programs are more supportive of choice.
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E.
Teachers and Principals
America's teachers and principals are on the front lines of transforming our
schools. As part of his AMERICA 2000 Excellence in Education Act of 1991, the
President will propose several initiatives to promote outstanding leadership in our
schools.
Presidential Awards for Excellence in Education will recognize and reward
outstanding teachers across America.
The President will encourage States and communities to provide alternative
routes of certification through one-time grants to States to support
implementation of alternative certification.
In order to improve the training of school principals and other school
leaders, the President will propose establishing Governors' Academies in
every State with Federal seed money to enhance principal training through
instructional and mentoring programs.
The President will seek to establish Governors' Academies for America's
teachers with Federal seed money to offer advanced instruction focusing on
the five core academic disciplines.
The President also encouraged States to consider differential pay and financial and
other awards for those who excel in teaching, teach core subjects, teach in
challenging settings, and serve as mentors for new teachers.
II.
CREATING A NEW GENERATION OF AMERICAN SCHOOLS
FOR TOMORROW'S STUDENTS
The President today challenged the best minds in America to design -- and help
communities create -- the best schools in the world.
A.
Research and Development
A series of Research and Development Teams, funded by contributions from the
business community, will help design a New Generation of American Schools.
America's business leaders will establish and mobilize private resources for
the New American Schools Development Corporation, a new non-profit
organization that will award contracts in 1992 to between three and seven
Research and Development Teams. These teams may consist of
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corporations, universities, think tanks, school innovators and others. The
teams' products will be available to the American people.
The mission of these teams is to help communities create schools that will
reach the national education goals, including world class standards in the
five core subjects for all students, as monitored by the American
Achievement Tests and similar measures.
The President will ask his Education Policy Advisory Committee, as well as
the Department of Education, to examine the work of these Research and
Development Teams and to report on their progress.
B.
New American Schools
The President will ask Congress to provide $550 million in one-time start-up
funds to create at least 535 New American Schools that "break the mold" of
existing school designs.
These funds will provide up to $1 million for each New American School to
underwrite special staff training, instructional materials, or other support
the school needs. The goal is to have at least one New American School
operating in each Congressional district by September 1996.
Once the schools are launched, the operating costs of the New American
Schools will be no more than those of conventional schools.
The President also will ask Congress for start-up funds to help design
state-of-the-art technology appropriate for New American Schools.
A New American School does not necessarily mean new bricks-and-
mortar. Nor does a New American School have to rely on technology;
the quality of learning is what matters.
C.
AMERICA 2000 Communities
The President called on every community in the country to do four things:
Adopt the six national education goals;
Establish a community-wide strategy for achieving the goals;
Develop a report card for measuring its progress; and
Demonstrate its readiness to create and support a New American School.
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Communities that accept this challenge will be designated, by the Governors of
their States, as "AMERICA 2000 Communities."
Governors, in conjunction with the Secretary of Education, will review
community-developed plans with the assistance of a distinguished advisory
panel and will determine which AMERICA 2000 Communities in each State
will receive Federal financial support in starting New American Schools.
The Governors and the Secretary will ensure that many such schools serve
communities with high concentrations of children at risk.
D.
Leadership at All Levels
Transforming American education and creating a New Generation of American
Schools will require the commitment of America's leaders at all levels.
The President welcomes the commitment by American business to
contribute $150-$200 million to support the Research and Development
effort.
The President asked the Nation's Governors to lead the New American
Schools effort in their States.
The President challenged State legislatures to: support the creation and
operation of New American Schools; embrace the world class standards
and adopt the American Achievement Tests; and work toward school,
district, and State-level report cards.
The President encouraged civic leaders to help organize community plans
all across the country to seek designation as an AMERICA 2000
Community, and to help plan and operate New American Schools.
Business can encourage local schools to use the world class standards and
American Achievement Tests, and encourage schools to issue report cards
on their performance.
The President called on educators to accept new roles and to take risks.
Teachers, principals, and other educators are asked to work to develop a
consensus on the world class standards and to determine what it would
take to create a New American School in each community.
E.
Families and Children Devoted to Learning
The President called on parents to urge use of world class standards, American
Achievement Tests, and report cards by local schools. Parents must play a key
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role in creating New American Schools in their own communities and must work
with children in the home to improve children's performance in school.
III.
TRANSFORMING AMERICA INTO "A NATION OF
STUDENTS"
The President believes that learning is a life-long challenge. Approximately 85
percent of America's workers for the year 2000 are already in the workforce.
Improving schools for today's and tomorrow's students is not sufficient to ensure a
competitive America in the year 2000. The President called on Americans to move
from "A Nation at Risk" to "A Nation of Students" by continuing to enhance the
knowledge and skills of all Americans.
A.
Strengthening the Nation's Education Effort for Yesterday's Students,
Today's Workers
To advance the goal of improving literacy for all Americans:
The President will push for greater accountability and choice in the Adult
Education Act, and will advance these twin principles in new adult literacy
activities proposed under the new AMERICA 2000 Excellence in Education
Act of 1991.
The Department of Education will provide regular, timely, and reliable
information by expanding the National Adult Literacy Survey and collecting
information about literacy efforts on a regular basis.
B.
Establishing Standards for Job Skills and Knowledge
The President urged business and labor cooperatively to develop -- and then to
use -- world class standards and core proficiencies for each industry. Federal
resources will be sought to provide start-up assistance for this effort.
C.
Creating Business and Community Skill Clinics
Today's workers will be assisted through Skill Clinics -- one-stop service centers
located in businesses and communities across America where adults can get job
skill diagnosis and referral services.
The Administration will urge businesses to make Skill Clinics available to
their employees and encourage AMERICA 2000 Communities to establish
community Skill Clinics.
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Federal departments and agencies will be encouraged to establish such Skill
Clinics and, working with the Office of Personnel Management, will be
encouraged to undertake activities to upgrade their employees' skills.
D.
Enhancing Job Training Opportunities
The Domestic Policy Council Job Training 2000 Working Group will review
current Federal job training efforts and identify successful ways of motivating and
enabling individuals to receive the comprehensive services, education, and skills
necessary to achieve economic independence.
E.
Mobilizing A "Nation of Students"
The President will work to transform "A Nation at Risk" into "A Nation of
Students."
The President called on the Secretary of Education and the Secretary of
Labor to convene business and labor leaders, education and training experts,
and Federal, State, and local government officials at a national conference
on the education of adult Americans to launch a national effort to transform
adult America into a "Nation of Students."
IV.
MAKING OUR COMMUNITIES PLACES WHERE LEARNING
WILL HAPPEN
The President called on communities to adopt the six national education goals as
their own; set a community strategy to meet them; produce a report card to
measure results; and agree to create and support a New American School.
The President believes that it is essential to reaffirm such enduring values as
personal responsibility, individual action, and other core principles that must
underpin life in a democratic society. The aim of the AMERICA 2000 Community
campaign is to make our communities places where learning will happen.
A. Greater Parental Involvement
The President urged parents to become more involved in their children's education
and in the work of the New American Schools.
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Parents and teachers should encourage children to study more, learn more,
and strive to meet higher academic standards.
The President encouraged parents to read aloud daily to their children,
especially their younger children.
B.
Enhanced Program Effectiveness for Children and Communities
The President is committed to making government work better to improve
programs for America's children and communities.
Working through the Domestic Policy Council Economic Empowerment
Task Force and with the Nation's Governors and other officials, the
Administration will undertake better coordination of existing Federal
programs with corresponding State and local activities.
As part of this effort, existing program eligibility requirements will be
reviewed in order to streamline them and reduce Federal red tape.
Wherever possible, States will be afforded maximum flexibility to design
and implement integrated State, local, and Federal programming.