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Bill Cabaniss Fundraiser, Birmingham AL 4/20/90 [OA 8311] [2]
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Bill Cabaniss Fundraiser, Birmingham AL 4/20/90 [OA 8311] [2]
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26
20
5
3
RCV BY:THE WHITE HOUSE
; 4-17-90 ; 7:58AM ;
CCITT G3->
2024566218:# 1
Republican
National
Committee
FASCIMILE TRANSMITTAL
DATE: April 17, 1990
TO: Stephanie Bluey
FAX: 456-6218
FROM: RNC Press Office (Towne)
NUMBER OF PAGES (INCLUDING COVER SHEET) three
IF THIS DOCUMENT IS NOT RECEIVED, PLEASE CALL (202) 863-8609.
Dwight D. Elsenhower Republican Center e 310 First Street Southeast . Washington, D.C. 20003 . (202) 863-8550
Telex: 701144 0 FAX: 863-8820
RCV BY:THE WHITE HOUSE
; 4-17-90 ; 7:59AM ;
CCITT G3->
2024566218;# 2
NEWS
Republican National Committee
Lee Atwater
Chairman
FOR IMMEDIATE RELEASE
CONTACT: LESLIE GOODMAN
APRIL 10, 1990
(202) 863-8550
RNC90-018
THE SWITCH CONTINUES: GOP LIST TOPS 200
WASHINGTON, D.C. -- "This is a great get-well present,"
Republican National Committee Chairman Lee Atwater said today
after it was announced that nine Democratic elected officials
in Mississippi and Virginia switched parties and became
Republicans.
"These new Republicans have left the Democratic Party
because the Democrats have left the mainstream," Atwater
added.
Since the 1988 presidential election, 215 former
Democratic elected officials and key leaders from 22 states
and the District of Columbia have made the switch and joined
President Bush and the Republican Party.
Mississippi State Representatives Frank Ely District
109), Alvin Endt (District 113), Danny Guice, Jr. (District
114), and Curtis Holston, Jr. (District 106) switched to the
GOP yesterday at a press conference in Pascagoula,
Mississippi. On April 6, three incumbent 19th District
circuit judges - Darwin Maples of Lucedale, Clinton Lockard
of Pascagoula and Robert Mills of Moss Point - also switched
to the GOP. Alderman Sammy Carter announced his switch on
April 5 in Noxapater to become the first Republican
officeholder in Winston County.
In Richmond, Virginia, the City of Richmond Sheriff
Andrew Winston also joined the GOP yesterday at a press
conference. Winston said, "I see no place and no future for
people like me in the Democratic Party."
In Jackson, Mississippi Republican State Chairman Evelyn
McPhail applauded the four state representatives, three
circuit judges and Alderman Carter for "putting principle
over party" and welcomed them into the Republican ranks.
Mississippi Chairman McPhail said the eight switchers
brings to 64 the number of Mississippi Democrats who have
joined the GOP since the 1988 presidential election.
-more-
Dwight D. Eisenhower Republican Center 310 First Street Southeast Washington, D.C. 20003 (202) 863-8550
Telex: 701144
FAX: (202) 663-8820
RCV BY:THE WHITE HOUSE
; 4-17-90 ; 7:59AM ;
CCITT G3->
2024566218;# 3
Previous switchers include State Auditor Pete Johnson, state
representatives Mark Scarborough, J.B. Van Slyke, Terry
Brown, and state senators Richard White and Cy Rosenblatt.
"These switches clearly demonstrate that more and more
southerners identify with the values and ideas of the GOP,"
McPhail said.
Mississippi state representatives Ely and Endt said they
switched to the GOP because they support conservative issues
more common to the Republican Party. "If you vote
conservative, you ought to belong to a more conservative
party, said Endt. "I've always been a Republican," said
Guice. "My philosophy is basically conservative in nature.
I vote as Republicans vote. This is something I should have
done a long time ago," Guice added.
"This is further evidence the Republican Party is well
on its way to becoming America's majority party," said Haley
Barbour, Mississippi national committeeman.
Since the 1988 presidential election, the list of the
largest states in which party switching has occurred include:
64 in Mississippi; 46 in Florida; 22 in South Carolina; 18 in
Texas; 15 in Louisiana; and 14 in Alabama.
Other notable party switchers are: Florida Congressman
Bill Grant, Louisiana Congressman Jim McCrery, and Arkansas
Congressman Tommy Robinson.
-30-
03/21/17
Switchers
Als. 214
Miss. 64
Fls. 46
S.C. 22
Tx 18
LA 15
democr. 179 child care,bitts
Bothlore highly objectionable
House bill passed this year. Sensite
is dated
HOLSE is closer to Admir.
POTUS threptened to vator
THE WHITE HOUSE
WASHINGTON
April 18, 1990
INFORMATION
MEMORANDUM FOR THE PRESIDENT
THROUGH:
CHRISS WINSTON
FROM:
CURT SMITH
S
SUBJECT:
BILL CABANISS FUNDRAISER
I. SUMMARY
On Friday, April 20, at 12:22 p.m., you will address a
fundraising luncheon for Bill Cabaniss before about 2,000 people
at the Birmingham Jefferson Civic Center. Ray Scott will
introduce you. Congressman Callahan, former Senator Jeremiah
Denton, Bart Starr, Mayor Richard Arrington of Birmingham, Randy
Owen, lead singer of 'Alabama, I State Party Chairman Arthur
Outlaw and National Committeewoman Jean Sullivan will also
attend.
II. DISCUSSION
The attached remarks (12 minutes, teleprompter) applaud
Bill Cabaniss for his achieves in the Alabama Senate and his
potential as a U.S. Senator. The text also discusses some of the
Adminstration's policy goals and the importance of having their
legislation passed on Capitol Hill.
(Smith/Blessey)
April 18, 1990
7 P.M.
ALAB
PRESIDENTIAL REMARKS: CABANISS FUNDRAISER
FRIDAY, APRIL 20, 1990
BIRMINGHAM, ALABAMA
12:22 P.M.
Thank you, Ray [Scott], for that introduction. Congressman
Callahan, Chairman Outlaw, National Committeewoman Jean Sullivan,
Senator Denton, Mayor Arrington, Randy Owen, Bart Starr. And, of
course, Senator Cabaniss. And special congratulations to Neil
and Ann Berte [BUR-tee] and the Birmingham Southern basketball
team, which just won the NAIA championship. Ladies and gentlemen.
A writer once said, "Each spring in Alabama is as delicate
as wisteria in the rain and as gentle as falling in love." 11
It's great to be here in this kinder, gentler, time of year. //
It's also a privilege to be in Birmingham on behalf of a
very dear friend. One of the great leaders in the Alabama
Senate. Soon to be a great member of the United States Senate.
// My long-time friend, Bill Cabaniss. //
( (As Bill tells it, this visit arose from a phone call.
John Sununu told him, "We've got a surprise for Birmingham that
will really excite people." // Bill replied, "You mean
Birmingham's finally getting a World League of American Football
franchise?")) 11
It is wonderful that you'll have a team come 1991. And it's
a delight to be back in this State to help elect a superb U.S.
Senator. Someone this State and my Administration need in
2
Washington. // A Senator who will make Alabama proud. A leader
who'll make the Nation proud. Bill Cabaniss is that man. ///
Bill and I go back a long way. We first met in the late
'70s -- we've been friends for years. (We're so close that not
long ago Barbara and I invited ourselves after we found that for
dinner Bill and Katherine were having Ollie's pork barbecue. //
But you know how it goes. Twenty Secret Service men went over
ahead of us. The good news is that by the time we got there,
they had big smiles on their faces. The bad news is all the
barbecue was gone.) ) //
This year, Bill Cabaniss has plenty to offer Alabama voters.
He is a man of character, a family man -- great wife, two great
kids. He values loyalty -- worked for me in 1980. In '88, he
cast our first vote at the Republican National Convention. //
( (Like me, he is a charismatic speaker. // Also, Bill keeps
things in perspective. It's like he says: "It's fine that
you're here, Mr. President. But if you really want to WOW the
crowd, bring Barbara. ")) //
Not surprisingly, these qualities have endeared Bill to the
voters since his election to the Alabama Legislature. Just as
they've impressed his peers. // In 1987, Bill was named
Outstanding State Legislator by colleagues in a body then 6-to-1
Democratic. He's respected because he's a man of experience and
judgment. // He knows that only new ideas can create the new
leadership needed for the new decade of the 1990s.
3
These ideas are found at every level of our Republican Party
-- they're the reason you don't just mean Alabama football when
you refer to a Southern "Tide." // Since the 1988 election, 215
former Democrat elected officials and leaders have turned
Republican -- 179 from the South and 14 from Alabama. Churchill
said, "Some men change their principles for their party." These
men and women changed their party for their principles. // They
joined us because they want to see an Alabama of growth in the
'90s. // An Alabama of progress, prosperity, and new ideas. 1.1
The Alabama of Bill Cabaniss. 11
One new idea is our belief that greater competitiveness and
incentives mean greater growth -- and one way to ensure continued
growth is through a lower capital gains tax. As a businessman,
Bill Cabaniss knows that lower taxes free more capital for
investment -- and that more investment means more jobs. And he
knows his geography. Japan has a much lower capital gains tax,
while economies like Taiwan, Korea, Singapore, and Hong Kong
don't tax them at all. So Bill supports our capital gains tax
cut. // Once again I call on the Congress to pass that bill. //
It's time we stop giving the edge to countries we can out-think,
out-work, and out-perform any day of the week. ///
Bill also understands that only an educated work force can
be a competitive work force. Alabama needs him and I need him in
the Senate to back our Educational Excellence Act of 1990. //
Bill's opponent believes in the old and discredited idea that tax
and spend can make U.S. education Number One. Bill and I
4
disagree with that notion. There's nothing new about excellence.
What is new is the idea of demanding higher standards, greater
accountability, and more involvement by parents and communities
to achieve it.
( (You know, Ray Scott says that the fish I catch aren't any
bigger than his -- but my stories about them are. // Let me tell
a story that's true. In 1961, Bill was at Airborne School in
Fort Benning, Georgia. The sergeant called out, "Cah-BAN-ahs."
Bill corrected him: "sir, my name is Cabaniss." // Not
surprisingly, at midnight Bill was still running laps and doing
pushups. The next day, the sergeant again called, "Cah-BAN-ahs."
Bill replied, "YES, SIR.") ) //
Talk about a quick study. // But that's just what we need.
in the U.S. Senate, as this country faces enormous challenges in
the new decade of the '90s. // Like the fight against crime and
drugs, and our campaign for a cleaner environment. And it's the
Republicans who have the new ideas to meet these challenges. //
For instance, in January, we unveiled Phase II of our
National Drug Control Strategy to knock out crime and drugs. We
must toughen our laws and expand the death penalty for drug
kingpins. // Capitol Hill doesn't need politicians who soft-
pedal the need to be hard on crime. It needs a Bill Cabaniss who
believes the penalty should be just as tough as the crime. //
And when it comes to the environment, here too we
Republicans have plenty of new ideas to make it clean and safe.
5
After all, it was a Republican, Teddy Roosevelt, who was our
first environmental President.
Teddy knew then what we know today -- that we can have a
sound environment and strong economy. 11 That means rejecting
the ideas of extremists on both sides -- and we will. It means
using market forces in the service of the environment -- and we
will. Let's keep in mind: We don't have to throw people out of
work to protect our environment. 11
Instead, we can protect it and we are through new ideas from
expanding our parks to planting over a billion trees a year to
banning asbestos. What's more, earlier this year we proposed
landmark legislation rewriting the Clean Air Act to cut smog,
acid rain, and toxic pollution. // I'm glad to say the Senate
has now passed a clean air bill -- a bill that was gridlocked
through the 1980s. // It's been 13 years coming. But no
American should have to wait another day for clean air. So I
call on the House of Representatives to move promptly to produce
a bill consistent with the principles I have stated for an
environmentally strong and economically sound new Clean Air Act.
In that spirit, this week is the 20th anniversary of Earth
Day. And I can't help thinking what a breath of fresh air Bill
Cabaniss would be in Washington, D.C. 11 Like me, he hopes the
House will act soon, and responsibly. As a staunch defender of
the environment, there's one thing Bill wants to make absolutely
clear -- and that's Alabama. //
6
Let me close with another issue which clearly shows the gulf
between new and old ideas. Child care. // Bill's child-care
position rests on that historic 'Bama trait: Common sense. //
Like me, Bill Cabaniss supports what works.
That's why he backs our child-care program which gives
parents the freedom to choose. It's a nearly $10 billion program
to help low-income working Americans by increasing choice in
child care through tax incentives, not Federal intervention. //
We want to ensure that parents, not bureaucrats, decide how to
care for America's children. And I will not see the option of
religious-based child care restricted or eliminated. //
Bill Cabaniss wants to protect religious child-care centers,
and parents' freedom to use them. But many liberals back the
child-care legislation passed last month by the House and
supported by the Democrat leadership. Let's take a look at what
that bill would mean to this State and every State. //
The House bill would cost almost $30 billion -- and force
many States to change their rules. // It would create a Federal
Committee -- really, a straitjacket -- to produce national child-
care standards, intended to replace local standards that reflect
local needs. // And it would put Federal funds into more endless
paperwork -- creating 120 pages of new child-care law. Who would
be hurt the most? Those who need help the most. The parents.
The truth is that we don't need this bureaucracy. It would
be redunant, wasteful -- an invitation for Big Brother to get
involved in yet another part of our lives. We don't want to
'
1
7
expand the budget of the bureaucracy. We want to expand the
horisons of our kids and the child-care options for parents. //
So let's reject those who measure progress made by dollars spent.
And instead give families the help they need to solve the child-
care problem themselves. // The Democrat leadership says, "The
Federal government knows what's best for our children." Bill
Cabaniss and I say: "Parents do.' 11
You can see, I hope, how much I think of Bill. How I
respect him, trust him, and how much we need him in the United
States Senate. //
To some, new ideas mean another bureaucrat to pick your
pocket. // Bill Cabaniss knows better, because he knows the
families, the taxpayers, the working people of Alabama. His
ideas will help those people. And reflect the values of the
State he loves. //
Bill Cabaniss belives in patriotism, love of country, and
love of God. He thinks like we do. As a U.S. Senator, he will
act on your behalf. He'll stand up for a strong America, a free
America, a safe America -- a great America. He'll be the kind of
Senator this State needs and deserves.
I came to Alabama to ask you to help this man. A public
servant I admire. A wonderful friend I rely upon. Help him do
for America what he's done for Alabama. // Thank you for this
occasion. God bless the United States. And let's make Bill
Cabaniss the next Senator from the great State of Alabama.
#
#
Coboniss
5
// "I would take the fire," he replied.) Like me, Bill
Cabaniss supports what works.
That's why he backs our child-care program which gives
parents the freedom to choose. A $10 billion program to help
low-income working Americans by increasing choice in child care
through tax incentives, not Federal intervention. // We want to
ensure that parents, not bureaucrats, decide how to care for
America's children. And I will not see the option of religious-
based child care restricted or eliminated. 11
On the one hand, Bill Cabaniss wants to protect religious
child-care centers, and parents' freedom to use them. On the
Liberal democrats
other, Bill's opponent supports the bill passed last month by the
House Democratic leadership. Let's take a look at what that bill
would mean to Alabama and every State. //
The House bill would cost $30 billion -- and force many
States to change their rules. 11 It would create a Federal
Committee -- really, straitjacket -- to demand national child
care standards, mocking local standards and needs. // It would
spawn new programs that deprive parents of choice -- even where a
church was involved. // And put Federal funds into mindless
paperwork -- creating 120 pages of new child care law, and six
new grant programs. Who would be hurt the most? You got it:
Those who should receive the funds. The parents.
The truth is that we don't need all this new bureaucracy.
It would be redundant, wasteful -- an invitation for Big Brother
to run wild. We don't want to expand the budget of the
April 10, 1990
MEMORANDUM FOR CURT SMITH
FROM:
STEPHANIE BLESSEY
SUBJECT:
CHILD CARE FOR CABANISS REMARKS
The following are differences between the Democrats and
Republicans on child care.
O The Democrats are moving closer and closer to complete
federal regulation of child care.
1. Their legislation will force states to regulate in
certain areas. About half of the states will have to
change their regulations.
2. Their legislation will create a National Advisory
Committee to create even more standards.
3. Next, they will want to federally regulate child
care.
Why does the federal government think it knows more
about child care than the parents or the states?
o Bidding War
1. The President proposes a $10 billion bill
2. The Democrats come back with a $30 billion bill
3. What's the difference:
6 new grant programs.
6 new sections of the law
6 new committees for jurisdiction
6 new bureaucracies to administer the grants.
Every one of the grants added to the bill by the
Democrats could be covered by Title XX. We don't need
to create a bunch of new bureaucracies.
O Who knows
1. American families can solve the problem.
Give them the money.
2. States can solve the problem.
Give them the money.
3. But the Democrats want the professionals to solve
the problem.
They want to create new bureaucracies.
04/10/90
09:38
001
OFFICE OF MANAGEMENT AND BUDGET
Human Resources, Veterans, and Labor
Special Studies Division
DATE: 4/10
TIME:
TO:
STEPHANIE BLESSEY
X7750
FROM: BARBARA SELERIDGE
X6150
5 pages including cover
Comments:
04/10/90
09:39
002
3/29/80
COMPARISON OF STENHOLM-SHAW AND
MAJORITY LEADERSHIP CHILD CARE BILLS
5-Year BA/EA ($billions)
Provision
Stenholm-Shaw
Leadership
Major Provisions and Estimated Costs (CBO)
Head Start
$3.3
$3.3
New School-Based
Grant Program
(permitted under
2.3
Title XX)
Title XX Day Care
Grants
2.3
3.0
Earned Income Tax
Credit
15.0
18.5
Day Care Quality
(permitted under
1.4
Improvement
Title XX)
Business Incentive Grants
.1
.1
Child Care Standards
(permitted under
.4
Grant
Title XX)
Total (direct spending)
$17.2
$21.5
Total (including
$20.6
$29.0
authorizations)
Revenue Offsets
($14.0)
($14.4)
5-Year Funding
$6.6
$14.6
Shortfall
a/ CBO includes costs of an inadvertent provision in the
leadership bill that increases the current Title XX grant by $50
million in 1995.
NOTE: Details may not add to totals because of rounding.
04/10/90
09:39
003
COMPARISON OF STENHOLM-SHAW AND
MAJORITY LEADERSHIP CHILD CARE BILLS
5-Year BA/EA ($billion)
Provision
Stenholm-Shaw
Leadership
Major Provisions and Estimated Costs (CBO)
Head Start
$3.3
$3.3
Both bills establish a new grant within Head Start funded at
about $600 million per year. The Stenholm-Shaw grant is for
comprehensive developmental services for currently eligible
children, but up to 50 percent of the funds can be used for child
care services for these children. The leadership grant cannot be
used for developmental services for current eligibles. It is for
child care services for current eligibles, but up to 20 percent
of the funds can be used to provide developmental services and
child care to nonpoor (100-125 percent of poverty) children who
are not currently eligible for Head Start. The child care that
is provided must result, in combination with developmental
services, in Head Start programs that are 10 hours a day, every
weekday, year around.
(The leadership has indicated that Ed and Labor "is preparing a
separate bill to reauthorize Head Start and provide full funding
for the program," which will be significantly more than the
Administration's requested 36 percent increase.)
New School-Based
2.3
Grant Program
Stenholm-Shaw has no new separate grant program for the public
schools, but States can spend Title XX funds for school-based
child care if they choose. Parents could choose sectarian
services for their children through certificates. The leadership
bill creates a new grant to State and local education agencies
for early childhood development services and child care. State
education agencies are required to impose standards in
federally-specified categories on both child care and early
childhood education. There is no provision for vouchers. All
funds go to public school systems and would be governed by rules
and court decisions that govern Chapter 1 of the Elementary and
Secondary Education Act. Therefore, sectarian providers could
not be funded through the contracting-out provisions in the bill.
Title XX Day Care
Grants
2.3
3.0
The Title XX Social Services Block Grant provides entitlement
funds totaling $2.8 billion per year to States for social
services. The Title XX provisions in each bill add a new
subtitle in Title XX expressly for child care. Both bills
require States to offer certificates (vouchers) to parents. The
04/10/90
09:40
004
stenholm-Shaw bill contains no new required standards, and
accords States almost total flexibility in how they use funds.
The leadership bill contains Federal requirements for standards,
some state-set and others federally set, and constrains State use
of funds more than Stenholm-Shaw. A different agency than the
State education agency, which sets standards for school-based
services, establishes the required State-set standards in this
title of the leadership bill.
This section of both bills also contains the provisions on
religion. The Stenholm-Shaw provisions are original; the
leadership bill's are based on S.5's. Stenholm-$haw has three
provisions: 1) States must provide a certificate to any eligible
parent who asks for one, 2) statement that vouchers can be used
to purchase care that includes sectarian activities, and 3)
religious day care providers can give preference in hiring to
people who adhere to their tenets and teachings. The leadership
bill's provisions are on the same subjects, but they do not
provide for equal treatment of parents who want vouchers; and
they have more expansive hiting preferences, as well as
preferences in admissions. The preference provisions risk
church-state entanglement and will deter religious providers from
participation.
Earned Income Tax Credit 15.0
18.5
The current Earned Income Tax Credit (EITC) is a refundable
credit for low income working families with children. The two
bills have identical substantive provisions to 1) increase the
credit and adjust it for family size, and 2) provide an
additional credit for families with at least one child under age
six. stenholm-Shaw, but not the leadership bill, also provides
an additional credit for families with a child under age one
("wee tots" credit) who do not claim the Dependent Care Tax
Credit for this child. The leadership EITC provisions are more
expensive than Stenholm-Shaw's because they are implemented a
year earlier (January 1991).
Child Care Quality
Improvement
1.4
This is one of five new grant programs established by the
leadership bill. It would provide States with funds to train
staff, improve information and referral, strengthen standards,
and conduct similar activities. These activities are permitted
under the Title XX provision of Stenholm-Shaw. This title of the
leadership bill contains a host of mandates on States,
particularly on enforcement of standards. It also establishes a
national advisory committee to establish recommended child care
standards for the nation.
04/10/90
09:40
005
Business Incentive Grants .1
.1
Both bills provide grant funds of $25 million per year for
businesses to establish or expand child care services.
gives priority to them.
Stenholm-Shaw is limited to small businesses; the leadership bill
Child Care Standards Grant
.4
This is another of the five new grant programs established by the
leadership bill. It establishes competitive project grants to
States to improve their child care standards. Under
Stenholm-Shaw, States are expressly permitted to use Title XX
funds for these activities.
Reduce Dependent Care
Tax Credit ($70-90,000)
(1.0)
(1.5)
The amount of the Dependent Care Tax Credit is based on child
care expenditures and adjusted gross income (AGI). Because the
credit is not refundable, low income families do not benefit from
it while higher income families do. Both bills would lower the
credit percentage for families with AGI over $70,000 and
bill produces more revenue from this provision by implementing it
eliminate it for families with AGI over $90,000. The leadership
one year earlier than Stenholm-Shaw.
Total (direct spending)
$17.2
$21.5
Total (including
authorizations)
20.6
29.0
Revenue Offsets
(14.0)
(14.4)
5-Year Funding Shortfall
6.6
14.6
Includes permanent extension of the telephone excise tax.
NOTE: Cost estimates, by CBO, are BA/EA Revenue Effects. Details
may not add to totals because of rounding.
April 7, 1990
MEMORANDUM FOR CURT SMITH
FROM:
STEPHANIE BLESSEY
SUBJECT:
CABINESS FUNDRAISER
The following is information per my conversation with Chuck
Greener of Eddie Mahe and Associates:
I.
Themes
A. Campaign about the future
1. As you look to the 90s and the 21st century who
best fits the needs of Alabama
B. Cabiness is a man the President trusts. A close
personal friend. Someone he can count on and confide
in.
II. Issues for the future
A. Environment (sending material)
1. Clean Air Act is in House negotiations.
2. Earth Day
3. Conference on Global Change
B. Children's Issues
1. Child Care -- supports POTUS; Heflin for ABC
2. Education -- supports POTUS
C. Crime and Drugs -- supports POTUS; Heflin on
Judiciary Committee
III. Anecdotes
A. Cabiness was the first to cast vote for Bush at the
nomination.
B. Mr. Smooth played right through Cabiness and Lee
Styslinger (Finance Chairman who will be on dais) on
the golf course last summer.
C. Heflin said that it does not matter if Bush
campaigns for Cabiness because Reagan campaigned a few
times for Denton and he still lost. But Bush is such a
charismatic speaker he might just turn things around.
IV. Acknowledgements
A. Ray Scott - friend of President's and President of
Bass Angler's Association. They fish together.
B. Governor Guy and Helen Hunt
C. Congressmen Sonny Callahan and Bill Dickinson
D. Jean Sullivan, National Committeewoman
E. Perry Hooper, National Committeeman
F. Catherine Cabiness, wife of Bill
V. Logistics
A. Prices from $250 - $1,000
B. Remarks before lunch. POTUS will not eat.
C. Location -- Birmingham Jefferson Convention Center
D. The band Alabama might play.
April 7, 1990
MEMORANDUM FOR CURT SMITH
SB
FROM:
STEPHANIE BLESSEY
SUBJECT:
CABINESS FUNDRAISER
The following is information per my conversation with Chuck
Greener of Eddie Mahe and Associates:
I.
Themes
A. Campaign about the future
1. As you look to the 90s and the 21st century who
best fits the needs of Alabama
B. Cabiness is a man the President trusts. A close
personal friend. Someone he can count on and confide
in.
II. Issues for the future
A. Environment (sending material)
1. Clean Air Act is in House negotiations.
2. Earth Day
3. Conference on Global Change
B. Children's Issues
1. Child Care -- supports POTUS; Heflin for ABC
2. Education -- supports POTUS
C. Crime and Drugs -- supports POTUS; Heflin on
Judiciary Committee
III. Anecdotes
A. Cabiness was the first to cast vote for Bush at the
nomination.
B. Mr. Smooth played right through Cabiness and Lee
Styslinger (Finance Chairman who will be on dais) on
the golf course last summer.
C. Heflin said that it does not matter if Bush
campaigns for Cabiness because Reagan campaigned a few
times for Denton and he still lost. But Bush is such a
charismatic speaker he might just turn things around.
IV. Acknowledgements
A. Ray Scott - friend of President's and President of
Bass Angler's Association. They fish together.
B. Governor Guy and Helen Hunt
C. Congressmen Sonny Callahan and Bill Dickinson
D. Jean Sullivan, National Committeewoman
E. Perry Hooper, National Committeeman
F. Catherine Cabiness, wife of Bill
V. Logistics
A. Prices from $250 - $1,000
B. Remarks before lunch. POTUS will not eat.
C. Location -- Birmingham Jefferson Convention Center
D. The band Alabama might play.
Smith/Blessay
Luncheon Event
BIRMINGHAM, ALBAMA - 20 APRIL 1990
EVENT: Fundraiserfor Bill Cabaniss for U.S. senate
CONTACTS:
Jully Salmon
1. Peggy Balliet # 205/970-1911 will putyouin direct touch
others
LOCAL
2 COLOR: Donna Hendersen NRSC # 675-6052 (consulting on race)
with The candidate
Howell promised Huklen Bill whois La personal The #1 Friend) targeted hed Senate do the race event. in the Bill o thing
The reason this event is happening is because the President
against
INTRODUCING THE PRESIDENT:
Probably Bill Cabaniss
WHERE HE IS BEFORE SPEECH:
Key Largo, FL - mtg. with Mitterand
WHERE HE GOES AFTER SPEECH:
TELERROMPTER: maybe UAB to view 3 get brefed on their lab research, then lata
YES
onto Florida again for a GOP Fundraiser in
NO
Orlando. He overnights in Islamorada.
HUMOR: None at this time, but Bill has a home in Kennebunbport
so there should be some good Stones somewhere
Bill saved one term in the St ate House and one term in the
State Senate, this would be his first State -wide office.
Tickets range from $50 - $1,500. Cto accomodate all the people
Who want to Sel the Pres. is: 50 tickets) They expect 2-4,000
people.
POTUS arrive 11:45 ,20 min. major donor photo then onto the
Lunchean speech, he departs around 12:30
* New Campaign Manager = Miles Geel - use as contact
* Eddie Mahe is consulting on this race, tal k to Greener chuck
Birmina ham it mail be helpful with contacts for more information
Ed Rogers and Doug Adair are From
Smith
#,
inkidnat
aymy
SIGN-UP SHEET Blessey
START
louna
Birmingham, AL.
Name
Organization
Number
P. Hazeling
WH Advance 202/456-7565
Peggy Behit
Cabanisa Campaign
870-1911
Donna Henderson
NRSC
(202) 675 - 6052
BERT BROSOWSIS
BOB RISNEN
White ,3JCC House Comm.
205-328-8160
(202) 395-4040
Major Dave Bonwet
Marine Corps Aide to the President
202-395-1747
Alvin Pylant
B.JCC electrician
428-8157
Vernon Varden
BJC0 FORMAN
4288103
Bill MAULAIN
BJCC Communications
(205) 854-5074
Dan Roberts
BICC CHIEF ENER
328-8160 GXT-120
Nick Divito
BJCC
328-8160 Ext (3)
Roy Wilson
G.S.S.S 3.hAm
731-1144
Tim HALFMAN
Russ Miller
"
W.D.C.
Kristen Geen
WH Speechwriting
202-456-2930
Car. COPE
CH of See BJCC
328-8160 BEEPEN 583-2789
Douc ADAIR
WH Cabinet Affairs (202) 456 - 2800
Lee McLemorc
Cebiness Group
(205) 252 5905
Lynn LAWSON
WH Intergoocermental Affairs 2024566597
THE WHITE HOUSE
WASHINGTON
March 25, 1990
MEMORANDUM FOR PRE-ADVANCE PARTICIPANTS
FROM:
JOHN G. KELLER, JR. JGK.
SUBJECT:
PRE-ADVANCE TO ORLANDO, FL; BIRMINGHAM, AL;
TULSA AND STILLWATER, OK; AND TORONTO, CANADA
PRE-ADVANCE PARTICIPANTS
Office of Presidential Advance
Judd Swift, Deputy Director, Presidential Advance Office
Spence Geissinger, Deputy Director of Presidential Advance for
Press
Peggy Hazelrigg, Assistant Director, Presidential Advance Office
United States Secret Service
Russ Miller, DSAIC, Presidential Protective Division
White House Communications Agency
Major Bob'Risney, Trip Officer
White House Military Office
Major David Bonwit, Marine Corps Aide to the President
Captain Beau Newman, HMX Advance
Captain Rex Jordan, Air Force One Advance
White House Political Affairs
Sally Salmon, Associate Director +
Andy Foster, Associate Director +
Office of Communications
Kristin Gear, Special Assistant to the Deputy Assistant for
Communications +
Intergovernmental Affairs
Lynn Lawson, Deputy to the Special Assistant +
Office of Cabinet Affairs
Doug Adair, Associate Director +
Office of National Service
Perry Liles*
*
drops in Orlando 3/26; returns to Washington via commercial air
+
drops in Tulsa 3/27; returns to Washington via commercial air
PRE-ADVANCE SCHEDULE
Monday, March 26, 1990
7:20 am
Vans depart West Basement for those requiring
transportation to Andrews Air Force Base.
(Drive Time: 30 Minutes)
7:45 am
Those with own transportation should be at Andrews
Air Force Base, Distinguished Visitors Lounge,
Base Operations Building at this time for
check-in.
7:50 am
Vans arrive Andrews Air Force Base.
8:00 am
Depart Andrews Air Force Base en route
Orlando, Florida. (C-9, Tail #681)
(Flying Time: 2 Hours)
(Time Change: None)
(Food Service: Breakfast)
10:00 am
Arrive Orlando International Airport and proceed
to vans.
Met by:
John Fabrega
Republican Party of Florida
904/222-7920
Ramp: Page AvJet 407/851-6682
10:10 am
Board vans and depart Orlando Airport
en route Orange County Convention Exhibit Center.
(Drive Time: 20 Minutes)
10:30 am
Arrive Convention Center and begin Site Survey.
*
FUNDRAISING RECEPTION AND DINNER FOR
FLORIDA GOP
- Reception: Closed Press
- Dinner: Open Press
- Remarks
Contact: Orange County Convention Center
407/345-9800
11:30 am
Conclude Site Survey and depart Convention Center
en route TBD.
(Drive Time: 30 Minutes)
12:00 pm
Arrive TBD and begin Site Survey.
*
ENVIRONMENTAL EVENT
1:30 pm
Conclude Site Survey and depart TBD en route
Orlando Airport.
(Drive Time: 25 Minutes)
1:55 pm
Arrive Orlando Airport and proceed to board
C-9.
2:00 pm
Depart Orlando, Florida en route Birmingham,
Alabama.
(Flying Time: 1 Hour 25 Minutes)
(Time Change: Back 1 Hour)
(Food Service: Lunch)
2:25 pm
Arrive Birmingham Municipal Airport, Birmingham,
(C.S.T.)
Alabama and proceed to board vans.
Met by:
Ms. Peggy Balliet
Bill Cabaniss for U.S. Senate
205/970-1911
Ramp: Hangar One 205/591-6830
2:30 pm
Depart Birmingham Airport en route the Birmingham-
Jefferson Civic Center.
(Drive Time: 10 Minutes)
2:40 pm
Arrive Civic Center and begin Site Survey.
*
FUNDRAISING RECEPTION AND LUNCH FOR
B. CABANISS
- Reception: Closed Press
- Lunch: Open Press
- Remarks
Contact: Birmingham-Jefferson Civic Center
205/328-8160
3:50 pm
Conclude Site Survey, board vans and depart Civic
Center en route Medical Center, University of
Alabama at Birmingham.
(Drive Time: 10 Minutes)
4:00 pm
Arrive Medical Center and begin Site Survey.
*
MEDICAL CENTER (4:00 - 5:30 pm)
Contact: Mr. Bill Croker
Asst. Vice President for Governmental
Relations
UAB Medical Center
205/934-3554 (w)
205/967-9844 (h)
*
PRESS FILING CENTER (5:30 - 6:00 pm)
6:00 pm
Conclude Site Survey and depart TBD Press Filing
Center en route Birmingham Airport.
(Drive Time: 20 Minutes)
6:20 pm
Arrive Birmingham Airport and proceed to board
C-9.
6:25 pm
Depart Birmingham, Alabama, en route Tulsa,
(C.S.T.)
Oklahoma.
(Flying Time: 1 Hour 40 Minutes)
(Time Change: None)
(Food Service: Dinner)
8:05 pm
Arrive Tulsa International Airport, Tulsa,
(C.S.T.)
Oklahoma and proceed to board vans.
Met by:
Contact: Mr. Clinton Key
State Chair, Oklahoma Republican Party
405/528-3501
Ramp: Butler Aviation 918/836-3737
8:15 pm
Board vans and depart Tulsa Airport en route
Westin Hotel.
(Drive Time: 15 Minutes)
8:30 pm
Arrive Westin Hotel.
Remainder of Evening is Free.
RON
HOTEL:
Tulsa Westin Hotel
918/582-9000
Contact: Lin Bergeron
Director of Marketing
(Home: 918/749-7048)
Tuesday, March 27, 1990
8:00 am
Board vans and depart Westin Hotel en route
Doubletree Hotel.
(Drive Time: 5 Minutes)
8:05 am
Arrive Doubletree Hotel and begin Site Survey.
*
OKLAHOMA STATE GOP FUNDRAISING RECEPTION
- Closed Press
- Remarks TBD
Contact: Mr. Clinton Key
State GOP Chair
405/528-3501
9:00 am
Conclude Site Survey and depart Doubletree Hotel
en route Convention Center (across the street).
9:10 am
Arrive Convention Center and begin Site Survey.
*
ADDRESS OKLAHOMA FOUNDATION FOR EXCELLENCE
DINNER
- Open Press
- Brief Remarks
Contact: Mr. Brett Wessner
Executive Director
Foundation for Excellence
405/236-0006 (w)
405/235-1277 (h)
10:10 am
Conclude Site Survey and depart Convention Center
en route Stillwater, Oklahoma.
(Drive Time: 1 Hour 15 Minutes)
11:25 am
Arrive Oklahoma State University, Stillwater,
Oklahoma, and proceed to Working Luncheon.
Met by:
Mr. Harry Birdwell
Vice President
Oklahoma State University
405/744-8531
11:40 am
Working Luncheon with University Counterparts.
12:30 pm
Conclude Luncheon and begin Site Survey.
*
ADDRESS OKLAHOMA STATE UNIVERSITY
COMMENCEMENT EXERCISES
- Open Press
- Remarks
Sites:
- Football Stadium
- Field House (Rain Site)
- President's House
- Coach's Building (Holding Room)
2:00 pm
Conclude Site Survey and depart Stillwater,
Oklahoma en route Tulsa International Airport.
(Drive Time: 1 Hour 15 Minutes)
3:15 pm
Arrive Tulsa International Airport and proceed to
board C-9.
NOTE:
At this time, those not proceeding to
Toronto will return to Washington
via commercial flights.
3:25 pm
Depart Tulsa, Oklahoma en route Toronto, Canada.
(C.S.T.)
(Flying Time: 2 Hours 15 Minutes)
(Time Change: Ahead 1 Hour)
(Food Service: Snacks)
6:40 pm
Arrive Toronto International Airport, Toronto,
(E.S.T.)
Canada and proceed to board vans.
Met by:
TBD
6:50 pm
Board vans and depart Toronto International
Airport en route TBD Hotel.
(Drive Time: 30 Minutes)
6:40 pm
Arrive TBD Hotel for RON.
Remainder of Evening is Free.
Wednesday, March 28, 1990
8:00 am
Board vans and depart TBD hotel en route
Toronto Stadium.
(Drive Time: 30 Minutes)
8:30 am
Arrive Toronto Stadium and begin Site Survey.
*
BILATERAL MEETING
*
BASEBALL GAME
11:30 am
Conclude Site Survey, board vans and depart
Toronto Stadium en route Toronto International
Airport.
12:00 pm
Arrive Toronto Stadium and proceed to board C-9.
12:10 pm
Board C-9 and depart Toronto Stadium en route
Andrews Air Force Base.
(Flying Time: 1 Hour 5 Minutes)
(Time Change: None)
(Food Service: Lunch)
1:15 pm
Arrive Andrews Air Force Base and proceed to board
vans.
1:20 pm
Board vans and depart Andrews Air Force Base en
route White House.
(Drive Time: 30 Minutes)
1:50 pm
Arrive White House.
RESEARCH
THE ALMANAC
OF AMERICAN
POLITICS
1990
The Senators, the Representatives
and the Governors:
Their Records and Election Results,
Their States and Districts
Michael Barone and Grant Ujifusa
National
Journal
Washington, D.C.
ALABAMA
1
ALABAMA
"Moons, red with the dust of barren hills," Carl Carmer wrote in the 1930s in Stars Fell on
Alabama, "thin pine trunks barring horizons, festering swamps, restless yellow rivers, are all
part of a feeling-an emanation of malevolence that threatens to destroy men through dark ways
of its own." Against a "background of lazy serenity, of happy-go-lucky ease," Carmer, a Yankee
who lived six years in Tuscaloosa, concluded as he witnessed mountain men aim guns at
outsiders who might be revenuers, hooded Klansmen burn crosses, and white townspeople lynch
a Negro, that "the inevitable reaction to any unusual stimulus was to do something about it,
something physical and violent." That violent impulse has been part of life and politics in
Alabama since the first Jacksonian farmers replaced the Indians sent west and plowed the
steeply inclined red clay hills of the Tennessee Valley and the first plantation owners had
hundreds of slaves shipped in to grow cotton on the Black Belt (named for the soil, which grew
the cotton that brought the slaves). It was the violent reaction of white Alabamians to
desegregation in Tuscaloosa and Freedom Riders in Anniston and schoolchildren on the streets
of Birmingham and marchers in Selma that finally gained national backing for the civil rights
revolution. Even in Alabama's peaceful economic development there are signs of rawness, in the
miners hacking away in the 1880s at the solid-iron rock of Red Mountain to feed the newly cast
steel mills glaring in the valley of Birmingham below, in the drivers in the 1980s speeding past
the exposed red earth of gouged-out hillsides to interchanges where the small factories and Wal-
Mart shopping centers have been sprouting up.
A similar rawness, if not violence, can be seen in Alabama's politics. In tone and often in
substance it is as populist as any state, cutting to the bone of deep resentments and yearnings,
generous and violent in its impulses. Fifty years ago, Alabama produced some of the most
progressive American politicians, crusaders against Wall Street and against the local economic
potentates they called the "Big Mules": Hugo Black, senator until he became a Supreme Court
Justice in 1937; Lister Hill and John Sparkman, young congressmen who went on to the Senate,
sponsors of landmark health and housing legislation; young politicians who as congressmen in
the 1950s-Carl Elliott, Albert Rains, Kenneth Roberts, Robert Jones-would give Alabama
arguably the nation's most legislatively productive House delegation. On the state level, the
foremost populist was Kissin' Jim Folsom, a huge, oratorically overpowering, personally flawed
populist who was elected governor (back when consecutive terms were forbidden) in 1946 and
1954 and was a serious candidate again in 1962 when, far into drunkenness, he appeared
ridiculous in a late-campaign appearance on the new medium of television, and later watched
some of his populist following taken over by his onetime protégé, a young bantam-sized lawyer
named George Wallace.
While Wallace was orating in the state Capitol in Montgomery, only a few blocks away at the
Dexter Avenue Baptist Church, Martin Luther King, Jr., was leading what turned out to be a
civil rights revolution. None of it was planned: seamstress Rosa Parks, tired and footsore, just
decided one day in 1955 that she was not going to move to the back of the bus, as Alabama's
segregation laws required. King, a 26-year-old minister from Atlanta with a fancy East Coast
education, agreed to lead the seemingly hopeless bus boycott and soon found himself the leader
of a national movement whose moral force he was one of the few to comprehend. In the standard
currency of the time, what King demanded seemed impossible; it was unthinkable that blacks
should even vote. In short-run politics, it helped the politician who proclaimed most strongly his
opposition. George Wallace, running as a Folsom protégé in the 1958 governor's primary,
2
ALABAMA
ALABAMA - Congressional Districts, Counties, and Selected Places - (7 Districts)
Y
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MOBILE
LEGEND
19
J
FLORIDA
Pricherd
BALDWIN
2
Congressioned district number
J
Mobile
Congressional district boundary
de
Place of 100.000 or more inhabitants
Place of 50.000 to 100,000 inhabitants
ot
Place of 25.000 to 50.000 inhabitants
b;
5
State capital underlined
K
K
1'
U.S. Department of Commerce
BUREAU OF THE CENSUS
W
1
2
88°
3
4
87*
5
a
NO*
,
a
85°
9
10
Congressional districts a August 18. 1881; - other boundaries are as of January 1, 1980.
li
e:
(
believed he lost because he was "out-segged," and vowed that he never would be again.
I
He wasn't, and for most of the 24 years from 1962, when he was first elected governor, until he
b
retired in 1986, George Wallace set the tone of public life in Alabama. His feisty populist
b
rhetoric resonated with the state's political tradition and reflected his own political origins-and,
tl
together with his own extraordinary intuition for public opinion, made him a national political
figure. His first and critical term as governor was not only a failure, but a tragedy. His pledge to
F
stand in the schoolhouse door to prevent desegregation was a charade, its only practical effect
being to put others' lives at risk. The violent resistance of Alabama officials-Birmingham
S
commissioner Bull Connor's police dogs and fire hoses in 1963, Sheriff Jim Clark's cordons in
I
1
Selma in 1965-highlighted, as Martin Luther King sensed they would, the unreason behind the
white South's resistance to desegregation and made possible the passage of the Civil Rights Act
a
of 1964 and the Voting Rights Act of 1965.
b
10
f
ALABAMA
3
nties, and Selected Places (7 Districts)
Yet Wallace's own career prospered. He campaigned effectively in the North in the 1964 and
6
8
85°
10
A
1972 Democratic presidential primaries, and as a third-party candidate in the 1968 presidential
35°
race won 13.5% of the vote. "Send them a message!" Wallace cried, and he shrewdly tailored his
SCALE
0
20
40
60
Kilometers
JACKSON
B
own message to local causes and local complaints. Crippled by a gunshot wound in 1972, his
0
20
40
60 Miles
force as a national politician was spent by his political defeat by Jimmy Carter in the 1976
Florida primary. But he remained the key figure in Alabama, retiring in 1978 but returning to
DE KALB
RSHALL
N
c
office in 1982 after his successor, Fob James, proved inept and decided not to seek reelection. In
those declining years, he became a sad figure, crippled and unable to hear much, often in
ETOWAH
Gadaden
CHEROKEE
34°
dreadful pain, inspiring sympathy by seeking the support of the blacks he had once scorned.
"The South has changed," this opportunist who didn't seem to care about race one way or the
CALHOUN
D
CLAIR
other said, "and for the better."
Anniston
Has Alabama? The populism of the 1940s has been transformed, after 40 years of Jim Folsom
TALLADEGA
and George Wallace, into a strident conservatism; a credo that placed Alabama politicians at the
CLAY
RANDOLPH
E
GEORGIA
fulcrum point of national policy has been shed for one that gives it politicians who stand on the
3
periphery of the national debate. While Atlanta was peacefully desegregating and beginning
33°
COOSA
TALLAPOOSA CHAMBERS
three decades of vibrant white-collar growth, Birmingham was violently resisting the civil rights
F
movement, only to see the shrinkage of its once substantial blue-collar base-the steel
Aubum
ELMORE
industry-and an outflow of talented people of both races. The rawness of Alabama life seemed
LEE
to be perpetuating itself.
MACON
o
City
Montgomery
RUSSELL
G
But during these last 40 years life in Alabama has changed vastly and for the better. For all of
Wallace's demagoguery, legal segregation was ended, and Alabama whites have long since
BULLOCK
32"
accepted integration in schools, on the job, in restaurants, and at the shopping mall. They no
BARBOUR
PIKE
longer mind that blacks vote, and since the late 1970s black support has not cost state candidates
H
2
all white support. Few voters live in the grinding poverty that made the "Big Mules" such
HENRY
inviting targets a half-century ago. But the growth which has transformed so much of the
DALE
COFFEE
South-the metropolitan expansion as freeways climb over green hills and sprout shopping
I
ITON
Dothen
centers and subdivisions and office complexes-is only beginning to be visible here. Most rural
HOUSTON
GENEVA
31°
counties, except for a few along the interstates, have been hemorrhaging population slowly in the
LEGEND
1980s; the metro areas have been growing slowly, except for Huntsville with its space and
2
Congressional district number
J
Congressional district boundery
defense facilities. Alabama is a long way from the populist state of the 1930s where most people
Place of 100.000 or more inhabitants
outside the few cities had no paved roads, electricity, or indoor plumbing, where children walked
Place of 50.000 to 100 importants
Place of 25.000 to 50 .000 inhabitants
barefoot to school and many families never saw much cash over the course of a year. But as the
State capital underlined
K
1980s end, Alabama-raw, angry, sometimes conservative and sometimes populist-is not
BUREAU OF THE CENSUS
where it wants to be either.
6
86°
7
8
85°
9
10
Alabama's politics and politicians have produced state and local government that provides
little in the way of services. This was the last state without a full kindergarten program, for
example, and the state with the highest infant mortality rate-a fact that has prompted
d vowed that he never would be again.
Governor Guy Hunt, a conservative Republican, to support infant and maternal care programs.
62, when he was first elected governor, until he
It is one of the few southern states with no education reform program. Not all of this can be
of public life in Alabama. His feisty populist
blamed on the politicians-a poor state can only afford so much public spending. But others did
on and reflected his own political origins-and,
better. George Wallace accustomed Alabamians to a politics of rhetoric and little follow-
public opinion, made him a national political
through, of appeals to their prejudices and parochialism and neglect of long-term interests.
not only a failure, but a tragedy. His pledge to
Currently, state politics has become a battleground between liberal forces (the Alabama
gation was a charade, its only practical effect
Education Association, other unions, trial lawyers, blacks) and various business interests: the
resistance of Alabama officials-Birmingham
special interests and the "Big Mules," as they still call each other. The state's political cleavages
hoses in 1963, Sheriff Jim Clark's cordons in
run mostly on corresponding lines, with a Democratic lower income base-black city neighbor-
ing sensed they would, the unreason behind the
hoods, smaller white farm counties, especially in the Tennessee Valley Authority in the north—
de possible the passage of the Civil Rights Act
and a Republicans base in the rising affluent class of whites, not only in country club precincts
but in donut-shaped circles around urban centers and in the interstate corridors where young
families in search of country atmosphere, traditional values, and job opportunities have flocked.
4
ALABAMA
Neither party dominates. Alabama's Democratic base is not firm enough to give the party
Torbe
reliable victories (like those in Tennessee) nor has the affluent sector grown fast enough to make
Gener
the Republican party label an advantage (as it may be now in South Carolina).
Ronni
Democratic primaries still attract the lion's share of voters, though not as many as in the past,
Sen
and Democrats still hold most legislative and minor offices. Liberal-backed candidates may
amon;
have the edge in the Democratic primary, but seem to be clearly the minority in the higher-
Howe
turnout general elections at least in the top level races. In 1988 George Bush got 59% of the vote,
pivota
close to Ronald Reagan's 61% in 1984, and not all that much more than the 56% Guy Hunt won
expec
against liberal Democrat Bill Baxley in 1986; Baxley, in turn, was winning almost the same
Repu
county-by-county percentages as he had in the Democratic runoff. Other offices went simply to
or giv
candidates with famous names: Lieutenant Governor Jim Folsom, Jr., Treasurer George
"Ij
Wallace, Jr., and his brother-in-law, state Supreme Court Justice Mark Kennedy. Another
looks
winner in 1988 was Supreme Court Justice Oscar Adams, who beat a Republican 58%-42%.
before
Adams is black-and ran 2% ahead of George Wallace's son-in-law!
got a
Governor. Alabama, Theodore H. White predicted in 1964, "almost certainly" would be "the
1978,
first Republican-governed state of the South." Not quite: in 1986 it became one of the last
Cong
(Mississippi and Georgia still haven't had Republican governors this century). Guy Hunt's
slogar
victory gave the Republicans their chance, not just to govern the state, but to elect Republicans
uncle.
to state and local offices that have been the preserve of the Democrats for 100 years. Hunt, with
1931
the assistance of Republican operative John Grenier-whose success as a young Birmingham
a cour
lawyer organizing the state for Barry Goldwater prompted White's prediction-is attempting to
the ru.
do that, and may have some success.
makir
Hunt's victory in 1986 still seems improbable. As the Republican nominee in 1978, he won
In
only 26% of the vote; he had held no office higher than Cullman County probate judge; his
contr
prospects in 1986 were no better until after Democrats failed to agree who had won their runoff
Ervin
primary. The leading vote-getter was Attorney General Charlie Graddick, running as a
mone
supporter of school prayer and the death penalty. But the courts ruled that he used his official
give $
powers to let Republican primary voters cast ballots in the Democratic runoff, and the state
nomir
Democratic party substituted Bill Baxley, the candidate who ended up trailing by 8,756 votes. A
he gr
tobacco-chewing, high-stakes gambler and late-filing taxpayer, Baxley as attorney general got
unpre
convictions years later in the 1963 Birmingham Sunday school bombing case and ran for
tion a
governor as an old-fashioned populist. But he could not overcome the burdens of his liberal
has te
reputation and his second-place finish in the runoff.
favor
Hunt is well-positioned to broaden his party's affluent and urban base: he is a lay Primitive
to a j
Baptist preacher and former Amway salesman who lives on a 140-acre farm on a leafy country
On
road in Holly Pond. Hunt seemed entirely unprepared for the job, yet showed sureness of foot in
subsi
maneuvering with the legislature and a mastery of communicating with the public through the
intere
media. He made a point of making frequent appearances around the state-a contrast with
bill in
Wallace. He refused to haul down the Confederate Stars and Bars from the Capitol in
issues
Montgomery, but argued that it commemorated the sacrifices of many idealistic Alabamians
thank
just as the state does in celebrating Martin Luther King Day. He had some limited success in
El
1988 in getting Republicans elected to probate judgeships or to the county commissions in
secor
various parts of the state, defeating about 40 Democratic incumbents; but Democrats still hold
been
all but a few dozen of Alabama's 3,000 or so county offices.
unde:
Hunt's prospects for reelection are buoyed by the gradual drop in unemployment and by the
first
more than gradual rise in Republican party identification. One Alabama poll had voters
oppor
identifying with the Democrats by a 48%-21% margin in 1980 and 42%-35% in 1984, but with
Repu
Republicans by 40%-39% in 1988. Opponents include Fob James, the plastic barbell entrepre-
race
neur who was elected governor in 1978, but chose not to run in 1982 and got only 21% in the
Ri
1986 primary; state Senator Charles Bishop; former state Supreme Court chief justice, C. C.
occup
ALABAMA
5
: base is not firm enough to give the party
Torbert; and Paul Hubbert, executive director of the Alabama Education Association. Attorney
the affluent sector grown fast enough to make
General Don Siegelman, a several-time statewide winner; and Tennessee Valley Congressman
ay be now in South Carolina).
Ronnie Flippo, who nearly ran in 1986 are other possible candidates.
e of voters, though not as many as in the past,
Senators. Alabama sends two Democrats to the Senate with similar voting records (they are
inor offices. Liberal-backed candidates may
among the most consetvative in their party) but with different personalities and interests.
em to be clearly the minority in the higher-
Howell Heflin, elected in 1978 and reelected in 1984, has risen to take a prominent, sometime
ces. In 1988 George Bush got 59% of the vote,
pivotal, role on national issues-though he has not always cut quite the figure his admirers
that much more than the 56% Guy Hunt won
expected. Richard Shelby, one of the southern Democrats who ousted a 1980 Reagan
axley, in turn, was winning almost the same
Republican, Jeremiah Denton, by a narrow margin six years later, has yet to gain the spotlight-
mocratic runoff. Other offices went simply to
or give much sense of how he would perform in it.
vernor Jim Folsom, Jr., Treasurer George
"I just try to be the country judge," says Heflin, and in style and temperament that is what he
me Court Justice Mark Kennedy. Another
looks to be. Actually, he was a successful trial lawyer in Tuscumbia, in the Tennessee Valley,
: Adams, who beat a Republican 58%-42%.
before he was elected in 1970 as the anti-Wallace chief justice of the state Supreme Court; he
allace's son-in-law!
got a legal reform referendum passed over Wallace's opposition. When he ran for the Senate in
ed in 1964, "almost certainly" would be "the
1978, he expected Wallace to be his opponent; but Wallace declined to run. Heflin beat
lot quite: in 1986 it became one of the last
Congressman Walter Flowers in the primary by running against "the Washington crowd"-a
blican governors this century). Guy Hunt's
slogan used by Alabama candidates of all political stripes. Heflin has a political pedigree (his
: to govern the state, but to elect Republicans
uncle, "Cotton Tom" Heflin, was a fierce segregationist who served in the Senate from 1920 to
e of the Democrats for 100 years. Hunt, with
1931 and once shot a black on a Washington streetcar). Though he is a huge man with the look of
ier-whose success as a young Birmingham
a country storekeeper, he prides himself on being a careful lawyer who picks at and tinkers with
ompted White's prediction-is attempting to
the rules of law with the delicate touch of a watch repairman. But he also often has a hard time
making up his mind.
As the Republican nominee in 1978, he won
In 1987, after nearly a decade in the Senate, Heflin suddenly got on camera. On the Iran-
er than Cullman County probate judge; his
contra committee he was expected, as a folksy backcountry southern lawyer, to be another Sam
crats failed to agree who had won their runoff
Ervin. Instead he seemed maladroit or off the point, telling reporters that Fawn Hall was putting
General Charlie Graddick, running as a
money in her undergarments and asking how the government persuaded the Sultan of Brunei to
But the courts ruled that he used his official
give $10 million to the contras. Weeks later in the Judiciary Committee he was a key vote on the
lots in the Democratic runoff, and the state
nomination of Robert Bork and kept observers guessing how he would vote as he asked Bork why
idate who ended up trailing by 8,756 votes. A
he grew a beard and probed his views on abortion. He ultimately voted against Bork as both too
ing taxpayer, Baxley as attorney general got
unpredictable and as having a "proclivity for extremism." On other tough issues like immigra-
Sunday school bombing case and ran for
tion and abortion, he has had trouble making up his mind and sometimes missed votes. Heflin
uld not overcome the burdens of his liberal
has tended to side with liberals and Democrats, voting to override the veto of the Grove City bill,
f.
favoring the widely-supported fair housing bill, and voting against confirming a young appointee
ffluent and urban base: he is a lay Primitive
to a judgeship in Alabama after the man was accused of racial slurs.
o lives on a 140-acre farm on a leafy country
On economic issues he shows some of the populism of the Tennessee Valley, supporting
red for the job, yet showed sureness of foot in
subsidies to Alabama farm products on the Agriculture Committee; he champions the economic
F communicating with the public through the
interests of farmers against environmentalists on pesticides, and he held up the Sipsey wilderness
bearances around the state-a contrast with
bill in his home turf in a battle with Congressman Ronnie Flippo. On cultural and foreign policy
erate Stars and Bars from the Capitol in
issues his instincts are more conservative. He also chairs on the Senate's Ethics Committee, a
the sacrifices of many idealistic Alabamians
thankless chore which he has performed ably.
r King Day. He had some limited success in
Electorally Heflin seems strong. He won his first term with no Republican opposition and his
judgeships or to the county commissions in
second, in 1984, with 63% of the vote against a one-term Birmingham congressman who had
locratic incumbents; but Democrats still hold
been unable to win reelection in 1982. But he did no better than split the white vote against this
nty offices.
underfinanced opponent, and the anti-Washington themes that helped him get elected in the
he gradual drop in unemployment and by the
first place could undermine what is in most states the asset of incumbency. His likeliest
lentification. One Alabama poll had voters
opponent in early 1989 is state Senator Bill Cabaniss. Heflin starts off ahead, but if Guy Hunt's
argin in 1980 and 42%-35% in 1984, but with
Republicans make the gains they seek in special legislative elections this could end up a closer
:lude Fob James, the plastic barbell entrepre-
race than it begins.
e not to run in 1982 and got only 21% in the
Richard Shelby, the junior senator, holds a seat that before his election in 1986 had five
ner state Supreme Court chief justice, C. C.
occupants in eight years; he hopes to break the jinx. But his victory resulted from negative
6
ALABAMA
campaigning and his Senate profile has not been high. He got Don Siegelman to drop out of the
The
primary and attacked his one late-entering primary opponent for his driving record, and with
1.68
51% in a five-candidate field barely avoided a runoff against him. In the general election his Ty
Sing
ads attacked Republican incumbent Jeremiah Denton-a Vietnam POW for eight years who
with
blinked out "torture" in Morse code when he was interviewed on TV-not only for voting to cut
hous
Social Security but for faking invoices to raise campaign money, voting to raise his pay while
vote
cutting veterans' benefits, and driving two Mercedes.
198
Shelby's political pedigree is conservative: he was a law partner of Walter Flowers, who
represented the 7th District before him, and won his critical congressional runoff in 1978 with
198
the support of white conservatives against a black candidate. Despite the large number of blacks
Tota
in his district, he voted against the Voting Rights Act extension and the Martin Luther King
St/I
holiday. In the Senate his record is to the right of most Democrats and is especially conservative
Sala
on foreign policy issues; he refused to provide the party with critical votes on parental leave and
Pym
the minimum wage. But he did line up with almost all southern Democrats (and with Heflin)
Proc
against the Bork nomination and with Armed Services Committee Democrats against John
Rest
Tower's nomination to be Defense secretary. He promised to "put Alabama's needs at the top of
Poli
his priority list," and seems to concentrate on state issues: keeping a Texas landfill from being
Har
dumped in Alabama, making Mobile a Navy homeport, keeping SDI money coming into
Stat
defense facilities in Huntsville. Shelby also shows a certain decisiveness and takes some original
(D)
stands on issues-arguing for shareholders' rights and against efforts to insulate corporate
managements from takeovers. He has a knack for getting assigned to committees that make big
198:
money decisions-House Energy and Commerce, Senate Armed Services and Banking-and
Bush
could be a critical vote on them in the 1990s.
Duk
Presidential politics. In national politics Alabama is on the verge of becoming irrelevant
198
Sadly, presidential politics in the state is increasingly a matter of race: whites vote overwhelm
Jaci
ingly for the Republicans (and for Jesse Jackson's strongest opponent in the Democratic
Gor
primary) and blacks vote overwhelmingly for Jackson in the primary and the Democrat in the
Dul
general. After the conventions neither presidential nominee touched down in Alabama, which
Ger
had to be content with two visits from Dan Quayle.
Har
The single exception in the 1980s was the 1984 Democratic primary, when Alabama gave
Sim
Bat
Walter Mondale a solid win with 35% of the vote, to 21% each for John Glenn and Gary Hart
and 20% for Jesse Jackson. But the turnout was only 428,000, as compared to the 940,000 who
voted in the Democratic gubernatorial primary in 1986; and this was one of the last times large
GC
numbers of blacks, prompted by Joe Reed's Alabama Democratic Conference's and Birming-
ham Mayor Richard Arrington's backing of Mondale, voted against Jackson. For 1988 the ADC
Gov
had a new, solidly pro-Jackson competitor, the New South Coalition; and Reed's group endorsed
Jackson while pointedly saying that Albert Gore would be a good second choice. In 1988, despite
the Super Tuesday hoopla, Democratic turnout was down to 380,000, and Jackson beat Gore
44%-37%. George Bush's big victories that day and in November were expected.
Congressional districting. Alabama's congressional district boundaries haven't been changed
much since the mid-1960s. But it might be possible to create near-black-majority (and national
Democratic) districts, joining the Black Belt either with Montgomery and or with black parts of
the Birmingham area. There's a tantalizing possibility that Republicans and blacks will join to
champion some such plan after the 1990 Census, but only a possibility: the Republicans would
have to gain a lot of legislative seats in 1990 (and 1989 special elections). Or some such plan
could be ordered by the never predictable courts.
0
ALABAMA
7
n high. He got Don Siegelman to drop out of the
mary opponent for his driving record, and with
The People: Est. Pop. 1988: 4,127,000; Pop. 1980: 3,893,888, up 6.0% 1980-88 and 13.1% 1970-80;
1.68% of U.S. total, 22d largest. 12% with 1-3 yrs. col., 13% with 4+ yrs. col.; 18.9% below poverty level.
inoff against him. In the general election his TV
Single ancestry: 22% English, 6% Irish, 3% German, 1% French. Households (1980): 77% family, 43%
Denton-a Vietnam POW for eight years who
with children, 63% married couples; 29.9% housing units rented; median monthly rent: $119; median
as interviewed on TV-not only for voting to cut
house value: $33,900. Voting age pop. (1980): 2,731,640; 23% Black, 1% Spanish origin. Registered
campaign money, voting to raise his pay while
voters (1988): 2,429,417; no party registration.
cedes.
he was a law partner of Walter Flowers, who
1988 Share of Federal Tax Burden: $10,775,000,000; 1.22% of U.S. total, 25th largest.
on his critical congressional runoff in 1978 with
1988 Share of Federal Expenditures
:k candidate. Despite the large number of blacks
Total
Non-Defense
Defense
hts Act extension and the Martin Luther King
Total Expend
$14,354m
(1.62%)
$10,614m
(1.62%)
$4,360m
(1.91%)
St/Lcl Grants
of most Democrats and is especially conservative
1,721m
(1.50%)
1,718m
(1.50%)
3m
(2.85%)
Salary/Wages
2,665m
(1.98%)
e party with critical votes on parental leave and
1,182m
(1.76%)
1,483m
(1.76%)
Pymnts to Indiv
7,182m
(1.76%)
6,744m
(1.73%)
438m
most all southern Democrats (and with Heflin)
Procurement
(2.35%)
2,428m
(1.29%)
620m
(1.33%)
2,428m
Services Committee Democrats against John
(1.29%)
Research/Other
357m
(0.96%)
350m
(0.94%)
8m
(0.94%)
promised to "put Alabama's needs at the top of
state issues: keeping a Texas landfill from being
Political Lineup: Governor, Guy Hunt (R); Lt. Gov., Jim Folsom, Jr. (D); Secy. of State, Perry H.
y homeport, keeping SDI money coming into
Hand (R); Atty. Gen., Don Siegelman (D); Treasurer, George Wallace, Jr. (D); Auditor, Jan Cook (D);
vs a certain decisiveness and takes some original
State Senate, 35 (28 D, 7 R); State House of Representatives, 105 (86 D, 19 R). Senators, Howell Heflin
(D) and Richard C. Shelby (D). Representatives, 7 (5 D and 2 R).
ights and against efforts to insulate corporate
or getting assigned to committees that make big
1988 Presidential Vote
1984 Presidential Vote
'ce, Senate Armed Services and Banking-and
Bush (R)
815,576 (59%)
Reagan (R)
872,849 (61%)
Dukakis (D).
549,506 (40%)
Mondale (D)
551,899 (38%)
abama is on the verge of becoming irrelevant.
1988 Democratic Presidential Primary
singly a matter of race: whites vote overwhelm-
1988 Republican Presidential Primary
Jackson
176,764
(44%)
Bush
ckson's strongest opponent in the Democratic
137,807
Gore
(65%)
151,739
(37%)
Dole
ackson in the primary and the Democrat in the
Dukakis
34,733 (16%)
31,306
(8%)
Robertson
29,776 (14%)
tial nominee touched down in Alabama, which
Gephardt
30,214
(7%)
Kemp.
10,557
ayle.
Hart
(5%)
7,530
(2%)
984 Democratic primary, when Alabama gave
Simon
3,063
(1%)
Babbitt
ote, to 21% each for John Glenn and Gary Hart
2,410
(1%)
; only 428,000, as compared to the 940,000 who
in 1986; and this was one of the last times large
GOVERNOR
labama Democratic Conference's and Birming-
ndale, voted against Jackson. For 1988 the ADC
Gov. Guy Hunt (R)
New South Coalition; and Reed's group endorsed
Elected 1986, term expires Jan. 1991; b. June 17, 1933, Holly Pond;
would be a good second choice. In 1988, despite
home, Holly Pond; Baptist; married (Helen).
t was down to 380,000, and Jackson beat Gore
Career: Army, 1954-56; Probate Judge, 1964-76; Candidate for
y and in November were expected.
Repub. Nomination for Gov., 1978; State Exec. Dir., Agricultural
sional district boundaries haven't been changed
Stabilization and Conservation Service, USDA, 1981-1985.
sible to create near-black-majority (and national
her with Montgomery and or with black parts of
Office: State Capitol, Montgomery 36130, 205-261-2500.
sibility that Republicans and blacks will join to
Election Results
IS, but only a possibility: the Republicans would
1986 gen.
Guy Hunt (R)
696,203
(56%)
and 1989 special elections). Or some such plan
William J. Baxley (D)
537,163
(44%)
ts.
1986 prim.
Guy Hunt (R)
20,823
(60%)
Doug Carter (R)
8,371
(40%)
1982 gen.
George Wallace (D)
650,538
(58%)
Emory Folmar (R)
440,815
(39%)
Melodye Bush
Information Specialist
Clearinghouse and State Relations
ecs
303-299-3603
EDUCATION
FAX 303-296-8332
COMMISSION
707 17th Street, Suite 2700
OF THE STATES
Denver, Colorado 80202-3427
Chris Pipho
Director of State Relations
Information Clearinghouse
ecs
303-299-3604
EDUCATION
FAX 303-296-8332
COMMISSION
707 17th Street, Suite 2700
OF THE STATES
EDUCATION COMMISSION OF THE STATES
1860 Lincoln Street, Suite #300
Denver, Colorado 80295
(303) 830-3600
TO:
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FORUM
STATE POLICY AND THE SCHOOL PRINCIPAL
The principal is the instructional
Career Development
leader! This chestnut of wisdom is heard
Employment
in administrative training programs and
often takes on different levels of meaning
Performance Assessment
as one moves from the principal's office
Curriculum and Instruction
to the district and state policy levels. If
Children and Youth Programs
the statement is true, who gave this
authority to the principal? Is state policy
Teachers
clear on the role of the principal? How
Two methods were used to gather
do successful principals operate and who
information for the case studies: teams
defined their job?
reviewed specific policies, statutes,
The education reform movement and
legislative actions and regulatory codes in
now the call for restructured schools are
participating states aimed at shaping the
bringing the role of the principal to the
nature and quality of the principalship;
forefront. Implementation of state mega-
and they conducted indepth interviews of
reform mandates has put the building
15 principals in each state to gain a
principal and classroom teacher in a
limited but significant understanding of
EDUCATION
primary accountability role for carrying
how principals view the influence on their
COMMISSION
out the reforms. Much of the principal's
careers and their work. The case studies
OF THE STATES
authority, however, is assumed by
contain rich and extensive description of
delegation or delegated by assumption.
how a wide variety of state policies
At the building level, this dilemma ranges
depicts and directs the work of the school
ecs
from a Rodney Dangerfield perspective of
principal. These case studies will be
"I get all the work and no respect," to a
made available as separate documents.
more optimistic, "this is a grand
opportunity to make a difference." In the
Findings
real world of the principal, both views are
common.
In general, state policy says very
little about the principalship. In Ohio, for
Enter the Policy Network
example, five specific employment duties
are mentioned in code: (1) conduct drills,
Translating these questions about the
(2) keep records, (3) follow due process
role of the principal into a formal
for student discipline, (4) display the
research project was recently
American flag and (5) supervise student
accomplished by a collection of state
savings plans. Other duties are subject to
education policy centers with financial
local interpretation. Another common
support from the Danforth Foundation. A
duty found in most states was the
report, State Policy and the School
reporting of child abuse cases. In
Principal: A Summary of Case Studies
practice, however, principals have really
From Seven States will be released in by
become the fundamental accountability
the Consortium of Policy Centers and
agents for most school districts.
distributed by the Education Commission
Some of the important conclusions
of the States in February.
about the principalship drawn from the
The project teamed university-based
case studies include the following:
education policy center personnel with
policy analysts from state government to
Preservice Policies
study how state policy influences who
Reprinted from Education
becomes a principal and how they
Preparation and entry is a lockstep
Week, January 24, 1990,
perform. Research teams were organized
process in most states.
p. 26
in California, Florida, Illinois, Ohio, South
Entry is a matter of persistence and
Carolina, Texas and Utah. Each of the
tenacity and not a rigorous search for
case studies examined data in the
talent.
Education Commission of
the States
following seven policy categories:
State policy is virtually silent on the
1860 Lincoln Street, Suite 300
attraction of females and minorities
Denver, Colorado 80295
Preservice Preparation
into the school of principalship.
Forum (Continued)
Career Development Policies
Children and Youth
State policy does little to
Principals interviewed said that
State Initiatives
influence the nature and quality
state policies directed at
Worth Watching
of professional development.
children and youth are
expanding their roles but not
The project identified a variety of
Recertification requirements are
standardized and generally do
expanding their budgets.
unique state policies and programs on
school leadership. While not endors-
not reflect the needs of
New requirements to service
ing any specific program, the study's
principals.
family needs and problems are
authors did feel this list represents a
range of promising practices that will
Effective induction
pulling resources away from
help strengthen and clarify the role of
programs for first year
existing programs.
the building principal.
principals are largely
Interagency collaboration or
Special induction programs for
ignored in state policy.
service delivery is growing in
first year principals, assistant
principals and early career
importance for principals.
female and minority school
Employment Policies
administrators.
Teachers
Tighter alignment between state
The employment life of a
certification standards and
leadership characteristics
school principal is largely
State policy fails to set
identified in recent research on
determined by the local school
priorities for principals on the
effective schools and effective
board.
management of instructional
principals.
Few state policies address role,
personnel.
Special certification standards
and training programs for middle
function or specific job
Too often the concept of
school and preschool
responsibilities.
instructional leadership is
administrators.
assumed to be self-evident and
Establishment of performance
State policies flow from the
contracts (i.e., continued
state to the district and
not explained in state policy.
employment) contingent on the
building and fail to mention
attainment of specified school
the principal.
The bottom line from the case
performance measures for
studies appears to be that principals
principals.
Entry level tests for individuals
Performance Assessment
receive mixed signals on what state
seeking initial administrative
policy makers want from them.
certification.
Performance appraisal policies
However, it was not the intent of
Administrative certification
the case study reports to suggest
reciprocity agreements among
are not usually defined in state
multi-state regions.
policy.
that more state policy is needed
Review of entry requirements,
and/or is desirable. The authors
approval criteria and procedures
No state tied principal
said, "we clearly recognize that
for preservice administrative
performance to school
intervention from the top of the
preparation programs.
performance.
Establishment of statewide
system is not always appropriate.
principal assessment centers as a
Instead, we trust state policy makers
step in the initial certification of
Curriculum and Instruction
will use the report as one way of
school administrators.
examining the role of state policy in
Efforts that focus on the goals,
State policy provides lots of
criteria and procedures for
the development of administrative
performance assessment of
cues but little help in re-
quality at the school building level."
principals.
thinking the job of the
Restructuring America's schools
Partnership agreements
principal.
could result in the ultimate
between universities, profes-
sional associations and local
The confluence of state
examination of instructional
districts to develop inno-
policies and local
leadership. Maybe it's time for
vative and more relevant
interpretations gives
state policy makers and principals to
preservice preparation and
conflicting clues as to how
step forward and clarify the role of
professional development
programs.
a principal should provide
the building principal.
Aggressive identification
instructional leadership.
and recruitment of talented
The role of the principal as an
Chris Pipho
individuals (particularly
instructional leader is ill-
Director
females and minorities) who
show strong leadership
defined.
ECS Clearinghouse
potential early in their
teaching careers.
FORUM
THE NORTHEAST COMMON MARKET
FOR EDUCATORS
Regional cooperation among states
"Help policy makers understand what
has not been a hallmark of the education
makes the Northeast an attractive area
reform movement. If one highlights on a
for highly qualified educators and
map the states that have enacted reform
what steps, if any, might be needed
legislation, it resembles a patchwork quilt.
to continue or enhance its
Action taken in one state appears to have
attractiveness
little influence on what happens in the
bordering states. In fact, some reverse
Identify fields and disciplines of
logic may even be at work. Are the
anticipated shortages, both within each
needs of students and teachers that
state and across the region
different just across the state line? Do
actions of one state have an impact on
Quantify the current supply of
neighboring states?
educators, especially those who are
When teachers and administrators take
certified but not now employed in
jobs in another state, they find new
teaching or administration
EDUCATION
certification rules, different pension plans
and little recognition for prior years of
Seek ways to enable well-qualified
COMMISSION
service. The result is a penalty or
educators to move more easily among
OF THE STATES
disincentive to change state location,
states in order to fill shortages that
especially for educators with more than a
may exist in a state other than the
few years of service. States with high
one in which they are certified."
salaries sometimes can attract high-quality
people. However, where shortages exist,
One of the first joint projects was a
it is sometimes easier to hire nonqualified
study of certification requirements in the
emergency-certificated people than to
seven states, with a goal of determining
recruit qualified teachers from across the
how the states could move to a regional
state line.
teaching certificate. A working group
A teaching or administrative career in
composed of one individual from each
this balkanized setting sometimes amounts
state department of education and a staff
to indentured service. Worry about
member from the regional laboratory
salaries dominates the first half of a
started in May 1988 to study and compare
career, and staying until one logs in
certificate titles and requirements across
enough years to retire dominates the last
the region. In March 1989, they released
half. The few who work in more than
a report entitled, Implementation of a
one state usually do SO because families
Northeast Regional Credential for
have had to move or for other personal
Educators in New England and New York.
reasons. Stories of large salary cuts and
The paper identified both opportunities
lost pension plans are common.
and problems with the regional credential.
The opportunities centered on improv-
A New England Experiment
ing the supply and demand of teachers,
increasing employment opportunities for
Chief state school officers in seven
individuals, strengthening the Interstate
Northeastern states (Vermont, Rhode
Certification Compact (ICC), encouraging
Island, New York, New Hampshire,
other regional cooperation and examining
Massachusetts, Maine, Connecticut) started
how the credential could assist college
Reprinted from Education
a cooperative effort a few years ago that
training and recruitment across the region.
Week, February 21, 1990,
builds on the realization that actions and
Formidable problems to resolve were
p. 28
policies in one state could have an impact
differences in certification and testing
on a neighboring state. They asked the
requirements among the states, the various
Regional Laboratory for Educational
lengths of term for each state's initial
Education Commission
Improvement of the Northeast and Islands
of the States
certificate and individual state require-
to help develop a "common market" for
707-17th Street, Suite 2700
ments for special education and vocational
Denver, Colorado 80202-3427
educators. Together, they set out to:
education. Last December, officials of
Forum (Continued)
the seven states signed a contract
David Title of Harvard University
that will enable their states to
prepared a paper on pension
Educators
implement a Northeast Regional
portability in the Northeastern states
Supply and
Credential for educators this spring.
for the regional laboratory. He
Demand
The new process will allow an
noted the wide variation of assets
individual with a state certificate in
behind existing state retirement
In addition to the Northeast
any of the seven participating states
programs in the region and
Regional Credential, the
to receive, upon request, a regional
suggested it might be wise to begin
Northeast Common Market
credential valid for up to two years.
an interstate compact of Northeast
Project has undertaken a two-
This will allow a person to take a
states with similar transfer amounts.
year study of educator supply
position immediately instead of
He pointed to Maine and
and demand. This part of the
waiting months for certification
Massachusetts as two such states
project is being conducted by
paper work to clear a state agency.
where teachers would be able to
the Massachusetts Institute of
By the end of that time, the
transfer with relatively little change
Social and Economic Research
individual will have to qualify for
in their account status.
(MISER), which is setting up
certification in the state in which he
In the 1989 legislative session,
an interactive regional
or she is employed. Agreement by
Rhode Island enacted a pension
database for each state. The
the certification working group was
portability law (89-5856). This
data will quantify the current
not always easy. It will continue,
interstate compact is designed to
supply and demand for
however, turning next to the creation
encourage the creation of a more
certified educators, with
of regional program approval
flexible state work force with the
emphasis on those now
standards for administrators.
ability to match employees to jobs
teaching or administrating.
in shortage areas. A similar bill
MISER also is developing
Pension Portability
was alive in the Massachusetts
simulation software to enable
legislature as the 1990 session
policy makers to better plan
Another barrier to teacher
opened. Some observers say an
and predict fields or
mobility is the difficulty in
identical bill would need to be
disciplines of educator
transferring pension assets and years
enacted in each of the states in
shortage and surplus. The
of credited service from one state to
order to bring about a uniform
common market group also is
another. States usually set
system of pension portability in the
seeking funds to establish a
restrictions or do not allow teachers
region.
clearinghouse to match
to:
regional credential holders
Chris Pipho
with job openings throughout
Buy years of credited service in
Director
the region.
a new state
ECS Clearinghouse
Invest all assets earned in one
state into another without losing
For more information, contact:
substantial amounts of
retirement income
VT:
Nicole Gakidis,
802-828-3121
Make provision for the easy
RI:
Sharon Osborne,
purchase of retirement credit in
401-277-2031
a new state.
NY:
Chris Carpenter,
518-474-1201
NH:
The problems of pension
Sue Ryan, 603-271-3189
MA:
Ed Melikian,
portability have been detailed by
617-770-7312
Jean McDonald of the National
ME:
Perleston Pert, Jr.,
Governors' Association (NGA) in a
207-289-5811
publication entitled, Pension
CT:
Kathleen Frega,
Portability for Educators: A Plan
203-566-5677
for the Future. She presents as a
Regional
model a Canadian system that
Lab:
Janet Angelis,
allows teachers to transfer pension
508-470-0098
assets from one province to another.
ECS
December 1989
Reducing Class Size -
Source:
Gene V. Glass and Mary Lee Smith. Meta-Analysis
pupil/teacher ratio to 14:1 in 24 kindergarten, 1st-
Affordable? Efficient?
of Research on the Relationship of Class-Size and
Achievement. San Francisco, Calif.: Far West
and 2nd-grade classrooms. Pupils in the smaller
Laboratory for Educational Research and
classrooms had higher standardized test scores and
The Issue
Development (September 1978), p. vi.
fewer behavior problems. The teachers reported
Does reducing class size in the primary
themselves as being more productive and efficient.
In response to Glass and Smith's study, the
grades improve student achievement? It seems
In 1984, the Indiana General Assembly
Educational Research Service (ERS) published
self-evident to the general public that smaller
appropriated $19 million to reduce 1st-grade class
Class Size Research: A Critique of Recent Meta-
classes mean better teaching and, consequently,
sizes across the state. This was only enough money
Analysis. ERS found that Glass and Smith's
more learning. However, the issue of class size
to support a pupil/teacher ratio of 18:1, although the
single-curve graph placed "undue importance on
continues to be a hotly debated issue among
pilot program research findings supported a pupil/
the role of general class size reduction." In
teacher ratio of 14:1. Since that time, the
researchers, educators and politicians.
ERS's opinion, the graph didn't provide
Policy makers are facing difficult decisions
legislature appropriated $48 million in 1986-87, $68
information about how class size affects students
million in 1987-88 and $76 million in 1988-89.
on where to spend limited funds, and reducing
with specific abilities, in specific grades or in
class size can be a high-priced reform. According
Participating districts receive $22,500 for each
specific subject areas. They also pointed out that
teacher hired to reduce class size. As of the 1988-
to the U.S. Department of Education, if the average
the curve was based on only 14 class size studies,
size of all public school classes were reduced by
89 school year, classes were reduced to 18 pupils
with 73% of the comparisons from four studies.
just one student for one year, the cost would be
per teacher in kindergarten and 1st grade and 20
Glen Robinson and James Wittebols of ERS
pupils per teacher in 2nd and 3rd grade.
approximately $5 billion.
analyzed 100 class size studies that were done
The 1987 evaluation of PRIME TIME, the
Before making such costly decisions, policy
from 1950 to 1985. In Class Size Research: A
last funded by the General Assembly, found a weak
makers should:
Related Cluster Analysis for Decision Making,
but very consistent relationship between class size
Examine the research
they found that there is no optimum class size that
and academic achievement. In grade 3, there were
covers all types of students, in all subject areas, at
Track current class size reforms
small but consistent gains in mathematics and a
all grade levels. They suggested that policy
smaller but significant gain in reading. Students
Ask pertinent questions, such as what is our
makers look at the research that relates to their
who spent three years in PRIME TIME classrooms
goal? What does the research show? How
specific area of concern and target class-size
did not perform better than students who were in
successful have other states been? How
decisions to meet their goals.
PRIME TIME classrooms for only two years.
much will it cost? Is it worth the cost?
Among general conclusions, Robinson and
Kindergarten data showed small but positive effects
Wittebols found:
on student achievement. It concluded that PRIME
Class Size Research
Class-size reductions were most effective in
TIME had been most successful in improving
In 1978, researchers Gene Glass and Mary
the early primary grades (K-3)
teacher attitudes and morale. It had a moderately
Lee Smith, currently at Arizona State University,
Reading achievement was higher in small
positive effect on children's self-concepts. The
examined the results of more than 80 studies done
classes in one-half of the K-3 studies, while
effects on achievement were quite small.
on class size since 1900. Their widely publicized
math achievement was higher among in small
Nevada. The Nevada legislature appropriated
conclusions, illustrated by the graph below, indicate
classes in one-third of the K-3 studies
$6 million to reduce kindergarten and 1st-grade
that class size makes little difference in student
Students who were economically dis-
classes to 15 pupils to one teacher in core
achievement if classes continue to contain between
advantaged or from an ethnic minority
curriculum subjects during the 1990-91 school year.
20 and 40 students. The greatest achievement
achieved more in smaller classes.
Core curriculum is defined as all subjects except art,
gains are made when the pupil/teacher ratio is 15:1
music, physical education and foreign languages.
or less.
Many teachers did not change their teaching
The intent is to reduce 2nd-grade classes to 15:1 in
methods to take advantage of smaller class
1991-92 and 3rd-grade classes to 15:1 in 1992-93.
Relationship Between Achievement
size. Research supports the importance of
The phased-in class-size reductions will continue
80
and Class Size
providing teachers with support and training
until grades 4 through 6 have pupil/teacher ratios of
Achievement in Percentile
to optimize learning conditions in smaller
21:1 and grades 7-12 have a pupil/teacher ratio of
70
classes.
25:1 in core curriculum subjects.
Ranks
The 1989-90 school year is being used to
60
Current Class Size Reforms
plan for the implementation of this reform. Teacher
inservice training is considered an important part,
50
Indiana. PRIME TIME is a statewide
and the legislature appropriated $450,000 for this
Indiana program designed to improve achievement
purpose during the current school year. Local
10
20
30
40
by reducing class size in kindergarten through
school districts will submit their plans for teacher
Class Size
grade 3. A pilot program in 1981-83 reduced the
inservice training to the Nevada Department of
ECS
December 1989
Education for approval and funding. No money
Recommendations for Policy Makers
was allocated for evaluation, however, and the bill
Considering Class-Size Reductions
FORUM
does not address the goal of class-size reduction,
although it is generally understood to be improved
Define the goal. For example, improve
achievement.
achievement for which students? In which
Tennessee. In Tennessee, a longitudinal study is in
subjects? At what grade level? Improve
its final phase to determine if reducing class size to
teachers' morale, improve student self-
15:1 results in improved achievement. This study
concept, improve school climate, improve
was initiated after the legislature proposed a 21:1
student attendance, etc.?
ratio, which was deemed too large to make
Examine the research that relates to the goal.
significant academic gains.
Monitor current class-size initiatives as they
EDUCATION
This well-designed and well-controlled study
relate to this goal. Nevada's first efforts will
COMMISSION
compared outcomes in three types of classes:
be interesting, because the intent is to reduce
small classes (13 to 17 students), regular classes
class size further than any other state has
OF THE STATES
(21-25 students) with a full-time instructional aide,
done previously.
and regular classes without an aide. For
kindergarten students who were in a small class
Remember there is no one optimum class
(13-15 students), the study found a fairly
size. It is a function of many factors,
ecs
substantial gain of about one month in reading and
including grade level, subject area,
math. Students in normal-sized classes (21 to 25)
instructional methods, skills of teachers and
with or without aides did not show this gain.
aides, nature of pupils and availability of
At the end of 1st grade, students who had
materials and facilities.
been in small kindergarten classes were two months
Provide funding for teacher inservice training.
ahead of the control group. Students in normal-
Teachers must be trained and supported in
size classes with an aide were one month ahead.
instructional methods to take advantage of
At the end of 2nd grade, the gains made by
smaller classes. Few, if any, pupil benefits
students in small classes with aides were
can be expected if teachers continue to use
maintained but not increased.
the same instructional methods and
John Folger of Vanderbilt University
procedures in smaller classes that they used
estimates reducing class size to 15:1 will cost 25-
in larger classes.
28% more than staffing a regular classroom in
Analyze the cost.
Tennessee.
Julie Hazzard
ECS Clearinghouse
Editor's Note:
This article is a reprint of an article
appearing in the "Forum" section of
Who to Contact
Education Week. The "Forum" page gives
ECS an opportunity to reach larger audiences
Reducing Class Size -
Tennessee's longitudinal study of class-size
reduction: John Folger, director, Center for
with more analytical approaches to state
education activities.
Education Research, Vanderbilt University, 615-
322-8540.
ECS commissioners receive free reprints
Affordable? Efficient?
PRIME TIME: Dennis Stover, PRIME TIME
of the "Forum" page.
consultant, Indiana Department of Education, 317-
232-9144
Education Commission of the States
Nevada's class-size reduction initiative: Donald
1860 Lincoln Street, Suite 300
O. Williams, principal research analyst, Legislative
Denver, Colorado 80295
Council Bureau, State of Nevada, 702-687-6825.
303-830-3600
ECS
November 1989
A LONGER SCHOOL YEAR
that put "caps" on such activity.) A true
440,000 in 80 school districts and 500
vs.
picture of the use of instruction time may
school buildings at the beginning of the
not be available in many state education
A YEAR-ROUND SCHOOL
1988-89 school year.
agency offices. Down time for fire drills,
Interest in the 10 or more types of
SCHEDULE
announcements, attendance, athletic pep
year-round schedules has continued to grow.
rallies, assemblies, etc., usually goes
However, according to Ballinger, states are
The length of the school year seems to
untallied. Time for student testing, the
not providing a longer year for students
be on the increase for teachers but not for
state mandated variety or local-option
under these schedules. States have made it
students.
standardized testing, is also a potential
possible for districts to meet the minimum
Determining the actual number of days
unknown, although New York does specify
year requirements including modifying state
students and teachers spend on instruction,
eight days for the state regents test.
aid payments and teacher contracts to
however, still takes a Ouija board. If any-
In three states, pupil/teacher contact
accommodate instruction over a 12-month
thing, states are getting more specific on
days are held rigid and teacher
period.
the number of days that can be used for
contract days are added by the state.
The state of Arkansas, under the
planning, inservice training, parent/teacher
American Samoa and Georgia set the
General Assembly's Act 64 of 1989, pro-
conferences, student counseling or record-
contract year at 190 days and Florida
vided for districts to receive funding for a
keeping. But verifying the schedule and
specifies 196 days, allowing 16 days for
year-round schedule to lengthen the school
the process used to court students depends
pre- and post-planning and inservice
year. According to an official in the
heavily on the local district honor system.
training. In North Carolina, local districts
governor's office, no districts have taken
Districts usually send copies of class
employ professional staff for 10 calendar
advantage of this provision.
schedules along with periodic enrollment
months with 180 instruction days required.
Massachusetts is investigating an
reports to state education agencies, and the
Nine legal holidays, a variable number of
extended school year through a three-year
process, in most states, is checked by site-
annual leave days (depending on seniority)
pilot program for elementary schools in
visitation teams.
and from seven to 15 staff development
districts serving high numbers of students
At the beginning of the 1989-90 school
days are taken from the total North
deficient in the basic skills. The goal is to
year, one state (Ohio) required 182 days; 34
Carolina contract period.
determine if adding as many as 40 addi-
states, the District of Columbia and one
While the current school year is often
tional days to the schedule would help these
territory required 180 days; two states
described as a fixture of an agrarian
students.
required 176 days; 12 states required 175
society, only in Missouri is a statute
Finding the extra dollars to lengthen
reference visible. Local boards there can
days; one state required 174; and one state
the school year may be politically impos-
decide when students are needed for
(Minnesota) 170 days.
sible. Based on an average per-pupil expen-
agriculture purposes and change the school
diture of $4,209 for the 1987-88 school
Teacher Days
opening dates.
year, adding one extra day to a 180-day
school year could cost $11.2 million in
Subtracting the potential number of
The Year-Round
Alabama, $4 million in Alaska and approxi-
allowable days for non-teaching activities
School Schedule
mately $922 million for all states.
brings the possible pupil/teacher contact
In the meantime, it appears that it will
days down to a low of 165 days in
According to Charles Ballinger,
be easier for school buildings to go on a
Minnesota and 170 days in a number of
executive secretary for the National
year-round schedule than for students.
other states. Thirteen states allow local
Association for Year-Round Education,
districts the prerogative of determining the
more than 475,000 students in 19 states are
number of non-teaching days. (A useful
on some form of year-round schedule at
Chris Pipho
research project might be to survey districts
the beginning of this school year. These
Director
in these states to determine if they use
students are located in 575 buildings in at
ECS Clearinghouse
more days for staff development than states
least 110 different school districts, up from
ECS
November 1989
Length of School Year
Length of School Year (Cont'd)
FORUM
Minimum
Teacher's
Minimum
Teacher's
Number of
Inservice
Number of
Inservice
Pupil/Teacher
Training/Staff
Pupil/Teacher
Training/Staff
State
Contact Days
Development
State
Contact Days
Development
AL
175
5 days
ND
180
2 days
AK
180
Up to 10 days
OH
182
2 days (optional)
AS
180
10 days - teacher contract:
OK
180
5 days
190 days
OR
*
30 hours
EDUCATION
AZ
175
LEA option
PA
180
LEA option
COMMISSION
AR
180
5 days
PR
180
LEA option
OF THE STATES
RI
180
CA
175-180
Up to 8 days
LEA option
CO
176
No more than 24 hours
SC
180
10 days
SD
175
CT
180
LEA option
3 days
TN
180
DE
180
5 (+5)
ecs
5 days
DC
180
5 days
TX
175
8 days
180
Teacher: 196 days - 16
UT
180
FL
LEA option
VT
175
5
staff development
VA
180
GA
180
Teacher: 190 days -
Up to 10 days
WA
180
10 days inservice
LEA option
HI
175-180
Varies each year
WV
ID
180
180
Up to 3 days
Minimum 3 days
IL
WI
180
176
4 days + 5 emergency
Up to 5 days
WY
175
days
5 days
IN
180
LEA option
IA
180
Up to 1 day
*To allow for more flexibility in the districts, the
KS
180
Up to 6 hours
state requires 450 hours for kindergarten, 810 for
KY
175
Up to 4 days
1-3, 900 for 4-8 and 990 for 9-12.
LA
175-180
LEA option
Source: ECS Clearinghouse Notes, "School
Calendar," August 1989.
ME
175
5 days
MD
180
LEA option
MA
180
LEA option
Editor's Note:
A LONGER SCHOOL YEAR
MI
180
LEA option
This article is a reprint of an article
MN
170
Up to 5 days
appearing in the "Forum" section of
vs.
Education Week.
MS
180
LEA option
A YEAR-ROUND SCHOOL
The "Forum" page gives ECS an
MO
174
Up to a total of 4 days
opportunity to reach larger audiences with
SCHEDULE
MT
180
Up to 7 days
more analytical approaches to state education
NE
180
10 hours
activities.
NV
180
Up to 5 days
ECS commissioners receive free
NH
180
Districts may request days
reprints of the "Forum" page.
NJ
180
LEA option
NM
Education Commission of the States
180
Up to 3 days
NY
180
Up to 3 days
1860 Lincoln Street, Suite 300
NC
180
7-15 days
Denver, Colorado 80295
303-830-3600
STATE ACTIVITY - 1989
State Name: Oklahoma
GOVERNOR
Governor's call to the legislature includes a ban on smoking in public schools.
(USA Today 1/4/89)
In the state-of-the-state message the governor proposed that students be required to pass a drug test
to obtain a driver's license and revoking driver's licenses of those who dropout of school (no pass-no
drive); changes to the choice plan which would ease parental transfers from one LEA to another by
requiring agreement of only the receiving district and not the sending district; substantial increasing in
prenatal/infant care, early intervention services for disabled children, school-based health programs and
child immunization; creation of pilot day-care programs for state employees and extension of the
welfare payments to two-parent households in an effort to prevent the breakup of families. Bellmon's
proposed 1990 K-12 budget is $849 million a mere 1% increase from the previous year. Initial reaction
in the state was criticism. Earlier the governor had indicated he would recommend voter rejection of a
constitutional amendment to correct property tax inequities. (EdWeek 1/18 and 1/25)
Governor Bellmon has announced that he will not seek reelection in 1990. He plans to devote time
pushing for constitutional changes to strengthen executive branch of state government from
recommendations expected from task force he created in 1988 to study the state constitution and
recommend changes. (EdWeek 3/29)
Governor unveiled his plan to replace property tax funding for education with 15% income tax
surcharge, 2% tax on goods and services. Special legislative session on education finance starts on
8/14/89. (USA Today 7/17 and 7/18)
Possible candidates for the governorship are: Democrats--Lt. Gov. Kerr, state corporate commissioner
Jim Townsend, U.S. Rep. Wes Watkins, U.S. Sen. David Boren and 1986 gubernatorial candidate David
Walters. Republicans--U.S. Attorney Bill Price, state Senator Mike Fair, ex-state welfare commissioner
Burns Hargis, and truckstop owner Jerry Brown. The primary is 8/28/90. (USA Today 8/7)
LEGISLATURE
Agenda Items:
Projected issues are property tax overhaul and more school funding from the local districts, child care
at the state capitol, and pay raises for teachers and state workers. (USA Today 1/2)
Voters go to the polls on 3/14 on proposed constitutional amendment to shorten length of legislative
session--requiring body to meet from first Monday in February and end no later than 5:00 p.m. on last
Friday in May. Opponents of the measure say if it is approved it will shift power to the executive branch
of government. (USA Today 3/6 and 3/14)
Voters approved constitutional change by an overwhelming margin. As of 1989 the legislature will
adjourn at 5:00 p.m. on May 26. One month earlier than present. (USA Today 3/16)
State Senate Ed. Committee will tackle $230 million school reform legislation today. At issue: longer
school year, free choice in selecting schools, teacher tenure. (USA Today 11/27/89)
ECS Clearinghouse
Page 1
January 3, 1990
FOR INTERNAL USE ONLY
'90 Legislature will be asked to call for a statewide vote on constitutional amendment limiting special
sessions to 21 days. Proposal is in response to current special session that began August, recessed
several times, continues next week. (USA Today 12/29/89)
Interim Committees:
Regular Session/Special Session:
Session is from 1/3 until early April
Governor called special session for 8/14 to appropriate $50 million for schools, consider constitutional
amendment for education funding, 3 cent boost in diesel fuel tax. (USA Today 7/12)
Governor Bellmon's proposed "funding equity and equal educational opportunity act" seeks the
elimination of all residential and agricultural property taxes, all taxes on industrial and business property
valued below $100,000 and the personal property tax. These taxes would be replaced by a proposed
new 1.9% school tax on the value of all finished goods and services. Revenues from the tax would be
distributed to districts on a per-pupil basis. In addition he proposes replacing the county governments'
revenues with a 15% surcharge on income taxes that would be paid to the state. He also will ask the
legislature to tap $50 million from the state's rainy day fund to finance the purchase of instructional
supplies, materials and textbooks. (EdWeek 8/2)
Senate House scuttled Gov Bellmon's proposed 1.4% gross-receipts tax for school funding by 96-1
vote. (USA Today 8/18/89)
Legislature voted to recess special session on education financing reform until Nov. 6. Recess
prompted OK Ed. Assoc. to delay planned statewide teacher boycott until Nov. (USA Today 8/24/89)
Legislature is expected to reconvene 11/6 to consider changes in the state's education finance system.
A key issue facing the lawmakers will be the fiscal problems that have hit education in the wake of the
collapse of the state oil industry in the early 1980s. Once near the national average in spending for
education the state has fallen to 48th in teacher wages and 46th FTE expenditures. (EdWeek 10/25)
Session Summary:
Governor vetoed a measure which would have changed the time of local board elections from
November to April feeling that it would have resulted in decreased public participation in local school
affairs. (EdWeek 5/3) Legislators overrode the governor's veto.
Legislature approved the School of Science and Mathematics with an appropriation of $2.7 million for
the creation-1.2 million for operating the school and 1.5 million for the SDE to conduct summer
courses for students who may later attend the Oklahoma City school. Courses will be offered on
university campuses throughout the state for students whose parents object to their living at the free
boarding school. Opening date is undetermined. (School Board News 6/21)
1989 saw a 6% increase in the K-12. budget, $830.7 million for FY 1990. Passed a major reform bill, the
"Oklahoma Education Challenge 2000 Act which authorized prekindergarten programs, expands
student testing programs to grades 3/5/7/9/11, creates a high school graduation criteria-referenced
competency test effective 1993, requires school report cards and has a companion bill which creates
citizen advisory panel to recommend changes in tax and school finance systems. Also approved:
$750,000 in financial incentives to consolidate; enacting "schools at risk" language to allow the state
to recommend appropriate intervention for schools with test scores below the national average for 3
consecutive years (academic bankruptcy); requiring the state supt. to review the curriculum offered in
middle schools, the performance of middle school students and certification requirements of middle
ECS Clearinghouse
Page 2
January 3, 1990
FOR INTERNAL USE ONLY
school teachers; ordering the LEAs to use 75% of the new state aid for increasing teacher salary;
$900,000 to hire staff for the state residential high school for math/science and $1.5 million for
math/science summer institutes at rural/regional colleges; $750,000 for programs to benefit at-risk
children; reduction of the budget for the SDE eliminating 22 staff positions; banning smoking by
students on school grounds but requiring the schools to create smoking areas for adults; and holding
over for further study the open-enrollment bill. In addition the legislature approved pilot projects under
the Challenge 2000 Act for the establishment of innovative nontraditional school programs for AFDC
recipients, before- and after-school activities and continuous school (same number of days of
instruction scheduled differently) and lengthened school year. (EdWeek 6/7)
A major items passed by the legislature was the expansion of achievement testing from
administration in grades 3,7,10 to 3,5,7,9, and 11 and the addition of the writing assessment in grades
7 and 10. (Oklahoma Educator, 12/89)
The governor used line-item veto to kill reducing the state's new residential high school for math from a
2-year to a 1-year institution. Governor approved the remainder of the bill which includes $1.5 million for
summer institutes at regional colleges and universities for gifted high-school students in addition to the new
Oklahoma School of Science and Mathematics. (EdWeek 6/21)
The legislature overwhemingly rejected Gov. Bellmon's call for fundamental changes in the way the
state finances its public schools, deciding instead to give a 31-member citizens' committee 2 months to
come up with a new plan. They adjourned agreeing to return 11/6 to consider recommendations from
the Task Force 2000 panel authorized last session to study long-range education reforms.
Bellmon's proposal would have virtually eliminated school districts' reliance on property taxes as a
source of revenue. He proposed a 1.9% "school tax" on goods and services to replace LEA property
tax revenues. Legislative sentiment was they would not pass tax increases without school reforms.
They will ask the Task Force 2000 to develop a revenue and reform package. (EdWeek 9/6)
The legislatively formed citizens task force has made their recommendations and after nearly 2 weeks
of struggling over the issues of tax increases and school consolidation, the House approved an
extensive education reform package. The lawmakers agreed-on an increase in corporate, personal and
sales taxes by $200 million a year to fund the initiatives included in the bill-early-childhood programs
and increase teacher salaries to extensive curriculum revision. However the House also voted to
significantly reduce both the scope and the funding of the original version of the measure. Cut were
the provision that would have required full-day kindergarten; one which would have made kindergarten
a mandatory offering by all school districts; and a requirement that parents teaching their children at
home to register with the state. Another highly explosive provision would eliminate tenure but give all
teachers facing dismissal due-process rights. The bill now faces the Senate. (EdWeek 11/22)
LEGISLATIVE BILLS
Elementary/Secondary Issues:
House and Senate panels unveiled separate plans for education system in 21st century. House called
for "21st Century Schools Council," overhaul of system. Senate wants "Oklahoma Education Challenge
2000 Commission," legislation setting goals for state's schools. (USA Today 2/7/89)
HB 1618 establishes policy to be followed for a comprehensive multi-agency service delivery system for
developmentally delayed infants and toddlers
House proposal to modify the planned one-year residential high school for math/science into an
alternative proposal for several smaller programs throughout the state (EdWeek 4/19)
Many bills are pending on at-risk children issues. Bills may be consolidated at end of the session.
(Supt. Newsletter, 4/17)
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SB 183 expanded grade levels at which achievement tests in toe Oklahoma School Testing Program
are to be administered from 3, 7 and 10 to 3, 5, 7, 9 and 11.
Postsecondary Issues:
Teacher Issues:
granted districts the right to fire striking teachers killed by joint panel
School Administrator Issues:
Governance/Accountability Issues:,
SB 183 Oklahoma 2000 Education Challenge Act and Educational Indicators Program is working its way
through the legislature slowly. Compromises have been made by both houses and it has yet to go to the
full Senate floor. The House education and revenue committees have agreed to put 7 proposed
constitutional amendments before the voters which would be needed to carry out sections of the bill.
(EdWeek 12/13)
School Finance Issues:
HB 1049, Common School appropriations bill; provides $51.5 million for financial support to schools,
$500 minimum per LEA for staff development and increases textbook allocations from $18.40 to $25
per FTE
HB 1057 gives counties three options to raise funds for education, if voters approve an amendment to
the constitution-1% county sales tax, 10% income tax surcharge or add up to 10 mills to local property
taxes
House passed legislation allowing LEAs to adopt a 1 cent sales tax to fund schools; Senate defeated
bill that would have permitted LEAs to raise their property tax by 10 mills; property tax reform is high
priority in legislature (EdWeek 3/29)
Restructured Schools/Choice Options Issues:
SB 158 open-enrollment held over until next session
Vocational Education/Literacy Issues:
Other:
STATE LEADERS
Governor Henry Bellmon (R)
Gerald Hoeltzel, State Superintendent of Public Instruction
Sandy Garrett, Secretary of Education and the Governor's Education Aide
Hans Brisch, Chancellor, State Regents for Higher Education
Senator Bernice Shedrick, Chair, Senate Education Committee
Representative Carolyn Thompson, Chair, House Education Committee
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Penny Williams, State Senator, SEPS Coordinator
COURT CASES
Federal appeals court has ruled that Oklahoma City must abandon a four-year-old neighborhood school
assignment policy and return to a 1972 busing plan for desegregating the schools which are viewed as
becoming resegregated. The action is being viewed as a likely target for U.S. Supreme Court review.
(EdWeek 8/2)
Federal appeals court ruled to vacate its recent decision in the case of Oklahoma City's desegregation.
The appeals court attacked much of the legal reasoning behind the earlier decision. (EdWeek 9/27)
And now, the ruling is that the Oklahoma City schools must continue to adhere to the 1972
desegregation decree and dismantle a neighborhood-school plan that violates that order. Stay tuned.
(EdWeek 10/25)
ELEMENTARY/SECONDARY DEPARTMENT/BOARD/CHIER
New chief, Sandy Garrett, says the state must concentrate on decreasing the high school dropout rate,
lengthening the school year, recruiting more minority teachers, lowering the pupil-teacher ratio,
increasing parental involvement in the schools and offering early childhood programs for 4-year-olds
and full-day kindergarten classes. (Oklahoma Education 1/89 and EdUSA 1/30/89)
Pilot optional year-round schools implementation has been delayed awaiting clarification of state laws
setting conditions for a continuous school program. (Superintendent's Report, 1/23)
SDE has released results of student test scores on the Metropolitan Achievement Test-117,000 state
students in 3rd, 7th and 10th grade scores between 4-28 points above the national average.
(USAToday 5/25)
SDE will evaluate top districts to find ways to improve systems not doing well. Studied: teacher
influence, administrative leadership, parent input, etc. (USA Today 6/13/89)
For several months the SBE worked on the development of goals for the state's educational system to
be met by the year 2000. "OK Education: A New Spirit" focuses on the area of students, restructuring
for instructional improvement and resources and goes to the SBE for final approval in the 7/89 meeting.
The goals are: state's public schools will provide appropriate ed. opportunities for all students, thereby
reducing number of students at-risk of failure; schools will provide responsive curricula and effective
instruction to meet the increasing demands and expectations of society; students will rank in the upper
levels of achievement in knowledge/skills in national comparisons; the school system will be nationally
recognized for its excellence; SBE will help to organize and generate educational finances to allow
restructuring and long-term commitment to education improvement; and the SBE will
plan/develop/implement strategies for generating public support aimed at bolstering families,
strengthening communities and increasing individual opportunities. (Supt's Newsletter, 7/5)
SBE and Regents for Higher Education are required by state legislation (SB 463) to make information
available to schools regarding the regulations concerning concurrent enrollment of high school students
in college or university courses (dual enrollment). Each LEA is responsible for making all high school
students aware of the opportunities. The SBE is developing a promotional brochure which will be
mailed to all superintendents explaining the requirements, features and opportunities. (Superintendent's
Newsletter 8/21)
State school officials say they have no proof of widespread cheating on achievement tests, but will take
steps to prevent it. Published stories say practice copies of tests were used in 50 districts. (USA
Today 8/25/89)
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Within 13 months of assuming office a new board member must complete 20 hours of training on
school law and finance and the ethics, duties and responsibilities of board members. Training is
through the SDE and/or the Oklahoma School Boards Association. (MASB Journal 10/89)
OTHER ELEM/SEC. ORGANIZATIONS
LOCAL DISTRICTS
Tulsa school officials are warning that teachers could lose jobs; art, music and physical education
classes would end if lawmakers cut $1.6 million from LEA's budget. State has indicated that the LEA
faces loss of state funds due to crowded classes. (USA Today 2/17)
Oklahoma City's bigger budget will allow school district to hire 86 more teachers for '89-90 school year,
lowering class size from average of 32 to 29. (USA Today 7/28/89)
NONPUBLIC EDUCATION
POSTSECONDARY
Governor Bellmon wants to replace university, college boards with people who will "ask tough questions
and make difficult decisions." Since 1986 he has appointed 57 of 150 regents and trustees. (USA
Today 2/20)
New Univ. of Oklahoma president, Richard Van Horn, says school can repair its damaged image by
averting new problems in football program and promoting academic achievements. He stated: "We
want to win games, but we also want to be recognized as a high-integrity operation. (USA Today 7/18)
The State Regents have approved a policy raising admission standards at 10 state regional and
special purpose universities. Admission standards will be gradually elevated over a 4 year period from
the upper 2/3rds of the state high school graduating class to the upper one-half. The implementation
of the policy will begin in Fall 1990. (OK Educator, 9/89)
INTERNATIONAL EDUCATION
VOCATIONAL/TECHNICAL
BUSINESS/INDUSTRY
PARTNERSHIPS IN EDUCATION
TASK FORCES/COMMISSIONS/COMMITTEES
An advisory committee to the legislature, Task Force 2000, plans to meet during the fall of 1989 to
formulate a method of increasing funding to education. They will also explore ways of reforming the
state's education system. The Task Force conducted regional hearings throughout the state in 9/89.
(Superintendent's Newsletter, 9/18)
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Task Force 2000 has heard testimony from John Myers, Bill Chance, Checker Finn, Gene Bottoms,
John Augenblick as well as a demographer, Larkin Warner on financing state government, experts on
linkages between business and education, class size, length of school day/year, teacher evaluation,
early childhood education, funding sources/distribution of funds. They will hear again from John
Augenblick on 10/20 on capital financing options and then review education priorities and revenue
options as they work on a draft report. They are to have their education reform/revenue plan ready for
a 11/6 convening of the legislature to act on the task force's recommendations. (Superintendent's
Newsletter, 10/16)
Task Force 2000 sent 2 methods of funding public education to Legislature to consider in special
session Monday. Suggested: raise $235.4 million by upping several taxes; raise $267 million with 4%
sates tax on services. (USA Today 11/1/89)
Task Force 2000 issued their report urging greater accountability and a sharper focus on outcomes as
the keystones to improving the state's education system. Recommendations included abolishing
tenure, increasing incentives for consolidation, lengthening the school year, and raising teacher pay.
The panel estimates it would cost $2.7 billion over the next 5 years and the panel suggested expanding
the sales tax or increasing several other state taxes. They did not call for fundamental funding changes
proposed by the governor's "school tax". Some of the report are likely to be controversial, particularly
consolidation and tenure. They also suggest "involuntary consolidation" for poorly performing districts,
accessible early childhood programs, a statewide curriculum committee to propose improvement,
review of the standardized tests currently used in the state to identify any particularly helpful ones,
providing for more staff development through increasing the school year, investigation by a panel of the
concept of "choice", raising teacher salaries and banning corporal punishment. (EdWeek 11/1)
Special session of state Legislature reconvening today will be asked by Task Force 2000 to pass
education package, including major tax increase, aimed at making schools, "second to none". (USA
Today 11/6/89)
ACCOUNTABILITY/GOVERNANCE
At the 4/89 SBE meeting a status report on accreditation was presented. Report outlined present
method of accrediting schools and focused on some changes that might be considered. Three basic
changes: 1) strengthen and standardize current method including redesigning the accreditation report
to include validation and public presentation of the final accreditation report; 2) accreditation team visit
on a pilot project initially affecting small number of schools which focused more on outcomes or
performance; 3) proposals to computerize some of the accreditation process. In the second instance,
the plan could lead to a relaxation of regulations, especially for those schools with high student
performance. (Superintendent's Newsletter, 5/8)
Group called Oklahoma Commission for Educational Leadership is looking at possible new forms of
accountability. I sent material to a Bruce Howell at University of Tulsa on restructured schools ideas as
well as on site-based management and old indicators materials. (telephone request 5/19)
The SBE adopted an education mission statement, Year 2000 goals and indicators to measure
achievement of the goals. Their mission statement states that they "will provide a cohesive plan of
resources to assure that all children graduate and can effectively read, think and communicate as
productive citizens in the 21st Century". This will be accomplished by 6 goals, as follows: 1) OK public
schools will provide appropriate educational opportunities for all students, thereby reducing the number
of students at risk of failure in school; 2) the state school system will provide responsive curricula and
effective instruction to meet the increasing demands and expectations of society for students; 3)
students in the state school system will rank in the upper levels of achievement in knowledge and
skills in national comparisons; 4) the state school system will be noted nationally for its excellence in
educational performance and the per capita productions of outstanding graduates; 5) the SBE will help
organize and generate educational finances to allow restructuring and long-term commitment to
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improve learning; and 6) the SBE will plan, develop and implement strategies for generating public
support aimed at bolstering families, strengthening communities and increasing individual opportunities.
Each of the goals has a number of ways which will be used to determine that the goal has been
achieved. Test scores, financial data and demographic materials will be among the items which will be
required by the SBE as they prepare for annual reporting. The LEAs will also be required to include
results of the goal efforts in their accreditation reviews. (Oklahoma Educator, 9/89)
The state's first "Perspective" report card on the state educational indicators project has been forwarded
to state superintendents and dependent principals. Contained in the report are statewide and district-
level information as required by 1989 legislative action. ACT/SAT test scores, dropout rates, advanced
placement and enrollment statistics are included. (Superintendent's Newsletter, 12/11)
ADMINISTRATORS
Part of the state's Chapter 2 funds will be used to fund projects addressing school effectiveness.
Funds on a matching basis are available to provide scholarships for principals to participate in training
programs in support of effective schools programs. Additional funds are to be used to expand training
provided by the Leadership in Educational Administration Development program. Two 1-week summer
institutes will be conducted in 1990 providing training for teams from 10 selected school districts.
Perference will be given to schools identified as "low performing schools". Additional funds are
available for a "Lighthouse Project for Schools", a 3-year project to identify schools that have set goals
for and made significant progress toward achieving excellence in effective schooling practices. (OK
Educator 9/89)
AT-RISK YOUTH
State has received federal funds to develop/implement a transition program for refugee children.
Requirements for eligible LEAs include serving of at least 20 children fitting the federal guidelines for
refugee. (Superintendent's Newsletter 3/6)
Oklahoma Education Association has produced a Youth-At-Risk Directory giving both state and national
statistics as well as state/national/local providers of services to the youth. (Superintendent's
Newsletter, 3/6)
State requires all schools to report monthly on dropouts. Names are then turned over to vocational-
tech schools which send out brochures to recruit them. In addition the private industry is involved in
successful computer-assisted remediation in voc-tech schools. (SEDLetter March/April)
SDE is requesting information from each LEA on any special program they may have that serves at-risk
populations. (Supt. Newsletter, 6/5)
Oklahoma is one of 15 states that will receive direct benefits from a proposal funded by the US
Department of Ed. for $607,000. The Leadership Cadre for Dropout Prevention is a multistate 3-year
program which will develop a corps of Leadership Teachers to promote the dissemination and
implement of National Diffusion Network model programs. The project targets young people in small-
town and rural elementary and middle schools. Leadership candidates will be trained in one of the
following programs: Early Prevention of School Failure (IL); Cognitively-Oriented Primary Experiences
(PA); a middle school drug and alcohol abuse prevention program called OMBUDSMAN (NC); a K-12
staff development program to promote positive attitudes about learning entitled INSERVICE (IL); and
Talents Unlimited, an Alabama program for identifying and developing the individual talents of
elementary school students. The first activity of the project will be distance training. There are 5
Oklahoma teachers involved in the project. (Oklahoma Education, 11/89)
Superintendent Hoeltzel is encouraging the LEAs to examine and analyze their school populations and
employment practices to assure adequate minority representation. He points to the fact that the
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minority student achievement would be heightened by role models. He is also encouraged the LEAs to
focus on ways to: 1) recognize assets of a culturally diverse population; 2) increase participation of
people from all groups in staff and faculty positions; 3) improve dropout and retention statistics; and 4)
expand all students' career horizons. (Oklahoma Educator, 11/89)
CHOICE
State Regents/SBE have adopted regulations governing the dual enrollment program for high school
students to be enrolled provisionally at a college or university in the state. (OK Educator 9/89)
CURRICULUM
State report shows a dramatic increase in enrollment in foreign languages for grades 7-12 going from
19,750 in 1980-81 to 44,783 in 1987-88. At the same time, the number of college students preparing to
teach foreign language has remained constant.
(Superintendent's Newsletter 2/6/89)
State will use Title II grant to support 3 workshops for elementary and secondary math teachers in
6/89. Workshops are on: "Current Topics in Elementary Mathematics" including areas of probability,
statistics, communicating/writing, fractions/manipulatives and games/activities; "Improving Minority
Student Achievement in Math" for middle and high school teachers; and "Application in Mathematics
Leadership Institute" for high school teachers will include areas of real-world problem solving, heuristics,
modeling techniques, communications and math ideas, team dynamics and integrating real-world
problems into the curriculum. (Oklahoma Educator, 2/89)
Fairland Public School is using a motivational reading program, "Mastery Learning in Reading" for 7-12
grades. Criteria has been established for each day's work at 90% and students must master that day's
work before progressing to the next day. (Oklahoma Educator, 4/89)
Two of the state's economic education programs have received national honors from the Joint Council
on Economic Education. (Oklahoma Educator 5/89)
Mustang district has activated a districtwide writing improvement plan. (Oklahoma Educator, 11/89)
The Oklahoma School of Science and Math in Oklahoma City has been awarded a $600,000 grant to
improve secondary math and science education. The funds are from the Dwight D. Eisenhower
Educational Improvement Program for Math and Science. Funds have enabled the school to hire 5
staff members who will develop model curriculum and conduct workshops statewide. Research will be
a major component of the project's curriculum. The year will be spent developing curriculum. Next
year the pilot project will open with 50 high school juniors and seniors and in 1991 the enrollment will
grow to 150 student with an additional 150 added in 1992. The project will develop curriculum which
can be utilized by other districts and, by making the validation program for students a program through
the National Diffusion Network, it would be a model project across the nation. (Oklahoma Educator,
12/89)
EARLY CHILDHOOD ISSUES
School district psychologists in Sand Springs have developed a program to help children learn to deal
with life changes/transitions. Two-part program has guidelines for use by parents or teachers in
assisting children to have a positive adjustment to the changes. Classroom activities are suggested to
offset learning/behavioral problems and gives an explanation of how the changes affect a child's and
the family's feelings as well as identifying the different transition which occur in life. Booklet is entitled
"Changes, A Little Book for Little People Going Through Big Changes. (Oklahoma Educator, 2/89)
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State's Project STAY, early intervention project, is being highlighted as a national model alternative to
kindergarten retention. STAY (School to Aid Youth) is a pullout program that works with 40 1st grade
students each year. Two teachers and 2 aides instruct 2 sessions each day with 20 students in each
session. The teachers are so dedicated to the program that it has retained its teachers for 18 years--no
teacher has requested to transfer out of the program and the only lose was 5 to retirement. Follow-up
indicates that 80% of the STAY students were able to perform at or above normal grade level after their
participation. (Oklahoma Educator 5/89)
EDUCATION STATISTICS
Although enrollment across the nation is increasing, Oklahoma has 3000 fewer students this year than
in 1987-88. (Oklahoma Educator, 1/89)
NEA reports an average 1988-89 teacher salary of $22,000 the 48th in the nation.
FINANCE
Schools are facing fiscal crisis that can only be averted by changes in the property tax system,
according to some state legislators and school finance experts. Constitutional amendment proposal
has been proposed by the legislature to change property-tax assessments to 100% of fair market value,
lowering the maximum tax rate from 39 mills to 3.9 mills to keep the system revenue-neutral during its
first year. But the governor opposed the amendment in 1988 and has now asked for a special
statewide election in early fall to let voters decide on his plan to increase the constitutional tax-rate limit
from 39 mills to 54 mills. (EdWeek 2/22)
State's economy is enjoying a second good year due to shift from dependency on the oil industry.
(USA Today 5/10)
3 state education groups support the Governor's efforts to hike school funding, will lobby lawmakers at
special session in August to approve $50 million in emergency money. (USA Today 7/25)
The SDE and the Oklahoma Foundation for Excellence offer help in the establishment of local
foundations and assistance for those already operative. Providing for the future through the perpetuity
of invested funds is the key element in the local funding concept. Presently there are more than 100
local public school foundations in varying stages of development within the state. (OK Educator 9/89)
Atty. General Robert Henry says funding schools by property taxes is unconstitutional, hopes it's
challenged again. State Supreme Court upheld system in '87. (USA Today 10/20/89)
SBE has proposed a $120 million funding increase for the state's K-12 schools next year. Included in
the proposal is a $4,000 increase in starting pay and minimum salary scheduled for state teachers. The
SBE is also seeking $61.7 million in capital improvement funds over the next 2 years, an additional $4
million to lower student-teacher ratios in grades K-3, $3.8 million more for textbooks, $2.3 million to help
voluntary school consolidation, and $840,000 for early childhood education programs. If approved the
budget would boost state aid for common education to nearly $1 billion in 1990. Under the plan the
minimum salary for a beginning teacher would be raised from the current $15,060 to $19,060 and state
minimum salary schedules for teachers would be raised by $4,000. About 2/3rds of the funding for
Oklahoma's elementary/secondary schools comes from the state and the rest comes from local taxes
and the federal government. (School Financing 12/89)
LITERACY
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PARENTS
RESTRUCTURED SCHOOLS
STUDENTS
TEACHERS
SDE reports that the teachers are dipping into their own pockets to buy basic classroom needs such as
pencils, paper, etc. One teacher even bought a $2500 computer when assigned to teach a course in
computers to a class without one. Other teachers also reported purchasing computers for their
classrooms. The survey was conducted at the request of the chair of the House Education Committee
and revealed the amount of classroom/bulletin board/art supplies, etc. The average spent by 650
teacher of their own money was $358. (Oklahoma Educator, 4/89)
OK Education Association decided to scrap idea of April 18-20 refusal to teach if the legislature didn't
put $200 million more into the education system because it might distract from their threatened fall 1989
boycott. (USA Today 4/10)
Teachers are threatening statewide strike in the fall despite fact that the current laws prohibit strikes that
result from disagreements over collective bargaining. (EdWeek 4/26)
4000 teachers from across the state took pleas for more education funding to state legislature as part of
the "Community Lobby Day" by the state's NEA affiliate. (USA Today 5/10)
Gov. Bellmon has recommended $5,000 pay raise for teachers. He told advisory panel he was
unimpressed with suggested $1,500 raise. (USA Today 10/25/89)
The SBE and the Regents have approved a plan to offer regular-classroom teachers a quick route to
special-education certification. Under the "emergency certification" plan regular teachers can be
certified to teach handicapped students if they undergo an intensive, one-week in special education and
agree to complete six more credit hours of special-education coursework during the year they are
certified. The certificates can be renewed for a second year if the teacher agrees to continue working
toward full special education certification. The state has a serious special education educator shortage.
(EdWeek 9/20)
Task Force 2000 report recommended a $63 million appropriation for merit pay plans that would begin
with the 1992-93 school year and state lawmakers are considering the plan. (EdUSA 12/18)
TECHNOLOGY
For 3 years now the East Central Education Support Center at East Central University in Ada has
provided computer education assistance to a network of small, mostly rural public schools. 51 schools
are connected with the network for services which include electronic mail, software preview,
conferences, data base access, inservice and credit courses. 50 additional schools will be added in
1988-89 school year, bringing the network to capacity. (Oklahoma Educator, 1/89)
State is currently soliciting applications from the districts across the state for 20-40 satellite downlink
equipment grants as part of the Star Schools Project which is one part of the $5.5 million federal grant
to Oklahoma State on behalf of the 5-state Midlands Consortium. (Other states are Alabama, Kansas,
Mississippi and Missouri)
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In Oklahoma funding granted will emphasis service to Chapter 1 schools, rural and small schools
and inner-city schools and on delivering satellite-based programming in areas of math, science and
foreign language. Effort will be to expand current use being made of live, interactive satellite-based
programming to meet educational needs of both students and teachers. Next year OSU will add
Russian and Basic English and Reading to the satellite-based high school courses. Other courses
available will be German I and II, precalculus, and AP courses in physics, calculus, chemistry and
American Government. In addition a variety of staff development programs for teachers and
administrators will be broadcast. (Oklahoma Educator, 1/89)
Jenks school district is developing a plan to merge technology with education in hope of producing
students better prepared to succeed in the changing society. Beginning with the 1989-90 school year
120 freshmen will participate in a 4-year technology-based program called Project TLC (transformed
learning center) attending schools with the rest of the student population but learning of the core
curriculum will be computer based. The Jenks school officials and teachers have worked a year on the
development of the software. (Superintendent's Newsletter 2/6/89)
Students in Konawa Elementary School are participating in a unique Long Distance Learning Network
joining groups of teachers and students in Canada, New York, Indiana, Kansas and New Jersey in a
learning circle named IMINDP3:LDLN available to regular and gifted students. Goal is to help develop
skills needed for the next century with a constantly flowing communication exchange that doesn't
disrupt ongoing lessons/discussions. Information can be stored by the computer until
students/teachers are ready to work on it and can be sent in a cost-effective and easy manner.
Information packets are exchanged between the circle directed to various parts of the curriculum.
Students will learn to work together to solve problems collectively as well as individually. (Oklahoma
Educator, 5/89)
Claremore: plans are being made to build fiber-optic video network to link 28,931 students in 35
schools, 2 junior colleges, 1 vo-tech school in 6 counties. "Potentially, every school in the state could
be tied together," says educator Herb Bacon. (USA Today 10/25/89)
OTHER
Substance abuse: 3 anti-drug dealing laws are among 100 going into effect today. Selling drugs near
school becomes felony, pagers are banned in schools, penalties are tougher for using juveniles in drug
deals. (USA Today 11/1/89)
Considered controversial in the state is the "understanding" made by the Governor with 3 republican
legislators which played a key role in the House approval of major education-reform bill last month.
The governor, speaker of the house and the 3 legislators that the governor would veto the bill if it
passed with any amendments which were offensive to the three. (EdWeek 12/6)
STATE ACTIVITY - 1989
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STATE ACTIVITY - 1989
State Name: Alabama
GOVERNOR
Hunt, who had dubbed 1989 as the year of the child, has recommended cutting state-funded
daycare for 600 kids, no increase for child services, hiring no new child abuse investigators.
Sought: $2 million for computers, welfare department move to another building. (USA Today
1/5/89)
Hunt's office wants apology from Supt. Hubbert for saying governor's "Year of the Child" campaign
was "the year of the rape of the child". Hubbert says the governor's plan to possibly forego $80
million for schools would hurt students. (USA Today 1/31/89)
Governor temporarily shelved proposal to divert tax revenues for public schools to the state's
general fund, feeling he would not have the legislative backing needed to go ahead. (EdWeek
2/15)
Governor proposed no new education initiatives in his state-of-the-state message indicating only that
he had reactivated the Education Study Commission enacted in the state in 1969 and disbanded a
few years later. Group of 8 was named by the governor and includes business community,
legislative, local school board representatives as well as the former head of the SHEEO agency, but
no professional educators. The governor called for unity in the state; proposed a tax-reform plan
and a flat K-12 FY 1990 budget of $1.5 billion, same as 1989. (EdWeek 2/15)
Paul Hubbert (D), currently the head of the Alabama Education Association, is considering a run for
the governor's office. (EdWeek 5/10)
Other likely candidates for the governorship are: Retired businessman Jim Whatley (R); Attorney
General Don Siegelman (D); Senator Charles Bishop (D); U.S. Rep. Ronnie Flippo (D); ex-Governor
Fob James (D); ex-Chief Justice Bo Torbert. (USA Today 8/7)
Governor Hunt is holding 4 meetings with educators across the state in what is being viewed as a
last ditch-attempt to develop some sort of education reform before he enters the final year of his
first term. The first meeting didn't please the teachers at the session who indicated that Hunt
talked with the group for about 15 minutes and then broke the gathering into small groups to
discuss assigned topics such as accountability, classroom overcrowding and funding. He refused to
answer questions, told the educators he would contact them later and compared teacher salaries in
the state with the state average salary with charts which neglected to consider differences in
education. His last education reform plan was killed by the legislature because it created too many
committees, too much paperwork, and too much bureaucracy. (Alabama Ed. Journal 9/15)
Governor Hunt and Supt. Teague are not close allies. Following the president's education summit
Teague expressed negative views. Hunt, who played a highly visible role at the summit, responded
that Teague's reaction was perfect indication that the state's superintendent should only serve 8
years as the governor does and then allow someone else with initiative and innovative ideas a
chance to serve. Teague has served since 1975. (EdWeek 10/18)
LEGISLATURE
Agenda Items:
Before the convening of the 1990 legislature the SDE is working to have reintroduced several bills
which failed to pass the 1989 session. The budget request for education for fiscal 1990-91 is
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$1,922,066. A key bill to be reintroduced would establish a Catastrophic Special Education Trust
Fund to be administered by the SDE. The found would provide for educational services for
catastrophic cases in special education and unused portions of the fund could be carried over at the
end of the fiscal year. Another bill would relate terminology used in the placement into special
education programs but eliminating the term "socially maladjusted" which is not recognized by the
federal government in their funding regulations. (Alabama Education 11/89)
Others measures which will be before the 1990 legislature are no-pass/no-drive, changing the
compulsory school attendance age from 7-16 to 5/18; community education programs; increasing the
length of the school year from 175 to 180 and the number of annual contract days for teachers to
190 beginning in the 1991-92 school year adding a day for students and 2 days for teachers each
year over a five-year period with the added teacher days for inservice/professional development
and the added student days to meet needs for teaching computer technology, foreign languages,
geography and the sciences; and, a bill to make it unlawful for violations to test security. (Alabama
Education 12/89)
Interim Committees:
Regular Session/Special Session:
Session is from 2/7 until around the end of March.
Session Summary:
Gov. has signed 1989-90 Special Educational Trust Fund budget of $2.4 billion, about $14 million
less than the current year. Included was funding for class size reduction with the hiring of nearly
700 more 1st grade teachers. Salary increases were not included.
Governor signed bill which sets a 3-mile drug-free zone around schools and increased the penalties
for convictions of selling drugs in the vicinity of a school/college/university of 5 years without
parole. In addition a bill was signed to prohibit students from carrying beepers while in school.
The legislature created/established the Alabama High School for Mathematics and Science for
gifted junior and senior high students. The school is to be located in Mobile, students are to be
selected on basis of at least 1 from each school system in the state, and the opening is to be at the
beginning of the 1990-91 academic year.
Legislature approved resolution creating a continuing study committee which will delve into
operations of the Alabama Institute for the Deaf and Blind. The Smith Act to reduce class size was
continued and will allow the hiring of 682 added 1st grade teachers next fall continuing the efforts
for a class size ratio of 17-1 for K-1 grades by 1991. Approval also was given to changing the
school enrollment cutoff date from October 1 to September 1. Written into the budget bill were
safeguards to make certain instructional supply funds went for no other purposes. The legislature
also approved constitutional amendment proposal for the voters to decide on 6/5/90 for "The Penny
Trust Fund" which would see money donated through private voluntary contributions placed in a
perpetual trust with the interest earnings divided equally between the state general fund and the
Special Educational Trust Fund with the intent of improving health education and addressing
health-related issues.
Teacher salaries were not increased as the governor had promised and the teacher tuition grant
for teacher furthering their area expertise was, requiring them to teach in their school system for 2
years after completion of the study, is to be reintroduced in the next session. (Alabama School
Journal, 5/15)
Total K-12 appropriation was FY 1990 was $1.402 billion, down about $8 million from the
current year. Appropriations which were decreased were for textbooks, library enhancements,
instructional supplies, state contribution to teacher salary increases. Appropriations from last year
which were eliminated were for implementation of 20 accountability resolutions as passed in 6/88
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by the SBE and vocational education equipment. No new special education teachers were added in
the budget. (Alabama Education, 5/89)
The legislators also passed a tuition prepayment bill which will be open only to students currently
in the 8th grade or below. (EdWeek 11/8)
LEGISLATIVE BILLS
Elementary/Secondary Issues:
HB
would establish a national enrollment cutoff date of 5 or 6 on or before 9/1 to enroll in
kindergarten or first grade; does not mandate kindergarten attendance; allow students in
kindergarten to advance to first grade on schedule
- would establish a drug free zone of 3 miles zone around the schools and stiffen penalties for
those convicted of selling drugs in the vicinity of schools to governor signed
Postsecondary Issues:
state treasure has proposed legislative bill to prepaid college tuition
Teacher Issues:
Bill establishes a tuition fund for teachers wanting to further education in their field of specialty;
does not include appropriation DIED BUT PROJECTED FOR PRIORITY IN NEXT SESSION
(Alabama Education Journal 5/15)
School Administrator Issues:
Governance/Accountability Issues:
Bill introduced by Speaker proposes a constitutional amendment to require property tax increases in
most of the LEAs by 1991 to at least 20 mills to support education as well as require LEAs to meet
accountability standards which were approved by the SBE in the summer of 1988. Includes
standards on: performance-based accreditation and academic bankruptcy; requiring local planning
committees and withholding funds from LEAs without them; new criteria for educator
evaluation/inservice training; regulations for minimum periods of instructional time in basic skills
areas; requiring LEAs to offer alternative school programs for at-risk and to adopt policies ensuring
a safe school environment. (EdWeek 4/19)
House killed bill which would have established a separate board to govern 2-year colleges
School Finance Issues:
House Ways and Means killed bill that would allow state residents to vote on lottery with the
revenue split between education and the general fund. (USA Today 3/23)
Legislative plan being attacked by Teague would allow state to borrow $300 million to help finance
$1.5 billion in needed school improvements. Teague feels local taxes should help finance school
improvements. (USA Today 4/5)
See SDE report from the 5/3 issue of Ed Week.
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Restructured Schools/Choice Options Issues:
Vocational Education/Literacy Issues:
Other:
STATE LEADERS
Governor Guy Hunt (R)
Wayne Teague, State Superintendent of Public Instruction
Joseph Sutton, Executive Director, Commission on Higher Education
Senator Chip Bailey, Chairman, Senate Education Committee
Senator Fred Horn, Chairman, Finance Committee
Representative Stephen A. McMillan, Chairman, House Education Committee
Marcia Plaster, SDE Education Specialist, SEPS coordinator
Judi McGuire, Administrative Assistant to the Governor and ECS Steering Committee Member
COURT CASES
State supreme court has ruled that required 3 years of work to qualify for tenure under the Fair
Dismissal Act need not be consecutive years. (Alabama School Journal 5/15)
ELEMENTARY/SECONDARY DEPARTMENT/BOARD/CHIEE
At the 12/88 meeting the SBE approved requiring Social Security numbers for all children in K-12
to be implemented on a 2-yr. schedule requiring enrolles in 1st grade in 1989-90 to have valid
Social Security card to register and all students through 12th grade by 1990-91. (Alabama Ed. 1/89)
Outcome of the 1/12 SBE meeting was approval of two resolutions: One to request the state
superintendent to seek funding for an Alabama Head Start program and the other to authorize the
SDE to design statewide recruitment initiatives to attract minorities into teaching. When developed
the initiatives will return to the SBE for approval. Although scheduled for public hearing at the
meeting there was no indication of discussion on the proposed resolutions on the administrative
procedure act. (Bd. Briefs of 1/12/89)
During January and early-Feb. Teague held regional meetings with district superintendents to
discuss his legislative budget proposal-a total of $1.8 billion for the next year-which he says would
bring them to the regional average. He reminded them that the current budget contains about $143
million in carry-over money which will not be available in the next year and that the state is
projecting a shortfall in tax receipts of $40 to $50 million in the current budget. All of which meant
a need for setting priorities on the funds to assure continued progress on improvement efforts. The
three primary areas of special education, elementary counselors to address some of the issues
surrounding at-risk youth (latchkey, drugs, single-parents, etc) and continued funding to aid in
reducing the early grade class size.
In addition, the superintendents were briefed on current activities in the: special education area
including replacing the current tracking system with a microcomputer system and Learning Tools
software; the progress on the SBE 7/88 accountability resolutions, in particular the areas of
alternative school models, annual reporting and needs assessments. The superintendents were
invited to voice their concerns about major educational issues and their own legislative package.
Harmony seemed to exist. (Alabama Education, 2/89)
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At the 2/89 meeting of the SBE the Board directed the Superintendent to present a resolution to the
governor and the legislature asking them to consider categorical funding of the student testing
program. (Board Briefs, 2/9)
At 3/89 meeting the SBE approved a resolution asking the governor and the legislature to add $1.5
million to the 1989-90 budget to develop new basic competency tests, purchase new norm-
referenced tests and continue the vocational aptitude/interest testing program. One of the board
members asked Teague about the authority of the SBE on programs in private schools with the
response that Teague should be notified of any perception that less than desired standards were
being practiced. (Board Briefs, 3/30)
At the 4/89 meeting intent was given of the state's plan to establish a due process procedure to
remove approval of teacher education programs. Reports were presented for future action on
physical education and the recommendations of the Task Force on Norm-Referenced Test Selection.
The Task Force recommended the use of the Stanford 8 test beginning with the next year's testing
cycle. (Board Briefs, 4/27)
New report to the SDE indicates that many of the school facilities construction needs are not being
met, however the legislature is considering reductions in the facilities budget by $39 million, $2
million cutback in textbooks, $4 million reduction for vocational equipment and a $5.25 million
decrease in state funds for teacher salaries increases. Teague's reaction is that the state must look
beyond school bond means of increasing the local levels of funding. (EdWeek 5/3)
State report on the above indicates that capitol outlay needs of the state's LEAs totals more than
$1.5 billion. The figure includes new construction, new classrooms, school buses, support facilities.
He is urging the legislature to find a way to fund capital outlay needs on a continuing basis and
not to rely on a statewide bond issue. (Alabama Education, 5/89)
At the 6/89 SBE meeting delayed decisions relating to special education and received for future
action the "Alabama Performance-Based Accreditation System Manual." (Board Briefs 6/8)
Following opportunity for public comment, the SBE approved an amendment to the rules for
handicapped students which will result in changes in the extended school year and in
expulsion/suspension rules. Effort is to provide extended year/continual education for handicapped
students when an interruption in education services would render it impossible for the student to
retain critical skills. They also received task force reports from the Task Force for Developing a
Beginning Teacher Assistance Program, the Task Force for Achieving Excellence in School
Administration and the Task Force on Increasing Academic Requirements for the Standard Diploma.
(See Task Force section). (Board Briefs, 7/11/89)
On tap for the 8/89 meeting of the SBE is an amendment requiring the State Superintendent of
Education to make an annual status report (report card) on the condition of education in each local
board of education. (Agenda)
At the 8/10 meeting the SBE the head of the state teachers union asked for the SBE backing of the
1989-90 academic year goal of increasing parental involvement. They received a report on the
state's efforts in to date in increasing the utilization of technology in the public schools and a report
of the local comprehensive needs assessment teams-A New View of Leadership: Results of the
Local Needs Assessments on Administration and Operations.
Of greatest importance in the meeting was the unanimous approval of an amendment to the
school codes for annual status reports (report cards). See the Accountability section below.
On tap for the 9/89 meeting is the announcement of intent to amend the GED regulations in
relation candidate eligibility and age requirements. (Agenda)
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The board received Dr. Teague's resolution on the GED age requirements and the addition of 17
year olds who participate in the Community Intensive Treatment for Youth Program. In addition,
Teague presented the board members with copies of the report of the Task Force for Achieving
Excellence in School Administration. The report is entitled "Improving the Effectiveness of School
Administrators in Alabama". (Alabama Education 10/89)
The SDE has prepared and circulated to legislators in the state information about significant
educational programs and accomplishments in the state. Included were materials on: 1) a unique
graduate-level teacher education program initiated in the summer of 1987 from NASA to orient
professional educators to space. The program was funded by US Dept. of Ed. under Title II (2) 40
school systems and juvenile court systems have implemented a program for early warning of
truancy; (3) 8 LEAs and 4 two-year colleges have programs for the education of homeless adults
under the McKinney act; (4) 68% of the LEAs in the state participate in the school breakfast
program; (5) the state has become a National Geographic Alliance state in their work with the
National Geographic Society; (6) two two-day workshop/seminars have been conducted in the state
to provide professional development programs for superintendents. (Alabama Education, 10/89)
At the 10/89 meeting the SBE approved Supt. Teague's request to postpone until Feb. or March the
report from the Task Force to Study the Funding and Allocation of Revenues for
Elementary/Secondary Schools in Alabama. (Alabama Education 11/89)
OTHER ELEM/SEC. ORGANIZATIONS
Alabama Council on Economic Education has a series of International Trade and Economic
Development conferences scheduled in 1989 designed for social studies educators in grades 4-12 as
well as for business and marketing education uses. (Focus is on US trade deficit, trade barriers,
global economy, economic outlook/development. (Alabama Education, 3/89)
-The Commission on the Future of the Alabama Juvenile Justice System has made recommendations on
changes which they feel would make positive change in the state. Among the recommendations is one
to change the school entry age from 7 to 6. Originally the Commission had also proposed changing the
exit age from 16 to 18 but decided to recommend phasing in this recommendation so that the retention
of these students would not precede the additional funding and programs needed to accommodate
them. Another proposal would require additional funding mandates that all school systems have access
to alternative programs for at-risk students. In the last legislative session, Teague's request for
alternative programs was defeated. The Commission also recommends that students be given the
alternative of vocational education beginning at the age of 14, early intervention of at-risk students and
methods of meeting the at-risk student needs, meeting the needs of exceptional students. Many of the
recommendations were endorsements of prior SDE or state educator suggestions. The proposed reforms
will be presented to the state's Judicial Study Commission on 12/7/89. (Alabama Education, 10/89)
LOCAL DISTRICTS
Birmingham's schools have received recommendation from the Comprehensive Needs Assessment
Committee examining their operation as a part of the review of the state's educational system.
Recommendation is that the district scale back their magnet school program and redistribute the
resources throughout the district to assure equity in the basic education offerings to the students.
Magnet program was started years ago as part of the city's court-ordered desegregation. Number
of white students has dropped so steeply in past decade that they magnet schools no longer have
the desired impact on desegregation and could now be causing more of a problem than helping.
(EdWeek 2/1/89)
Birmingham's superintendent wants to close 13 schools and consolidate efforts against shrinking
enrollment. Plan: Establish middle schools, expose more students to enrichment programs. Board
decided 5/9. (USA Today 4/20)
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Ed Week report on the above is 12 closures, 6 consolidations and the rest restructured to create
middle schools, summer Chapter 1 services, and new course offerings. The recommendations are to
go before the city school board on 5/9. Supt. stresses that none of the employees would be left
unemployed-just shifted. The reorganization would be accomplished over 10 years and the goal is
to establish middle schools, standardize academic programs throughout the system, and make
facilities management/renovation more manageable. His plan to extend Chapter 1 is for 6-8 weeks
to help in student retention of information. Also planned is the establishment of transition
programs or half-grade programs to help students who are failing return to the regular classrooms;
a requirement that each middle school offer a foreign language and either algebra or advanced
math; and a provision to give each elementary and middle school a full-time counselor. He
declined suggestions to scale back the magnet school program, deciding to enrich them instead.
(EdWeek 5/3)
Birmingham board approved the above plan. (EdWeek 5/24)
In 1985, in an attempt to raise standards for student performance, the Birmingham LEA began to
require students in 2-8 to pass reading and math tests to be promoted to the next grade. Now the
test has been dropped as a requirement for promotion. District officials feel the test was an
obstacle. Under the new policy which was adopted in 10/89 the district will consider grades,
attendance and teacher recommendations as well as test scores in deciding whether or not to
promote students. Opponents say it is a step backwards in student achievement; proponents say
the previous method did not take into account varying circumstances of students. (EdWeek 11/1)
NONPUBLIC EDUCATION
POSTSECONDARY
Commission on Higher Education handed out $2.8 million to help 5 universities hire nationally
prominent professors. Aim is to encourage private contributions and improve national reputation of
the state postsecondary system. (USA Today 1/27/89)
Chancellor Gainous made 3 proposals to the SBE in 5/89 which call for establishing new policies to:
1) establish an annual leave proposal for junior and technical college employee longevity; 2) allow
junior and technical college instructors to teach "overload" courses; and 3) to allow 2-year
institutions to create sick leave banks if up to 10% of the employees request them. (Alabama
School Journal, 6/2)
SBE has approved new annual leave policy for support persons and administrators, "overload"
policies, and sick leave bank plan for the 2-year college employees. (Alabama School Journal, 6/30)
Univ. of Alabama trustees OK'd a record $836 million budget, up 8% from $777 million in '89. The
increase will be distributed between the three campuses. (USA Today 9/25/89)
INTERNATIONAL EDUCATION
International Student Exchange Center of Japan has chosen Florence as host of an exchange
program. Students will study at two of the cities high schools. Mornings will be spent studying in
their native language, afternoons participating in regular classes in the high schools. Teachers will
be Japanese. 300 more Japanese students may enter the program this summer. The exchange
center spent 6 months traveling to cities in 30 states before choosing Florence as the city best suited
to the needs/desires of the Japanese students/officials. (Alabama Education, 4/89)
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VOCATIONAL/TECHNICAL
Division of Vocational Education is implementing a new program this year on "applied
communication" which aims to teach students the skills necessary to achieve success in their careers.
The 15-module course combines printed material, hands-on learning activities and video instruction
and directs itself to the students who are not motivated by traditional communication courses. The
course contains applications for students interested in agriculture, business/marketing, health
occupations, home economics and technical, trade and industrial areas. (Alabama Education 11/89)
BUSINESS/INDUSTRY
MacMillan Bloedel Inc. has developed a partnership with the Wilcox County Schools pledging
$565,000 this year for improvement in instructional programs. The company says this is just the
beginning of their involvement. They have established a Foundation which the company will fund
with a significant amount every year and will work to establish/support programs benefitting all of
the children in the community educationally. MacMillan Bloedel has also given the school a
$300,000 one time grant to purchase equipment. Some of the programs to be supported by the
company include ACT/SAT preparation and scholarships for outstanding high school students to
attend summer enrichment courses. MacMillan Bloedel manufactures paper products, lumber and
plywood. (Alabama Education 11/89)
Boise Cascade, which has a plant in Alabama, has donated $200,000 to the Clark County Schools.
Unlike other businesses which adopt a specific school, Boise Cascade has chosen to adopt a school
district. Their statement for the contribution is that it is a sound investment in their future
workforce. (Alabama Education 12/89)
PARTNERSHIPS IN EDUCATION
TASK FORCES/COMMISSIONS/COMMITTEES
Gov. Hunt says he will reactivate ex-governor's state Education Study Commission. Job assigned:
Assess status of public schools, their economic needs before giving legislature a full education bill
next month. (USA Today 1/27/89)
The Study Commission was reactivated and, much to the unhappiness of the teachers and education
officials, he failed to name an educator to the group. Membership is composed of a senator,
women, businessmen and lawyers. Disgruntled educators note that the previous Education Study
Commission really didn't do anything and was operating at state expense for nearly a decade
complete with staff. It was abolished in Gov. James' effort to cut state government waste.
Speculation of the educators is that the governor was making a political last-ditch attempt for some
kind of "education reform" without having a reform package to offer. (Journal 1/27)
Task Force for Improvement of Achievement in School Programs' report on incentive programs was
approved at the 2/9/89 meeting of the SBE and the incentive programs will be implemented in the
1989-90 school year. (Board Briefs)
Governor Hunt asked the Education Study Commission to study plan that would let high school
students take college classes at state expense (dual enrollment). Backers say the program which is
modeled after Minnesota's program opens opportunities for students without raising education
expenses. (USA Today 3/6)
Teague appointed a 30-member Reform Task Force on Norm-Referenced Test Selection as result of
SBE adopted accountability resolution in 7/88. The task force reviewed the current tests, student
attainment levels, objectives, teacher guides, manual/supplemental reading materials for the
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curricula, inclusion of higher order and listening skills, etc. The report is expected this spring.
(Alabama Education 4/89)
The test selection task force has recommended the use of the Stanford 8 test beginning in the 1989-
90 school year. (Board Briefs, 4/27)
SDE also has a Task Force for Developing a Beginning Teacher Assistance Program, a Task Force
for Achieving Excellence in School Administration, and a Task Force on Increasing Academic
Requirements for the Standard Diploma (Agenda for 7/89 meeting)
The Task Force for Developing a Beginning Teacher Assistance Program reported at the 7/89
meeting proposing that pilot programs be established at each of the eight state board districts in
1989-90 utilizing either a mentor or assisting teacher model. Training will be provided in 8/89 to 3
persons from each school system. These persons will train 10 mentor/assisting teachers in their
respective systems and the 10 trained persons will work with 10 beginning teachers within their
school. The mentor/assisting teachers will be located in close proximity to the beginning teachers
they assist, preferably in the same building and possibly in the same wing of the building.
The Task Force for Achieving Excellence in School Administration report at the 7/89 meeting
recommends improving training, careful selection, assessment, preservice training and continuous
involvement in a structured staff development program. Candidates to the training program would
need a master's degree. Program includes 12 semester hours of course work an internship of 600 clock
hours, 40 clock hours of professional development each year and recertification every 5 years. The
professional development will be provided through the regional in-service centers. In total the Task
Force made 69 recommendations. Decisions by the SBE were delayed until orientation could be
provided to SBE, deans of schools of education, superintendents, principals and supervisors.
The Task Force on Increasing Academic Requirements for the Standard Diploma reported that no
increased requirements be made at this time and that the state supt. implement plans to increase the
level of academic skills within the nonacademic curriculum of Alabama high schools. (Board Briefs,
7/11/89)
Task Force for Achieving Excellence in School Administration is expected to report at the 9/89
meeting of the SBE. (Agenda)
The Task Force for Achieving Excellence in School Administration presented their report at the
September meeting. Teague noted to the SBE that he hopes to bring resolutions to the board within
the next few months to begin implementing the task force's recommendations. The group was
charged with the 5 objectives of: 1) analyzing the latest research on school administrators and
effective school leadership; 2) assisting in the design of a preservice and inservice education model,
based on performance and research standards leading to initial certification/recertification of school
administrators; 3) recommending a program for continuous staff development utilizing a research-
based assessment program; 4) recommending strategies for identifying potential administrators; and
5) assisting in the establishment of a framework for the coordination of existing efforts for school
administrators.
Included in the recommendations were items which cover the whole area of preparation and
professional development for school administrators. Proposals include: 1) requiring candidates to
hold teaching certificates, have 3 years of teaching experience prior to admission into the
preparation program and be assessed in an assessment center on 12 generic skill dimensions; 2)
requiring a performance-based administrative internship with trained mentors; 3) requiring
institutions of higher education to meet rigorous faculty standards which include both preparation
and workload; 4) requiring completion of a 40-hour professional staff development program
approved by the SDE; 5) issuing generic certificates in educational administration rather than
separate certificates for superintendents, principals and supervisors; and 6) achieving a high level of
correlation among the institutions preparation programs by specifying the models of instruction
which must be provided to complete an endorsement in educational administration. (Alabama
Education 11/89)
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The task force to develop a statewide personnel evaluation system has developed criteria for nine
categories of school personnel. In 11/89 the SDE will begin an orientation process to implement
what eventually will be a teacher and administrator evaluation system for Alabama public schools.
(Alabama Journal, 11/3)
Third in a series of local needs assessment reports was presented to the SBE meeting in 5/89. It
summarized the themes of 129 local reports that were submitted to the SDE. Included were
recommendations and suggestions for their implementation. The six major recommendations were:
1) The students in the state's public schools should be prepared to function effectively in a modern
high-tech society. Implementation would include expansion of computer education courses,
additional staffing, facilities and equipment, and vocational training. 2) Students at-risk should be
provided services designed to enhance their opportunities for educational success. Changes to
implement the suggestions would be more guidance counselors, alternative programs including in-
school suspension and Saturday/extended-day school, added special education teachers and added
special education, regular and kindergarten classrooms. 3) Availability to all students comprehensive
programs in music and art. Implementation would require more faculty, facilities and equipment.
4) Full funding by the legislature of the state textbook program. 5) Relieving teachers and
administrators of excessive noninstructional duties. Implementation would require the employment
of 616 teacher aides and increased use of technology. 6) Ongoing and comprehensive in-service
education and staff development for all educational personnel. They recommended increasing the
number of student attendance days and teacher work days by five. (Alabama Education, 9/89)
At the 7/89 meeting the SBE will consider a major overhaul of school accreditation standards.
Review occurs as a result of a year-long, 95-member Performance-Based Accreditation System Task
Force which centers on school staffing, curriculum and facilities as well as on student performance.
Proposal calls for "impact studies" in 10 LEAs during the 1989-90 school year and a subsequently
revised Performance-Based Accreditation System going to the SBE in spring 1990. Plan lists the
courses to be taught, staffing patterns, counselors, class size and employment procedures. In some
areas of the proposal concern has been raised over the vagueness of the wording. (Alabama School
Journal, 6/16)
SBE is considering two proposals which could result in major changes in the state's voc/tech,
community and junior colleges. The first is a revised credentials report which is being viewed as
an effort to make the schools totally academic. The second would remove most of the supervision
of the Industrial Development and Training Institute operations currently under the postsecondary
chancellor. Making the school basically independent could place more need on the state's technical
and community colleges to compete. (Alabama School Journal, 7/17)
The SBE has approved 10 "impact studies" to test the Performance-Based Accreditation System. The
program will be testing in 10 LEAs this fall and the results are to be reviewed next spring with
implementation scheduled on a more widespread basis after problems are worked out in the
program. Courses to be taught include computer literacy in the elementary grades and vocational
experiences in grades 7-8. Additionally it would allow no more than 20 students to be enrolled in
any kindergarten class, no more than 30 in 1-5, 32 in 6-8, and 35 in grades 9-12.
Concerns voiced so far include the occasional vagueness of the plan and the placement of some
policies into accreditation which would best be address in personnel evaluation standards. Nothing
in the draft is final. (Alabama School Journal 7/14)
At the 8/89 meeting of the SBE approval was given to an amendment to a prior resolution which
results in requiring all LEAs to make an annual status report on the condition of education in each
local school system to the SBE and to the public (annual report cards). The amendment requires
the state superintendent to make an annual state report on the condition of education in each school
system to the respective local board of education by 2/1 of each year beginning in 1990 and
specifies a reporting schedule by each local board to the public by 4/1 of each year. The SDE is to
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retain copies of all such reports for 12 years and make them available to state board members upon
the request. The amendment also requires the Superintendent of Education to meet within 90 days
of delivery of the reports with those local systems scoring in the bottom quarter of achievement.
(Alabama Education, 9/89 and Board Briefs, 8/10)
Governor Hunt held education hearings that emphasized the importance of education to the overall
economy, international competitiveness, and the ability to work in high-tech jobs. (Governors'
Weekly Bulletin, 12/8)
ADMINISTRATORS
State Task Force for the Development of Criteria for a Professional Education Personnel Evaluation
System is to report to the 10/89 meeting of the SBE. The SBE mandated last year that every LEA
have a personnel evaluation program in place by the beginning of the 1991-92 school year. When it
is in place all teachers and administrators will be evaluated. (Agenda, 10/12 and Alabama School
Journal 10/13)
SBE has adopted the proposed Professional Education Personnel Evaluation System. The system is
to be in place by 9/92. The system includes criteria to be used by each local school system to
develop a local evaluation procedure. If the LEA does not develop a system of their own they
must use the system designed by the task force. State administrators will be the first to be
evaluated under the system beginning in 1/92. (Alabama Education, 12/89)
AT-RISK YOUTH
SBE has set the opening of the 1989-90 school year as a time in which all of the LEAs must have
an alternative education program. Getting a head start on the effort is the DeKalb LEA which has
an Appalachian Regional Commission grant and local funds making available "ASchool" providing
referred students an immersion of academic instruction, behavior modification and responsibility
development. Major objectives: reduce absenteeism and the dropout rate. They are already seeing
a reduction in the absenteeism rate and anticipate seeing reduced dropout rates in a few years;
improved learning atmosphere and discipline; and improved grades/attitudes. (Alabama Education
1/89)
At the 2/98 meeting of the SBE received status reports on the LEAs' implementation of alternative
schools as an approach for at-risk students as well as a report on incentive programs from the Task
Force for Improvement of Achievement in School Programs. (Board Briefs, 2/9 and Alabama
Education 3/89)
See the 3/89 issue of Alabama Education for state programs addressing parental involvement,
extended day programs, child-care, tutorial programs and programs to build self-esteem.
State health officers say teens are getting wrong "sex messages" form television and other sources.
Cited: 30% rise in births to state girls younger than 15. Suggestions: Parents, churches, schools
should counter misinformation, discourage sexual activity. (USA Today 4/20)
The State Department of Education's Division of Disability Determination is the state agency
addressing the needs of the homeless. They have contacted the various agencies and organizations
providing services and determined the following needs: 1) individuals who provide direct services
to the homeless need education on the social security disability programs; and 2) special attention is
required when processing disability claims of someone who has no permanent address. (Alabama
Education 9/89)
Interest appears to be growing rapidly in the state for passage of a no pass/no drive bill which
would deny licenses and learners' permits to dropouts and revoke licenses/permits of those who
had them prior to dropping out. (Alabama School Journal, 9/15)
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Talladega County schools have had a battle going on for ten years. War was declared on truancy.
In 1987 they formed a "Stay in School Task Force" which brings together the 2 school system in the
county, law enforcement agencies, local citizens, community agencies and the chambers of
commerce. The task force enacted a 3-part truancy prevention plan. The first establishes guidelines
for law enforcement officials in handling of suspected truants, the second is a plan for community
involvement encouraging local citizens to report suspected truants to the police, and the third enlists
the support of local businesses who have agreed not to serve school-age children during school
hours. Another interesting aspect of the plan involves the cooperative efforts between the school
systems and the juvenile courts in which the juvenile judges request meetings with parents of
students who have missed 20 or more days of school for nonmedical reasons. How is it working?
In 1977 more than 7% of the students missed 20 or more days, now the number has been reduced
to 5% and 12% of the students had perfect attendance last year. (Alabama Education 12/89)
CHOICE
Hunt plans to ask his Education Study Commission to examine the concept of Choice for the state.
(EdWeek 3/22)
CURRICULUM
Vice principal of the elementary school in Sumiton has addressed concerns about the American
students' abilities in math by having math instruction incorporate Japanese instructional system
called Kumon Method. System lets children progress at their own pace through repeated drill and
practice. The system started only 6 months ago but they are already claiming increased
achievement levels of the students and higher student self-esteem. (EdWeek 5/17 and Alabama
School Journal 6/16)
Mountain Brook schools began a policy in 9/89 of secondary English teachers teaching no more
than 80 students per day. The resulting average class size of 16 enables the teachers to provide
more individualized instruction, devote more time to reading and correction of student work, and
strengthens the schools emphasis on the writing process. The system policy also has a goal of
assuring that each student is reached with an interactive classroom model. The research which they
had done on the class size indicated that reducing class size by itself was not the issue; rather it is
how class size affects other activities in the classroom. When combined with the mode of
instruction the reduced class size is powerfully effective. The plan also calls for establishing
guidelines for reducing average class size in other academic disciplines until an average of 20 per
class is reached-all with the purpose of providing more individualized instruction. (Álabama
School Journal 8/25)
Dallas County schools are initiating several programs that are funded by grants received from the
International Paper Company Foundation's Education and Community Resources (EDCORE). School
districts which participate are eligible to apply for three types of grants--school project grants and
teacher fellowship grants, which focus on critical thinking skills, under the theme of Learning By
Thinking; and open opportunity grants which allow LEAs to address issues of their choice. Schools
in the county have the following projects underway: Parents as Partners in Math Discovery;
Thinking with the Gifted and Talented; Parents as Partners in Scientific Discovery; Thinking with
Maps; Critical Thinking in Physics; Computer-Assisted Prevention Programs for At-Risk Students;
and early intervention. (Alabama Education 10/89)
The secondary school principals in the state are continuing with their emphasis on the curriculum
for the future. (Alabama Education, 12/89)
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EARLY CHILDHOOD ISSUES
Education officials expect 7% drop in fall '90 kindergarten, 1st grade enrollments. New law says
child must be 5 for kindergarten, 6 for 1st grade by Sept. 1, not Oct. 1. (USA Today 11/6/89)
New law passed by the legislature in the 1989 session changes the age at which a child may enter
school beginning with the 1990-91 school year. Students entering kindergarten next year must reach
the age of 5 on or before 9/1/90. Students entering the 1st grade must reach the age of 6 on or
before the same date. The purpose is to make entrance requirements uniform. (Alabama
Education, 11/89)
EDUCATION STATISTICS
The dropout rate in 1986 was 32.7%. (Alabama School Journal 9/15)
FINANCE
Speaking at a business conference in Birmingham, Teague called for a new National Economic
Education Act, similar to the post-Sputnik efforts. Under the plan funds would be provided from
the federal government to the states to enhance student achievement and instruction in math,
science, high technology, foreign languages, economics and geography. He patterned his proposal
after the NDEA. He has sent his proposal to the Alabama congressional delegates. (Alabama
Education, 4/89)
State will deplete their reserve by spending $21 million to improve education. (USA Today 5/10)
NEA report indicates that Alabama per pupil expenditure is $2,915, far below the national average
of $4,509. (Alabama School Journal, 6/30)
Montgomery Co. Schools Supt. Dewayne Key plans to sue the state because the amount of money
spent per students can vary by $1,700 yearly depending on wealth of district. Huntsville spends
$4,200, Butler Co. less than $2,500. (USA Today 8/9/89)
Lawmakers must find $45 million to help bridge gap between rich, poor districts says state school
Supt. Wayne Teague. State per pupil spending is among lowest in US. (USA Today 10/25/89)
SDE report on the above comments from Teague indicate that he announced a plan on 10/24 to
close the gap between the state's wealthy and less wealthy school systems. PROJECT LIFE (Local
Incentive Funding for Equity in Education) is an incentive program which will provide greater
equity in educational funding by increasing the level of local support for education. The plan
creates equity in funding by varying the amount of monies available depending on the system's
economic condition.
In developing the plan the SDE staff members considered the economic conditions under which
each of the state's school systems operates and found that the conditions vary greatly. Teague feels
this necessitates the state taking a leadership role in closing the gap between the systems. The
amount of local revenue in ADA provided school systems ranges from a high of $2276 to a low of
$152. Looking at a combination of local and state revenue the ADA than ranges from $4152 to
$1561. Teague's proposal calls for the legislature to fund an incentive-matching fund program for
LEAs with the potential to place more than $85 million in the hands of local educators. To tap the
incentive fund LEAs must generate additional local revenue unless the local revenues are above 22%
of the total state and local school budgets. The proposal creates a pool of state money that will be
used to guarantee a fixed amount of money for each school system in the state. The amount
guaranteed by the state varies depending on the financial condition of the LEA. The amount that
must be generated by the LEA also depends upon the relative wealth of the system.
The program calls for LEAs to be grouped into four different, homogeneous clusters as
identified by their economic index. The indices are to be updated every 4 years. The state will
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match, on a sliding scale, monies raised by the local school system. Target amount range from $50
per FTE in the wealthiest cluster to $200 per FTE in the poorest. All monies generated by
PROJECT LIFE will be above current state allocations but certain restrictions do apply to the use of
the incentive program funds: 1) they must be used first to correct any accreditation deficiencies; 2)
in the absence of deficiencies the funds may be used to address needs identified by the local needs
assessment teams; and, 3) in the absence of deficiencies and unaddressed needs, the funds will be
allocated to LEA boards for use as approved by the state Superintendent of Education.
An important feature of the plan is the method of determining the LEA level of effort and the
amount of money that will be provided by the state. The SDE-developed formula uses both
guaranteed amount per student and relative wealth of the system to determine both the system's
and the state's requirement. The plan has gained the SBE approval and will now undergo
legislative scrutiny before funding/implementation can become a reality. (Alabama Education 11/89)
Governor Hunt has made $14.2 million available to schools of the funds which had been set aside
in this year's education budget. The Governor announced that tax receipts earmarked for education
were sufficient to release the funds included as "conditional appropriations in the state's $2.4 billion
education budget this year. Of the funds $2.6 million will be used to reimburse LEAs for a state-
mandated 7.5% pay raise for teachers. The remaining will go for textbooks, capital improvements,
supplies and transportation. (EdWeek 9/27)
LITERACY
PARENTS
Talladega City elementary schools are working a new program this year called Parents Assisting
Child and Teacher (PACT) challenging parents to make a pact with the schools committing
themselves on the home level to help their children with school work. Parents commit to
overseeing homework, study, projects and programs of the child at the home level. A prepared
booklet suggests the guidelines for home support of education as ways to help develop the child's
self-esteem. Parents learn in the program how to motivate, encourage and challenge their child.
(Alabama Education 11/89)
RESTRUCTURED SCHOOLS
STUDENTS
Some state schools will use metal detectors, guards, drug tests this fall to combat drug, weapon use.
In Mobile county last year 146 students were suspended for weapons violations, 30 involving guns;
Montgomery county had 127 violations. (USA Today 8/14/89)
TEACHERS
New scholarship program is aimed at increasing the number of social studies teachers. Caroline
Lawson Ivery Scholarship Fund will award $2000 scholarships/loans to prospective social studies
teachers with outstanding academic records who maintain a 3.0 GPA, write an essay on why they
want to be a social studies teachers, and sign a letter of intent to teacher social studies in the state's
public secondary schools. (Alabama Education 2/89)
NEA cites the 1988-89 average teacher salary as $25,190, ranking them 37th in the nation. (USA
Today 3/23)
Teague has released information indicating a dire personnel shortage in all areas. Information came
from the state's required LEA-by-LEA needs assessment. Over 800 more teachers, 1400 more
administration/supervisory, and 1800 support personnel. (Alabama Education, 4/89)
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Joint NEA/Alabama teachers program designed to soften the problems of first year teachers will be
piloted in 8 school systems this fall. The Formative Assistance Program has proven successful on a
limited basis in the states school systems and the SBE recently approved the piloting. It is basically
a peer tutoring program of teachers helping teachers. The SDE plans to train 3 administrators from
each of the 8 systems who will in turn train experienced teachers in the concepts of the program.
(Alabama School Journal, 7/14)
The State Advisory Committee on Teacher Education and Certification voted in 11/89 to recommend
a change in the current teacher education standards by which a student's GPA is computed based
on all work attempted. In addition the committee is considering a review of the standards for
preparation of speech pathologists and audiologists to ensure employment of only qualified
personnel. (Alabama Education 12/89)
TECHNOLOGY
Teague notes that with the changing educational needs we may well be at a point where the "new
basics" may be problem-solving, computer science, television production, robotics and data base
management. State has taken steps toward the changes with Bessemer Educational Technology
System project to establish a model for utilization of technology in all facets of the educational
process. System is being phased in over a 3-year period beginning this year and can be replicated
in other LEAs throughout the state. Teague is stressing to the state's educators that when they
think about technology in the classroom they need to think about three ways of learning: through,
with and about; that the state needs to make a commitment of computer literate students by 1994,
achieved by a goal of a computer in every classroom. (Alabama Education, 2/89)
OTHER
Voters will decide in 6/90 if they want to join 20 other states in which English is the official
language. (USA Today 5/11)
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STATE ACTIVITY - 1990
STATE NAME: OKLAHOMA
GOVERNOR
In an attempt to bolster support for his education reform package - which has stalled in the
Senate - Governor Bellmon went to President Bush for support of the first state's major
education reform package since Bush's education summit. (EdWeek 1/10)
Governor Bellmon's budget request is contingent on passage of reform and revenue bill bogged
down in the Senate. Bellmon's proposed 1990-91 K-12 budget is $1.13 billion, a 27% increase
over the current funding level. The revenue package includes a 1/2 cent sales tax increase, a 1
cent corporate tax increase and a 10% increase in personal income tax. The budget sets aside
$35 million from the state's rainy day fund for voluntary school consolidation. If the bill fails to
pass the schools will receive $43 million above the 1990 level. (EdWeek 3/14)
As of 4/5 the budget request is still bogged down in the Senate, requiring a 2/3rds vote and
missing by a vote or two. (Telephone conversation a.m. 4/5)
POLITICAL SCENE
Candidates/Upcoming Elections:
Supt. Hoeltzel is running for the state Senate this fall and David Fisher, currently the head of
the SDE accreditation division, wants to replace Hoeltzel as chief. Concerned that Fisher's
interest in the elected position may raise conflict-of-interest charges, Hoeltzel has set restrictions
on his hours in which he may leave the office. (EdWeek 2/7)
With state economic troubles, Governor Bellmon (R) is stepping down. Nine democrats have
lined up for the race. (USA Today 3/7)
Republican Bill Price has launched his campaign for GOP nomination for governor. He has top
federal prosecutor experience in government corruption cases in the 80s. (USA Today 3/27)
Initiatives/Referenda:
Political Network:
Political Climate:
LEGISLATURE
Agenda Items:
Interim Committees:
Regular Session/Special Session:
House Minority Leader Joe Heaton says the extension of the special session is costly. Governor
Bellmon doesn't want to end the session dealing with school reform and taxes by 3/1. Regular
session begins 3/1. (USA Today 2/21)
Regular session and special session are running concurrently.
Session Summary:
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LEGISLATIVE BILLS
El/Sec. Issues:
Both the House and the Senate have passed major reform bills. Now the effort will need to be
directed to compromising the many differing positions in the two. School consolidation is one of
the sticky differences. (EdWeek 1/17)
Mammoth education reform bill includes: Higher accreditation standards; alternative schools;
competency and standardized testing; consolidation; curriculum design and implementation;
deregulation for high-performance schools; longer school day and year; mandatory full-day
kindergarten; merit pay; optional 4-year-old programs; interdistrict parental choice; public
education tenure provision; and teacher salary increases over five years. Implementation requires
passage of the tax increases. (Insights, 1-2/90)
Postsecondary Issues:
Legislative approval is needed for a 9% tuition hike for state colleges and universities approved
by the Regents for Higher Education. This is the 9th tuition hike in 11 years (USA Today 1/23)
Teacher Issues:
School Administrator Issues:
Governance/Accountability Issues:
School Finance Issues:
The legislature is in the compromise stage of working out a finance reform bill which would
raise state taxes by an estimated $230 million to fund a wide variety of education reforms.
Included are provisions for equalizing spending among the LEAs, teacher salary increases,
incentives for consolidation of small districts and expanded early childhood program. The
legislation is expected to cost $2 billion over 5 years. The snag that stalled the bill was an
attempt to attach an emergency clause which requires a 2/3rd majority vote. The amendment
squeaked by in the House but is stalled in the Senate. Senate leaders will not send the bill to
the Governor without the emergency clause amendment. The bill would seek equalization by
establishing targets for increasing the number of students who receive at least the average
amount spent on each student in the state, give additional weights in the formula to such groups
of students as those enrolled in special- or gifted-education programs. The bill also would allow
all four-year-olds in the state to attend early childhood programs for free and require all children
to attend kindergarten. The consolidation issue is causing a lot of debate as is the tax increase.
In addition to the above noted effort there are a number of constitutional amendments
proposed currently being considered by the legislators and expected to be voted on soon to
determine whether or not to place the amendments before the voters in late-March. (EdWeek
2/21)
Governor is disappointed in the report that 206 school districts say they'll cut services, personnel
if school reform, tax bill aren't enacted. Bill is stuck in the Senate where it doesn't have enough
votes to pass. (USA Today 3/30)
Restructured Schools/Choice Options Issues:
Vocational Education/Literacy Issues:
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Other:
STATE LEADERS
Governor Henry Bellmon (R)
Gerald Hoeltzel, State Superintendent of Public Instruction
Sandy Garrett, Secretary of Education and the Governor's Education Aide
Hans Brisch, Chancellor, State Regents for Higher Education
Senator Bernice Shedrick, Chair, Senate Education Committee
Representative Carolyn Thompson, Chair, House Education Committee
Penny Williams, State Senator, SEPS Coordinator
COURT CASES
ELEMENTARY/SECONDARY DEPARTMENT/BOARD/CHIEF
OTHER ELEM/SEC. ORGANIZATIONS
LOCAL DISTRICTS
NONPUBLIC EDUCATION
POSTSECONDARY
General:
Community Colleges:
Curriculum:
Finance:
State Regents budget request for 1990-91 totals $741.6 million, $532.2 million in state
appropriations (a 16% increase) and $209.5 million in revolving funds generated primarily from
tuition and fees (a 10% increase). They point to improvements which have been made toward
the four year plan now beginning its second year. So far they have increased faculty
compensation and positions, increased financial aid for students and an endowment program for
faculty chairs. They have also increased the library holdings, updated classroom and teaching
laboratory equipment and a scholarship program intended to attract top state high school
students to state colleges and universities. (Leader 12/89)
Governance:
Leadership, excellence and system efficiency are the three goals in a proposed mission-an-goals
statement for the state's higher education. The Regents will hold public hearings on the mission
statement through 3/90. The mission statement reads: "The mission of the OK state regents for
higher education is to build a nationally competitive system of higher education that will
provide educational programs and services universally recognized for excellence, expand the
frontiers of knowledge and enhance the state's quality of life." Included in the 1st goal-
leadership-is ethics, vision, public support and partnership. Included in the 2nd-excellence-is
academic excellence, free inquiry, access/success and social justice as well as cultural
advancement, economic advancement and research. The 3rd-system efficiency-focuses on
mission, centers of excellence and effectiveness and accountability. (Leader, 12/89)
Tuition/Fees/Aid:
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INTERNATIONAL EDUCATION
RURAL DISTRICTS/ISSUES
URBAN DISTRICTS/ISSUES
Tulsa Public Schools volunteer program was named 1 of 13 exemplary programs in the nation by
educator panel of National Research Council after an 18-month study. (USA Today 2/13)
VOCATIONAL EDUCATION
BUSINESS/INDUSTRY
PARTNERSHIPS IN EDUCATION
POLICY CENTERS/NETWORKS
TASK FORCES/COMMISSIONS/COMMITTEES
ACCOUNTABILITY/GOVERNANCE
Academic Bankruptcy:
Governance:
Statewide task force issued their report and recommendations in 11/89 urging that state
consolidation efforts be based on the LEAs ability to meet accreditation standards. Legislation to
affect the change requiring districts to consolidate if they do not meet certain standards, has
bogged down in the Senate primarily due to disagreement on the consolidation issue. Some
legislators want to require all LEAs that do not have full K-12 programs to consolidate at the
beginning of next school year. (EdWeek 1/10)
Performance Goals/Indicators
Outcomes
ADMINISTRATORS
ASSESSMENT/TESTING
80 educators in the state are drawing up standards for high school proficiency exams. This
year's 9th-graders will be first group that must pass to get diplomas; those who fail get
attendance certificates. (USA Today 1/11)
AT-RISK YOUTH
U.S. Department of Education has awarded 348 grants, totaling $9,445,912, to improve the
educational opportunities of the state's Indian children, youth and adults. Most of the awards,
ranging from $913 to $293,800, went to local educational agencies, tribally operated schools, BIA
schools for tutoring, remedial reading and math, counseling and guidance and Indian
cultural/heritage activities. Other grants went to tribes, Indian organizations and colleges or
universities to fund a variety of activities, including early childhood programs, dropout
prevention, adult education, training of Indian teachers and scholarships/fellowships for graduate
and undergraduate students. (Oklahoma Educator, 2/90)
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CHANGING ROLES
CHOICE
CURRICULUM
DISCIPLINE
EARLY CHILDHOOD
True to reports from other parts of the county, Oklahoma survey has found that low pay and
high staff turnover are undermining the caliber of child care. In their survey the turnover rate
was 44% for teachers and 60% for assistants between 1988 and 1989. More than 1/3rds of the
teachers and 2/3rds of the aides had been on the job less than a year. The survey also showed
that fewer than 10% of the teachers and assistants received full health coverage or life insurance.
(EdWeek 2/7)
EDUCATION STATISTICS/DEMOGRAPHICS
FINANCE/BUDGET
IMPROVEMENT/INCENTIVE PROGRAMS
LITERACY
MIDDLE SCHOOLS
MINORITY ISSUES
The Oklahoma City school board has asked the Supreme Court to review the lower court ruling
that overturned a ruling that the city displayed no discriminatory intent in their forced busing
for elementary schools. The desegregation ruling has left schools which were considered
segregated with no guidelines--just a declaration of unitary. (EdUSA 2/12)
PARENTS
RESTRUCTURED SCHOOLS
SPECIAL EDUCATION
STUDENTS
State. Regents for Higher Education have proposed requiring students to maintain a 2.0 GPA to
participate in extracurricular activities. The proposal will go to public hearings at the 25 state
colleges and universities and undergo a vote of the regents. (USA Today 3/27)
SUBSTANCE ABUSE
TEACHER EDUCATION
TEACHERS
TECHNOLOGY
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Oklahoma State University offers staff development programs for classroom teachers and
administrators. The Spring 1990 conference series addresses the issues of Technology Update for
Educators, Microcomputers and Science Education, and Improving Teaching at a Distance.
OTHER
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STATE ACTIVITY - 1990
STATE NAME: ALABAMA
GOVERNOR
Governor's state-of-the-state included a budgetary request for $1.71 billion for K-12 in FY 1991, a
9.6% increase over the previous year. Included in the proposal was $89.4 million to finance 7.5%
pay raise for teachers; $21.7 million to reduce pupil-teacher ratio in 1st grade; $10 million for 300
new school buses; $10 million for school building maintenance; $2 million for textbooks and $1
million for other classroom supplies. (EdWeek 1/17)
POLITICAL SCENE
Candidates/Upcoming Elections:
Current head of the state's NEA affiliate, Paul Hubbert is an announced candidate for the
democratic nomination for governor. In a recent meeting in the state Hubbert charged that the
state has an abundance of natural resources, the greatest people in the world, and a lack of
leadership. (Alabama School Journal, 2/2)
Gov. Hunt (R) will run again. He is facing the winner of a tight, five-way Democratic primary.
(USA Today 3/7)
Hubbert, one of 5 seeking the Democratic nomination for governor, is a former teacher raised by
poor cotton farmers. He took over the teachers' union in 1969 and has nearly doubled the
membership of the union since that time. In addition the budget has grown from $350,000 to
nearly $8 million. The political clout of the group is undeniable. Also aiding Hubbert's changes
is the fact that nearly a fourth of the state legislators are educators. In the teacher union he has
opened the policy-making process to every member rather than a selective few, merged the
union with the black teacher organization (Alabama State Teachers Union) and placed the head
of the group as the associate executive director of the new union, formed a political action
committee to support the campaigns of teacher-supportive candidates and took on political giants
such as Gov. Wallace to protect educators and education finance. A ghost which may come
back to haunt Hubbert results from the 1980s redistricting required by the Voting Rights Act
which occurred after the state had already redistricted and held elections. The elections were
declared invalid and new elections were ordered. State Republicans complied by holding
primaries to determine who would be legislative nominees. State Democrats, at the time led by
Hubbert and the black associate executive director of the new teacher's union, hand-picked its
nominees. Hubbert said the move was due to the party's desire not to put out the cost for
another election. The political backlash, however, is felt to have contributed to the election of
the first Republican governor in the state in 100 years when Guy Hunt was elected in 1986.
Also a minus for Hubbert is his failure to get higher property taxes passed as a way to help
bolster funds for education. Many of his educational proposals have focused on accountability-
such as his contention that colleges and universities should be required to provide additional
training at no cost to teacher education graduates who come to their teaching assignment
underprepared for the job. Hubbert has purposefully campaigned on a platform stressing other
issues than education to rid himself of the possible conception of a one-dimensional candidate.
He has mostly talked about better health care, better roads and economic-development efforts.
He has also called for a "workfare" program and prison reform. (EdWeek 3/21)
Initiatives/Referenda:
Political Network:
Political Climate:
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LEGISLATURE
Agenda Items:
Interim Committees:
Regular Session/Special Session:
Regular session opened 1/9
Session Summary:
LEGISLATIVE BILLS
El/Sec. Issues:
HB-- would require testing of employees suspected to use illegal drugs
SB--- would add 5 instructional days to the school calendar over a three-year period
SB 203 gives legislative support for community education programs which provide after-school,
Saturday and summer programs.
HB 641 exempts children who attended a four-year or prekindergarten education program
provided through public, private or church schools and who will be 5 on or before 10/1/90 from
school attendance requirements for kindergarten entrance as stated in the law passed by the
legislature last year
Postsecondary Issues:
Teacher Issues:
calls for a 8% pay raise for educators
allows transfer of tenured teachers two weeks into the school year killed
HB 624 authorizes teachers/board members/administrators of school systems to report suspected
drug or alcohol abuse of students and provides liability immunity for those reporting
School Administrator Issues:
Governance/Accountability Issues:
State senate killed a proposed constitutional amendment declaring an effective system of public
education "an essential function" of state government. Measure was drafted by the Attorney
General as a symbolic move to place education high in the public's eye. Attorney General is
running for governor. Alabama Constitution had such language until 1954 school desegregation
ruling at which time the language was replaced with language stating that "nothing in this
constitution shall be construed as creating or recognizing any right to education or training at
public expense".
The proposed amendment would also have prevented the legislature from cutting back or
prorating state education budget when tax revenues fell short. (EdWeek 2/28)
School Finance Issues:
House has approved a $2.7 billion school funding bill which provides full funding to reducing
class sizes over a 12 year period, contains an 8% cost-of-living raise for teachers and support
personnel, added guidance counselors, and testing/assessment. (Alabama School Journal 2/16)
Restructured Schools/Choice Options Issues:
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HB 578 would allow student transfers between districts choice
Vocational Education/Literacy Issues:
Other:
STATE LEADERS
Governor Guy Hunt (R)
Wayne Teague, State Superintendent of Public Instruction
Joseph Sutton, Executive Director, Commission on Higher Education
Senator Chip Bailey, Chairman, Senate Education Committee
Senator Fred Horn, Chairman, Finance Committee
Representative Stephen A. McMillan, Chairman, House Education Committee
Marcia Plaster, SDE Education Specialist, SEPS Coordinator
Anita Buckley, Administrative Assistant to the Governor
COURT CASES
A watchdog group in the state (Best Education Support Team) has made the latest assault o the
majority white school board by filing a lawsuit alleging that the state did not seek clearance
from the U.S. Justice Department when it created the appointed board in 1975. Justice
Department clearance is required under the Voting Rights Act. Before 1975 the board was a self-
perpetuating body that appointed successors when members died or resigned. The Selma city
council also has voted to ask voters to approve a referendum creating an elected school board.
The school board members are currently appointed by the city council. (EdWeek 1/24)
ELEMENTARY/SECONDARY DEPARTMENT/BOARD/CHIEF
Dr. Teague has made his fiscal 1990-91 budget request to the legislature, asking for $1.9 billion.
This is $640 million over the previous year. Teague pointed to the priority areas resulting in the
net increase of the performance based accreditation system which will require the development of
materials and local school personnel training, facilities maintenance/capitol outlay, a 7% increase
for all school personnel, and added personnel required by the passage of the class size reduction
bill. In addition, increases reflect the result of a LEA survey of need disclosing the need for
special education, art and music teachers. He is also proposing $5 million to fund alternate
programs for at-risk youth.
Teague expressed several "major immediate concerns and initiatives" including student
assessment, professional education personnel evaluation, and leadership training. The Basic
Competency Tests in grades 3 and 6 are being revised to add a writing assessment in grade 5
and develop criterion-referenced tests for grade 2 and end-of-course tests in 3 upper level
subjects. Leadership and management training programs is another result of the accountability
system revision. (Alabama Ed. 1/90)
At the 2/90 meeting of the SBE reports were presented on the need for skilled workers in both
the apparel manufacturing industry and in construction. Recommendations for SBE action were
included with both reports and the construction report proposed establishing a program to
ensure an adequate supply of craftsmen in the future. The planning and implementation of the
program would be a cooperative venture between the SDE, LEAs and the construction industry.
The SBE asked for specific recommendations to be submitted to the March meeting. The board
also approved Teague's recommendation to establish a Division of Information and
Communications with the SDE and his appointment of Dean Argo as the director of the division.
Held over by the SBE was a recommended constitutional change for greater support of public
education in the state. (Alabama Education, 3/90)
ECS Clearinghouse
Page 3
April 5, 1990
FOR INTERNAL USE ONLY
OTHER ELEM/SEC. ORGANIZATIONS
LOCAL DISTRICTS
NONPUBLIC EDUCATION
POSTSECONDARY
General:
Community Colleges:
Curriculum:
Finance:
Governance:
Tuition/Fees/Aid:
INTERNATIONAL EDUCATION
RURAL DISTRICTS/ISSUES
URBAN DISTRICTS/ISSUES
Black students, demanding equal educational opportunity and an end to discrimination, occupied
Selma High School in 2/90. Protesters also occupied City Hall, held daily marches, boycotted
white-owned businesses and planned other strategies. Some protesting students were disciplined
and reassigned to an alternative school in the district. The basis for the disturbance was the
decision of the white-majority school board to not renew the contract of the black superintendent.
Similar black-majority nonrenewals of white superintendent contracts have also occurred. Also at
issues is a practice which is viewed by some as "neo-segregation" in the schools--a system of
tracking or ability grouping known locally as "leveling". When the superintendent moved to get
rid of the system the board moved to get rid of him. Racial tense must have been quietly
simmering for some time however the occupation was voluntarily ended at the request of the
superintendent. City officials were considering asking the state to take over the operation of the
school but the state has yet to receive a formal request to do so. Undeniably the issue has not
been solved, just staved off for now. (EdWeek 2/21)
Montgomery County schools opened new arts and academics magnet schools with the 1989-90
school year. Three separate schools offer options for K-9 students on a first-come first-served
basis. The type of opportunities offered include such things as foreign language at the
elementary level. Montgomery County has two high school magnets which have been operating
successfully for several years offering expanded curricula. Students must demonstrate high
academic and performing achievement for admission into one of the magnet schools but the
other is all-magnet. The schools offer an extended curriculum of arts and academic magnet
programs for qualifying students as well as comply with a federal court order to further
desegregate the Montgomery County Schools. Last year the magnet program received a boost
from a $1.5 million federal grant to aid in the start up to cover items such as computers and
science laboratory equipment. They have also applied for another $1.5 million federal grant to
help them run the program. (Alabama Education, 3/90)
VOCATIONAL EDUCATION
ECS Clearinghouse
Page 4
April 5, 1990
FOR INTERNAL USE ONLY
The State Board of Education has adopted new standards for all future employees of the state's
junior and technical colleges as well as limiting the pay scale/career advancement opportunities
of instructors in courses which would not allow the instructor to obtain a college degree. (AL
School Journal)
Attention is also being placed on the curriculum at the junior and technical colleges attempting
to assure that it stress minimum academic skills for all who graduate from the two-year system.
(Alabama School Journal, 2/16)
BUSINESS/INDUSTRY
PARTNERSHIPS IN EDUCATION
POLICY CENTERS/NETWORKS
TASK FORCES/COMMISSIONS/COMMITTEES
ACCOUNTABILITY/GOVERNANCE
Academic Bankruptcy:
Governance:
Performance Goals/Indicators
Outcomes
ADMINISTRATORS
At the 1/90 meeting the SBE passed a resolution continuing the delay of implementation for the
professional education personnel evaluation system for the LEAs citing time restraints. (Board
Briefs, 1/11)
ASSESSMENT/TESTING
AT-RISK YOUTH
CHANGING ROLES
CHOICE
CURRICULUM
At the 1/11/90 meeting of the SBE Dr. Teague recommended to the board that the health
education course be offered in grades 9-12 instead of 7-12 as one-half credit of health education
is required for graduation and students may earn Carnegie units only in grades 9-12. (Board
Briefs, 1/11)
Following a report issued at the 2/90 meeting of the SBE by an organization primarily concerned
with preserving and protecting the American family, the SBE agreed to review all health
education curricula and materials currently in use by local school systems. (Board Briefs,
2/8/90)
DISCIPLINE
EARLY CHILDHOOD
ECS Clearinghouse
Page 5
April 5, 1990
FOR INTERNAL USE ONLY
At the 2/90 meeting of the SBE one member expressed the need for after-school child care
programs and encouraged all LEAs to implement such programs, using existing exemplary
programs as models. (Board Briefs, 2/8/90)
EDUCATION STATISTICS/DEMOGRAPHICS
FINANCE/BUDGET
Under the state constitution Alabama can only spend as much on education as it collects in
income and sales taxes. (EdWeek 3/21)
IMPROVEMENT/INCENTIVE PROGRAMS
LITERACY
MIDDLE SCHOOLS
MINORITY ISSUES
Federal judge has approved a consent decree with the Montgomery public schools which requires
the LEA to maintain existing programs for at-risk students, to strengthen a voluntary student
transfer program and to renovate 9 schools that enroll predominantly black student populations.
The decree could free the school system in 3 years from federal court supervision from its long-
running desegregation case. The agreement had been signed in 1988 but was delayed with
concerns about the cost of the renovation. A study revealed that the cost would be only about
$1.1 million for the LEA. Other aspects of the consent decree have already been implemented.
(EdWeek 3/14)
PARENTS
RESTRUCTURED SCHOOLS
SPECIAL EDUCATION
STUDENTS
SUBSTANCE ABUSE
TEACHER EDUCATION
At the last meeting of 1989, upon the recommendation of Dr. Teague, the SBE unanimously
adopted an emergency rule and announced intent to adopt as a regular rule requiring a score of
17 on the Enhanced American College Test Assessment for admission to a teacher education
program, or the present requirement of 16 on the American College Test or 745 on the SAT.
(Board Briefs, 12/14/89)
The above emergency rule was adopted as a regular rule as one criteria for admission to teacher
education at the 2/90 meeting of the SBE. (Board Briefs, 2/8/90)
TEACHERS
TECHNOLOGY
OTHER
ECS Clearinghouse
Page 6
April 5, 1990
FOR INTERNAL USE ONLY
KAPPAN
SPECIAL
REPORT
States Move Reform
Closer to Reality
BY CHRIS PIPHO
HEN THE National
Fifties rallied, the report of the National
reports had a consistency among them,
W
Commission on Excel-
Commission and the dozen or SO other
that they called for a broad range of re-
lence in Education
major reports that followed transformed
forms, and that they came with such
called for education re-
1983 into a watershed year for American
rapidity combined to move public opin-
form in A Nation at
education. It was the year we discovered
ion. Suddenly the parade was moving un-
Risk, it fell in at the head of a parade that
the term mediocrity, and the national re-
der the unifying banners of more rigorous
had already begun to take shape. Just as
ports were soon followed by hundreds of
standards for students and more recogni-
Sputnik became a symbol around which
reports from state-level task forces and
tion and higher standards for teachers.
the math and science reformers of the late
blue-ribbon commissions.
Education in the United States has al-
All this activity gave the media some-
ways been a state function, with a strong
CHRIS PIPHO (University of Colorado Chap-
thing to report, the public something to
tradition of local control. But suddenly the
ter) is director of the Information Clearing-
identify with, and state policy makers a
role of the states took on a new meaning.
house, Education Commission of the States,
cause to champion that was above ordi-
Ironically, this new surge of state involve-
Denver.
nary political bickering. That many of the
ment in and control of education was
DECEMBER 1986
K1
Illustrations by Andrea Eberbach
strongly influenced by the federal govern-
nomic policy. While this report included
make Mississippi competitive with other
ment and by the report of Secretary of
some of the same recommendations as
states in the South. He stressed the need
Education Terrel Bell's task force.
the reports of other national panels, it al-
for education and economic levels to rise
However, the move toward stronger
SO recommended that governors appoint
together, and he was credited with mak-
state control over education did not get its
their own task forces and work with other
ing 82 speeches between June and De-
original impetus from the events of 1983.
state policy makers to create a broader,
cember 1982 in order to push the legisla-
A stronger state role in education first be-
more effective partnership for improving
tion. His staff gave another 532 speeches
came visible in the accountability move-
education in their states.
on the subject during the same period.
ment of the early Seventies. This was fol-
lowed by a second wave of increasing
state control as a result of the school
THE RECORD OF REFORM
1983
finance court cases filed in the early
California. In the summer of 1983 the
Seventies. All this activity seemed to point
N THE EARLY stages of the reform
California legislature enacted and the
to the need for more centralization of cur-
I
movement, states approached the
governor signed SB 813, a major reform
ricular decisions and of school finance at
perceived need for change with
law that made more than 80 changes in
both the elementary and secondary lev-
sweeping legislative mandates. In
the education code designed to improve
els. Throughout the Seventies lower stu-
some states these were single laws
K-12 education. The package included a
dent achievement, as identified by declin-
(though some ran as long as 100 pages);
merit pay (mentor) program, incentives to
ing scores on standardized tests, prompt-
in other states reform packages consisted
lengthen the school year from 175 to 180
ed a call for more state-level assessment
of collections of many bills enacted at the
days, incentives to lengthen the school
programs and more state laws dealing
same time. The media found it easy to re-
day, higher starting salaries for teachers,
with minimum competency.
port on these legislative efforts because
consolidation of regular and special trans-
Most of these moves toward stronger
both the content and the process were
portation programs, mini-grants for teach-
state control originated outside the edu-
highly visible.
ers to improve classroom instruction, and
cation establishment. Indeed, organized
Meanwhile, state boards of regents
a pilot program to reward high schools for
education groups often vigorously op-
and state boards of education were also
improved student achievement.
posed accountability programs and state-
mandating changes. But, since these
Florida. In the summer of 1983 the
level testing of students. Meanwhile, the
changes often consisted of altering rules
Florida legislature passed a collection of
collective bargaining movement grew,
and regulations, they were formulated
reform laws. The most influential was SB
and organized education focused most
slowly, over a period of months, and so
6B, known as the Raise Bill. Gov. Robert
of its attention on labor relations. There
received less coverage in the press.
Graham played a major role in the one ex-
seemed to be little interest in traditional
The big question is, Did the excellence
tended session and three special legisla-
education issues among the education
reports cause this state activity or did they
tive sessions that were required to pass
groups. Academic standards made no
merely report and reflect the mood of the
this bill. Included in the reform were per-
visible turn upward in the Seventies, and
times? State reforms enacted in 1983 (or
formance standards for each academic
the seeds of the reform movement were
before) were probably under way before
course in grades 9-12, increased funding
sown. Its green shoots broke ground in
the reports were released. In later years,
for a writing skills program, increased
1983 when a plethora of proposals made
however, the cause-and-effect relation-
course requirements for teacher certifica-
the need for reform visible to the Ameri-
ship between the reports and the reforms
tion at the high school level, a visiting
can public.
is likely to be much stronger.
scholar program to bring new blood into
Some of the highlights of state legisla-
the teaching force, the creation of 28
tive activity by year follow:
regional coordinating councils for voca-
FIRST REACTIONS TO REFORM
tional education, the creation of an in-
struction incentives council, work on a
EITHER THE individuals re-
1982
statewide merit pay plan for teachers, and
N
sponsible for writing the
Mississippi. A special session of the
the phasing out of all remediation pro-
reform reports nor the edu-
legislature, called in December 1982 by
grams at the postsecondary level by
cation establishment were
Gov. William Winter, led to the enactment
1990.
able to judge accurately the
of HB 4, one of the first omnibus reform
Arkansas. In a 38-day special session
depth and breadth of public support for
laws. Included in the legislation was a
devoted to education, which ended in
education reform. The next surprise was
state-supported kindergarten program, a
November 1983, the Arkansas legislature
the speed with which state policy makers
change in compulsory school attendance
enacted a series of laws that put the state
- especially governors - took up the
ages, a teacher aide program for reading
into the reform business. Act 89 called for
mantle of leadership.
in the first three grades, a package of sal-
holding students at the eighth grade un-
James Hunt, then governor of North
ary increases for teachers, fines for par-
less they could pass a competency test in
Carolina, saw the connection between
ents who did not comply with compulsory
the basic skills. Also included was a re-
education and economic growth. His
attendance laws, changes in school ac-
quirement that 85% of students in a dis-
Task Force on Education for Economic
creditation and teacher certification poli-
trict must pass the test - else the district
Growth, created by the Education Com-
cies, the establishment of a lay board of
would lose its accreditation. Another law,
mission of the States (ECS), was made up
education to choose a state superinten-
Act 76, created a competency testing
primarily of governors, business leaders,
dent of education, and increases in sales
program for teachers that required all
and educators, all of whom made recom-
and income taxes to raise the approxi-
practicing teachers to pass a general test
mendations about the relationship of edu-
mately 110 million new dollars needed to
of academic skills before their certificates
cation to the international competitiveness
pay for the reform package.
would be renewed.
of the U.S. and to the nation's overall eco-
Gov. Winter said that his goal was to
Gov. Bill Clinton first called the special
K2
KAPPAN SPECIAL REPORT
session of the legislature after the state
Gov. Richard Riley and Charlie Williams,
supported, mandatory, full-day kindergar-
supreme court had invalidated the school
state superintendent of education, led to
ten, a statewide core curriculum, a new
finance formula. In the last days of the
the enactment in early June of the Educa-
school finance formula, a 10% increase in
session, the governor went on television
tion Improvement Act of 1984. A one-cent
salaries for classroom teachers, a 17% in-
to keep pressure on the legislature and to
sales tax was included in the legislation to
crease for school administrators, a call for
explain to the public the need for testing
raise approximately $213 million for the
a career ladder for teachers and adminis-
teachers.
reform package. Some of the provisions
trators, a competency test for practicing
of the new law were higher academic
teachers, and an annual performance
standards for students, increased high
evaluation of all school employees. The
1984
school graduation requirements (from 18
new law also addressed testing for stu-
Tennessee. Following a long interim
to 20 units), an instructional day of no less
dents. It included a requirement that
study in late 1983 on the career ladder
than six hours, a school year of 180 days,
a school readiness instrument be ad-
program, Gov. Lamar Alexander called a
and no more than 10 absences a year for
ministered during kindergarten and early
special session of the legislature in Janu-
students without local board approval.
in first grade, that competencies be estab-
ary 1984. In March the now-famous ca-
The law also included a basic skills testing
lished for each student K-12, and that the
reer ladder law, SB 1, was enacted. Key
program for high school graduation, a pu-
use of norm-referenced and criterion-
provisions included at the time of pas-
pil/teacher ratio of no more than 30:1 in
referenced tests be increased at all levels.
sage were a five-step ladder, with ad-
mathematics, loans for students who wish
Massachusetts. In early September
vancements up the ladder tied to more
to teach in critical areas, an incentive pro-
1985 Gov. Michael Dukakis signed into
vigorous evaluation of teachers; a pro-
gram to reward outstanding principals, an
law a reform bill that was a scaled-down
bationary entry year for new teachers;
incentive program to reward school build-
version of a 1984 model. The new law
tougher standards for teacher training;
ing staff members for exceptional per-
substituted incentives for mandates and
and a program to provide teacher aides
formance, parenting classes for all com-
reduced the overall size of the package.
in the lower grades. The law also included
munities, an adopt-a-school program,
It included a reduced version of a school
a 10% across-the-board salary increase
and funding for building construction,
improvement advisory council, equal
for all teachers. Principals, assistant prin-
renovation, and property-tax relief. The
education opportunity grants for poor
cipals, and supervisors were included
reform package also called for a pre-
school districts, funds to help local dis-
in the career ladder program, and the
kindergarten program for 4-year-olds with
tricts raise starting salaries for teachers to
school year was lengthened by five days.
significant developmental difficulties.
$18,000, and state money to fund salary
To pay for these changes, the legislature
bonuses for experienced teachers. The
adopted a one-cent increase in the state
law also included a provision allowing a
sales tax.
1985
local government to reject funding from
Texas. A special legislative session
Georgia. In early March 1985 Gov. Joe
the state for these incentive items even
called by Gov. Mark White ended on 23
Frank Harris' Task Force on Education
if the local school board had approved
June 1984 with a major tax increase and
led to the passage (without a dissenting
them.
an omnibus education reform bill to its
vote) of the Quality Basic Education Act.
Missouri. In late spring of 1985 the state
credit. The 226-page HB 72 grew out of
This reform law carried a price tag of
legislature approved a reform law that
a full year's work by a governor's special
$231 million for the first year and made
created a career ladder program provid-
committee on school reform, headed by
provisions to phase in the program over
ing salary increases of up to $5,000 to
H. Ross Perot. The committee explored
four years with a budget tag in 1990 of
teachers at the top of the scale. It also in-
everything from teachers to career lad-
$700 million. The law provided for state-
cluded a requirement for local districts to
ders to changes in the governance of
establish programs to test students on
education. The new omnibus reform bill
what the state determined to be key skills
set up a four-step career ladder with a
and objectives. The law called for local
strong teacher evaluation component, in-
districts to implement written codes of dis-
itiated a management training program
cipline to protect teachers from liability,
for superintendents and principals, in-
created a training program for adminis-
cluded provisions for alternate routes to
trators, and raised minimum salaries for
teacher certification, banned social pro-
teachers. Teacher training was strength-
motion, and required a grade of 70% for
ened with a requirement that students en-
passing from one grade to the next. The
tering and leaving teacher training pro-
law also included statewide standards
grams would have to pass competency
of training for school board members, a
tests; a program to assist new teachers in
minimum competency test in the basic
8
their first two years on the job was creat-
skills for high school graduation, in-
ed, as was a tuition reimbursement plan
creases in beginning salaries for teach-
for those students who earn A's or B's in
ers, and - most controversial of all - a
college courses in their area of certifica-
limit on extracurricular activities during
tion. The new law made it easier for local
the school day, with student participa-
districts to raise money by allowing
tion tied to a 70% passing grade in all
boards to raise taxes in a political subdivi-
courses. This last provision has come to
sion by a simple majority vote rather than
be known as no-pass/no-play and has
by a two-thirds majority.
since been emulated in a number of
Oklahoma. In late summer of 1985
states.
Gov. George Nigh signed into law a re-
South Carolina. A yearlong effort by
form bill that increased overall spending
DECEMBER 1986
K3
for secondary schools by 20%. This new
Some states chose to approach the call
I.
Administration/Leadership
law included a call for reduction in class
for reform with a large omnibus bill; others
A. Training for school board mem-
sizes in grades 1-3, a norm-referenced
chose a collection of bills passed in the
bers
standardized test for students in grades 3,
same legislative session; still others tried
B. Changes in certification for ad-
7, and 10, and mandatory evaluation of
one of these approaches and failed. In
ministrators
teachers. The law also provided addition-
the last cases, the initial failure was often
C. Competency testing for all ad-
al funding for early childhood develop-
followed by more study and the introduc-
ministrators or for initial certifica-
ment programs and for small school
tion of new proposals, often in more than
tion
cooperatives.
one session. Meanwhile, in still other
D. Evaluation programs for adminis-
Illinois. In the summer of 1985 the state
states, the legislature enacted specific
trators
legislature and Gov. James Thompson
laws related to education reform in sever-
E. Establishment of principals'
approved a reform package that covered
al sessions, while the state board of edu-
academies and administrative
a broad range of topics. The most con-
cation or the board of regents also took
staff development programs
troversial was a plan to reorganize school
action on a continuing basis.
II.
School District
districts and consolidate some of Illinois'
Asking the governors to summarize the
A. Academic bankruptcy or curricu-
separate elementary and secondary dis-
activity in the states will yield a picture
lar accountability
tricts. The law included an administra-
different from the one that emerges from
B. Long-range planning (accounta-
tors' academy, a center for excellence in
asking state legislators or from asking
bility)
teaching, a program for handicapped stu-
state boards of education. Adding to the
C. Programs to lower class size and
dents from birth to age 3, a requirement
confusion is the fact that some states be-
target instructional resources
for local districts to set learning objectives
gan state-funded pilot projects with a few
D. District consolidation or reorgani-
for each student, a ban on social promo-
districts or colleges, while some profes-
zation
tion, and written school board policies on
sional associations or school board as-
III.
Early Childhood
discipline. The new law also required the
sociations also started programs with
A. Prekindergarten programs
state board of education to establish an
state support. At the institution or district
B. Mandatory kindergarten and/or
examination in the basic skills for initial
level, many programs were started with
full-day kindergarten
teacher certification and to work with local
existing funds. Assuming that all this ac-
C. Early intervention and programs
boards to strengthen procedures for the
tivity can be identified, then the problem
for at-risk or handicapped stu-
evaluation of teachers.
is to determine when the activity actually
dents
began, which items were enacted and
D. Prime-time programs and small-
1986
funded, which were enacted and not
er classes for early elementary
New Mexico. After similar reform
funded, which were enacted on a trial ba-
years
proposals had gone down to defeat in
sis (with or without sunset provisions),
IV. Finance
the last three legislative sessions, in the
which started with local funds or funds
A. Tax increases for reforms
spring of 1986 the New Mexico legisla-
from other sources, and SO on.
B. Funding innovations, especially
ture approved a comprehensive reform
For anyone who wishes to attempt a
incentive programs
package. The package included a plan to
summary of reform activity, the following
C. Teacher salary increases, career
eliminate tenure for teachers that includ-
outline of the topics touched by the re-
ladders, or merit pay programs
ed a host of requirements for local boards
form efforts in the states might prove use-
V. General
to carry out in doing SO. The tradeoff for
ful. A quick look at the topics reveals that
A. Adult literacy
eliminating tenure appeared to be higher
scarcely any aspect of the school ex-
B. Computers/technology
salaries for teachers (with a $2,200
perience has remained untouched.
C. Incentive programs for schools
across-the-board salary increase for all
and districts
certified personnel), lower teacher/pupil
D. Governance changes
ratios in the lower grades, and the gradu-
E. Changes in length of school day
al introduction of smaller class sizes in the
and year
higher grades in succeeding years. Cur-
F. Parental involvement
ricular requirements in the new package
G. Programs for special populations
included spelling out the eligibility re-
(gifted, handicapped, etc.)
quirements for student programs and a
H. Mandated discipline plans
mandated number of hours to be spent
I. Guidance/counseling
on basic skills in the primary grades.
VI. Postsecondary
A. Changes in admissions require-
ments
THE IMPACT OF REFORM
B. Efforts to improve quality of un-
dergraduate education
HE EDUCATION reform
C. Program consolidation
T
movement defies simplistic
VII. Students
summarizing. Attempts to de-
A. Programs for at-risk youth
scribe neatly what influenced
B. Changes in the curriculum
the introduction of reforms in
C. Increased requirements for high
each state and to describe the impact of
school graduation
those reforms on the schools can quickly
D. Competency testing
lead to a chart that devotes more space to
E. Academic recognition
footnotes than to displaying information.
F. Changes in policies regarding
K4
KAPPAN SPECIAL REPORT
placement, promotion/retention,
changed the distribution of credits within
ed in the state requirements as an option.
and remediation
their requirements for diplomas without
Oklahoma, Rhode Island, and Vermont
G. Home instruction
actually increasing the total number of
specify foreign language as a require-
H. Choice programs
credits required. Six states - Alabama,
ment for the college-preparatory track.
VIII. Teachers
Missouri, Oklahoma, Rhode Island, Tex-
Computer literacy is now a requirement
A. Instructional time
as, and Virginia - initiated college-
in six states: Louisiana, New Hampshire,
B. Teacher shortages
preparatory curriculum tracks, and New
Maine, New Mexico, South Dakota, and
C. Certification changes
Mexico will initiate one during the 1986-
Utah. Georgia offers computer literacy as
D. Preservice training
87 school year.
an option in its requirements; Rhode Is-
E. Alternate certification
The increased requirements span a
land and Texas require computer literacy
F. Competency testing/evaluation
range of specific subject areas. Mathe-
of college prep students; Oklahoma offers
G. Career ladder plans and merit
matics requirements were increased in 42
computer literacy as an option for college
pay plans
states: 25 changed from requiring one
prep students. Idaho, Illinois, and West
H. Staff development
year of math for graduation to requiring
Virginia indicate that one year of the math
I. Forgivable loans to attract new
two; six changed from two years to three;
requirements may be satisfied by com-
teachers
two changed from one year to three; eight
puter science. A number of other states
instituted specific requirements for the
encourage computer literacy but do not
first time. Thirty-four states changed their
require it for graduation.
UNIFYING THEMES OF REFORM
science requirements: 22 from one year
Comparing the "state of the states" in
to two; two from one year to three; one
the fourth year of reform with the recom-
F WE TRY to reduce state reform
from two years to three; nine from no re-
mendations of the National Commission
I
activity to its least common de-
quirement to some requirements.
in A Nation at Risk yields some interesting
nominator, we are left with the two
Eighteen states modified their lan-
results. The National Commission recom-
primary themes that I mentioned
guage arts requirements. Ten went from
mended four years of English; three each
above: more rigorous academic
three years to four; one from 3½ years to
of math, science, and social studies; two
standards for students and more recogni-
four; one from one year to four; one from
years of foreign language; and half a year
tion and higher standards for teachers.
one year to three; four instituted require-
of computer science. Fifteen states meet
Using these two themes as ways of or-
ments for the first time; and one state
the English guideline; 10 clearly meet the
ganizing some of the changes that have
decreased its requirement from six units
goal for math and one other could qualify;
taken place in the reform movement al-
to three.
four meet the science recommendation
lows us to gain some measure of control
Social studies requirements were
and one other is possible; 15 meet the
over the vast body of facts that constitute
changed in 26 states; most now require
social studies guideline; none meet the
each state's approach to reform. Even so,
two or three years of social studies for
foreign language requirement; and six
the evidence can lead to one conclusion
high school graduation. Two states de-
states require some kind of computer
only: a single number cannot adequately
creased their requirements.
science.
describe any aspect of the reform move-
Physical education and health require-
Other changes that affect students that
ment.
ments changed in 14 states. Most now re-
have come as a result of the education re-
Changes affecting standards for stu-
quire between one and two years of phys-
form movement have been less wide-
dents. Since 1980, 45 states and the Dis-
ical education. Foreign language is listed
spread. Since 1980, the school atten-
trict of Columbia have altered their report-
as a requirement in the District of Colum-
dance age has been changed in 15
ed requirements for earning a standard
bia. In Illinois, New Hampshire, Oregon,
states. Six of those states added years at
high school diploma, and these changes
and West Virginia, foreign language is list-
the end of mandatory schooling; six start
have almost universally been increases in
students younger; three do both.
required courses. Only Hawaii, Idaho,
Since 1980, the length of the school
Nebraska, and Wyoming have not cho-
year has changed in 13 states and the
sen to change their graduation require-
District of Columbia. Six states and the
ments, and Colorado is constitutionally
District of Columbia increased the length
prohibited from adopting textbooks or
of the school year; seven states de-
setting curriculum requirements state-
creased it. (The decreases are probably
wide.
the result of clarification between the
Thirty-four states and the District of
number of teacher/pupil contact days
Columbia had minimum requirements in
and the number of days in teachers' con-
1980 and have added to that number
tracts, along with clarification of weather-
since. Vermont has decreased its require-
related school closings.)
ments. Nine states previously had al-
The length of the school day has not
lowed school districts to determine most
undergone a major shift; generally, a
of the graduation requirements but have
school day is still about five hours long.
since instituted more state control: Con-
The majority of states have chosen to
necticut, Florida, and Wisconsin moved
encourage better use of school time by
from no indication of state control to some
limiting extracurricular activities that take
state control; Alabama, California, Illinois,
place during the school day and by re-
Maine, Massachusetts, and Minnesota in-
ducing interruptions. California offers
creased their already existing state con-
financial incentives to school districts that
trol over graduation requirements. Mary-
offer longer days and longer years.
land, North Dakota, and Rhode Island
Despite fears that education reform
DECEMBER 1986
K5
would drive large numbers of students
necticut and Delaware, a career structure
much state activity in education has already
out of the nation's classrooms, dropout
is awaiting official action, either by the
taken place and because SO much of the
rates have remained relatively constant
legislature or by the state board of educa-
ongoing state activity in education can be
over the last decade. However, increased
tion. And in Idaho, Nebraska, and South
associated with the reform movement, it is
high school academic requirements are
Dakota, legislation has been enacted but
possible to come to conclusions as diver-
sharpening the distinctions between
has not yet been implemented or has not
gent as: the reform movement is nearly
vocational/technical schools, regular high
been funded.
dead, or the reform movement is alive and
schools, and college preparatory tracks.
growing. Evidence is available to support
Unless the more stringent academic re-
either stand.
quirements can be met by the tradition-
THE FUTURE OF REFORM
In "Why Was Reform Dead on Ar-
al vocational/technical curriculum, states
rival?," published in Education Week (29
may be forced to alter high school gradu-
OOKING BACK on three years
January 1986), Myron Lieberman says
ation requirements or vocational/technical
L
of reform activity leads me
that widespread disillusionment and dis-
curricula.
to ask some questions. Are
enchantment with the reform movement
Changes affecting standards and com-
things different in 1986 from
are just around the corner. He cites an in-
pensation for teachers. As a result of the
the way they were in 1983?
herent weakness in the movement: that
education reform movement, most states
What trends appear to be evident now that
there are many education groups that
have been actively reassessing the struc-
were not evident in 1983? Because SO
can, for their individual reasons, block re-
ture of the teaching profession, including
such matters as the requirements for cer-
TABLE 1.
tifying teachers, ways of recognizing and
States Requiring Testing for Initial Certification of Teachers
compensating good teachers, and ways
of introducing the concept of career lad-
(August 1986)
ders into the teaching profession.
Only 12 states - Hawaii, lowa, Loui-
State
Enacted
Effective
Test Used
siana, Michigan, Minnesota, Montana,
Nevada, North Dakota, Oklahoma, Ver-
Ala.
1980
1981
State
mont, West Virginia, and Wyoming -
Ariz.
1980
1980
State
have yet to actively address the structure
Ark.
1979
1983
NTE*
of teaching careers. Two states - Florida
Calif.
1981
1982
State
and Tennessee - currently have state-
Colo.
1981
1983
California Achievement
wide career structures in place, as does
Conn.
1982
1985
State
the District of Columbia. Thirteen states -
Del.
1982
1983
Preprof. skills
Alaska, Arizona, California, Colorado,
Fla.
1978
1980
State
Idaho, Maryland, Massachusetts, New
Ga.
1975
1980
State
Jersey, New York, Pennsylvania, Rhode
Hi.
1986
1986
NTE
Island, Utah, and Wisconsin - either of-
III.
1985
1988
State
fer incentives to encourage local districts
Ind.
1984
1985
NTE
to develop local career plans for teachers
Kan.
1984
1986
Undetermined
or have passed permissive legislation that
Ky.
1984
1985
NTE
allows districts to design such plans.
La.
1977
1978
NTE
Nearly all districts in Utah are participat-
Me.
1984
1988
NTE
ing in the incentive program.
Md.
Pending
--
Twelve states have taken a somewhat
Mass.
1985
Undetermined
Undetermined
more cautious (but still statewide) ap-
Miss.
1975
1977
NTE
proach than either Florida or Tennessee.
Mo.
1985
1988
Undetermined
Ten of these states - Illinois, Indiana,
Kentucky, Maine, New Jersey, North
Mont.
1985
1986
NTE
Neb.
1984
1989
Undetermined
Carolina, South Carolina, Virginia, Wash-
N.H.
1984
1985
NTE
ington, and Wisconsin - are pilot-testing
N.J.
1984
1985
NTE
a career structure for teachers. Two states
N.M.
1981
1983
NTE
- Alabama and Missouri - are phasing
in a career structure for teachers over a
N.Y.
1980
1984
NTE
period of years.
N.C.
1964
1964
NTE
Okla.
1980
1982
State
Comprehensive planning of statewide
Ore.
1984
1985
CBEST**
structural changes in the teaching career
S.C.
1979
1982
NTE and state
are being considered in 13 states: Arizo-
na, Arkansas, Colorado, Connecticut,
S.D.
1985
1986
NTE
Georgia, Kansas, Kentucky, Mississippi,
Tenn.
1980
1981
NTE
New Mexico, Ohio, Oregon, Texas, and
Tex.
1981
1986
State
Va.
1979
1980
NTE
Virginia. Meanwhile, refinement of the ca-
Wash.
1984
Undetermined
Undetermined and state
reer structure for teachers is currently tak-
ing place in New Hampshire and in the
Source: Clearinghouse Notes, Education Commission of the States, August 1986.
two states with full-scale structures in
*Formerly the National Teacher Exam.
place: Tennessee and Florida. In Con-
*Indicates California Basic Education Skills Test.
K6
KAPPAN SPECIAL REPORT
forms, while no one is really responsible
early days of the reform movement, it was
menting the reforms. In states in which
for making reform work. He goes on to
common to refer to education reform as
changes in governance accompanied
elaborate the ways in which the role and
an "open window of opportunity" - the
substantial changes in curriculum and
influence of interest groups, simple inertia
implication being that the window would
programs, the implementation of reform
on the part of the education profession,
remain open for only a short time and that
took on new levels of complexity. For ex-
and such legal obstacles as tenure laws
policy leaders would change their minds
ample, in the midst of writing new rules
will make it difficult to implement reforms.
and lose interest in education. If any one
and regulations for its package of re-
If we were to continue Lieberman's line
thing is clear since 1983, it is that the in-
forms, Texas had an interim state board
of reasoning, we could cite the following
terest of state policy leaders in education
of education, later replaced by a new
evidence that the reform movement is in
is not waning.
board. While this was going on, the staff
its death throes.
However, the reform movement is
of the state department of education car-
State legislatures have enacted fewer
changing. Many of those things that
ried a heavy responsibility for interpreting
omnibus reform bills in 1986 than in 1983
could be easily counted or could be
the reform laws for school districts.
and 1984.
changed with simple laws and regulations
It is probably fair to say that legislators
The economy will force states to
have probably been changed already.
and other policy makers in many states
abandon reform - watch Texas, Illinois,
Most state policy makers realize that
did not have implementation of reform on
Oklahoma, New Mexico, or any states
reform had to start with these simple
their minds when they wrote the laws,
whose economies are tied closely to oil
changes and that it will not end until they
rules, and regulations. State education
production or agriculture.
are assimilated at the classroom level.
agencies were not always ready or willing
Reforms have not changed what is
Implementation of education reform,
to assist local school districts. In some
happening in the classrooms; at that lev-
however, could be an ongoing issue. The
states, education agencies were left
el, it's business as usual.
implementation of these many changes
completely out of the reform movement,
New coalitions of groups are begin-
and the problems caused by their im-
in terms of budgetary needs and staff
ning to work actively against changes in
plementation could change the outward
changes. It appears that all state educa-
the governance or basic structure of edu-
appearances of the reform movement. Al-
tion agencies need more and better infor-
cation.
though this can be seen as the natural
mation on the impact of reform on local
Many of the governors who have led
evolution of reform, it may become the
school districts. The traditional yearly re-
the reform effort are leaving office this
only issue as state departments of educa-
porting of data from local districts must be
year; new leadership to carry on the re-
tion and postsecondary institutions at-
replaced by an in-depth analysis of in-
forms will be difficult to find.
tempt to make some of the changes man-
dividual school districts. State legislatures
If we wished to argue that the reform
dated by state legislatures.
will probably have to take a heavier hand
movement is alive and growing, then we
Looking back on the movement, it is
in legislative oversight and make use of
could cite all the activity by legislatures
possible to say that some states have had
some of the information gathered by state
and by state boards of education. In
an easier time than others. In fact, some
education agencies in order to make rec-
some ways, this overwhelming collection
states worried very little about the process
ommendations for modifying and refining
of state-level activity is unparalleled in the
and left the implementation of the many
the reform mandates.
history of U.S. education. Although the
rules and regulations up to the state
Most state education agencies will be
omnibus reform legislation is not as much
board of education. In Georgia, for exam-
searching for the proper mix of state and
in evidence today as it was two years
ple, the last activity of that state's blue-
local control as they implement reforms.
ago, the amount of activity among state
ribbon task force was to list the agen-
Making large changes in the structure of
boards of education has increased dra-
cies within the state department of educa-
education will certainly spark resistance
matically. In fact, were we to take account
tion that would be responsible for imple-
from special interest groups that have a
of all the activity in all the states, there
stake in maintaining the status quo. Sort-
would not be a single one that has not tak-
ing out honest needs and problems from
en some action since 1983. Between 200
those that are just an attempt to keep
and 300 state-level task forces have been
things the way they are will not be easy.
in operation since 1983 and have pro-
It is also possible that a new round of
posed many changes, some of which
court cases to guarantee equity could
have been adopted even as other state-
grow out of the reform movement. For
level activity was under way.
students, such a case could arise from
The sheer number of changes that
the no-pass/no-play rules; for teachers,
have taken place cannot be ignored.
from competency testing of practicing
When more than 30 states have taken ac-
teachers.
tion on career ladders, when more than
The long-term budgetary implications
40 states have changed high school
of the reform movement may also be cru-
graduation requirements, when testing
cial. When career ladders were started in
programs are increasing everywhere,
Tennessee and other states, no one had
and when changes in teacher training
accurate data with which to make esti-
programs and teacher certification proce-
mates of their cost. As the real costs of
dures are evident in nearly every state, it
career ladders become apparent, states
seems foolhardy to say that none of this
may well have to find new sources of rev-
will matter.
enue or look for cheaper ways of carrying
It is not likely that all these changes in
out the reforms. Perhaps the use of
the states will suddenly disappear, be
educational technology will increase.
repealed, or die for lack of funding. In the
AE
The overall problems and successes of
DECEMBER 1986
K7
the reform movement do not appear to
schools and colleges. Gov. Thomas
localities to raise property taxes again,
belong to any one state. But every state
Kean's "Listening to Teachers" project,
and this could boost public support for
will certainly need better information on
started for the Education Commission of
more choice.
how well the reforms are working and on
the States in 1985 in New Jersey, is now
Watch for new activity in curriculum
the need for changes to make them work
being replicated by other governors and
and testing, especially in efforts to relate
better. In California, the Policy Analysis
may help lead the way in this area. State
student achievement data to teacher eval-
for California Education (PACE) Project is
policy makers will also be more con-
uations and school board accountability.
a new endeavor that involves the state
cerned about making teaching a profes-
So far, most states have not carried out
legislature, the University of California at
sion. Some of this activity will be an out-
any mega-analysis of student test data.
Berkeley, and Stanford University. Using
growth of the career ladders, but some
Rather than release test scores by school
foundation support, the PACE Project has
will no doubt come about as a result of
and by district, states will have to find
already prepared reports on the condition
changes proposed by the Carnegie Fo-
more sophisticated uses for these data.
of education in California in 1984 and
rum on Education and the Economy and
Some of the ongoing national proj-
1985. And there are plans to compile
as a result of pressure put on states and
ects bear watching. Watch the Carnegie
benchmark data on the condition of edu-
local districts by the teacher shortage.
Forum panel and see how it brings to-
cation in the state and then follow the
State departments of education will
gether coalitions to support changes in
changes over a period of years. This may
continue to be caught in a crunch as they
the structure of schools. Also, watch the
serve as a model for other states to emu-
try to carry out the reforms on a shoe-
National Governors' Association as the
late.
string budget with a staff that was often
members of that group move into the next
hired to monitor the flow of federal dollars
four years of activity on their 1991 Project.
The education reform movement is not
rather than to track the implementation of
Either of these groups could bring about
dead. The movement will have a lasting
reform at the district level. Incentives may
a new coalition of educators and identify
impact on American education. The next
become the new wave of school finance
a new group of legislative and guber-
steps in the reform movement will proba-
legislation. The Connecticut Teacher Sal-
natorial leaders.
bly deal with some of the following activi-
ary Incentive Program (discussed in my
Right-wing special interest groups will
ties.
Stateline column in the September 1986
also try to influence the changing of the
The use of omnibus reform legislation
issue of the Kappan) layers incentives
guard in the reform movement. They will
has nearly come to an end. Perhaps one
upon incentives to entice local districts to
continue to challenge the rights of educa-
or two more states may take this ap-
raise starting salaries for teachers; it may
tors and others to speak for parents and
proach in their 1987 legislative sessions,
become a model for programs in other
taxpayers.
but it seems more likely that the reform
states. Watch for states that will be trying
movement will now come in smaller
to weave incentives into local district
As the reform movement enters its
pieces.
accountability programs, into long-range
fourth year, the attention of the public and
The slow economy could bring some
planning, and into higher student
of policy makers will shift to implemen-
changes in the reform mandates in states
achievement.
tation and its attendant problems. The
dependent on agriculture and the oil in-
Public interest in choice and vouch-
states will need to repair those parts of
dustry. It is unlikely that large parts of the
ers will continue to grow. It is not likely
the reforms that are not working and fine-
reform movement will be repealed, even
that any full-blown voucher programs will
tune those that are. Summaries of activity
in fiscally strapped states, but some parts
be adopted, but more variations of the
in the states will become even harder
of its implementation may be delayed or
Minnesota Plan or the Colorado Voucher
to compile as the locus of the reform ac-
scaled back.
Program for Dropouts should be expect-
tivity moves to the campuses, districts,
Local control will be a growing issue.
ed. The tight economy could force many
school buildings, communities, and fami-
The difficulties of school district reorgani-
lies. Higher standards for students and a
zation in South Dakota and Illinois are
higher-quality teaching force will become
cases in point. However, local school
the basic assumptions of the day-to-day
boards and postsecondary governance
operations of American education. When
boards that should have stronger voices
these changes have moved from desid-
in state control have not all been heard
erata to reality, the reform movement
from yet.
will have accomplished its most basic
Teacher testing for initial certification,
goals.
as well as for practicing teachers, does
not appear to be going away. Indeed, it
may become the centerpiece of the effort
REPRINTS
to raise standards for teachers. Look for
more states to require competency test-
You may wish to order reprints of
ing of practicing teachers.
this Special Report for classroom use
No-pass/no-play rules and higher
or for distribution to state legislators
academic standards for participation in all
and other groups. You may purchase
extracurricular activities will continue to
50 copies of this report for $15 or 100
copies for $25. Call Terri Hampton at
proliferate. It appears that the courts will
812/339-1156 or write Special Re-
uphold the Texas law, and it is likely that
ports Reprints, Phi Delta KAPPAN,
other states will copy this form of legisla-
P.O. Box 789, Bloomington, IN
tion.
47402.
Look for more sensitivity on the part
of state policy makers to the needs of
K8
KAPPAN SPECIAL REPORT
Staff Contacts
Frank Newman, President
Rexford Brown, Director of Communications
Dolores Dowdle, Director of Administration
Chris Pipho, Director of State Relations
Kay McClenney, Director of Policy and Programs
Dee Green, Assistant to the President
Programs and Policy Studies (primary area of responsibility)
Beverly Anderson (Re:Learning/Restructuring)
Jane Armstrong (Assessment/Re:Learning/Restructuring)
Judy Bray (Re:Learning/Assessment)
Brooke Beaird (Campus Partners in Learning)
Van Dougherty (At-Risk Youth/Re:Learning)
Joni Finney (Higher Education)
Jim Gonzales (Interstate Migrant Education Council)
Lisa Hicks (Campus Compact)
Barbara Holmes (Literacy/Minority Teachers)
Aims McGuinness Jr. (Higher Education)
Robert Palaich (At-Risk Youth/Re:Leaming)
Christine Paulson (Higher Education)
Jack Perry (Interstate Migrant Education Council)
Susan Stroud (Campus Compact)
James Walsh (Campus Compact)
Laina Warsavage (Campus Compact)
State Relations and Clearinghouse
Melodye Bush (Clearinghouse)
Peggy Carle (Commissioner/State Relations/ALPS/SEPS)
Mary Fulton (Clearinghouse)
Carolyn Hickey (Washington Liaison)
Jennifer Wallace (Clearinghouse)
Communications
Arleen Arnsparger (Public Relations)
Kim Moyer (Public Relations)
Holly Coco (Public Relations)
Andrew Rooney (Writer)
Sherry Freeland Walker (Publications)
Administration
Don Cardinale (Central Services)
Judith Feather (Publications Distribution)
Lorna Franklin (Personnel)
Gayle Prior (Finance Services)
Jeff Smith (Data Processing)
JoAnne Wilkins (Data Processing)
Funding
A mixture of state fees, state contracts and foundation and federal grants and contracts
provides ECS with approximately $6 million each year.
Offices
Headquarters
Washington,
Campus Compact Project
707 - 17th Street, Suite 2700
248 Hall of the States
Brown University
Denver, Colorado 80202-3427
444 N. Capitol N.W.
85 Brown Street, Suite 209
303-299-3600
Washington, D.C. 20001
Providence, Rhode Island 02912
FAX: 303-296-8332
202-624-5838
401-863-1119
FAX: 202-624-5438
EDUCATION COMMISSION OF THE STATES
ecs
State Leaders Committed To Improving Education
Garrey E. Carruthers, 1989-90 Chairman, Governor of New Mexico
Frank Newman, President
Purpose
Created in 1965, ECS is an interstate compact that helps state leaders improve the
quality of education. ECS conducts policy research, surveys and special studies; main-
tains an information clearinghouse; organizes state, regional and national forums; pro-
vides technical assistance to states; and fosters nationwide leadership and cooperation in
education.
ECS priority issues include restructuring schools for more effective teaching and learning,
addressing the educational needs of at-risk youth, improving the quality of higher educa-
tion, and ensuring the full participation of minorities in the professions by ensuring their
full participation in education.
Primary
Governors, legislative leaders and their senior policy aides; chief state school officers;
Constituents
state higher education executive officers and their senior policy associates; members of
state education boards; leaders of local schools; campuses and governing bodies; and
others appointed by governors as ECS commissioners.
Leaders
The 1989-90 ECS chairman is New Mexico Governor Garrey E. Carruthers, and the
chairman-elect is Governor Booth Gardner of Washington. Frank Newman serves as
president of the commission.
Governing
Forty-nine states (all but Montana), the District of Columbia, Puerto Rico, American
Structure
Samoa and the Virgin Islands have passed legislation to join ECS. Every jurisdiction
pays an annual fee to ECS, and is represented by seven commissioners, most often the
governor, a member of the house, a member of the senate and four others appointed by
the governor.
Outreach and
Advanced Legislative Program Services in Education (ALPS). Periodic conferences,
Network
co-sponsored with the National Conference of State Legislatures, enable state legis-
Programs
lative leaders to share information and talk with experts about education issues.
State Education Policy Seminars (SEPS). Education seminars, co-sponsored with the
Institute for Educational Leadership, involve a wide range of leaders in 42 participating
states.
Advisory Commissioners Network. Representatives of the nation's leading education-
related organizations participate in ECS as advisors, as links between ECS and their
organizations, and as collaborators on education issues that cross several organizations.
Special Networks. Separate networks for governors' aides and legislative aides help
these key people to keep in touch with their counterparts. ECS directories and special
meetings offer further support.
Publications
State Education Leader. A quarterly review of issues and happenings in education and
politics.
Periodic reports on elementary, secondary and higher education finance, governance and
legal issues.
Officers
Garrey E. Carruthers, Chairman; Governor of New Mexico
Shirley Gold, Vice Chairman; State Senator, Oregon
Booth Gardner, Chairman-Elect; Governor of Washington
Rudy Perpich, Immediate Past Chairman; Governor of Minnesota
Nira Hardon-Long, Treasurer; Chairman, Board of Trustees, University of the District of
Columbia
ecs
clearinghouse notes
Federal Head Start Funding - Cross State Data as of 2-2-90
Federal
# children
allocation
% eligible
State
served
(in millions)
served
Alabama
11,252
20.0
--
Alaska
1,625
2.29
--
Arizona
3,500
9.36
--
Arkansas
6,061
11.7
20
California
34,748
103.1
18
Colorado
4,702
9.8
--
Connecticut
4,221
--
--
Delaware
912
2.27
1
Florida
14,000
30.0
20
Georgia
11,000
25.6
--
Hawaii
1,374
4.1
--
Idaho
1,600
3.0
17
Illinois
25,823
55.9
29.6
Indiana
6,954
15.6
-
Iowa
3,716
7.95
-
Kansas
3,800
6.7
44
Kentucky
10,552
21.7
20
Louisiana
10,563
23.8
17
Maine
2,388
4.4
--
Maryland
5,728
3.4
16
Massachusetts
7,400
23.0
16
Michigan
20,197
45.4
28
Minnesota
6,632
12.0
30
Mississippi
23,000
50.0
85
Missouri
8,780
18.7
26
Montana
1,177
2.7
--
Nebraska
2,044
4.5
9.2
Nevada
585
1.5
--
New Hampshire
772
2.0
-
New Jersey
9,681
30.6
17.3
New Mexico
3,674
6.7
--
New York
24,259
81.5
-
North Carolina
10,533
23.3
-
North Dakota
707
1.6
--
Ohio
22,175
45.2
32
Oklahoma
10,000
16.0
83
Oregon
2,916
8.5
2
Pennsylvania
17,000
47.0
20
Rhode Island
1,358
3.5
--
South Carolina
6,897
14.0
-
South Dakota
1,097
2.5
-
Tennessee
10,000
14.8
17
Texas
23,121
52.1
17
Utah
2,069
4.6
-
Vermont
871
2.07
20
Virginia
5,529
15.4
--
Washington
6,316
14.0
17
West Virginia
3,861
9.2
--
Wisconsin
7,922
16.1
--
Wyoming
684
1.4
--
(Data Sources: Bank Street College of Education (1988) Public School Early Childhood Study: The State Survey and
Council of Chief State School Officers (1988) State Profile: Early Childhood and Parent Education and Related Services
Education Commission of the States
1860 Lincoln Street, Suite 300
Denver, Colorado 80295
ecs
clearinghouse notes
SOME INDICATIONS OF STATE EDUCATION REFORM ACTIVITY
GENERAL
Compulsory school age was lengthened in 15 states: 9 states required students to start at a
younger age (DE, FL, KY, MA, MS, OK, SC, VA, WV); 8 states required students to stay in
school longer (AR, LA, ME, MD, MS, OR, SC, and WA); 2 states did both (MS, SC).
(Source: ECS Clearinghouse Notes)
Six states mandate kindergarten attendance by children (AR, DE, FL, LA, SC, SD); 33 states
mandate that districts offer kindergarten (Source: ECS Clearinghouse Notes)
Eleven states (AR, CO, ID, IN, IA, MS, NB, ND, OH, OK, and TN) have increased the length
of the school year since 1983. (Source: ECS Clearinghouse Notes)
STUDENTS
High school graduation requirements were increased between 1980-1989 in the following areas:
math = 42 states
science = 36 states
English/lang. arts = 18 states
social studies = 29 states
Additions to the graduation requirements by adding curricular areas from 1980-1989 were
follows:
foreign language = 1 year is required in D.C. and 4 states emphasize it as an optional
elective
computer science = required in 4 states, 3 states indicate computers as an optional
elective, 4 states require demonstration of computer literacy prior to graduation
(Source: ECS Clearinghouse Notes)
Restrictions on students' athletic participation have been imposed in 13 states
(AL, AZ, CA, FL, GA, HI, IL, MS, NM, SC, TN, TX and WV) (Source: ECS
Clearinghouse Notes)
Restrictions on the students' driving privileges has been imposed in 5 states (WV, FL, LA,
TX, and VA). In these cases, if a student drops out of school prior to receiving a high school
diploma their drivers license will be revoked. (Source: ECS Information Clearinghouse Files,
articles attached)
TEACHERS
Passing a competency examination prior to receipt of an initial teaching certificate is now
required in 45 states. (Source: ECS State Education Leader, Winter 1989)
Twenty-five states have career ladders or incentive programs with state funding or assistance;
nine state programs are planning or under development. (Source: SREB Career Ladder
Clearinghouse, December 1988)
Education Commission of the States
1860 Lincoln Street, Suite 300
Denver, Colorado 80295
At least 18 states allow alternative routes to teacher certification. (Source: Education Week,
3/89)
ACCOUNTABILITY
At least 7 states (CO, GA, MA, NC, OR, SC, and WA) have programs which grant waivers
from state regulations to encourage improvement, innovation and grassroots responsibility at
individual schools. (Source: ECS Clearinghouse Notes)
At least 28 states require some form of annual public reporting of the public schools' progress.
(State Education Indicators: Measured Strides, Missing Steps, Center for Policy Research in
Education)
At least 9 states (CA, FL, IN, KY, LA, MO, PA, SC and TN) have programs that encourage,
recognize and reward school improvement and achievement through incentive programs.
(Source: CPRE Study, "State-Sponsored School Performance Incentive Plans: A Policy
Review")
Nine states (AR, GA, KY, NJ, NM, OH, SC, TX, and WV) now have provisions for state
intervention into the operation of school districts which are performing poorly. (Source: ECS
Clearinghouse Notes)
Source: ECS Clearinghouse
10/26/89
ecs
clearinghouse notes
STATEWIDE MANDATES ON STUDENT EXTRACURRICULAR
ELIGIBILITY
("No Pass/No Play")
December 1989
Alabama state athletic association approved new rules in 1987 which become a requirement for the local
school districts in the 1988-89 school year. Under the rule, any junior or senior high school student whose
grades in five classes average below a score of 70 will be barred from participating in extracurricular
activities.
Arizona legislature passed bill in the 1988 session which will force the local school boards to tighten their
policies by directing the State Department of Education to set statewide standards for student participation in
extracurricular activities in grades 6-12.
California legislation was signed in the summer of 1986 and went into effect on 1/1/87, requiring junior and
senior high school students to maintain a C average in "all enrolled courses" during the previous grading
period in order to participate in extra- or co-curricular activities.
Florida's reform bill, SB3, passed in 1983, established mandates for student to pass the competency testing
with a set minimum grade point average to participate in extracurricular activities as well as for graduation
from high school.
Georgia has State Board of Education rulings, modified in 1987 and again in 1989, established on the
standards of student performance for extracurricular participation. Under the modified regulations, students in
the sixth grade through high school must have passed 5 subjects of a required 6-subject load in the quarter or
semester immediately preceding. Added restrictions in the high schools relate to the number of accumulated
units a student has toward high school graduation. The board added a little more emphasis by establishing
suspension policies for the certificates of administrators or teachers violating the rule.
Hawaii requires a 2.0 GPA for students to participate in extracurricular activities.
Illinois legislature in 1986 established standards for student participation, which was rejected except as it
relates to the reporting of student accountability measures in the statewide report card.
Mississippi regulations require high school students to be able to demonstrate at the end of each semester an
average of at least 70 in courses leading toward graduation.
New Mexico's 1986 legislation mandated a 2.0 grade point average or its equivalent for the semester
immediately preceding to be eligible to participate in interscholastic activities.
North Carolina's Board of Education made changes in the rules governing interscholastic athletics academic
requirements in 12/89. The change will require students in 9-12 to pass 5 courses each semester and meet
promotion standards established by the school system. In grades 7 and 8 the student must meet state and
local promotion standards and maintain passing grades each semester. Regardless of the school organization
pattern, a student who is promoted from 8th to 9th grade automatically meets the courses passed requirement
for the first semester of the 9th grade.
South Carolina's 1984 Education Improvement Act requires students to pass at least four academic courses of
the required five in the preceding semester to participate in interscholastic activities.
Tennessee requires students to maintain a C average for participation.
Texas, likewise, requires maintaining a C average.
West Virginia enacted a requirement in 1/84 that students must maintain a C average to participate in
extracurricular or interscholastic activities.
Education Commission of the States
1860 Lincoln Street, Suite 300
Denver, Colorado 80295
ecs
clearinghouse notes
1989 LEGISLATIVE ACTIVITIES INVOLVING OPEN ENROLLMENT (CHOICE)
STATE
STATUS
Arizona
defeated
Arkansas
passed
California
holding legislative hearings in Fall 1989 on pending bills
Colorado
defeated
Georgia
legislature approved a study of the concept of open enrollment
Hawaii
defeated
Idaho
defeated
Illinois
study to be done by 1/90 on the open enrollment concept for Chicago
Iowa,
passed
Massachusetts
bill was deferred until Fall 1989
Michigan
SB 51 putting issue to a vote of public is pending; HB 4615 is still pending
Minnesota
passed regulation refinements
Mississippi
defeated
Missouri
defeated
Montana
in special session the legislature charged a Joint Legislative Committee on
Accountability & Quality in Ed. with studying the concept of choice
Nebraska
passed
Nevada
defeated
New Jersey
approved district pilots
New Mexico
defeated
New York
legislative hearings were held; no bill was introduced
North Carolina
hearings held but no bill was introduced
Ohio
passed
Oklahoma
held over for further study
Texas
bill was not even heard by committee; would need to be reintroduced
Utah
measure is intended for early graduation
Washington
passed measured is for dropout prevention
Wisconsin
defeated
/mb
12/29/89
Education Commission of the States
1860 Lincoln Street, Suite 300
Denver, Colorado 80295
i
ecs
V
clearinghouse notes
MINIMUM HIGH SCHOOL GRADUATION REQUIREMENTS: STANDARD DIPLOMAS
September 1989
(Numbers Refer to Years of Instruction)
S Y
EL
SS
M
S
P H
E
T
E
D E
EG
RN
T E
NA
OT
A
C
HE
L
O
N
A N
FR
EO
A A
G N
CU
T
I
Y A
E
T
A
T A
FA
FT
T R
LG
ID
H
E
L
C
A
C
EC
ED
EE
E
L
AI
N
E T
T
L
T
T
C
R
S A
LE
C
D H
I
E
0 M
TC
#
HR
S
E
V.
D
F E
I L
T
T
E
N
VA
o
S
S
OTHER
B
T
ES
Y
S
AL 1989
4
3
2
2
1.5
9.5
22
SBE
1988
1989
01
Advanced
4
4
3
3
1.5
4
2 foreign lang., 5 home/personal
Diploma
management
AK 1989
4
3
2
2
1
9
21
AZ 1989
4
2.5
2
2
9
5 free enterprise
20
SBE
1986
1991
02
AR 1989
4
3
3
2
1
6.5
5 fine arts
20
SBE
2/84
1988
03
CA 1989
3
3
2
2
2
13
04
Advanced
3
3
3
2
2
2 in same foreign lang; 1 fine arts
16
Diploma
CO 1989
05
CT 1989
4
3
3
2
1
6
1 arts or voc. ed.
20
Leg
1984
1988
DE 1989
4
2
2
2
1.5
6.5
19
SBE
7/83
1987
06
DC 1989
4
2
2
2
1.5
7
1 foreign lang., 1 life skills
20.5
BE
1984
1985
07
Advanced
4
2
2
2
1.5
1.5
1 foreign lang., 8 specialized prep.
23
Diploma
FL 1989
4
3
3
3
5
9
5 practical/exploratory VOC.
24
Leg
1987
1989
08
ed, .5 performing arts or
speech & debate, 5 life
management skills
Academic
4
2
2
2
15
1.5
2 foreign lang., 1 fine arts
Scholars
GA 1989
4
3
2
2
1
8
1 computer tech. and/or fine
21
SBE
4/87
1988
09
arts and/or VOC. ed, and/or
junior ROTC
Advanced
4
3
3
3
1
4
2 foreign lang., 1 fine arts, VOC. ed
Diploma
computer tech. or ROTC
HI 1989
4
4
2
2
1.5
6
5 guidance
ID 1989
4
2
2
2
1.5
6
3.5 (see note)
21
SBE
1988
1989
10
IL 1989
3
2
2
1
45
2.25
1.25
16
Leg
5/83
1988
11
IN 1989
4
2
2
2
1.5
8
19.5
SBE
9/83
1989
12
Academic
4
3
4
4
1
4 or 5 3 or 4 in foreign lang. (3 in 1 or
24
SBE
1987
1990
Honors
2 years each in 2)
LA 1989
1
13
KS 1989
4
3
2
2
1
9
21
SBE
1883
1989
Education Commission of the States . 1860 Lincoln Street, Suite 300 Denver, Colorado 80295
(Numbers Refer to Years of Instruction)
S Y
EL
SS
M
S
PH
E
T
E
D E
E G
RN
T E
NA
OT
A
C
H E
L
0
N
A N
FR
EO
A A
GN
C U
T
I
Y A
E
T
A
TA
FA
FT
T R
LG
ID
H
E
L
C
A
C
E C
E D
EE
E
L
AI
N
E T
T
L
T
T
C
R
S A
LE
C
D H
I
E
OM
TC
#
HR
S
E
V
D
F E
IL
T
T
E
N
VA
o
S
S
OTHER
B
T
E S
Y
S
KY 1989
4
2
3
2
1
7
1 (see note)
20
SBE
1982
1987
14
-Common-
5
2
6
1
1 foreign lang. in Adv. Placement
22
SDE
1985
1986
wealth
Diploma
LA 1989
4
3
3
3
2
7.5
5 computer literacy
23
SBE
6/88
1989
15
-Scholar
4
3
3
3
2
7.5
5 computer literacy
23
SBE
1986
1987
Program
Regents'
4
3.5
3
3
2
4.5
3 foreign lang., 1 fine arts
24
Bd of Reg 1983
1983
Scholar
ME 1989
4
2
2
2
15
3.5
1 fine arts
16
9/84
1989
16
MD 1989
4
3
3
2
1
5
1 fine arts,1 industrial arts/
technology ed., home ec., VOC.
ed. or computer studies
20
SBE
6/85
1989
17
MA 1989
1
4
18
MI 1989
5
Local board determines remaining
19
-Standard
(4)
(3)
(3)
(2)
(1)
(2 foreign lang./fine or performing
art of VOC. ed., .5 computer ed.)
-College
(4)
(3)
(3)
(2)
(1)
(At least 2 yr. foreign lang.)
Prep.
MN 1989
4
3
1
1
15
9.5
20
SBE
1982
1982
20
MS 1989
4
2
2
2
8
18
SBE
1985
1989
21
MO 1989
3
2
2
2
1
10
1 fine, 1 practical arts
22
SBE
3/84
1988
22
-College
4
3
3
3
1
8
1 practical arts; 1 fine arts
24
SBE
3/84
1988
Prep.
MT 1989
4
1.5
2
-
1
9.5
20
SBE
1988
1989
23
NB 1989
Local board determines
Leg
4/84
1991
24
NV 1989
4
2
2
2
25
8.5
1 arts/hum., 5 computer literacy
22.5
SBE
11/86
1992
25
NH 1989
4
2.5
2
2
1.25
4
4 (see note)
19.75
SBE
7/84
1989
26
NJ 1989
4
3
3
2
4
4
15 (see note)
21.5
SBE
09/87
1990
27
NM 1989
4
3
3
2
1
9
1 communication skills
23
SBE
1986
1990
28
NY 1989
4
4
2
2
5
(see note)
18.5
Reg.
1984
1989
29
Regents
4
4
2
2
5
(see note)
Diploma
Clearinghouse Notes . Education Commission of the States . 1860 Lincoln Street, Suite 300 Denver, Colorado 80295-0301 303-830-3603
(Numbers Refer to Years of Instruction)
S Y
EL
SS
M
S
PH
E
T
E
D E
E G
RN
T E
NA
O T
A
C
HE
L
0
N
A N
FR
EO
A A
GN
C U
T
I
YA
E
T
A
TA
F A
FT
T R
LG
I D
H
E
L
C
A
C
EC
E D
EE
E
I.
AI
N
ET
T
L
T
T
C
R
S A
L E
C
D H
I
E
OM
TC
#
HR
S
E
V
D
FE
IL
T
T
E
N
VA
0
S
S
OTHER
B
.
T
ES
Y
S
NC 1989
4
2
2
2
1
9
20
SBE
1/83
1987
30
-Scholars
4
4
3
3
2
-
1 VOC. ed., 1 arts education
22
SBE
9/83
1984
Program
ND 1989
4
3
2
2
1
5
17
Supt.
8/83
1984
31
OH 1989
3
2
2
1
1
9
18
SBE
1983
1988
32
OK 1989
4
2
2
2
10
20
SBE
1982
1987
33
College
4
2
3
2
4 from choice (see notes)
15
SBE &
1984
1988
Prep.
Regents
OR 1989
3
3.5
2
2
2
8
1.5
22
SBE
4/84
1988
34
PA 1989
4
3
3
3
2
5
2 arts/humanities
21
SBE
12/83
1989
35
RI 1989
4
2
2
2
6
16
1/85
1989
36
-College
4
2
3
2
4
2 foreign lang., 5 computer, 5 arts 18
Prep
SC 1989
4
3
3
2
1
7
20
SBE
7/84
1987
37
-Academic
4
3
3
2
1
7
2 foreign lang.
22
SBE
1986
Achieve.
Honors
SD 1989
4
3
2
2
8
5 computer. .5 fine arts
20
SBE
2/84
1989
38
TN 1989
4
1
2
2
1.5
9
5 economics
20
SBE
1988
1989
39
°Honors
4
3
3
3
1.5
2
2 in same foreign lang., 2 fine/visual 20.5
or performing arts
Honors(voc)
4
3
3
3
1.5
2
4 in same voc. ed. program
20.5
TX 1989
4
2.5
3
2
1.5/5
7
5 economics/free enterprise
21
SBE
9/84
1988
40
Advanced
4
25
3
3
1.5
2
(see note)
22
Program
UT 1989
3
3
2
2
2
9.5
2.5
24
SBE
11/86
1988
41
VT 1989
4
4
5
1.5
1 arts
14.5
Leg.
1986
1989
42
VA 1989
4
3
2
2
2
6
1 additional math or science
21
SBE
6/87
1989
43
1 fine or practical arts
advanced
4
3
3
3
2
4
3 foreign lang., 1 fine or practical arts 23
Studies
WA1989
3
2.5
2
2
2
5.5
1 occup. ed., 1 fine/visual
19
SBE
1985
1991
44
or performing arts
WV1989
4
3
2
2
2
8
21
SBE
1988
1989
45
WI 1989
4
3
2
2
2
13
Leg.
1984
1989
46
WY1989
1
Local board determines remaining
18
47
Clearinghouse Notes . Education Commission of the States 1860 Lincoln Street, Suite 300 . Denver, Colorado 80295-0301 303-830-3603
*SBE = State Board of Education Leg. = Legislature
NOTES
01 AL-Students must become computer literate through related coursework. A minimum competency test is required for graduation.**
02 AZ-Passage of a minimum competency test is required for graduation.
03 AR-Social studies options--3 units or 2 units social studies and 1 practical arts.
04 CA-State board has published "Model Graduation Requirements" to be used as a guide by local districts. These include specifics
in core subjects plus computer studies and foreign language. Dept. of Education has test and cut-off standards for early exist, with parental
approval. Passage of a minimum competency test is required for graduation. State has a suggested model of curriculum to guide local districts
advising students on requirements for college entry.
05 CO-Local boards determine requirements. State has constitutional prohibition against state requirements.
School accreditation requirements are a total of 30 units, appropriately covering language arts, social studies, science, math, foreign
language, fine/vocational/practical arts, health/safety and physical education.
06 DE-Passing the minimum competency test is required for graduation.
07 DC-Electives must include life skills seminar or students may pass a test in lieu of the seminar.
08 FL-Two of the science units must be in a lab. Beginning with the class of 1989, students must have a 1.5 grade point average to
graduate. Vocational students may substitute certain sequences of vocational courses to satisfy up to 2 of the requires credits in each of the
areas of English, math and science. The states junior and senior class students may receive dual credits for college courses. The state does
require passage of a minimum competency test for graduation.
09 GA--"Other" column: 1 fine arts, vocational education or computer technology, ROTC. Students who successfully complete 4 units in VOC. ed.
courses in addition to requirements receive a formal seal of endorsement by the SBE. Passage of a minimum competency test is required for
graduation.
10 ID-"Other" column: 5 each, reading, speech and consumer education and 1 humanities. Humanities will increase to 2 units after 1988 with a
total of 21 units. Practical arts may substitute for the 1 unit of the 2 units of humanities; total requirement remains the same with electives
decreasing. SBE requires either a C average, demonstrated competency in core curriculum on a junior class competency test, or adherence to
local district's achievement plan for graduation. State has available a competency test for optional usage by districts. If students pass the test
they receive a special proficiency endorsement on their diploma.
11 IL-"Other" column: .25 consumer education, 1 art, foreign language, music or vocational education. One year of math may be computer tech-
nology; 1 year of social studies must be U.S. History or half U.S. History and half American Government. Beginning in 1985-86 the school
boards were allowed to excuse pupils in 11-12th grades from physical education to: 1) participation in interscholastic athletics or 2) enroll in
academic class required for admission to college or in order to graduate from high school. Beginning in 1986-87, pupils in 9-12th grades may
elect to take a SBE developed consumer education proficiency test; if passed, they will be excused from requirement.
12 IN-The state board regulations were approved and signed by the governor in September 1983. The state does not use standard Carnegie units.
13 IA-Legislative requirements if effect for many years. Local districts determine remaining requirements. State allows students in junior and
senior classes to receive dual credits for college coursework.
14 KY--"Other" column: 1 additional math, science, social studies or vocational education. Additional core subject
credit is a legislative requirement passed in 1984 and approved by the state board to be effective for graduates in 1985. Graduates in 1985 and
1986 needed 18 units to graduate.
15 LA-With an ACT score of 29 or above, 3.5 GPA with no semester grade lower than a B. no unexcused absences and no suspensions students
receive & Scholar Program seal on diploma. Minimum competency test passage is required for graduation.
16 ME-Enacted by legislature and approved by state board. American History is required. All students must pass computer proficiency
standards. One of the science units must include lab study.
17 MD--Four credits must be earned after Grade 11. Students can now earn statewide certificate of merit with fulfillment of additional
requirements. Special education certificates are available for students unable to meet requirements but who complete a special education
program. Minimum competency test is required for graduation, as is a writing test and passage of & quiz on citizenship.
18 MA-Legislative requirements in effect for many years. American History is required. Local boards determine additional requirements.
19 MI-Legislative requirements in effect for many years. Local boards determine additional requirements. The state board, in January 1984,
published graduation requirement guidelines which local districts are urged to incorporate. Included in the recommendations are a minimum of
15.5 units, which includes an option of 2 units picked from foreign language/fine or performing arts/vocational education and 5 computer
education. Recommendations include modified academic coursework for students who are college-bound.
20 MN-Students in junior and senior classes may receive dual credits for college coursework.
21 MS--At least one of the science units must include lab. Minimum competency test passage is required for
graduation.
22 MO--The college preparation diploma became available to qualifying graduates in 1985. For college preparation,
specific core subjects must be taken.
23 MT--Core requirements in effect for several years. State board raised the total--1985 graduates needed 19 units; 1986 graduates needed 20.
Social studies requirement has 2 alternatives. Effective 7/92 requirements will be changed to 2 units of social studies, 2 units of science, 1 unit
of fine arts and 1 unit of vocational/practical arts.
24 NB--For graduation, 200 credit hours are required, with at least 80% in core curriculum courses. The state board is conducting hearings to
define core courses.
25 NV-Computer literacy may be waived by demonstration of competency. Minimum competency test passage is required for graduation.
26 NH--"Other" column: 5 arts; .5 computer science; 3 from 2 of the following--arts, foreign language, practical arts, vocational education. The
usage of minimum competency test passage for high school graduation is an option of the local districts.
27 NJ--"Other" column: 1 fine, practical or performing arts; 5 career exploration. 92 credit hours are required for graduation. The state does
not use standard Carnegie units. State does not use graduating class as the base for changes but uses the terminology of "the students entering
ninth grade class". Consequently the increased math requirements becomes effective for the ninth grade class entering in the 1990-91 academic
year. Minimum competency test passage is required for graduation.
28 NM--In 6/84 the state board approved requiring all students achieve computer literacy prior to graduation. In 1989 the legislature approved a bill
allowing languages other than English to satisfy the communication skills requirement which emphasizes the areas of writing and speaking.
Students preparing for college have an advanced curriculum. A state level minimum competency
test is available and the districts have the option of usage. If a student passes the test a special proficiency endorsement is included on
their diploma.
Clearinghouse
Notes
Education Commission of the States
1860 Lincoln Street, Suite 300
Denver, Colorado 80295-0301
303-830-3603
29 NY--Electives vary for the local (regular) and the Regents' (college-bound) diploma. "Other" column: 1 art and/or music for local; 3 to 5
from a sequence of specific courses must be chosen by Regents' diploma students and is an additional requirement for local. The local diploma
notes 5 for health only, 2 noncredit units of physical education beyond the total are required. For all students, comprehensive tests are
required. By 1991, areas covered will include reading, writing, math, American History and government, and science/global studies. For a.
Regents' diploma comprehensive exams are required in most subjects. Minimum competency test passage is a graduation requirement for all
students
30 NC--One science class must include lab. Minimum competency test passage is required for graduation.
31 ND--One unit of higher level foreign language may be substituted for the 4th unit of English; 1 unit of math may be business math. Although
17 units are required the local education agencies are urged to establish requirements at a minimum of 20 units.
32 OH--Passage of a minimum competency test is a graduation requirement by 1990.
33 OK-"Other" column: For college preparation diploma--choice of foreign language, computer science, economics, English, geography,
government, math, history, sociology, science, speech and psychology. There are slight variations between 2- and 4-year and junior colleges. If
foreign language is elected, student must take 2 years of same language. Although total hour requirement is less for college prep. path,
curriculum is more rigorous and restrictive.
34 OR-"Other" column: .5 career development, 1 applied arts, fine arts or foreign language. Minimum competency test passage will be required
for graduating class of 1992. "Honors Degree" diplomas were available for students graduating in 1988 and subsequent years who maintain at
least a 3.5 GPA. Recipients will have an honors seal on the diploma.
35 PA-Computer science can be option instead of arts and humanities. State has prescribed learning objectives and curriculum guidelines for 12
goals of quality education.
36 RI--College-bound students are required to complete 2 units of foreign language, .5 arts and 5 computer literacy and have a total unit
requirement of 18.
37 SC-If approved by the state department of education, students may count one unit of computer science for a math requirement. Students
who earn 1 unit in science and 6 or more in a specific occupational service area will fulfill the science requirements. State allows students
in the junior and senior classes to receive dual credits for college coursework. Beginning with the graduating class of 1990, students must pass
an exit exam of minimum competency.
38 SD-Increased total number of requirements was phased in-16 through 1986; 18 in 1987; 19 in 1988. Beginning in 1990 the requirements were
be raised to 3 in science and the electives will drop to 7.
39 TN-Minimum competency test passage is a requirement for graduation. Students may meet the economics requirement by: 1 semester in
economics, out-of-school experiences through Junior Achievement, or marketing education.
40 TX-"Other" column: For college preparation-5 economics/free enterprise, 2 foreign language, 1 computer science, 1 fine arts. 1.5 units
of physical education and 5 of health are required for either regular or college prep. program. Junior and senior students are allowed to receive
dual credit for college courses. Minimum competency test passage is a requirement for graduation.
41 UT-"Other" column: 1.5 arts, 1 vocational ed., 5 computer science. The state board makes specific course recommendations for college entry,
vocational, etc. If computer literacy isn't obtained in related coursework, 5 of the electives must be devoted to computer science.
42 VT-To allow more flexibility to both vocational education students and smaller or more rural districts, the previous math and science require-
ment of 3 units in each was modified to a combination of 5 units which may be 2 of one and 3 of the other.
43 VA--Additional math or science requirement included in the "Other" column may be fulfilled by an appropriate vocational education class or
ROTC. Grade average of "B" or better earns a SBE seal on the diploma. Students in junior and senior classes are allowed to receive dual
credits for college coursework. Minimum competency test passage is required for graduation.
44 WA--45 hours required for graduation beginning in 1980. 1985 legislature passed addition of a credit for students graduating in 1991. This
may be in fine, visual or performing arts or any of the subject areas currently required.
45 WV--"Other" column: 1 of student's electives must be for choice of applied arts, fine or performing arts or a foreign language. State has
approved, and policies reflect, an advanced studies certificate, Certificate of Academic Excellence, which has not yet been implemented.
46 WI-Electives are the option of the local school district. The state recommends that districts require a total of 22 units. State recommen-
dations emphasize vocational education, foreign language and fine arts to make up the difference between the 13 mandated and 22 recommended
units. State requires that all students in Grades 7-12 be participating in a class or a board approved activity each period of the day.
Local districts have the option of using minimum competency test passage as a requirement for graduation.
47 WY-Requirements in effect a number of years. Accreditation standards indicate 4 units of English/language arts, 3 of social studies and 2 each
of math and science.
**A more detailed analysis of state minimum competency testing is available from the Education Commission of the States' Clearinghouse.
Compiled by: ECS Clearinghouse
9/89
Clearinghouse Notes Education Commission of the States 1860 Lincoln Street, Suite 300 Denver, Colorado 80295-0301 303-830-3603
dearingnouse notes
ACADEMIC BANKRUPTCY
October 1989
The term academic bankruptcy takes on a variety of meanings. For example, not all of the states call for the
unseating of local boards or the state takeover of a school district. Most of the regulations have several levels of
warning for school districts. The first warning often includes some form of targeted technical assistance from the
state agency to the school district. In most cases this includes extra financial aid. School districts usually have
several years to free themselves from state sanction. The debate quite often focuses on the takeover provisions and
fails to point out the extra state resources which will be brought in to correct problems. Many of the states with
academic bankruptcy provisions have or are working on incentive programs. The following is a look at the academic
bankruptcy provisions in the nine states with provisions on record.
ARKANSAS
Citation - Act 89 of 1983, Competency Based Education Act of 1983, effective 2/9/84.
Purpose -- To ensure that all public school students, to the extent of their individual mental, physical and emotional
capacities, master the basic skills necessary to succeed in their educational experiences throughout life.
Measurement Instrument -- The state basic skills competency test, which is given in grades 3, 6 and 8, will be
used. This test will provide diagnostic information needed to identify the strengths and weaknesses of the district's
instructional program, assist local districts in planning educational programs and help the state assess the overall
performance of all schools and school districts.
Process - The process has several stages. Any school district or school in which less than 85 percent of students
achieve specified levels of mastery of the basic skills are to participate in a school improvement program administered
by the State Department of Education. This process is to help the districts develop a plan for improving instruction
under the department's supervision and assistance.
Final State Action - Districts that fail all stages of the process eventually would lose accreditation and, in a later
stage, could be forced to consolidate. Several districts are under suspended order of consolidation and have until 1989
to correct the situation.
GEORGIA
Citation -- Quality Basic Education Act, Part 12, Sections 20-2-282 and 20-2-283, effective 7/1/86.
Purpose -- To develop and conduct a comprehensive evaluation of each public school, school system and regional
education service agency at least once every five years. It provides for assisting districts to develop a strategic plan
for curriculum instruction and a sequenced core curriculum. Other areas cover evaluation, student count and fiscal
procedures and public awareness of education programs.
Measurement Instrument -- The primary measurement tool will be the student evaluation system, which is under
development by the Department of Education.
Process -- The program also has several stages. The first warning designates a school district as nonstandard with a
corrective plan to be submitted to the state agency. The state is to give technical assistance if the district requests it
At that point, the state board would review the progress every six months, followed by a comprehensive evaluation
within two years after the corrective plan has been approved by the state and put into place. If necessary, the state
board could authorize increased state aid to help the district correct the identified deficiencies.
Final State Action - The state board is authorized to file civil action in the superior court of the county in which the
school district is located to determine if any board member or administrator has delayed the implementation process.
The court would have the power to appoint a trustee to make sure the court order is carried out, and school officials
could be removed from office and replaced by the courts if deemed necessary.
KENTUCKY
Citation -- SB 202, KRS Chapter 158, Educationally Deficient School Districts, effective 7/15/84.
Purpose -- To establish program and service standards for school districts and minimum performance levels for
students in the basic skills.
Measurement Instrument -- The state testing program is to be used to measure student academic progress.
Process -- This also is a "staged" program, with the state agency identifying educationally deficient school districts
and giving technical assistance and other aid to help correct the deficiencies. The Superintendent of Public Instruction,
with the approval of the state board, may require an annual reallocation of some of the state aid funds to address
specific program deficiencies.
Final State Action - Failure to implement the education improvement plan shall constitute grounds for removing
boards or administration from office. A disclaimer states that the act shall not be deemed to create a statutory cause
of action for educational malpractice by students, parents or guardians.
Education Commission of the States
1860 Lincoln Street, Suite 300
Denver, Colorado 80295
NEW JERSEY
Citation -- NJ 1987, Ch. 398 and 399.
Purpose -- To implement a comprehensive monitoring process that will ensure that all New Jersey students receive
the educational opportunities guaranteed by law.
Measurement Instrument -- The State Department of Education's compliance unit will systematically review the
district's educational programs, governance, management and fiscal operations. Student testing was not mentioned in
the law but is presumed to be included in "rules and regulations" approved by the state board.
Process -- The law calls for a staged program moving from a self-correcting stage to varying degrees of state control
by a monitor general team.
Final State Action -- State officials can take complete control of a district for up to 5 years. School board members
and top administrators can be dismissed.
NEW MEXICO
Citation -- Public School Code, New Mexico Statutes Annotated 1978, Sec. 22-2-2 (W), enacted in 1969
Purpose -- To empower the State Board of Education with the responsibility of providing for management and other
necessary personnel to operate any public school or school district which has failed to meet requirements of law, state
board standards or state board regulations.
Measurement Instrument - The state accreditation process.
Process -- State Board of Education is to provide for management and other necessary personnel to operate any public
school or school district which has failed to meet requirements of law, state board standards or state board regulations;
provided that the operation of the public school or school district shall not include any consolidation or reorganization
without the approval of the local board of that school district.
Final State Action - Until such time as requirements of law, standards or regulations have been met and compliance
is assured, the powers and duties of the local school board shall be suspended by the State Board of Education.
OHIO
Citation -- SB 140, 1989, Sections 3302.01 - 3302.06, effective 1990-91 academic year.
Purpose -- To adopt rules that include standards defining indicators for establishing levels of school district and
school building performance for determining whether any school district or school building is educationally deficient.
Measurement Instrument -- Performance indicators shall be measurable and may include such indicators as
graduation rates, attendance rates, dropout rates and academic achievement levels as assessed under Sections 3301 of
the school code.
Process -- The State Board of Education is to annually identify each school district or school building that is
educationally deficient under the adopted standards and notify the board of education of each identified school district
and the board of education operating each identified school building of the fact and nature of the educational
deficiency. The district board has 90 days to submit a corrective action plan. The state board is to approve or
disapprove the plan in accordance with the standards. If the plan is not approved, the state board, with consent of the
district board, shall assign one or more educational experts to the district to assist in developing a corrective action
plan that meets state board standards. If the affected district or building is not solving the educational deficiency
through the approved plan, the State Board can disapprove the existing plan and assign one or more educational
experts to the district to aid in developing another corrective action plan designed to enable the district board to make
satisfactory progress to eliminate the deficiencies.
Final State Action -- If the district board fails to consent to the assignment of one or more educational experts or
fails to develop and submit an approved corrective action plan, the state board, on recommendation of the
Superintendent of Public Instruction, may issue an order requiring the school board to be placed under monitoring by
the state superintendent and with the appointment of a state monitor to act on his behalf to ensure that an approved
corrective action plan is developed and implemented, and that the district board makes satisfactory progress toward
eliminating the deficiencies. The monitoring is eliminated by written order from the state board releasing the district
or school building. No mention is made of unseating either the board or the superintendent.
SOUTH CAROLINA
Citation -- Education Improvement Act of 1984, Subdivision E, Sub-part 4, effective 1/85.
Purpose -- To give the state board and state Superintendent of Education a process to assure quality education
programs in each local school district.
earinghouse Notes Education Commission of the States 1860 Lincoin Street, Suite 300 Denver, Colorado 80295-0301 303-830-3603
Measurement Instrument -- The state board has been charged to develop an evaluation plan for local districts using
the California Test of Basic Skills to measure student progress. Other factors will include the district dropout rate and
the failure rate on the state high school exit exam.
Process -- Program stages range from advisements and warnings to the assignment of monitors and masters to help
run the school district.
Final State Action -- The state Superintendent of Education, with the approval of the board, has several options. (1)
He or she may declare a state of emergency in the school district. This requires a joint meeting of the senate and
house education committees, which must concur in the findings and may, at that point, put state funds going to the
school district in escrow to be released only as the program is corrected. (2) The superintendent may provide
technical assistance and advice in implementing state board recommendations. (3) He or she may recommend to the
governor that the district superintendent's office be declared vacant with a replacement to be named by the state
superintendent until the vacancy can be filled by the local board.
TEXAS
Citation -- HB 72, Article V (school districts), Part A (accreditation), effective 1984-85 school year.
Purpose -- To establish a set of standards for school district accreditation and state monitoring.
Measurement Instrument -- The state accreditation process mandates that districts have a plan for establishing goals
and objectives for the district and a process to ensure that all statutory requirements imposed by the state board are
met. The quality of learning in each building will be based on achievement test scores. Other indicators will be
based on teacher performance, administrator performance, principal effectiveness, fulfillment of curriculum
requirements, correlation between student grades and performance on standardized tests, quality of teacher inservice
training, paperwork reduction efforts, and training of local boards.
Process -- This is a "staged" program whereby the state Commissioner of Education and state board can notify
districts of deficiencies and then provide them with plans for improvement and technical assistance. The program
ranges from public notification of the deficiency and appointment of a monitor to help evaluate district progress in
correcting deficiencies to appointment of a master to oversee district operation.
Final State Action -- If a district fails on all stages, the State Board of Education can revoke the district's
accreditation and may withhold state funds from the district.
WEST VIRGINIA
Citation -- SB 114, 1988, Section 18-2E-5 Performance Based Accreditation, effective 7/1/89
Purpose -- To provide assurances that a thorough and efficient system of education is being provided for all public
school students on an equal educational opportunity basis and that the high quality standards are being adopted in the
areas of curriculum, finance, transportation, special education, facilities, administrative practices, training of school
district board members and administrators, personnel qualifications, professional development and evaluation, student
and school performance and other such areas as determined by the State Board of Education.
Measurement Instrument - Annual state accreditation process measuring the performance of each school on
measures of student and school performance for: student performance by grade level on state testing, attendance rate,
dropout rate, percent of students promoted to next grade, graduation rate, average class size, pupil-teacher ratio,
number of exceptions requested to the ratio, number of split-grade classrooms, pupil-administrator ratio and the
operating expenditure per pupil. School accreditation classifications of full accreditation status or probationary
accreditation status are issued. The state may issue accreditation levels to each school district board of education of
full approval, probationary or nonapproval.
Process -- To assist the state board in accreditation status determination, the state board shall from time to time
appoint an educational standards compliance review team to make unannounced on-site reviews of the educational
programs in any school or school district to assess compliance of the school or district with the adopted state board
standards including, but not limited to, facilities, administrative procedures, transportation, food services and all matters
relating to school finance, budgeting and administration. The compliance team reports findings to the State Board of
Education for inclusion in the determination of accreditation or approval status. The state board is to make
accreditation information available to the legislature, the governor, the general public and any individual who requests
such information.
Final State Action - Whenever a school is given probationary status or determined to be seriously impaired and fails
to improve status within one year, any student attending such school may transfer only once to the nearest fully-
accredited school, subject to approval of the receiving school and at the expense of the school on probationary status.
Whenever nonapproval status is given, the State Board of Education shall declare a state of emergency in the district
and may intervene in the operation of the district to (1) limit the authority of the district superintendent and district
board as to the expenditure of funds, employment and dismissal of personnel, establishment and operation of school
calendar, establishment of instructional programs and policies and such other areas as may be designated by the state
board by rule; (2) take such direct action as may be necessary to correct the impairment; and (3) declare the office of
the district superintendent vacant.
Compiled by ECS Clearinghouse
Education Commission of the States
/mb
:aringhouse Notes Education Commission of the States . 1860 Lincoln Street. Suite 300 Denver. Colorado 80295-0301 303-830- 3602
PreKindergarten
State
Legis-
Manda-
Ages Served
# Served
%
State
State
Federal
Method
Hours
Early Childhood
Programs for At-Risk
Innovative
lation
tory (M)
Served
Expend.
Expend.
Funding 1988
of Funding
Operation
Certification Required
Programs
Enacted
or
1987
1988
and Administering Agency
Permissive (P)
Alabama
P
4&5 yr. olds
State funded community
Handicapped 3-5 yr. olds
prekindergarten in 2
400
.6%
$0
$220,000
cd. and other funds
yes (nursery - 3rd gr.)
districts
(such as local and
Migrant - summer programs for
1,562
.4%
$80,000
human resources)
0-5 yr. olds if older siblings
Community ed.
attend school
prekindergarten
Alaska
'83
P
3 and 4 yr. olds
19,221
n/r
$250,000
$197,000
Targeted grants for
half day
no
Handicapped prekindergarten
Head Start-like programs
(elementary)
and kindergarten children
served
Dept. of Ed. and Dept.
of Health and Social
No migrant programs
Svcs.
American
No prekindergarten
Samoa
programs
Arizona
No prekindergarten
no
Handicapped and migrant
programs
services for 3-5 yr. olds -
Arkansas
No prekindergarten
no
Handicapped 3-5 yr. olds
HIPPY (Home
programs
Instruction Program
Migrant Head Start
for Preschool
Youngsters)
Rockefeller Early Ed. Program
served 1000 children
serves 103 in Little Rock
and 100 mothers in
through fed. funding and fees
'87.
Not funded by the
state.
California
'66
P
0 to 14
71,530
13.8%
$289 million
n/$
School districts may
10 to 12
yes
Handicapped 3-5 yr. olds
(includes. full
subcontract
hrs., 5
(child center
working day
No local match req'd.
days a
instructional permit)
Migrant 0-14 yr. olds
child dev.
week
Dept. of Social Services
receive child care and
3-5 yr. olds from low
19,221
programs and
development while parents
income families
voucher)
half day
Dept. of Ed.
working
Clearinghouse Notese Education Commission of the States 1860 Lincoln Street, Suite 300. Denver, CO 80295 303-830-3603
PreKindergarten
State
Legis-
Manda-
Ages Served
# Served
%
State
State
Federal
Method
Hours
Early Childhood
Programs for At-Risk
Innovative
lation
tory (M)
Served
Expend.
Expend.
Funding 1988
of Funding
Operation
Certification Required
Programs
Enacted
or
1987
1988
and Administering Agency
Permissive (P)
Colorado
P
No state funded
yes (nursery/kdg.- 3rd)
Handicapped IEP's determine
Pilot preschool
prekindergarten
service for 3 to 5 yr. olds
program for language
programs
development
Migrant some summer
programs
Connecticut
P
0-5 yr. olds
n/r
n/r
n/$
$26,000
half day
yes (nursery/kdg- 3rd)
Handicapped 2-8 yr. olds
New Canton Parents
as Teachers Program
State Dept. of Health
Migrant ed. - fed. funded for
for parents of 0-3 yr.
Summer school incentive
and CED
preschool age
olds; provides home
grant
visit and group
experiences.
Delaware
'86
P
Any child
100
1%
$233,000
$0
Competitive grants to
half day
yes
Handicapped 0-5 yr. olds
Pilot program for 4
school district only
3 pilot
(early childhood/nursery)
yr. olds established
programs
to serve educationally
Dept. of Public
disadvantaged;
Instruction
expanded to include
children
representative of
district. Funded for
1989.
District of
P
4 yr. olds enrolled as
3,500
39%
$11 million
$0
Local dist. funding since
full day
yes
Handicapped preschool age
Columbia
space available
1982
(preK cert.)
Board of Education
Florida
'81
M
3-4 yr. olds (migrant)
2540
$2.9 million
60% state
full day
yes (ECE or K-6
Handicapped served in all
(FY87)
40% federal
certificate)
districts; 4 yrs. and below in 58
of 67 districts.
'86
3-4 yr. olds (at risk)
1000
$1.6 million
$0
State & dist. funds,
half or
no certificate
(FY88)
tuition, fed. funds,
full day
project grants; may
Dept. of Ed.
subcontract to non-
profits.
Georgia
P
No state or fed. funded
n/r
n/r
$0
$0
no (K grade 4)
Handicapped 5 yr. olds,
prekindergarten
mandatory programs
programs
0-4 yr. olds: permissive
No migrant programs
Guam
n/r
n/r
$0
$0
Handicapped 0-5 yr. olds
No migrant services
Clearinghouse Notes Education Commission of the States 1860 Lincoln Street, Suite 300e Denver, CO 80295 303-830-3603
PreKindergarten
State
Legis-
Manda-
Ages Served
# Served
%
State
State
Federal
Method
Hours
Early Childhood
Programs for At-Risk
Innovative
lation
tory (M)
Served
Expend.
Expend.
Funding 1988
of Funding
Operation Certification Required
Programs
Enacted
or
1987
1988
and Administering Agency
Permissive (P)
Hawaii
P
2-5 yr. olds (at risk)
423 in 6
n/r
$797,000
$1,035,000
no (elementary)
Handicapped 3-20 yr. olds
programs
Plans for full implementation of
P.L. 99-457 still developmental
No migrant programs
Idaho
No state or fed. funded
no (grades 1-8)
Handicapped two state-funded
prekindergarten
programs for 3-5 yr. olds
programs
No migrant program
Illinois
'85
P
3-5 yr. olds at risk of
6,953
n/r
$12.7 million
$0
Project grants, no local
half or
yes (ages 0-6, not K)
Handicapped 3-5 yr. olds
Ounce of Prevention
academic failure
match; may subcontract
full day;
Fund and Family
to non-profits
incl.
Migrant children program
Focus, Inc. in
working
Dept. of Education
Chicago; serves
day
parents prior to birth
of offspring &
through first 3 yrs. of
child's life
Beethoven Project in
Chicago for children
from birth to 5 yrs.
and their teen
mothers
Indiana
P
No state funded
$0
n/$
no (K-3)
Handicapped 3-5 yr. olds
prekindergarten
programs
Migrant programs for 5-17 yr.
olds
Iowa
No state or federally
n/r
$0
$0
no (K-6)
Handicapped 0-21 yr. olds
funded programs for
non-handicapped
No migrant programs
Kansas
P
No state funded
$0
$9,600
No state funding
yes (early childhood-
Handicapped yes
prekindergarten
preschool)
programs
Clearinghouse Notese Education Commission of the States 1860 Lincoln Street, Suite 300e Denver, CO 80295 303-830-3603
PreKindergarten
State
Legis-
Manda-
Ages Served
# Served
%
State
State
Federal
Method
Hours
Early Childhood
Programs for At-Risk
Innovative
lation
tory (M)
Served
Expend.
Expend.
Funding 1988
of Funding
Operation Certification Required
Programs
Enacted
or
1987
1988
and Administering Agency
Permissive (P)
Kentucky
'86
P
3 and 4 yr. olds at risk
270
$900,000
$9,974,000
Competitive grants to
half &
no (K-4)
Handicapped 0-21 yr. olds
Parent and child
(PACE)
districts
full day
(infant stimulation program,
education (PACE)
Dept. of Education
0-2 yr. olds; preschool program
began in '86 for
280
$232,123
May be subcontracted
3-5 yr. olds)
parents with 3&4
(EIG)
olds
Migrant - summer school and
home visitation
Louisiana
'85
P
4 yr. olds at risk
12,729
45%
$3.14 million
$3.003 million
State funded by project
most full
yes (nursery school
Handicapped 3-21 yr. olds
LA Education Qu:
grant, no local match
days
endorsement)
Trust Fund pilot;
exemplary prescho
Dept. of Education
programs
Maine
'84
P
4 yrs. old by 10/15
200
n/r
Dist. reimbursed after
half day,
no (K-8)
Handicapped 0-5 yr. olds
2nd yr. of program
5 districts
Dept. of Education
'84
3-5 yr. olds at risk
724
Migrant daycare,
$1.9 million
$0
Formula, allocations
most half
Dept. of Community
preschool and summer school
Head Start requirement
day
Services
Maryland
'79
P
4 yr. olds at risk
2,820
15%
$3,295,000
$6,269,000
Project grants, selection
half day
yes (nursery/K-3)
Handicapped 0-4 yr. olds
EEEP (Extended
based on low 3rd grade
Elementary Educal
scores
Dept. of Education
Migrant day care, preschool,
Program) for 4 yr.
summer school
olds
Massachusetts '85
P
3-5 yr. olds, low income
13,981
4%
$10.35 million
$0
Competitive grants, may
half or
no (K-3)
Migrant fed. funds for 0-21
subcontract out
full day,
yr. olds
75% to low-income
including
Dept. of Education
Early intervention project for
districts
working
at-risk infants and toddlers
day
Before & after school care for
3-5 yr. olds in 29 districts
Michigan
'87
P
4 yr. olds at risk
3,000
20%
0%
$3 million
Competitive grants, 30%
most
half
no
(K-8)
Handicapped 3-5 yr. olds at
(FY 87)
local match
days
centers; 0-2 yr. olds home
4 yr. olds whose districts
5,744
12%
$2.3 million
$0
Only districts which
half day
Dept. of Education
based and center based
meet funding formula
meet state funding form.
Migrant day care program for
requirements
requirements
infants, toddlers and preschool
children
Vocational and parent training
Clearinghouse Notes Education Commission of the States 1860 Lincoln Street, Suite 300e Denver, CO 80295 303-830-3603
PreKindergarten
State
Legis-
Manda-
Ages Served
#. Served
%
State
State
Federal
Method
Hours
Early Childhood
Programs for At-Risk
Innovative
lation
tory (M)
Served
Expend.
Expend.
Funding 1988
of Funding
Operation Certification Required
Programs
Enacted
or
1987
1988
and Administering Agency
Permissive (P)
Minnesota
'74
Early childhood family
75,000
26%
$7.5 million
$0
yes (nursery/K)
Handicapped 3-5 yr. olds, 0-5
ECFE (Early
education in lieu of
(does not
yr. olds in 1988-89
Childhood Family
direct service to children
include local
Dept. of Education
Migrant 0-3 yr. olds
Education)
levy monies)
Mississippi
No prekindergarten
n/r
no (K-8)
Handicapped local districts
programs except Head
"may" provide for 0-4 yr. olds;
Start
mandated for 5 yr. olds
No migrant programs
Missouri
P
No state funded
2,221
n/r
0
$7 million
Local funds or parent
yes (preK-3)
Handicapped 5 yr. olds; state
Parents as Teachers
prekindergarten
(FY 88)
fees at 150
funds for developmentally-
Program (PAT)
programs
prekindergarten
delayed 3&4 yr. olds will be
programs
requested for FY 89
Migrant childhood programs
being phased out
Montana
No state funded
n/r
$402,000
no (K-8)
Handicapped 3-5 yr. olds
prekindergarten
(FY 88)
receive preschool; 0-2 yr. olds
programs
receive home-based services
Migrant program for 0-2 yr.
olds, summer only
Nebraska
P
No prekindergarten
$0
yes (P-3)
Handicapped 0-5 yr. olds,
programs
center or home-based
Migrant - federally funded day
care & preschool programs
Nevada
No state or federal-
$0
no (K-8)
Handicapped - no statewide
funded prekindergarten
mandate, but local & state
programs
operate programs
New
No state funded
170
$185,000
yes (N-K)
Handicapped early
Hampshire
prekindergarten
intervention network for 0-3 yr.
programs
olds
Migrant - parent training and
home learning packets for 0-5
yr. olds
Clearinghouse Notes Education Commission of the States 1860 Lincoln Street, Suite 300e Denver, CO 80295 303-830-3603
PreKindergarten
State
Legis-
Manda-
Ages Served
#
Served
%
State
State
Federal
Method
Hours
Early Childhood
Programs for At-Risk
Innovative
lation
tory (M)
Served
Expend.
Expend.
Funding 1988
of Funding
Operation
Certification Required
Programs
Enacted
or
1987
1988
and Administering Agency
Permissive (P)
New Jersey
4 yr. olds (since 1903)
5,917
n/r
$7 million
n/$
School district regular
half day
yes (nursery-K)
Handicapped 0-5 yr. olds; 3
Urban
discretion of LEA as to
school aid; formula
Dept. of Education
childcare programs for 0-5 yr.
prekindergarten pilot
who served;
based on enrollment
olds
for 3&4 yr. olds;
'87
3 & 5 yr. olds at risk
$1 million
Competitive grants,
full
yes (nursery-K)
Migrant - 5-17 yr. olds for up
comprehensive
Head Start requirement
priority to Head Start,
working
Human Services
to 5 years of service
program planning
but districts & non-
day, full
in 88-89
profits can apply
year
New Mexico
No state funded
n/$
no
Handicapped 3&4 yr. olds in
prekindergarten
developmental delay programs;
programs
0-2 yr. olds served by Health &
Environment Department
New York
'86
P
3&4 yr. olds, 90% low
11,600
n/r
$27 million
$0
Project grants, 11% local half
day
no
Handicapped 3 to 5 yr. olds
Governor proposed in
income
match
(elementary)
'88, universal
Migrant 5-17 yr. olds, with
prekindergarten for
benefits for 6 years
all 4 yr. olds
North
n/r #
n/r
n/r
$2,123,000
no
Handicapped 3&4 yr. olds - full
Carolina
Two programs
day
currently
Migrant services - summer and
school year
North Dakota
No state or federal
n/r
$0
no
Handicapped 3-5 yr. olds
funded prekindergarten
Migrant supplemental
programs
education & support services
Ohio
'85
P
3 to 5 yr. olds
5,659
n/r
$66,000
n/r
Project grants via RFP
half or
yes (preK certificate)
Handicapped 3-5 yr. olds
3 model preschool
'86
Any child
to school dist.; new
full day
Dept. of Education
programs: urban,
programs half day only;
Migrant Chapter I classes
suburban & rural -
also tuition
only
preschool adoption
grants of $6,000
Family Life Program
for families in
economically-
depressed areas
Oklahoma
'80
P
4 yr. olds any child
1,400
2%
$832,000
$0
Project grants via RFP
half or
yes (n-2)
Handicapped 0-21 yr. olds;
Very Special Arts
to school dist.; maximum
full day
Dept. of Education
center, home, & combination of
Oklahoma art
prekindergarten
60 bilingual
n/r
n/r
$50,000
grant, $27,000 (FY 88);
services
program for
ed.
(FY 88)
private schools can also
Migrant - instruction & support
handicapped, also
apply
services for 5-17 yr. olds
trains teachers who
work with
handicapped
Clearinghouse Notes Education Commission of the States 1860 Lincoln Street, Suite 300e Denver, CO 80295 303-830-3603
PreKindergarten
State
Legis-
Manda-
Ages Served
#
Served
%
State
State
Federal
Method
Hours
Early Childhood
Programs for At-Risk
Innovative
lation
tory (M)
Served
Expend.
Expend.
Funding 1988
of Funding
Operation Certification Required
Programs
Enacted
or
1987
1988
and Administering Agency
Permissive (P)
Oregon
'80
P
3&4 yr. olds at risk;
350
n/r
$1,067,000
$0
Competitive grants to
half day
no (elementary)
Handicapped 0-5 yr. olds
Parent as Teacher
80% must meet Head
school districts who may
Dept. of Education
Migrant services for active
Program
Start eligibility
subcontract; direct
migrant preschoolers and
contracts permitted
formerly migrant preschoolers
Pennsylvania
'65
P
All 4 yr. olds on first
31,000
n/r
$55,017,000
$15,719,000
State aid formula for
half day
yes (nursery 3rd)
Handicapped 0-5 yr. olds
KIDS (Kdg.
come basis
kindergarten
Dept. of Education
Migrant day care and home-
Instruction
bound programs
Development
Screening) helps
identify and & work
with preschooolers a
risk
Puerto Rico
No prekindergarten
Handicapped infants to 21 yrs.
programs
No migrant programs
Rhode Island
P
No state or federal
n/r
n/r
0
half and
yes (preK 2)
Handicapped 3-5 yr. olds,
Literacy and Dropot
funded prekindergarten
full day
federally funded
Prevention Act of
programs
1987 early ID of a
risk children through
preschool screening
all children
South
'84
P
4 yrs. old on or before
10,400
20%
$11,025,000
$1,122,000
Allocations to districts
half day,
no (K-4)
No state funds for preK
4 different service
Carolina
Nov. 1, with readiness
based on students "not
some
Dept. of Education
handicapped
models: center-base
deficiencies
ready"; district may
districts
Migrant inter(summer) and
for 3-5 yr. olds;
subcontract; funded by
extended
intrastate (school year)
home-based parent
1% sales tax
day with
programs
ed; center based with
local or
outreach component;
Chapter 1
extended day
funds
South Dakota
No prekindergarten
n/r
$0
$0
yes (prekindergarten)
Handicapped 0-5 yr. olds in 183
programs
of 191 schools
Migrant 1 preschool program
for 3 yr. olds and older
Tennessee
P
No state funded except
2,145
n/r
n/r
$1,915,000
no (K-3)
Handicapped 3-5 yr. olds
Parent Involvement
for Tennessee Child
Migrant children of fishermen
Program, begun in "
Development Program
or agricultural workers
Eight model parent
(children under 6 with
involvement program
developmental
established
disabilities)
Seed grants given to
86 districts to start
similar programs
Texas
'84
M
4 yr. old low income or
54,493
19%
$37.5 million
$45.861 million $0
Formula allocation;
half day
yes (preK-3)
Handicapped - Early Childhood
Parents as Teachers
limited English
matching grant based on
Dept. of Education
Intervention (ECI) for 0-3 yr.
Program serves first-
proficiency
local property values
olds
time patents (based
on Missouri program
Clearinghouse Notes Education Commission of the States 1860 Lincoln Street, Suite 300c Denver, CO 80295 303-830-3603
PreKindergarten
State
Legis-
Manda-
Ages Served
# Served
%
State
State
Federal
Method
Hours
Early Childhood
Programs for At-Risk
Innovative
lation
tory (M)
Served
Expend.
Expend.
Funding 1988
of Funding
Operation
Certification Required
Programs
Enacted
or
1987
1988
and Administering Agency
Permissive (P)
Utah
No state or federal
no (K-3)
Handicapped 3-5 yr. olds
funded prekindergarten
Migrant summer school for 3-
programs
17 yr. olds
Vermont
'87
3-5 yr. olds at risk
n/r
n/r
$1 million
Grants/contracts; can
half or
yes (birth to age 8)
Handicapped Early Essential
subcontract
full day,
Dept. of Education
Ed. (EEE) for 3-5 yr. olds
including
Migrant education programs in
full
'86-87, not continued in '87-88
working
day
Virginia
4 yr. olds, LEA's set
n/r
n/r
$0
n/r
Local & federal funding
yes (nursery, K-4)
Handicapped 2-5 yr. olds
eligibility
Dept. of Education
Migrant 0-21 yr. olds, year-
round program
Virgin Islands
No information available
Washington
'85
3 & 4 yr. olds from low 2,047
8%
$6 million
$0
Competitive grants to
half day
no (K-8)
Handicapped 0-2 yr. olds,
ECEAD (Early
income families
school dists. and Head
Dept. of Community
permissive; 3-5 yrs. mandatory
Childhood Ed.
Start grantees
Development
Migrant preschool for 3-5 yr.
Assistance Progra
3-5 yr. olds`with special
6,600
99%
$36 million
$6 million
olds; childcare for teen mothers
comprehensive
needs
program for pres
aged children fro
low income famil
West Virginia
P
3 & 4 yr. olds, at risk
215
n/r
$258,574
4 programs run by DOE
half and
no (K-8)
Handicapped 3-5 yr. olds
and low income
(FY 86)
(FY 86)
as fiscal agent, 2 run by
full day
Dept. of Education
counties under contract
Migrant prekindergarten
to DOE
programs
Wisconsin
'85
4 yr. olds
5,850
n/r
$4.3 million
State aid formula to
half day
no (K or elementary)
Handicapped 3-5 yr. olds often
local districts with local
Dept. of Education
servd in cross-catagorical
contributions averaging
programs
52%; preK weight 5
Migrant summer and school
year programs
Wyoming
No state funded
n/r
n/$
n/$
no (K-8)
Handicapped 0-5 yr. olds
prekindergarten
Migrant Head Start and
programs
migrant health programs, 0-5 yr.
olds
Clearinghouse Notes Education Commission of the States 1860 Lincoln Street, Suite 300c Denver, CO 80295 303-830-3603
(Smith/Blessey)
April 9, 1990
11 A.M.
BAMA
PRESIDENTIAL REMARKS: CABINESS FUNDRAISER
FRIDAY, APRIL 20, 1990
BIRMINGHAM, ALABAMA
12:00 P.M.
My friend Ray Scott, Governor Hunt, Congressmen Callahan
and Dickinson, National Committeeman Perry Hooper and
Committeewoman Jean Sullivan, distinguished guests, ladies and
gentlemen.
Ray, thank you for that introduction. You know, a writer
once said, "Each spring in Alabama is as delicate as wisteria in
the rain and as gentle as falling in love." // It's great to be
back in Alabama in this kinder, gentler time of year.
I also want to say it's a privilege to be here on behalf of
a very dear friend. He has been one of the great leaders in the
Alabama State Senate. Soon he'll be a great member of the United
States Senate. // My long-time friend, Bill Cabiness. //
( (When John Sununu thought a Presidential appearance might
be of help to Bill, he called him and said, "How would you like
to bring something to Birmingham that will really excite people?"
// As usual, Bill's response was thoughtful: "You mean
Birmingham is getting an NFL franchise?") //
Not yet, anyway. But with your help, on Election Day
Alabama will get a franchise U.S. Senator. For Bill is what the
Cotton State needs -- what my Administration needs. // A
Senator who will make Alabama proud. A leader who'll make the
2
Nation proud. You and I both know it: Bill Cabiness is that
man. //
Now, as you know, we go back a long way. First met in
Together with Catherine and Barbara, we've been summer neighbors
in Kennebunkport for years. // We like and respect each other.
We have a lot in common. // Each married above himself. Each
is a charismatic speaker. Both of us believe in the Alabama
State Motto, "We dare defend our rights." // Especially on the
tennis court. // Each feels that if cleanliness it second to
Godliness, almost everything is second to fishing. //
( (I figured it out last night: I've fished at Pintlata
near Montgomery more times than I've met Soviet President
Gorbachev. So I'm pleased to be here for the big Summit meeting.
if
Bill and I plotting strategy for the upcoming bass season. //
Bill and I have fished all over America. The fish I catch
usually aren't longer than his, but my stories about them are.))
( (Let me share one story. A game warden found a fisherman
having good luck at a private pond. // "Say," the game warden
said, "can't you read the sign? It says, NO FISHING HERE." " //
The fisherman looked at the sign, then at his catch, and replied:
"Must be a mistake, 'cause I caught plenty!")) //
Well, Bill Cabiness has plenty to offer the voters of
Alabama. To begin, he is a man of total integrity -- embodying
your values of hard work, honesty, and strength of character. //
He is a family man -- wonderful wife, great kids. And a
religious man -- he knows that we were put on Earth to do God's
3
will. // He values loyalty -- in 1988, Alabama was the very
first State to support me at the Republican National Convention.
Bill cast that vote. // And he keeps things in perspective.
((It's like he always tells me: "It's fine that you're here, Mr.
President. But if you really want to WOW the crowd, bring
Barbara."))) //
It's these qualities that will endear him to Alabama voters.
Just as they have so impressed his colleagues in the Alabama
State Senate.
Barbara Selfridge
THE WHITE HOUSE
WASHINGTON
395-4875
FACSIMILE TRANSMITTAL SHEET
NUMBER OF PAGES INCLUDING COVER 4
DATE 4/13/90
TO Borbara Selfridge
FAX NUMBER 315-4875
OFFICE NUMBER
COMMENTS
FROM Stephonie Bhessey
OFFICE NUMBER V7750
4
( (You know, Ray Scott says that the fish I catch aren't
larger than his -- but my stories about them are. // Let me tell
a story that's true. In 1961, Bill was at Airborne School in
Fort Benning, Georgia. The sergeant called out, "Cah-BAN-ahs."
Bill corrected him: "Sir, my name is Cabaniss." // Not
surprisingly, at midnight Bill was still running laps and doing
pushups. The next day, the sergeant again called, "Cah-BAN-ahs."
Bill replied, "YES, SIR." // Talk about a quick study.) )
To Bill Cabaniss, mixing discretion and valor proved a good
idea. So are other ideas which embody status grow, not status
quo. Here's one. Bill supports Phase II of the 1990 National
Drug Control Strategy that we unveiled last year to knock out
crime and drugs. // Here's another. He introduced an ethics bill
to toughen Alabama's conflict of interest laws. And he supports
our Administration's ethics legislation to make public service a
public trust. // Still another new and good idea: Bill backs
our Clean Air Act legislation the Senate recently approved. As a
staunch defender of the environment, there's one thing Bill wants
to make absolutely clear -- Alabama. // And nothing could be
more clear than the issue which truly shows the gulf between new
and old ideas. The issue I'd like to close with. Child care. //
Bill's child-care position rests on that historic 'Bama
trait: Common sense. ((I'm reminded of a writer who was asked
what he would take if his home were on fire and he could remove
only one thing. // "I would take the fire," he replied.) Like
me, Bill Cabaniss supports what works.
5
That's why he backs our child-care program which gives
parents the freedom to choose. A $10 billion program to help
low-income working Americans increase choice in child care
through tax incentives, not Federal intervention. 11 We want to
ensure that parents, not bureaucrats, decide how to care for
their children. And I will not see the option of religious-based
child care restricted or eliminated. //
Bill Cabaniss wants to protect these religious child-care
centers. On the other hand, Bill's opponent supports the bill
passed last month by the House Democratic leadership. It would
cost $30 billion -- and force many States to change their rules.
// Create a National Advisory Committee to Federalize child
care. And mandate six new grant programs. Six new sections of
the law. Six new committees for jurisdiction. And six new
bureaucracies to administer the grants. // You might call them
the dirty half-a-dozen. //
The truth is, of course, we don't need these new
bureaucracies. They'd be redundant, wasteful -- an invitation
for Big Brother to run wild. We don't want to expand the budget
of the bureaucracy. We want to expand the horizons of our kids.
// So let's spurn those who measure progress made by dollars
spent and boondoggles built. // And instead give families and
States the money to help them solve the child-care problem. //
Liberals say, "The Federal government knows what's best for our
kids." Let's help Bill Cabaniss say: "The hell it does --
parents know best."
6
((Now, I know that Bill wanted to get his campaign for a
Senate seat off to a flying start. // But I'm glad he let me
come here anyway.)) For there's nothing I wouldn't do for this
State on the move. And the man who can keep it moving upward. //
To some, new ideas mean a regulator in every pocket. Or
Senators who look at your paycheck the way Colonel Sanders looks
at chicken. // Bill Cabaniss knows better. For he knows the
family, the taxpayer, the working people of Alabama. And how, as
Tom Dewey said, "You can't beat down ideas with a club." Bill
Cabaniss' ideas will help people. And reflect the great spirit
of Alabama -- the spirit of America-Can, not Washington-Must. //
So let's help this man. A public servant I trust. A
wonderful friend I rely upon. And help him do for America what
he's done for Alabama. // Thank you for this occasion. God
bless the United States. And let's make Bill Cabaniss the next
Senator from the great State of Alabama.
# # #
THE WHITE HOUSE
WASHINGTON
April 18, 1990
INFORMATION
RePort
MEMORANDUM FOR THE PRESIDENT
THROUGH:
CHRISS WINSTON
FROM:
CURT SMITH
331-190
SUBJECT:
BILL CABANISS FUNDRAISER
I.
SUMMARY
On Friday, April 20, at 12:00 noon, you will address a
fundraising luncheon for Bill Cabaniss before about 2,000 people
at the Birmingham Jefferson Convention Center. Ray Scott will
introduce you. Congressman Callahan, former Senator Jeremiah
Denton, Bart Starr, Mayor Richard Arrington of Birmingham, Randy
Owen, lead singer of 'Alabama' and National Committeeman Perry
Hooper and Committeewoman Jean Sullivan will also attend.
Tox Stote Grover Party on Choirmon Tuesday.
Governor Hunt might not attend due to the death of his brother,
II. DISCUSSION
The attached remarks (12 minutes, ?teleprompter)
applaud Bill Cabaniss for his achieves in the Alabama Senate and
his potential as a U.S. Senator. The text also discusses some of
the Adminstration's policy goals and the importance of having
their legislation passed on Capitol Hill.
3/5/90
Exbiniss Fundraiser
Solly X 6573
showell Heflin
most targeted Democrat in the Sash
event
Persy Bolliet (205)870-1911
Miles Creel
Comp. Monager
Donno Henderson
Eddie Mohe consultant
staggered prices from $250 - $1,000
reception
lunch w/ remarks
will not est; speaking before
Acknawlegements
Roy Scott
dinner chairmon - friend of Pres. - They fish
Pres. of Boss Anglurs Society
Gov. Guy of Helen Hunt (R)
$ Cotherine - wife of Cobiness
JeAn Sullivan Notl. Comm-wompn
Perry Hooper
"
IL man
Cong. Sonny Collohon
Cong. Bill Dickinson
Birminghom Jetherson Convention Center
maybe band Aloboma will be there
2
Cheron Air want to keep bill economically d environmentally sand
Coll
Frank Newmon Chris Pipho (303)299-3604
Educ. Commission of the States
624 - 5838
ChildCore Jock Howard x 7766
sending into
Crime Biden) Boyd Hollings worth x7054
House
Coll Nick Colio X 6620
Jack toward
Edic Fron Norris X 7030
Rob Portman x 2230
Bernie Mortin X 3917
Bill Diefenderfer
4840
Child Barboro Suffridge X 6150
David Hown x 3060
x5778
Tom Sean Scully
x 4790
Barry Klindenin x1926
Grady X
joke moterial
X Perrop
YES Issodob cint OR
Security
Coll Dong Addir
soy
Gus
Ded
haxing
I sent up D program that would 1 things.
Instead of
They Democrats just added so did
Child/core hasn't gone to conference yet
Once byoin they pre dumping money into
interest groups
cartified
We want quolified people to be
4/6/90
Alabomy
Eddie Mohe FLOSOC. 842-4100
Chick Greener
(205) 870-1911
825-2744 (h)
Campaign about the future
Ds you look to 90s of 21ˢᵗ century
who's best to foce needs
Issues —
environment (mot.)
children's issues
childcare
supports POTUS
Hutlin ABC
education
oupports POTUS
HOPE
crime t drug
Supports POTUS
theflin is on Judiciory Can
trade & competitiveness
Japanese
?? Kennudy's vato volunteerism bill
[Bill Crbiness is my personal friend
Bill - choirman of Pla Rup.
sominsted 1st to read nomination
CAST votes
Phoyed right, through Bill of
Les Styslingur - (on podice
finance choirmon)
Heflin - the fact that Bioh is
-
R2 Denton of he still lost
coming down doesn't motter b/c
Porty of Д
ideas
$7 bill over 5 yrs.
House possed Downey Howkins
$29 bill 5 yrs
got it back 1 yr loter
emphosizes porential choice
Show R ok Shenholm - supported proposed pristher
$ 19 bill that POTOS approved
SAP - HR3 Downey Howkins
wasn't floor drafted till day before it went to
Rep bill ready Tweeks before
Initially $2220 23 then re-estimented
to $24 then tb 7 $28
be
have
of
Eliminates
P
now full examption for religious 14states
Sront
ese; eliminating
programs
# po 111 poges of bill of new
rugh lotions untire bill 119 pages
Borboro Sulfridge x 6150
Downey didn't know that charches
were to be regulated in his an bill.
Porochiol schools coldn't use facilities for
Have to use public schools
child care facility
Ron Hooking
Min. Staffer on Ways & Merans
225-4021
Danote Rup didn't have bill.
Title II is restrictive d tike
WWW
no "Stote flevibility of parents rights choice
violates religious choice
Moring
step towprd autions
Dru shepping toward federal regulations
about b the states would have
D their regulations
Child Support Entorcement
binding states to have regulations certain that
the Congress dreamer up but you decide Arcoss
Notl. Advisory Cann
one stup further
will device specific standards
Bidding war
Why does fedl. god think they know mere
than the stotes.
Rep. hote busencrocy
proposhers
grants
6 grant programs in Dem.
new section of low
new comm- of jurisdic
new programent @ st. d level
to administer grant
Everytine you start X new grant
Not D single gront that Dum. propose
cannot be covered by Title VX
Don't create D bunch of new
burederocies
Russonable policies
Already 28 full. programs for child care
$1 7 bill.
6 new programs and exponsion of 3 old
ones for phone $30 bill
POTUS proposes exponding $106.11
guts bock $306ill
Amer. families can solve it Five them money
States con solve it. Give them money
Dum. wonts to prof to solve it Create
D whole new set of prof. & behrecracies
and spend $20 bill extra dollars in
the process.
4/11/90
Peggy Boillet - Comp. Coordinator
4/11/90
Chuck Greener speedates from Bill
Sun Lorry Dickson - off. next to Bill
in 78 like mony busmen become
disenshonted w/ politics so he (on
to make A differenc.
1st time he spoke in House
everyone expected that he
worked @ low Airm Cabaniss
5'4 from W. D/D. Soid
if we didn't know you were
p towyer we would think ca
the to wosn't Lase to
were ys mechine shop operator
That's what he WAS
His P log come way.
87 subected by peers AS outstanding
hegishator D in Dtp.
89 Subjected DS one of 10 outstanding
legislotors by
Precision Gringing - Machine grinding
Watter McCLlbs - partner
involved in politics
Walter was in favor st Bill reting
on D portl
time job.
full time occupation
Didn't realize he was supporting
Katherine - wife & friend of Bar's
You know why here here, b/c
Katherinu us do it. of Bar for together of mode
Rondy Owens of Alabomx
singing Noth Anthem
Bill Cabaniss
205-261-7892
870-1911
Heflin's position
David Sloon
not x co-sponsor for ABC
had concerns about fudl. standards
concerned about bureaucracy
wants to help Moms @ home
But when it come tima do vote. Voludtar PBC
concerned w/ religion
Cab An iss
Airburne school @ Fort Benning, GA
5 61
Sprent my name
12 mid still running lops
Next day he collul his name
he mowered
Caboniss of Johnston
unclus firm
Lowyer fromMoringo County
We pll thought you were lawyer
until you storved speaking
Loot Pugust in DC sthending P meeting
was invited to W.H. phe dinner w/ 12
other people Gova them x tour,
W/one other couple had dinner in
Kennebankport w/ herd of major news
network
Rending their old house, they shopped
by phe Ollius 3-6-q pork from Birmingham
O.S.S.S. in the window.
Might prefer beet bubeq
A.
THE WHITE HOUSE
WASHINGTON
April 1990
PRESIDENT BUSH'S ENVIRONMENTAL RECORD IN BRIEF
The Administration can point to a strong and varied record of
environmental action in its first year.
The President has approached environmental issues in the spirit
of stewardship, balancing the need for increased environmental
protection with the need for continued economic growth.
LEGISLATIVE
*
Proposed the first major rewrite to the Clean Air Act in
over a decade to reduce emissions that cause acid rain, smog
and air pollution. A bipartisan agreement was reached with
the Senate leadership. Legislation was subsequently passed
by the Senate and awaits action by the House.
Increased research on global climate change by 43% in 1990
and proposed an additional 57% increase to $1 billion for
1991.
Proposed elevating the Environmental Protection Agency to
Cabinet-level status.
*
Presented a budget which expands the EPA's operating
programs by 12% and adds three quarters of a billion dollars
to an aggressive effort to clean up wastes at federal
facilities around the country.
*
Proposed $450 million in spending for land acquisition as
part of his "America the Beautiful" program in order to
expand our parks, forests, refuges and other public lands.
*
Increased funding for Clean Coal technology.
REGULATORY
*
Banned most uses of asbestos.
*
Stopped the importation of all African ivory into this
country, a move already beginning to show evidence of
beneficial effects for the elephant population.
*
Proposed the cancellation of the pesticide "Alar," as well
as some 40 uses of EBDC's, a family of pesticides commonly
applied to food crops, and suspected by scientists of posing
risks to health.
- 2 -
*
Ordered the development of proposals to assure that
hazardous wastes are not indiscriminately exported to
foreign countries, and endorsed the U.S. entry in to a U.N.
convention to require environmentally sound management of
exports of hazardous, infectious, and household wastes as
well as municipal incinerator trash.
OTHER ACTIONS
*
Launched a program that would promote the planting of a
billion new trees a year in America as part of the "America
the Beautiful" initiative.
Proposed a worldwide phase-out of CFCs, with appropriate
provision for safe substitutes, in order to protect the
stratospheric ozone layer.
* Hosted an international White House Conference on Global
Change this month and offered to host the first negotiating
session aimed at developing the framework for an
international treaty on climate change.
Began efforts to achieve the goal of no-net-loss of
wetlands. These include a series of public meetings on the
no-net-loss policy to be held this summer.
Encouraged international cooperation and commitment
through emphasis on environmental issues at the economic
summit and bilateral meetings with allies and other world
leaders over the past year.
Offered technical assistance to Eastern Bloc countries now
trying to save national environments after years of
Communist rule.
Began training Peace Corps volunteers in pollution
prevention and reforestation techniques.
Started a pilot tracking program to prevent the type of
medical waste wash-ups that plagued beaches around the
country only two years ago.
Re-directed the Superfund programs toward "enforcement
first, " with emphasis on more permanent remedies for
abandoned hazardous waste sites.
Taken a leading role in the creation and work of the United
Nations-sponsored Intergovernmental Panel on Climate Change,
which coordinates a long-term assessment of global change.
- 3 -
*
Focused public attention on the need to develop cleaner
alternative fuels, an effort that has already prompted
several major oil companies to begin marketing
reformulated gasoline.
*
Put forward a seven-point plan for improving laws
governing food safety. This plan will allow for faster
action against problem pesticides and stronger penalties
for misuse.
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
April 18, 1990
FACT SHEET
UNITED STATES INITIATIVES AFFECTING GLOBAL CLIMATE CHANGE
During his first year in office, the President has advanced a
large number of initiatives to enhance the quality of the
environment. Several of these initiatives, when fully
implemented, will result in substantial reductions in future
greenhouse gas emissions in the United States -- at least 15
percent by. 2000, and even more in later years. The measures are
outlined below.
Full Phase-Out of Chlorofluorocarbons (CFCs)
The President has committed the United States to seeking an
international agreement for a worldwide phaseout of the
production and use of CFCs by the year 2000. As a further step,
the President signed into law a unilateral U.S. fee on production
of CFCs. This will reduce U.S. emissions of CFCs below levels
allowed by international protocols.
Clean Air Act
The President's proposed revisions to the Clean Air Act call for
two steps which will substantially reduce carbon dioxide
emissions:
O
A 10 million ton reduction of sulfur dioxide emissions
from 1980 levels; and
o
A cap on emissions at this sharply reduced level in
perpetuity.
These measures in combination create a powerful incentive for
energy conservation in the electric utility sector. The
President's proposal on clean air would also increase the use of
alternative fuels and includes measures to reduce carbon
monoxide, nitrogen oxides, and volatile organic compounds. Both
of these initiatives will result in substantial reductions of
greenhouse gas emissions.
- more -
2
Reforestation
The President's fiscal year 1991 budget contains $175 million to
fund the first year of a multi-year program to plant one billion
trees annually for the next ten years. This program has the
potential, if continued for 20 years, to sequester up to 5
percent of annual U.S. carbon dioxide emissions.
Increased Funding for Solar and Renewable Energy and for Energy
Conservation
The President's fiscal year 1991 budget contains about $360
million for research and development activities in solar and
renewable energy and energy conservation. This represents a 75
percent increase over the amount requested in the previous year,
and an increase of about 10 percent above fiscal year 1990
enacted levels. This research will be critical to identifying
technologies which will allow us to meet our energy needs in
environmentally efficient ways.
Energy Saving Appliance Standards
The Department of Energy recently issued new appliance standards
which will result in increased energy conservation and reduced
energy demand to service affected products. These standards are
projected to reduce U.S. carbon dioxide emissions by up to one
percent by the year 2000.
Commitment to Increased Research
In addition to these measures which will reduce greenhouse gas
emissions, the President remains committed to a major research
effort. The President's FY 1991 budget proposes spending over
one billion dollars on global change research. This research is
targeted towards investigating the underlying causes, effects,
and consequences of global change. This funding is in addition
to the $660 million already allocated for such research in FY
1990.
# # #
THE WHITE HOUSE
WASHINGTON
1111/2
FACSIMILE TRANSMITTAL SHEET
NUMBER OF PAGES INCLUDING COVER 7
DATE 4/18/80
TO Birt Columan
FAX NUMBER 205 323-9846
OFFICE NUMBER
COMMENTS
FROM Stuphonie Blessey
OFFICE NUMBER 202 456-7750
Blessiey's Des
(Smith/Blessey)
April 17, 1990
5 P.M.
ALA
PRESIDENTIAL REMARKS: CABANISS FUNDRAISER
FRIDAY, APRIL 20, 1990
BIRMINGHAM, ALABAMA
12:00 P.M.
Jeremiah Denton, Bart Storr Mayor Richard Arrington
Thank you, Ray [Scott], for that introduction. Governor
Hunt, Congressmen Callahan and Dickinson, National Committeemen
Perry Hooper and Committeewoman Jean Sullivan, Senator Cabaniss,
ladies and gentlemen.
A writer once said, "Each spring in Alabama is as delicate
as wisteria in the rain and as gentle as falling in love." //
It's great to be here in this kinder, gentler time of year. 11
It's also a privilege to be in Birmingham on behalf of a
very dear friend. One of the great leaders in the Alabama
Senate. Soon to be a great member of the United States Senate.
// My long-time friend, Bill Cabaniss. 11
( (As Bill tells it, this visit arose from a phone call.
John Sununu told him, "We've got a surprise for Birmingham that
will really excite people." // Bill replied, "You mean
Birmingham's finally getting an NFL franchise?") 11
It is wonderful to be back in this State to help elect a
superb U.S. Senator. He is what this State and my Administration
need. // A Senator who will make Alabama proud. A leader who'll
make the Nation proud. Bill Cabaniss is that man. ///
Bill and I go back a long way. We first met in 1978 --
we've been summer neighbors for years. ((We're so close that not
2
long ago Barbara and I invited ourselves for dinner after we
smelled some good old 'Bama barbecue Bill and Katherine had
imported from home. / / But you know how it goes. Twenty Secret
Service men went over ahead of us. The good news is that by the
time we got there, they had big smiles on their faces. The bad
news is all the barbecue was gone. )) //
This year, Bill Cabaniss has plenty to offer Alabama voters.
He is a man of character, a family man -- great wife, two great
kids. He values loyalty -- worked for me in 1980. In '88, he
cast our first vote at the Republican National Convention. //
( (Like me, he is a charismatic speaker. // Also, Bill keeps
things in perspective. It's like he says: "It's fine that
you're here, Mr. President. But if you really want to WOW the
crowd, bring Barbara. ) ) //
Not surprisingly, these qualities have endeared Bill to the
voters since his election to the Alabama Senate. Just as they've
impressed his peers. // In 1987, Bill was named Best State
Senator by colleagues in a body then 6-to-1 Democratic. He's
respected because he's a man of experience and judgment. // He
knows that only new ideas can create the new leadership needed
for the new decade of the 1990s.
These new ideas are found at every level of our Republican
Party -- they're the reason you don't just mean Alabama football
when you refer to a Southern "Tide." // Since the 1988
election, 215 former Democratic elected officials and leaders
have turned Republican -- 179 from the South and 14 from Alabama.
3
Churchill said, "Some men change their principles for their
party." These men changed their party for their principles. //
They joined us because they want to move beyond an Alabama of
status quo toward an Alabama of status grow. // An Alabama of
new ideas. // The Alabama of Bill Cabaniss. //
One new idea is our belief that greater competitiveness and
incentives mean greater growth. Look here at Birmingham -- often
called the "Pittsburgh of the South." So it once was with steel
and iron -- and is today with high tech and higher learning. //
Bill Cabaniss wants us to be more competitive. As a businessman,
he knows that a lower capital gains tax rate frees more capital
for investment -- and that more investment means more jobs. And
Bill knows his geography. Japan has a much lower capital gains
tax, while countries like Taiwan, Korea, Singapore, and Hong Kong
don't tax them at all. So Bill supports our capital gains tax
cut. // Once again I call on the Congress to pass that bill. //
It's time we stop giving the edge to countries we can out-think,
out-work, and out-perform any day of the week. ///
Bill also understands that only an educated work force can
be a competitive work force. Alabama needs him and I need him in
the Senate to back our Educational Excellence Act of 1990. //
Bill's opponent believes in the old and discredited idea that tax
and spend can make U.S. education Number One. Bill and I
disagree. There's nothing new about excellence. What is new is
the idea of demanding higher standards, greater accountability,
and more involvement by parents and communities to achieve it.
4
( (You know, Ray Scott says that the fish I catch aren't any
bigger than his -- but my stories about them are. // Let me tell
a story that's true. In 1961, Bill was at Airborne School in
Fort Benning, Georgia. The sergeant called out, "Cah-BAN-ahs."
Bill corrected him: "Sir, my name is Cabaniss." // Not
surprisingly, at midnight Bill was still running laps and doing
pushups. The next day, the sergeant again called, "Cah-BAN-
ahs." Bill replied, "YES, SIR.") ) //
Talk about a quick study. / / But that's just what we need
in the U.S. Senate, as this country faces enormous challenges in
the new decade of the '90s. 11 Like the fight against crime and
drugs, and our campaign for a cleaner environment. And it's the
Republicans who have the new ideas to meet these challenges. //
For instance, in January, we unveiled Phase II of our
National Drug Control Strategy to knock out crime and drugs. We
must toughen our laws and expand the death penalty for drug
kingpins. // Capitol Hill doesn't need politicians who soft-
pedal the need to be hard on crime. It needs a Bill Cabaniss who
believes the penalty should be just as tough as the crime. //
And when it comes to the environment, here too we
Republicans have plenty of new ideas to make it clean and safe.
From expanding our parks to planting one billion trees a year to
banning asbestos. // What's more, earlier this year we proposed
a major rewrite of the Clean Air Act to cut smog, acid rain, and
toxic pollution. // I'm glad to say the Senate has now passed a
clean air bill -- a bill that was gridlocked through the 1980s.
5
// It's been 13 years coming. But no American should have to
wait another day for clean air. So I call on the House of
Representatives to move promptly to produce a bill consistent
with the principles I have stated for an environmentally strong
and economically sound new Clean Air Act. //
In that spirit, this week is the 20th anniversary of Earth
Day. And I can't help thinking what a breath of fresh air Bill
Cabaniss would be in Washington, D.C. // Like me, he hopes the
House will act soon, and responsibly. As a staunch defender of
the environment, there's one thing Bill wants to make absolutely
clear -- and that's Alabama. //
Let me close with the issue which perhaps most clearly shows
the gulf between new and old ideas. Child care. 11 Bill's
child-care position rests on that historic 'Bama trait: Common
sense. 11 Like me, Bill Cabaniss supports what works.
That's why he backs our child-care program which gives
parents the freedom to choose. It's a $10 billion program to
help low-income working Americans by increasing choice in child
care through tax incentives, not Federal intervention. // We
want to ensure that parents, not bureaucrats, decide how to care
for America's children. And I will not see the option of
religious-based child care restricted or eliminated. 11
Bill Cabaniss wants to protect religious child-care
centers, and parents' freedom to use them. But many liberals
support the child-care legislation passed last month by the House
6
Democratic leadership. Let's take a look at what that bill would
mean to this State and every State. //
The House bill would cost $30 billion -- and force many
States to change their rules. // It would create a Federal
Committee -- really, a straitjacket -- to produce national child-
care standards, replacing local standards that reflect local
needs. 11 And it would put Federal funds into more endless
paperwork -- creating 120 pages of new child care law. Who would
be hurt the most? Those who need help the most. The parents.
The truth is that we don't need all this new bureaucracy.
It would be redundant, wasteful -- an invitation for Big Brother
to get involved in yet another part of our lives. We don't want
to expand the budget of the bureaucracy. We want to expand the
horizons of our kids. // So let's reject those who measure
progress made by dollars spent. 11 And instead give families the
help they need to solve the child-care problem themselves. //
Liberals say, "The Federal government knows what's best for our
children." Bill Cabaniss and I say: "Parents do." //
You can see, I hope, how much I think of Bill. How I
respect him, trust him, and how much we need him in the United
States Senate. 11
To some, new ideas mean another new bureaucrat to pick your
pocket. // Bill Cabaniss knows better, because he knows the
familes, the taxpayers, the working people of Alabama. His ideas
will help those people. And reflect the spirit of Alabama -- the
spirit of America-Can, not Washington-Must. //
7
I came to this great State to ask you to help this man. A
public servant I admire. A wonderful friend I rely upon. Help
him do for America what he's done for Alabama. // Thank you for
this occasion. God bless the United States. And let's make Bill
Cabaniss the next Senator from the great State of Alabama.
# # #
AMERICA THE
QUOTABLE
Mike Edelhart and
James Tinen
--- 0 ON reral
Facts On File Publications
460 Park Avenue South
New York, N.Y. 10016
ALABAMA
sat on her nest in the briars Matching her brood."
Walt Whitman
life has come to the dignified old state. This new life
"Starting from Paumanok"
centers around the blast furnaces of Birmingham and
the cotton empire around Montgomery."
1881
Pearl S. Buck
America
1971
***
THE LANDSCAPE
"Alabama, for some reason I cannot determine.
"The blanket of good fortune for the traveler spreads
seems to me to be the most southern state of the
across the landscape of Alabama, wrinkled by tim-
South. An air of the past hovers about it still. Perhaps
bered mountains and rugged canyons, smoothed flat
it is because the houses I have visited there are old
by the sands of Dauphin Island that drift like spun
plantation homes, where quiet, civilized people live
sugar into the Gulf of Mexico."
very much as their forefathers lived except that
slavery is no more."
Caleb Pirtle
Fodor's Sunbelt Leisure Guide
Pearl S. Buck
1979
America
1971
***
"Stick a needle into each town on a map of Alabama
PEOPLE
where a garment plant is located and the state would
look like a porcupine."
Neal R. Peirce
"The quietly wealthy aristocrats of Alabama live in
The Deep South States of America
an atmosphere of good music, good libraries and
1974
good food."
Pearl S. Buck
America
1971
HISTORY AND POLITICS
***
"Alabamians are prone to rebel even against rebels
"The lively and talented young people I had met in
[politicians]."
Harlem were scurrying to whatever brier patches
Robert Sherrill
they could find. I found one in Alabama. It [the
Gothic Politics in the Deep South
Depression] was the best of times and the worst of
1968
times to run to that state for refuge. Best, because the
summer air was so laden with honeysuckle and
***
spiraea it almost drugged the senses at night."
"The budding of folk history is a healthy sign. If it
Arna Bontemps
continues to flower, the majority of white Alabami-
The South Today
ans may someday be purged of a lingering regret that
1965
their forebears were not planters."
***
Virginia Van der Veer Hamilton
Alabama
"Early spring in Alabama is as delicate as wisteria in
1977
the rain and as gentle as falling in love, but George
Wallace is having none of this. He is dishing out his
***
politics the way many of his fellow Alabamians like
"Alabamians relish the scent of hickory in barbecue,
their whiskey and religion-as hot and raw as white
a dash of pepper sauce on turnip greens, and a side
lightnin' and as primitive as Baptist fundamental-
order of tomfoolery with their politics."
ism."
Virginia Van der Veer Hamilton
James R. Dickenson
Alabama
National Observer
1977
1970
***
[After George Wallace called federal bureaucrats
WAY OF LIFE
"outlaws"]: "If the outlaws-the Robin Hoods who
collect from the rich states and distribute to the
"Today life in Alabama no longer centers in baronial
poorer according to need-should withdraw federal
plantations and great old houses. A new and vigorous
support from Alabama, grass would grow in every
84
no
4 dragons of the Pacific have 10 bordly
DAY capital goins tax
Singapore
S. Korea
Hong Kong
Toiwan
Japon has very low capital goins. DS
low AS 10/0 for certoin holdings
Andy Mitrusi
x 6402
State House
Montgomer if
242-7100
Morgi Boyhe
Grover Hant
Streetegic
Research
Outlaw, arthur
not at head table
Alabama
Steve trench
205 324-1990
SH. Perty
Lindo Posey
863- 8815
863-8565
SCHOOL REFORM IN 10 STATES
SCHOOL REFORM IN 10 STATES
DECEMBER 1988
ecs
Education Commission of the States
1860 Lincoln Street, Suite 300
Denver, Colorado 80295
This publication was funded in part by the John D. and Catherine T. MacArthur
Foundation. The views do not necessarily réflect those of the foundation or
of the Education Commission of the States.
Copies of this book are available from the ECS Distribution Center, 1860
Lincoln Street, Denver, Colorado 80295, 303-830-3692. Ask for No. SR-88-1.
Copyright 1988 by the Education Commission of the States.
The Education Commission of the States is a nonprofit, nationwide interstate
compact formed in 1965. The primary purpose of the commission is to help
governors, state legislators, state education officials and others develop
policies to improve the quality of education at all levels. Forty-eight states,
the District of Columbia, American Samoa, Puerto Rico and the Virgin Islands
are members. The ECS central offices are at 1860 Lincoln Street, Suite 300,
Denver, Colorado 80295. The Washington office is in the Hall of the States,
444 North Capitol Street, Suite 248, Washington, D.C. 20001.
It is the policy of the Education Commission of the States to take affirmative
action to prevent discrimination in its policies, programs and employment
practices.
CONTENTS
INTRODUCTION
CHANGING THE TERMS OF DISCOURSE
2
STATE PROFILES
California
Colorado
Florida
Illinois
Massachusetts
Minnesota
South Carolina
Tennessee
Texas
Washington
INTRODUCTION
The purpose of this report, the third in a series supported by the John D. and Catherine T. MacArthur
Foundation, is to provide a brief look at the recent history of the education reform movement in 10 states.
The selection of states grew out of the first publication in this series,
"
the best of educations, by
William Chance, former executive director of the Washington State Temporary Committee on Educational
Policies, Structure and Management.
Chance chose seven states - California, Colorado, Florida, Illinois, South Carolina, Texas and
Washington — for his description and analyses of the process of implementing education reform. This
report uses the original states and adds Massachusetts, Minnesota and Tennessee.
Massachusetts was included because of its unique approach to building a reform package with local
control and incentives in mind. This was one of the first states with an incentive program to encourage
districts to restructure schools. Tennessee was selected because of its unique state-funded and state-operated
career-ladder program for teachers, and Minnesota for its effort to give students more enrollment choices.
Tracking education reform activity was an easier task in the years immediately following the 1983 release
of the hallmark A Nation at Risk report. In the initial reform states, one large reform law or package of
laws usually was enacted. In each successive year, implementation rules and regulations, funding changes
and delays, unforeseen costs and other problems have caused changes in the original reform objectives.
For the most part, however, most of the reform programs have stayed in place.
But what were easily identified as discrete reform activities in 1983-84 have started to blend into the
general business of education, making the tracking of reform activities more difficult. In some states, the
reform mandates already are part of the education mainstream; in others, they are still identifiable, and in
yet others, reform activity is still being initiated. It now seems appropriate to ask at what point states must
quit looking at education reform as a discrete venture.
This report gives some historical perspective to the details of education reform in 10 states. It begins
with an essay by William Chance, who takes a thoughtful look at how American school reform thus far
has transpired. He argues that the so-called "first wave" of reform in the early 1980s carried with it numerous
lessons for policy makers who may have been overly optimistic about how much improvement could take
place in a short amount of time. The period also revealed the complexities of American education, he says,
complexities that now must be dealt with more fundamentally through different means - more collaboration,
for example - and in different fashions - a new type of school, not simply an alteration to a traditional one.
Chance closes with some specific suggestions of what a restructured school system must include. He
notes that change will take time, but predicts that demographic shifts and concerns about the preparation
of the work force will keep the pressure on the education community until those changes are complete.
Chris Pipho, director of the ECS Information Clearinghouse, follows with his look at how education
reform has transpired in the 10 states.
PREVIOUS REPORTS
Other publications in the ECS school reform series, sponsored by the John D. and Catherine T. MacArthur
Foundation:
Chance, William. " the best of educations. "Chicago: John D. and Catherine T. MacArthur Foundation,
1986.
Education Commission of the States. School Reform in Perspective. Denver, Colorado: ECS, 1987.
CHANGING THE TERMS OF DISCOURSE
Restructuring Education in America
by William Chance
REFLECTIONS ON THE FIRST WAVE
The first cycle of the Great American School Reform Movement of the 1980s has passed. If the millennium
has proved more elusive than expected, Chris Pipho's review of the experiences of 10 states makes it clear
that substantial progress has occurred. Perhaps as important as these accomplishments, exposure to the
complexities of public education has contributed to a new understanding of what ultimately must transpire.
That assignment is fundamental restructuring, and that requires a change in the terms of discourse.
Late in 1985, shortly after
"
the best of educations" went to the printer, a school reform panel was
convened at a national conference in the Southwest. The remarks of participants in the meeting were more
elaborately garnished with criticisms than plaudits, as charges that the state programs were driven more
by concerns for the economy than learning, the processes of change were more political than educational
and the reform movements were more central than participatory recurred throughout the day. Speakers also
insisted that the effects of the reforms were superficial as states followed each other down the same
unexamined paths; almost everyone agreed that because of the deeply embedded character of the system,
the prospects were not bright and the waves of reform probably would crash on the rocks of convention
and custom.
1
Although not as extreme, some of this skepticism is apparent in the appraisal of the first wave of reforms
in
"
the best of educations,' which opens with this observation:
Following the heat of summer, it is difficult to measure the effects of a storm, and
so it is with all of this. The reforms are seen both as significant and superficial.
Skepticism over their relevance, precision and persistence underlies metaphorical
references to Band-Aids, furniture rearrangements and additional coats of paint. A
Washington-based analyst argues that "if the reforms do not affect who is teaching
and what is going on in the classroom, they hardly can be considered reforms. One
is hard-pressed to employ the term reform - improvement maybe, but to call it reform
is to misuse the vocabulary."
A May 1988 Newsweek article carried this assessment:
All 50 states have adopted some form of reforms, some starting before 1983. More
than a dozen have completely overhauled their school systems. Roughly 40 states
have raised high-school graduation requirements; in 19, students must pass a test to
receive diplomas. Forty-six have mandated competency tests for new teachers; 23
have created alternative routes to certification. Teacher salaries have increased, on
average, more than twice the rate of inflation, to $28,031 this year. Six states are
now legally empowered to "take over" educationally deficient schools. Nationwide,
average combined SAT scores have recovered 16 points since 1980, reversing a
90-point decline from 1963.
Other measures tell a more depressing story. The high-school dropout rate continues
to hover around 30%. U.S. students still rank far below those in many other countries
- particularly in math and science achievement — and books charting the appalling
lack of knowledge by American youth have become fixtures on best-seller lists.
Alarmingly, some experts conclude there has been the least progress at the bottom of
the educational heap.
Whatever else, the experiences and the changes of the first wave were positive and essential, but policy
makers now understand that the business of school improvement will require more time and dedication
than initially thought. In addition, a new appreciation of the importance of collaboration is forming, and
this is contributing to recognition of both a broadened range of efficacy and responsibility for the schools
and to new levels of sustained governmental, business and citizen participation.
Equally important, the first wave revealed a great deal about the complexities of public education in the
United States. Most of the changes carried an implicit endorsement of the existing system as the consummate
form. Expanded high-school graduation requirements, attendance rules, indicators of performance, teacher
salary increases, all logically if quietly presume the continuation of the design of the conventional education
structure. They fit within the existing matrix. In this sense they are modifications and adjustments to the
prototype rather than alternatives. Frank Newman, ECS president, recently hit the nail on the head when
he noted that the goal of the first wave of school reform essentially was "a good 1960s school."
The American educational system, the structure with which most people in this country are familiar, is
a pragmatic product of a comparatively brief evolutionary process. Its form was determined by objective
circumstances that were at least as much economic as educational. There is nothing new in the charge that
contemporary reforms have been more economically than educationally motivated. Understanding of the
"school problem" will be heightened by some appreciation of this.
2
THE FORMATION OF THE PUBLIC SCHOOL SYSTEM
The developmental process that led to the present way of doing things can be traced at least to the end
of the last century and the advent of universal secondary schooling. The cardinal question facing 19th and
early 20th Century visionaries was whether the new public high schools should stress a classic curriculum
or programs more immediately relevant to the work place.
The debate transpired in the midst of general population increases and what must have seemed ceaseless
streams of immigrants that were bringing to the schools native-born children from social classes not
previously represented and unprecedented numbers of new arrivals who could not speak English. At this
time the most powerful force in the country was industrialization - "the application of mechanical power
to the production of goods" - and, along with that, a management penchant for the application of scientific
principles to the production process; in a not especially unique manner, these things carried over to the
newly forming education profession.
In effect, they ordained a role for public education of keeping children in school and out of the employment
market both to control the supply and to ensure that students would be funneled in as adults with at least
minimal manual skills. The operative emphasis in the schools for most children gradually shifted onto
coping strategies to keep them in school until they could be eased into the labor market, with manual skills,
a sense of social purpose and a strong work ethic. Form follows function, and the structure of the system
developed accordingly.
During this formative period, academic offerings for the college-bound came to represent a diminishing
fraction of the whole, and differentiated tracks (vocational, general, fast and slow) formed and expanded
through the curriculum. The system acquired a structure and organization in which children advance within
annual cohorts. Seat time, the Carnegie Unit, is a surrogate for competence, and different capacities and
interests are accommodated by different tracks and courses of differentiated difficulty.
In effect, the education process is a production grid, a management model, as learning is organized into
discrete cells: types of schools - elementary, middle, secondary, junior college and college; tracks -
academic, general, technical and vocational; time grids - five days a week, six to 10 periods a day; and
subjects - communications, computation, reasoning, etc., separated into discrete disciplines, English,
math, history and treated separately.
This matrix is the educational "structure." In a recent article in Phi Delta Kappan, Barbara Tye referred
to certain aspects of it as "The Deep Structure of Schooling."
Walk into a public high school in any of the 50 states, and you are likely to find
yourself in familiar territory. You will not be surprised by the physical uniformity of
classrooms; the overall control orientation of policy, programs and pedagogy; the
general similarity of curriculum and schedule; the reliance on test scores as measures
of success; and the practice of tracking.
Although educators and non-educators alike are becoming less tolerant of its limitations and more
questioning of its claims, the structure persists. Perhaps it offered an effective response to the industrial
needs of an earlier and simpler era, producing workers prepared to meet work schedules on the lines and
in the mills, but now the industrial sector has changed, and an educational system designed for what have
become obsolescent requirements is encountering difficulty fulfilling expressly different needs. If prevalent
assumptions about the future are correct, existing conceptions of the form and nature of the educational
3
system are becoming as irrelevant as outmoded industrial plants. This is glaringly apparent as society
struggles with only moderate success to meet calls for graduates possessing critical-thinking capabilities,
adaptivity and literacy - people with intellectual skills who can read and write. These new demands shape
the modern economic imperative - the one that now propels the reforms of the eighties.
ECONOMICS AND EDUCATION
The state reforms were influenced by economic considerations from the beginning, although the initial
issues were obscured by uncertainty over the emergent images of the economic future. The character of
the economic argument changed during the course of the first wave, from the early eighties when much
of the attention was directed to programs to entice industries to relocate from one state or region to another.
Governors viewed the quality of schools as vital factors in their industrial and economic development plans,
and a close economic-education relationship was considered essential to building business-sector support
for the additional taxes normally required to accomplish educational change.
More recently, smoke-stack chasing and inducements to industrial relocations have become suspiciously
similar to a zero-sum game, as national commerce increasingly confronts a worldly flow of goods and the
trade balance tilts the wrong way. The clearest signal of a new atmosphere was the 1983 National Commission
on Educational Excellence's report, A Nation at Risk, which unreservedly focused the national interest on
the economic threat from abroad. With this report Americans began to appreciate the changing nature of
the international economy and the importance of an effective educational program to the maintenance of
any kind of national competitive edge. Few missives describe the hazard created by an inadequate educational
system more dramatically, and that report has achieved a level of national recognition rarely accomplished
by governmental documents.
During the brief period encompassed by the first wave, the economic circumstances changed almost
more strikingly than can be described. Now modern communications transmute fresh terms depicting new
concepts and trends into overcooked phrases almost before the significance of what they describe can be
grasped: "global economy," "technological integration," "hi-flex industries and work places," "Pacific
Rim," "world trade" and others portray events that unfold as one reads of them. America's progression
from mass production/mass consumption to high-flex systems directed to individualized tastes and styles,
the growing presence of foreign trade and the incredibly portentous demographic changes facing the country
are without prevenience.
In an almost ironical way, the rapid movement of these expressions into the lexicon dulls the importance
they represent. Yet, any way it is stated, the American economy is undergoing fundamental change as this
nation becomes a partner in fully integrated global economic and technological systems. Glenn Pascall,
writing in a recent issue of the Seattle Times, offers this metaphor: "For the first three postwar decades,
the world economy looked like a layer cake. The U.S. layer was on top, with frosting. Today the world
economy is a marble cake. Productive resources anywhere belong to owners from everywhere. There is
no way to neatly slice the most delectable piece from a marble cake."
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New technologies and the importance of instantaneous communications along with increased productivity
in manufacturing and agriculture are contributing to the prominence of the service sectors in the national
economy. Goods-producing sectors accounted for 45% of the American working population in 1929. By
1977, the portion they composed had declined to 32%, and by 1986 the percentage had contracted to 25%.
The service sector accounted for the remainder. Between 1958 and 1982, manufacturing declined from
30% to 21% of the GNP.
Additional dynamics with educational implications stem from modern managerial practices, especially
the trend to increased delegation of responsibilities to production units. This is what Marc Tucker and
David Mandel refer to in their paper, "Competitiveness and the Quality of the American Work Force," as
"pushing decision making down to the front line of workers and giving the people in these units the freedom
to decide how to get the job done and holding them accountable for results."
In The Next American Frontier, Robert Reich writes of future production lines that require precision
engineering, are custom-tailored to buyers' specific needs and depend on rapidly changing technologies,
all of which will be produced by "flexible systems." These are critically dependent on employees' skills
and organizational teamwork.
The requirements of economic competitiveness cannot be fully grasped without reference to the convul-
sions transpiring in the composition of the population and which are certain to carry over to the work force
during the remaining years of the present century.
It is hard to improve on Harold Hodgkinson's commentary in his report, All One System, especially the
statement, "[W]hat is coming toward the educational system is a group of children who will be poorer,
more ethnically and linguistically diverse, and who will have more handicaps that will affect their learning.
Most important, by around the year 2000, America will be a nation in which one of every three of us will
be non-white. And minorities will cover a broader socioeconomic range than ever before, making simplistic
treatment of their needs even less useful."
The enormity of future requirements for qualified workers pushes the issue of the high school dropout
to the status of a national scandal. America's need for educated and capable citizens is such that few states
can ignore more than a quarter of their high school students and still face their economic futures with
confidence. Similarly, no state any longer can write off inner-city schools as warehouses for street kids
until they leave or pass through the system. In an unprecedented way all children are vital, even if monumental
efforts are required to engage them.
Part of the uneasiness over an economic influence on the education system is associated with fears that
the public schools will become subordinated to the demands of the work place; that is, in focusing on the
economic dimension, the enormously more important relationship between an effective educational system
and the civic culture - the crucial need for enlightened participants in the social and political systems -
will be ignored. To minimize this connection is to enhance the possibility that the nation will achieve its
economic goals and lose its social values.
The present messages are more reassuring. They emphasize core competencies, literacy - indeed, the
higher literacies - for all students. Specific job skills are to be added only when the core competencies
(which also are now viewed as essential job skills) have been acquired. Five years ago the National Academy
of Sciences, in its report, "High Schools and the Changing Work Place," spoke of "command of the English
language, reasoning and problem solving, reading, writing, computation, science and technology, oral
communications, interpersonal relationships, social and economic studies and personal work habits and
attitudes."
This listing represents a new synthesis that suits graduates well for work and for civic participation. If
accomplished, it will ensure that each high school graduate will be prepared for the work place and for
further education. This is as it should be. The ostensible dichotomy between academic and vocational
preparation is diminishing, and it is becoming more difficult to identify a specific place in the school
curriculum where job preparation should occur.
Many of these things were not well understood during the early years of the first wave. Now more is
known both about the magnitude of the problem and strategies that will work. The kindergartners in school
in 1988 will make up the first high school graduating class of the 21st Century. The implications for
education are enormous, as the nation struggles to meet work-force requirements. This is at least part of
the message the new economic imperative conveys.
For now it is sufficient to note that in both the past and present contexts the economic influence was
strong. It was an economic force that supported curricula weighted toward social relevance and away from
academic irrelevance during the first 70 years of the present century. It is a subsequent series of economic
reactions centering on the quality of education, its relationship to a different kind of economic growth and
development and to corresponding anxieties over the nation's international standing that stimulate and shape
the reforms of the eighties and the call for a basic substantial education for all students. These different
expressions of economic determinism parallel the nation's shift from an industrial to an information or
service economy.
THE FORM AND EFFECTS OF THE FIRST WAVE
Most of the changes accomplished in the first wave were directed to improvements in student achievement,
often in the form of strengthened graduation requirements, college admission standards, testing, competency
statements, no-pass/no-play and attendance rules, etc., and to the education professions, as salary increases,
strengthened certification requirements and, in some cases, differentiated salary systems. In a few states
changes were directed to earlier childhood education, largely attributable to concerns over children at risk
and the needs of working parents. Sometimes these were coupled with school latch-key programs where
children were afforded opportunities to gain enriched educational and cultural experiences through their
early learning years.
The emphasis was on mandated change. Essentially, the states accomplished by statute, executive order
and budgetary effect about as much as they could through those devices. A great deal of commonality
occurred as decision makers looked to other states for examples, choosing from among the various packages
the elements that best fit their needs.
Observations that these efforts were political, uninformed and top-down, if overstated, probably are
accurate, but they should not be considered pejorative. It is important to recognize that attention was
necessarily directed to those things that were amenable to change via the political process. And in this
respect, virtually all of the change processes acquired a political character as governors and other political
leaders placed education at the top of their agendas, legislative assemblies rather than board meeting rooms
6
served as the arenas for debate and action, and statutes rather than department regulations became the
media of change.
The pattern is changing, but it helps to remember that public education is a state responsibility met
through funding programs that frequently compose the preponderance of the state budget; thus, a charge
of politics should come as no surprise, though it does not follow that the resultant reforms were antithetical
to educational improvement or that the education sector's influences were unfelt. Rather, in most of the
states, educators, state superintendents and departments of education performed decisive roles.
In Illinois, for example, the state superintendent worked for the enabling legislation creating a blue-ribbon
study committee and ensured that the department provided all needed information to the committee. In
Colorado, the state superintendent obtained legislative support for a deliberate reform process. In South
Carolina, the state school chief was an active participant with the governor and members of the legislature
in the reform effort, and the work of that department was crucial to the success of the blue-ribbon committees
there. In California, the effective coalition comprised a reform-minded state superintendent and educationally
concerned legislators.
In fact, in all of the reform states, even though the initiative may have resided more in the political than
educational realm, there was no instance in which anything less than a political/educational/public coalition
operated. One mark of leadership is the capacity to surmount impediments through coalition building. This
is especially so in education.
Governors took the lead in almost every state in spite of formidable obstacles. Separation of powers is
the most vivid feature of the American political system, but it ventures close to the extreme in the states
- "the laboratories of democracy," where not only are the three branches of government divided, but the
executive and legislative powers are dispersed among myriad elected or selected officials - treasurers,
attorneys general, school superintendents, auditors, etc.
Although the president of the United States is the unmistakable national executive with plenary executive
power, the governors of all American states share executive authority with others whose names appear on
the long ballot or whose appointments rest in the hands of an almost infinite variety of boards and commis-
sions.
This fragmentation of power does not reduce civic expectations, especially with respect to the economic
well-being of the populace. Education is the social sector most closely linked to economic vitality in the
conventional wisdom. Yet, nowhere in government is the dispersal of authority more apparent than here.
Even so, the reform processes resulted in the accomplishment of surprisingly sweeping programs, often
paid for with funds from new taxes, the traditional cul-de-sac of major policy initiatives. In doing so they
revealed something new about leadership.
Another charge is that because they were political, the reforms were uninformed. Considerable relativity
is apparent here. There was not a strong presence of deep research behind many of the more popular
changes, but there was more than most realize. There also was a continuous presence of knowledgeable
people, such as John Goodlad, Mortimer Adler, Ted Sizer, Diane Ravitch and many others.
Policy makers normally knew what they were doing and where they were going. Many were former
educators or administrators. Others took great pains to inform themselves on the issues. Legislative staffs
tended to be well read and advised. National organizations ensured a steady flow of information as they
made dissemination and advisory services an organizational priority. Many people served as consultants
to legislative committees, and study panels and select committees were prominent in all of the states.
7
Perhaps more important is that the ideas reflected in the committee reports and the education packages
overwhelmingly emanated from practitioners. In the words of one former select committee member:
Virtually all of the people who offered testimony were educators or associated with
education. All of the papers were prepared by the same kind of people. This is where
the committee got all of its ideas.
A Texas school administrator related his experience with the study committee there.
There is a perception that the ideas were Ross Perot's. I really think that most of
them came from educators. The select committee went all over the state. It received
input from all over. After it was finished, educators could not understand why people
felt it was done over their opposition. Many looked upon it as anti-establishment, but
the vast majority of the changes came from educators.
Obviously, the policy process is a two-way street - if educators need politicians, the reverse is equally so.
This brings up the final charge, that the changes were unduly "top-down," developed in a low-participation
manner, in contrast to a "bottom-up" model, which implies change proceeding from the grass-roots to the
policy stage through a high participation process. Both forms carry judgmental connotations: top-down is
bad; bottom-up is good.
At a fairly narrow level of abstraction there were commonalities among all of the states. In South
Carolina, the quintessential bottom-up state, the changes involved: (1) statewide select committees, (2) the
active leadership of political figures and (3) omnibus legislation. This also was the pattern in Texas, usually
labeled a top-down state. In fact, while the South Carolina process offers an excellent model for local
participation in the policy process, wide participation was an aspect of most state programs, including
Texas and other "top-down" states.
There is a lot of relativity here. Because virtually any state process, including the provision of approp-
riations to run the schools, is in some manner top-down, the label does little more than note the obvious.
If South Carolina is a good example, and it is a very good one, prospects for success hinge less on the
label than on the extent to which the process includes implementation linkages that join the state and the
districts in a program of mutual accommodation.
WHITHER REFORM?
As one considers progress, the natural question is whether things are on the right track. The answer
must be qualified, with the qualifications stemming from impressions that while the reforms are heading
in the right direction, they must extend to more fundamental problems, those associated with the structure
of schooling. They must get beyond the first arguments. Over the long run, fundamental restructuring, a
changed matrix, is required. This means altering both the form and the process. It requires merging
artificially separated curricular elements into a more logical whole. It extends to new conceptions of
delegation, involvement and the empowerment of teachers. It raises questions about when children enter
school and how they should progress through it. It changes the relationship between the system and the
8
state as authority is delegated downward to the districts and the schools. It challenges the present age 6-18
conception of schooling, inquiring into the possibility of one that begins and ends earlier. It calls for the
elimination of tracking and a new emphasis on core competencies for all students. It offers choice, for
parents, teachers and students. In more specific terms, fertile aspects of a restructured system include:
The option of universal preschool for all students and the presence of parent-sponsored latchkey programs
in all elementary and middle schools
A true elementary-secondary system, with the elementary-school emphasis on the basic skills and early
exposure to foreign languages and cultures for all students
A secondary-sector emphasis on core competencies, perhaps exemplified by those proposed by the
National Academy of Sciences in 1984: command of the English language, reasoning and problem solving,
reading, writing, computation, science and technology, oral communication, interpersonal relationships,
social and economic studies, and personal work habits and attitudes, with additional attention to higher
literacies in the advanced years
Treating the compulsory attendance age as a significant threshold by forestalling tracking through grade
10 and ensuring that all students master the core competencies by that point in their lives
Moving away from reliance on credits to competency-based programs
Substantial post-grade 10 options in academic, technical and vocational fields integrated with postsecondary
programs in universities, community colleges, vocational centers or on the job training associated with
direct entry into the work place
An educational system characterized by choice, including opportunities for students who drop out to
subsequently re-enter and complete
Flexible, team-centered, adaptable and decentralized decision structures present at each school, with
management autonomy delegated to people at the building level and substantive teacher involvement in
academic planning
A more fully integrated profession of teaching, with perquisites for public school teachers that are
comparable to those for university faculty and professional interactions among teachers at all levels,
school and college, as peers
The full integration of technology into instruction, student records (computerized competency portfolios)
and school management
Movement of the concepts of lifelong learning and the Learning Society from rhetoric to reality
There are other aspects, but these are the more apparent. Clearly, the system must be changed. School
improvement has extended to the present system's confines; there is no room for additional high school
graduation requirements or time for more tests. Attention must turn to changing the system.
Similarly, the process of change must shift from mandated packages of reforms to more collaborative,
cooperative, protracted endeavors. New systems cannot form overnight. With changes of this magnitude,
the laws of situation obtain, and a sustained effort, what Dick Elmore and Milbray McLaughlin perfectly
term, "steady work," becomes the appropriate mode. Pilot programs, experimentation, trial and error and
sharing of experiences are the appropriate levers.
In a promising way, some of this is occurring, as new ideas are tested in programs such as Washington
State's "Schools for the 21 st Century" project, which extends flexibility from state statutes and regulations
for experimentation with new approaches, along with funding for additional staff planning days to design,
conduct, evaluate and report on the programs. Governor Booth Gardner is recommending that this program
be doubled.
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At the national level, a similar focus on restructuring from within exists in projects such as ECS's
"Re:Learning" effort, a joint endeavor with Ted Sizer's Coalition of Essential Schools, presently involving
Arkansas, Delaware, Illinois, New Mexico and Rhode Island. The goal is a completely redesigned educa-
tional system, from the school building to the state department of education. The program involves
educational professionals at all levels and is directed to the redesign of teaching and learning in the schools.
There are other examples of new and different initiatives. Choice in public education is a case in point.
Education Week calls it "an idea based on two pillars of the American system - equal opportunity and
open-market competition and notes that Manhattan's East Harlem program is attracting students from all
over the city, Sarasota County Florida's elementary school of choice (which emphasizes discipline and
basic skills) has a waiting list of more than 1,000, and parents in Cambridge, Massachusetts, are required
to select their children's schools. The dedicated and premier spokesman for the program in Minnesota,
Governor Rudy Perpich, reports that his state's program has raised the level of community support for and
involvement in the schools.
The country also has gained new awareness of what works for at-risk students. More is known about
the importance of early intervention (in the form of attention to child care, early childhood education and
parent training), interagency collaboration (school and relevant social agency cooperation), school restruc-
turing (innovative curricula and pedagogical approaches), parent involvement, mentoring and other
techniques for keeping children engaged and in school.
Attention to the higher literacies is in some respects at the opposite extreme, but work in this important
field is proceeding under an ECS project funded by the John D. and Catherine T. MacArthur Foundation.
The variety and range of innovative experimentation apparent in such efforts contrasts with the conven-
tionality that characterized much of the first wave. It also reflects a new awareness that each school is
different, and the task of restructuring should celebrate rather than suppress the differences.
There is other good news. American education is often likened to a pendulum, perpetually engaged in
a series of swings between practical and academic extremes. The reform movement is viewed as a restoration,
a "return to basics," carrying with it an implicit feeling of "here we go again" and a presumption that the
stress on academics will be displaced by other imperatives, probably during the next decade.
Both the pendulum metaphor and the assumptions that call it forth are imprecise. Throughout its modern
existence, the practice of American education has fallen short of its more idealistic purposes. While
providing schooling to the many, education has been limited to the few. In the name of egalitarianism the
system has fostered elitism.
One of the important virtues of the present reform movement, and one of its engaging simplicities, is
that states are mandating the coterminous presence of excellence and equity by insisting on standards that
must be met by all students. Explicitly or implicitly, they lead from a presumption that all children can
learn. In doing so, they move the system to the goal of universal education for the first time ever.
In some respects, whether the driving force is social or economic is irrelevant. Educated people are
essential to the future of this democracy, but the case can be argued equally well on civic and commercial
grounds: the educational needs of both are increasingly the same. Perhaps more important, as people
respond to these requirements they also may discover that they have closed the gap between education and
training - between education for college and education for work - and eliminated the ostensible dichotomy
between excellence and equity.
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With respect to the future, Americans must become more honest with themselves about the nature of
their educational problems and more confident of their ability to solve them. Among other things, this
involves reconsideration of the ascription of public education's malaise to virtually anything that exists
outside the capacities of the school - whether social or economic conditions, reduction of local control,
insufficient funding, parental disinterest or mounting paperwork.
These things are important, but they are not sufficient. It is difficult to attribute all of the problems of
education to broken families, a shrinking middle class or the nation's threatened stature in international
affairs. Indeed, such arguments render the issue unapproachable, as in their presence one cannot know
where the schools are or what they can propose as solutions.
The case must be argued in a more balanced context, one that addresses education's environmental
conditions and the efficacy of the system's curricular and programmatic responses to them. Unless this is
done, most that is prescribed will prove vapid.
Both the political and the economic worlds are sending compelling messages to the educational sector.
Those messages will persist until a sufficiently educated population and work force is achieved.
Improvement will require time, and while the circumstances dictating change are urgent, some time is
available. As long as this nation lags in the international economic sphere, attention will ineluctably return
to the educational realm. For better or worse, educational improvement and America's future have been
linked in the national consciousness. When that happened, education entered into an embrace with an
800-pound gorilla. The embrace will last until the gorilla gets tired.
ACKNOWLEDGMENTS
The impressions presented here formed over several years, perhaps beginning in 1982 with acceptance
of the post of executive director of the newly established Washington State Committee on Educational
Policies, Structures and Management, a blue-ribbon committee directed to review all aspects of Washington's
public education system.
Subsequent work with the John D. and Catherine T. MacArthur Foundation and the report on the
experiences of people in seven states represented by
"
the best of educations" led to their further
development, as did the activities during the succeeding year with the foundation and ECS when the findings
of that report were disseminated.
A year with the Western Governors' Association and preparation of a report on economic competitiveness
and occupational education in the western states and activities with the Washington Roundtable, the
Washington State Economic Development Board and the Institute of Public Policy and Management at the
University of Washington led to further understanding.
The object here is not so much to list these things as to acknowledge the support of these organizations
and note that some of these ideas have appeared at different stages, degrees and times in materials prepared
under their auspices.
11
STATE PROFILES
by Chris Pipho
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CALIFORNIA
1983
In the summer of 1983, the California legislature enacted and the governor signed SB 813, ch. 498, a
major reform law that made more than 80 changes in the education code designed to improve K-12
education. The package included a merit pay (mentor) program, incentives to lengthen the school day and
year, higher starting salaries for teachers, consolidation of regular and special transportation programs,
mini-grants for teachers to improve classroom instruction and a pilot program to reward high schools for
improved student achievement.
While the reform law was enacted and signed, Governor George Deukmejian line-item vetoed $2 billion
in second-year funding, leaving a question about what could be carried out in the 1984-85 school year.
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1984
State Superintendent of Public Instruction Bill Honig and the state board of education augmented education
reform by adopting an accountability program. A portion of the plan called for increased enrollments in
selected academic courses, improved statewide test scores, reduced dropout rates and increased attendance
rates, along with increased performance for college-bound students on entry tests and in advanced-placement
courses. Statewide targets for these indicators were established for each year through 1990, and the plan
ranked schools with students of similar socioeconomic backgrounds on 42 different categories. School
districts received their first annual performance report in the spring of 1985.
Also in 1984, Stanford University and the University of California at Berkeley started the Policy Analysis
for California Education Project (PACE). One goal of this organization was to provide policy makers with
a "nonpartisan, objective independent body" of information on K-12 education. One of the first reports
was "The Condition of Education in California," published since 1985, which documented some of the
impact of the reform movement.
The 1984 legislative session concentrated on preserving a $950 million budget reserve with Deukmejian
vetoing 306 budget items. A reduction in class size for elementary students and a high school community
service program were among items cut. A study of the feasibility of offering a foreign language program
in high school, a survey of school district parenting programs and an expansion of the 12th-grade basic-skills
examination were enacted.
1985
The legislature increased state support by 9.4% over 1984 and included full funding for the 1983 education
reform law provisions, including the incentives for a longer school day and year. Funding for before- and
after-school child care was cut by the governor. New laws identified the values to be reflected in adopted
elementary school textbooks and added a required one-semester course in economics to the high school
graduation requirements by 1988.
In addition, another PACE study of 20 high schools' responsiveness to SB 813 showed that between
1982 and 1985, advanced-placement course offerings increased 34%, science classes were up 22% and
math enrollment increased 19%. Home economics offerings decreased 21%, industrial arts offerings were
down 16%, while English, social studies, music and art offerings remained relatively stable.
The California Educational Improvement Incentive Program, included in SB 813, allowed high schools
to earn bonuses of up to $400 per student. At least 93% of the seniors had to take the California Assessment
Program test, and the average scores had to be higher than the previous year. Test participation rose from
79% of the seniors in 1984 to 91% in 1985. Of 1,213 eligible schools, 548 shared in the incentive money.
In 1986, funding for this program was deleted from the budget.
1986
Funding for reform implementation was one of the big issues facing the state in 1986. PACE estimated
that an enrollment growth of 100,000 students per year would necessitate a 46% budget increase by 1991.
In addition, approximately $1 billion would be needed for teacher salary increases and other reforms, it said.
14
The state spending cap established by the Gann initiative of 1979, however, restricted state spending to
a complex formula based on population growth and inflation. Although the cap had never been reached
because of a declining student population and low inflation rate, it was anticipated that the complex set of
factors would be reached in 1987. Because this Gann limit would probably restrict the education budget
severely, the emphasis, according to PACE, would be on continuing existing programs and serving the
increased number of students. Education reform was expected to suffer cutbacks or inadequate funding.
Late in 1986, the California Commission on Teacher Credentialing adopted new regulations and standards
requiring colleges and universities to provide clear evidence of the competency of prospective teachers in
training programs. The rules also required classroom teachers who supervised student teachers to have
training in supervision and to give practice instruction to the teacher trainees in a "cross-cultural" classroom.
1987
The year opened with Deukmejian proposing one of the smallest education budget increases in three
years. Spending under this proposal would move from $15.3 billion to $16 billion, an increase of 4%.
Honig immediately attacked the proposal as inadequate, saying it would force the schools to make a 4%
real cut. He explained that 2% of the increase would go to serve the 100,000 new students. Because 1%
would come from lottery funds, the state was really giving only a 1% increase when 5% was needed just
to stay even, he said. The debate over education funding continued throughout the legislative session with
Honig enlisting school officials to help explain the budget needs. Funding for teacher grants was also
deleted in 1987.
1988
Deukmejian indicated in his 1988 message to the state legislature that a truce had been made with the
commissioner of education. This handshake ended the open differences between the two that had influenced
the public's attitude about the state education system. The governor's budget proposals did little to further
the state reform activities, and Deukmejian decided not to propose additional programs until his Commission
on Education Quality issued a final report.
For the districts, however, the financial pinch was not on hold, and they struggled to make ends meet
and to meet legal requirements to provide unfunded programs. An amendment to ease the Gann limitations
was defeated in June. Clearly, more and more pressure was being placed on the local schools to be not
only academically but also fiscally accountable. In the summer, the governor-appointed commission issued
its recommendations. It supported Deukmejian's contention that revising the school funding system was
not the best solution to the needed educational reforms in the state. More power and responsibility should
be borne by local districts and parents, the panel said.
Reforms that have taken place divert the emphasis from the issue of modifying the finance structure
improved textbooks with more pressure placed on the textbook publishers to provide quality products,
improved test scores of minority students and more students opting for advanced coursework. The 1988-89
academic year opened with funds stretched to the limit, continuing enrollment increases and the reality
that the projected ethnic groups majority in the schools had already arrived.
COLORADO
Education reform in Colorado took shape through state board study and debate with an eye to local
school district needs. The Accountability Act of 1971 and a subsequent legislative confirmation in 1980
set the stage for the state board and commissioner of education to be involved in reform through local
school district accountability committees and boards of education. The state's constitutional prohibition
against curriculum and textbook adoption is considered by some a relic of another era. In spirit, however,
Colorado has always been a strong "local control" state, and this became even more evident as the reform
era unfolded.
1983
In the spring of 1983, Governor Richard Lamm released a major report on quality in the schools. It
included recommendations for a lengthened school day and year; more involvement from the business
community; strengthened high school graduation and college admission requirements; a statewide student
testing program; changes in teacher tenure, merit pay, forgivable loans and bonus pay in shortage areas
(primarily math and science); and merit pay for administrators.
He asked citizens to respond to the report and the results were generally positive and supportive.
Subsequently, Lamm appointed a 32-member Task Force for Excellence in Education. He charged the
group to review the recent national reform reports, the status of Colorado education and its relation to the
state's economic growth, high school graduation and college admission requirements, and the shortage of
math and science teachers. Resulting recommendations were to be presented to the legislature in 1984.
Briefly, the task force found "pockets of excellence" in the existing system and areas to be addressed. It
also found the state public education system was not in dire need of major repair.
Also in the spring of 1983, the state board and state department of education began to consider the issues
and proceeded to identify needed changes in the education system through a process called "Operation
Renaissance. The project initiated six separate task forces composed of the state's education policy makers,
business leaders and representatives of the community. Each task force was charged with making recom-
mendations to the state board by the end of 1983 on one of six areas: foreign languages, science, social
studies, the education professions, school time and the family/school relationship. The board also gave its
support to the task forces appointed earlier to address the issues of English, mathematics, college expectations
and remedial education.
In addition, the legislature's Subcommittee on Finance began investigating the school finance system to
determine how school financing could promote excellence. It was expected to rewrite the school finance
laws. Legislation enacted increased the state sales tax by half a percent for a 10-month period beginning
in May 1983 for education and other state programs; limited the amount the state review board could add
to district budgets prior to or in addition to what individual districts could raise through local tax levies;
established the Colorado Advanced Technology (CAT) institute to promote education and research high
technology; improved teacher education and ensured computer curricula matched industry's needs; and
limited state and local board authority over private schools with the exception of a 172-day requirement
for basic academic instruction per year. The CAT institute provisions were not funded.
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1984
By the spring of 1984, the Operation Renaissance groups had reported their recommendations, and the
state education department was holding forums across the state in an effort to disseminate the information
to local school districts. A key feature was a local self-assessment of education quality.
Although the original schedule called for the 1984 legislative session to have the report of the governor's
task force, the final report was not released until May 1984, too late for adequate review, debate or action
in that legislative session. A major recommendation was to stabilize local property taxes. This would be
done by increasing the state share in the school finance act and maintaining an annual increase in the
districts' authorized revenue base equal to 7% of the statewide average base in the previous year. Other
recommendations were to provide adequate state funding to monitor district performance, to equalize
funding of construction needs, to fund the language proficiency act fully and reward schools for superior
performance.
By the fall of 1984, the majority of the local district self-assessment efforts had progressed far enough
for the education reform movement to be setting itself into motion. The state's bleak economic picture and
the legislature's failure to approve increased taxes presented new problems, however. Late in the 1983
session, the 10-month temporary half-percentage increase in the sales tax had been extended until June
1984, yet this did not represent an adequate solution. The monetary backing needed to achieve the goals
simply was not available.
The state board of education also had appointed four new task forces to address the areas of special
education, occupations and the world of work, gifted and talented programs and school finance. These
groups issued their respective recommendations in the fall.
Although the legislature had not tackled the school finance dilemma during the year (or passed a proposed
bill to earmark state sales tax revenues for education), the 1984 legislative session did increase equalization
funding and establish such a fund for property-poor districts. It also modified the per-pupil formula to
lessen the effect of enrollment declines on districts and passed a measure permitting districts to go directly
to the voters or appeal to the board of education for extra tax increases. A study of school finance was
requested.
In the meantime, the postsecondary education scene was facing considerable scrutiny by the governor,
the legislature and postsecondary governing bodies. Lamm announced that 1985 was to be the "Year of
Education" in Colorado and called for efforts to make major reforms in the "overcrowding and inefficiency"
of the state's higher education system. A spring report by the state budget office suggested the state consider
closing some of the smaller colleges. The Joint Budget Committee spent a considerable amount of time
debating the finance and governance of the system and finally decided to call for the establishment of a
blue-ribbon commission to study the system's problems.
1985
In January, Lamm's education message to the legislature left no doubt of his intention that 1985 be the
"Year of Education." Much of this message was taken from the 1984 Task Force on Excellence in Education
report. But there were some other requests as well. Specifically, the governor requested legislative approval
of a pilot career-ladder program, administrator training in evaluation of teachers, a program to ease the
teacher shortage through temporary certificates, a loan forgiveness program for superior education students
willing to teach in the state for a certain period of time, the development of a "teacher corps" to attract
quality teachers into a program to address the problems of special-needs students, increased parental and
business/industry involvement in education, higher education standards emphasizing the basic skill areas
while stressing math/science, a better use of school time to increase instruction and the time teachers spend
with students, and innovative computer usage.
The governor's agenda also included a program to address the dropout and at-risk student problems by
providing a stimulus for both the at-risk student still in school and individuals who had dropped out. The
program was to provide them with a "second chance" for receiving an adequate education. State funding
would go to the parents of such students who could cash in the voucher at the school of their choice -
public, private, vocational, in-district or outside of the district boundaries. Lamm's comment to the education
world was that if non-public educational ventures could train these students, they should be afforded the
opportunity to do so.
The primary legislative contribution was HB 1383, "The Educational Quality Act of 1985." It encompassed
the governor's voucher plan for student choice, certificated personnel evaluator training, recognition of
excellence in teachers and administrators, revamping of the administrator preparation programs, additional
program offerings for high-achieving students, required administration of standardized student assessment
and quality teacher recruitment. Also included was a model alternative salary and career-ladder plan.
Key to the implementation of this law was some creative finance planning. The state board of education
and Commissioner of Education Calvin Frazier opted for testing the public's willingness for additional
financial commitment to the education system by asking the local districts to return to the state education
funds appropriated to them. These funds would be used to address the provisions of the act. The 2 + 2
Project" was the result of this gamble. To implement the new laws fully required a commitment of $2
million per year for the next two years. The districts agreed to return $3.70 per student for each of the
two years. Coupled with its own commitment for funding, the state reached the $2 million needed.
Activities under the act were to be developed collaboratively between state and local education officials,
higher education, business/industry, parents and other groups concerned with the state education programs.
Much of the first year was spent collecting the necessary descriptive data, including results of student
testing, in order to evaluate the quality of education in the state. The second year was devoted to field-testing
the variety of reform approaches.
Other major legislative action occurred in postsecondary education where the Colorado Commission on
Higher Education was restructured into a more powerful agency.
As early as September 1985, the first report to the education community and the public was released on
the efforts being undertaken in the 2 + 2 Project." A supportive partnership involving the state PTA,
teachers' union, vocational education community, deans of the education schools and the state business/in-
dustry organization was announced. Major objectives had been arranged into six program areas: student
testing, professional assessment and development, dropout prevention, service to gifted and talented
students, teacher recruitment and recognition, and the "second-chance" voucher plan.
Each program had an advisory committee and a technical assistance group which included representatives
of all levels of education from all geographic regions of the state. Goals were set and projected activities,
timelines and objectives mapped out. Desired outcomes were established which could provide local districts
with examples of exemplary practices and approaches they could replicate. This grassroots approach to
education reform was also to be an interesting test of a bottom-up education reform plan.
1986
Lamm's budget message requested a total of $877 million for education, which included the planned $2
million for continuing the 2 + 2 Project," $23.8 million for postsecondary education and an additional
$4.3 million for incentive grants to reward excellence in higher education systems. The 2 + 2 Project"
reported on 30 local district pilot programs across six program areas. The Commission on Higher Education
became involved with the 2 + 2 Project" by studying teacher training programs. Before the end of the
school year, a statewide student assessment was made in grades 3, 6, 9 and 11, and the results were
released through district summaries in the summer.
The legislative session ended with a 3.3% increase in funding and the "2+2" program intact. Lawmakers
also mandated a model data collection system on dropouts in grades 7-12.
Late in 1986, the Colorado Commission on Higher Education reinforced the stress on student achievement
levels by adopting minimum admission standards for the state's four-year public colleges and universities.
The standards reflected the panel's view of a four-tier state postsecondary system by indicating that the
top 22% of state high school graduates would qualify for admission to the "highly selective" state colleges;
the top 40% would qualify for the second or "selective" tier; the top 65% for the third, "moderately
selective" tier; and all would qualify for open admissions categories.
1987
Newly elected Governor Roy Romer sounded a familiar message
"revise the school finance system
to assure equitable financing across the districts and raise the minimum salary for teachers." Specific
requests were made in the governor's budget for $64,000 to continue the dropout-prevention program,
$300,000 to establish student-assessment programs and $382,000 for installing telecommunication systems
in the rural schools.
By the end of the legislative session, there was little consensus for changing the school finance formula.
The legislature approved the smallest appropriation increase for schools since 1973 with most of the new
money earmarked for property-tax relief.
In September, the Colorado Department of Education released the final "2 + 2 Project" report. This
effort had involved 120 separate projects and reinforced the concept of challenging local districts out of
mediocrity by supporting creative approaches. The resulting recommendations included:
A five-year student assessment plan required of each district which continued periodic testing of student
abilities in basic skill areas and initiated tests in critical thinking and writing
Strengthened requirements for certification of teachers, including basic-skill, writing-ability and
subject-matter testing and a more systematic judgment of the individual's ability
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Increased involvement by local school staff members in teacher preparation programs
Established standards for administrators, including instructional strategies and competency-based
internship programs
Continuation for at least two more years of the administrator training programs as well as establishment
of regional development centers to ensure continual training and recertification programs for administrators
Early intervention programs for at-risk 3- and 4-year-olds
Required gifted and talented programs in each district
Required district recognition of teacher as well as school excellence
Through the slow process of the "2 + 2 Project," the education community had been able to pinpoint
concepts in the proposed reforms that did not go far enough and others that would not be practical for
implementation in the state's decentralized system. They determined that attempts to initiate teacher
career-ladder plans on a district-by-district basis were too slow and generally unsuccessful. Mentoring,
interacademic partnerships of districts and postsecondary programs and other incentive programs which
could be expanded were suggested as alternatives. The dropout rates declined for districts that had participated
in the special programs. Educators also found that assessment of students, teachers and administrators
affirmed the state's ability to stand well in national comparisons.
Frazier stressed the need to revise the school finance plan, the importance of preschool programs for
academic success, better training of school board members, recognition of the importance of acknowledging
and rewarding excellence, and the importance of unity among educators in reaching the goal of an excellent
state education system.
1988
Attention was riveted in 1988 to legislative handling of two major issues - reform of the school finance
system and expansion of the 1985 parental choice measure to cover all students. Although the legislature
did pass a school finance reform measure, it was, at best, a continuation of past formulas and not a major
overhaul. The measure indicated the legislature's intent to move away from property-tax reliance and to
include pilot programs for at-risk preschool education, for student testing, for recognition of excellent
schools, and for alternative teacher salary policies which may lead to career ladders and mentor programs.
Also getting a nod from the legislature was a bill to create alternative routes for teacher certification.
Opening the district's doors through parental choice didn't survive, but teacher certification policies were
strengthened. Both school finance and expansion of enrollment options will probably resurface in the 1989
legislative session.
The final appropriation for education included a 6% increase. However, this was tempered by several
provisions. One eliminated the state board's ability to grant district revenue increases over the amount
authorized. The other ended special funding for schools with small enrollments.
FLORIDA
1983-84
Education reform seemed to be on the "fast track" in Florida in 1983. One of the first states to enact a
mega-reform package, Florida had three reform laws signed by Governor Robert Graham by July. The
process wasn't easy, however. Graham had to push the reform package through one extended session and
three special sessions before enactment.
The process really started earlier with a study commission appointed by the governor in 1982 and the
enactment of an accountability and testing package in the mid-1970s. Claims that the A Nation at Risk
report triggered much of the reform activity in Florida is unfounded. In some ways, A Nation at Risk
followed some of the activities that had been under way in Florida since the mid-1970s.
In 1983, Graham was known as an education governor, who took many risks in order to get the reform
package passed. In general, the 1983 reforms were primarily student and school centered, while the
merit-pay and merit-schools programs followed in the 1984 legislation. In part, the bills enacted in these
two years contained the following provisions.
Curriculum reform. A curriculum framework provided quality control of middle and high school
courses by making content and intended outcomes of similar courses uniform statewide. Writing skills
were enhanced by requiring one essay per week of students in grades 10-12. Foreign language instruction
was to be provided in elementary school. In grades 6-8, the framework required students to take three
years of mathematics, communications, science and social studies, and to be regularly exposed to art,
music, foreign language and health.
Graduation requirements. High school graduation requirements were increased to 22 academic credits,
with three credits required in both mathematics and science. In 1986-87, the requirements were increased
to 24, with four credits required in English, three in mathematics and science, and one each in American
and world history, economics, American government, fine arts, vocational education, composition and
literature.
College admissions. Effective in 1987, two credits of a foreign language were required for admission
to a state university, and college-bound students had to meet new graduation requirements.
Student testing. Development of a statewide testing program, Standards of Excellence, was approved
to test high-achieving students. Students were required to pass a statewide test of basic mathematics and
communication skills, plus an exit test of applied basic skills, to earn a high school diploma.
Textbooks/instructional materials. The legislation called for textbooks and instructional materials to
be made consistent with course objectives and performance standards. No textbooks below grade level
were to be selected. The state was required to train councils to select textbooks, and publishers were
required to describe how textbooks would meet course objectives. The new laws also specified that teacher
comments on textbooks would be submitted to the commissioner of education and gave school principals
responsibility for assuring that textbooks were used at grade level.
School discipline. All students were to receive a copy of the code of student conduct at the beginning
of each school year. Schools were required to report to parents yearly on discipline, truancy, attendance
and corporal punishment. The state also provided $1 million for a dropout prevention program.
21
Performance standards. Each school district in Florida was required to develop performance standards-
for grade 9-12 academic programs in which credit toward high school graduation was awarded. Policies
for student mastery of performance standards were to be established for credit courses.
Academic enrichment. Legislation authorized the commissioner of education to promote out-of-school
learning activities sponsored by schools and community organizations, with special emphasis on mathematics
and science and their applications. The state also funded programs for summer camps in science, mathematics
and computers for K-12 students.
Academic recognition. Through the Florida Academic Scholars Program, the commissioner of
education was to reward outstanding performance of public and non-public high school students. Awards
were to go to all students who met the following requirements: four years of progressively advanced
instruction in language arts, science and mathematics; three years of instruction in social studies; two years
in a foreign language; and one year in either art or music and physical education. Students following such
a program would be guaranteed admission to a state university and scholarships to attend Florida institutions
of higher learning.
School day and year. The total hours of instruction in the school year were increased from 900 to
1,050 hours, with an additional requirement of seven daily periods of instruction for students in grades
9-12 or scheduling that would permit each student to earn seven credits. The state appropriated $67 million,
plus an additional $3 million for textbooks, to high schools providing an extended school day.
Extracurricular activities. Students were required to maintain a 1.5 average, on a 4.0 scale, to
participate in interscholastic extracurricular activities.'
Performance-based pay. The state appropriated $10 million for 1984-85 for a statewide merit-pay/
master-teachers plan ($3,000 a year per teacher). Teachers and other staff in successful schools were to
be rewarded. Principals' salaries were also to be based on competence and performance.
Teacher shortages. The law also provided for inservice teacher training, certification of adjunct
instructors, student loans, loan forgiveness and scholarship programs to encourage people with Ph.Ds to
teach in high schools and incentives to teach in low-income schools. About $9.2 million was provided for
summer institutes for science and mathematics teachers. The law also asked the state to develop an
experimental certification program to allow arts and sciences graduates to teach in high school.
Principal training. By 1986, principals and assistant principals were to be selected on the basis of a
written examination of performance capability and required to serve a one-year internship.
1985
One of the more controversial aspects of the reform movement was the merit-pay program for teachers.
The evaluation of teachers, in order to place them on various merit pay steps, led to considerable teacher
dissatisfaction. By February 1985, both state teacher unions had filed court suits to block implementation
of the program. They argued in court that the program was unfair and violated collective bargaining laws.
They also called the program a glorified bonus plan and said that it was not a true career-ladder plan.
Another union concern was the amount of money appropriated to implement the plan. In the first year,
only 6,000 teachers were able to get the bonus, although more than 30,000 applied and apparently met
the requirements. Several bills were introduced in the 1985 legislative session to repeal the merit-pay plan
but none was approved.
There was also legislative concern over the increased graduation requirements, but for the most part
these provisions stayed in place. The legislature, however, agreed to delay the incentive program to lengthen
the school day with an add-on seventh period for mathematics and science offerings and other courses. In
some local school districts, the seven-period day had already been part of the budget. Because the incentive
money was earmarked for a seventh period, it created some controversy over which districts were eligible
for the funds.
1986
The merit-pay controversy continued as the 1986 legislative session opened. Graham proposed some
modification to the program while others attempted to increase funding. But in the final days of the session,
the legislature voted to replace the merit-pay program with a career-ladder program. Local school districts
had until the 1987-88 school year to work with teachers' unions to devise a career-ladder plan and guidelines.
Most people pointed to inadequate funding as the reason for the death of the merit-pay plan. The new
career-ladder plan required the legislature to allocate at least $90 million for the program by July 1, 1988,
or the program would automatically be abolished.
The legislature also enacted a certification law that required teachers, beginning in 1988, to pass a
subject-matter exam to receive their initial certificates. The teacher evaluation program required local
districts to notify the state board of any teacher who received an unsatisfactory rating in two consecutive
evaluations. Failure to correct the deficiencies could bring about a revocation of certification.
1987
The 1987 legislative session brought a new governor, Bob Martinez, and a new commissioner of
education, Betty Castor. Meanwhile, the career-ladder program was back knocking on the door. Thirty-nine
of the state's 67 districts negotiated a career-ladder plan, which accounted for about 75% of the teachers
in the state. However, Martinez questioned why the legislature supported a "bloated and inefficient
bureaucracy" instead of directing funds to teachers and textbooks.
When the dust settled on the legislative session, the $90 million allocation for the one-year-old career-
ladder program remained unfunded. Teacher unions were unhappy about the lack of support and unsuccess-
fully tried to pressure the governor into calling a special session.
Meanwhile, in a 5-to-2 decision, the state supreme court upheld the old merit-pay plan. That support
might have helped the original program, but it arrived too late to be of any real assistance.
The lawmakers also decided that lottery funds, a program that was to start January 1, 1988, must be
used by schools and colleges to augment but not supplement existing school spending. This was followed
almost immediately by the governor's push and legislative enactment of a 5% sales tax on services, which
later in the year was repealed in a special legislative session.
1988
Much of the education agenda Martinez presented to the 1988 legislature reflected the needs of the state's
at-risk population. Major recommendations were for increases in preschool programs and more emphasis
on opportunities for disadvantaged youngsters and migrant students. The governor also requested funds to
expand school-based management and free the teachers from non-instructional duties.
By the time the session ended, the education system had received a 13% increase in funding geared to
the governor's at-risk population programs, teacher salary increases, school facilities/transportation needs
and increased emphasis on instructional technology to assist teacher productivity. Lawmakers still had
many reservations about the career ladder and finally allowed it to die by not appropriating funds for the
pilot plan.
Education reform efforts that continue to hold both state and national attention are restructuring efforts
in the Miami-Dade schools and the unique involvement of the business community through the "Partners
in Florida's Future" program and the Florida Compact, assuring post-high school employment to at-risk
students. Reform efforts have been enriched by the amount of funds coming from the state lottery as well
as reliance on locally raised funding for nearly 40% of the education budget.
ILLINOIS
1985
On July 18, 1985, Governor James R. Thompson signed into law a series of bills that put Illinois into
the school reform business.
Two years earlier, the legislature had established the Illinois Commission on the Improvement of
Elementary/Secondary Education. This group served as a vehicle for coalition building and generating ideas
that resulted in the 1985 reform package.
While Illinois followed the first group of reform states by almost two years and some of the southern
states by even longer, it was a significant step for a northern industrial state to take. The reform provision,
and $400 million in extra education funding, was a delicately wrapped political package. Support came
from taxpayer unions, school boards, teacher unions and the legislature.
Senate Bill 730 contained at least 36 major reform efforts grouped under a variety of governance,
accountability, student and teacher headings. The scope of the reform package was unusually broad and,
according to some observers, was one of the bolder steps taken by a northern state where teacher education
forces, school boards and other education groups didn't always permit the fast-moving kinds of reforms
seen in the southern states in the preceding years.
The Illinois reform law drew attention on a couple of fronts almost immediately, and as the fall of 1985
approached concerns at the school-district level started to bring about change. One of the key issues was
24
the governance section calling for school district reorganization studies. The law called for the 57 education
service regions to appoint a committee to reorganize school districts by September 15th. Each committee
was to develop a reorganization plan to assure that every school district would meet minimum standards
unless a justifiable exception could be stated.
In addition, the law called for unit school districts (combined elementary and secondary districts) to
have an enrollment of at least 1,500 pupils. The elementary districts were to have at least 1,000 pupils
and separate high school districts at least 500. The committee plans were to be submitted to the state board
of education for approval, and then to the voters in an April 1987 election. If approval were granted at all
of these levels, the proposed reorganization changes were to be made by July 1, 1988.
By September 1985, opposition to these proposed reorganization steps was already growing. The state
board heard testimony from school districts concerned about the enrollment mandate. While the law was
primarily for planning, local school districts treated the provisions as mandates to be opposed.
The department of education, in the meantime, had released some test research to support the minimum
enrollment numbers. This did not seem to mollify any of the school district opposition, however, and by
December the Illinois Association of School Boards had voted to oppose future attempts by the legislature,
the governor or the state board of education to require school districts to reorganize or consolidate.
1986
By January 1986, the governor had taken note of the growing opposition and vowed to block any attempts
to push local school district consolidation without voter consent. While the law included this provision,
local districts did not interpret it this way.
Ted Sanders, state superintendent of education, said he agreed with the governor and believed the
governor's stand would help clarify the law. In February, the governor, in his state-of-the-state address,
brought the issue up again and assured rural areas they would not be forced into consolidating school
districts. This was one of the few education issues addressed. By June, opposition had grown even stronger,
and the legislature repealed the controversial enrollment targets for consolidation and expanded the criteria
that state study committees were to use into recommending reorganization of school districts.
Meanwhile, a second piece of the reform law had also gathered considerable attention. This was the
mandated school district report card. This section of law called for each school district to submit to parents,
taxpayers, the governor, the general assembly and the state board of education a report card assessing the
performance of its schools and students. The report card was to serve as an index of school performance
measured against statewide and local standards, provide comparative information from prior-year compari-
sons and set future targets for school district and student achievement.
While the report card was scheduled for release in October, districts did have at least one school year
to get ready for the program. Opposition was visible throughout the first school year, but the state board
of education and legislative supporters successfully defended any move for change.
Throughout the first year of reform implementation, the state board approved more than 160 directives
that supported pieces of the reform movement. In general, it tried to put special focus on early childhood
education, student and school district accountability and curricular issues. While the media and sometimes
25
school district attention was on reorganization and report cards, the other reform measures changed the
way school districts were able to conduct business and reinforced coalition building among taxpayers,
school boards, teacher unions, the state legislature and the governor.
By the fall of 1986, fiscal projections were falling behind revenue needs and the governor sliced $55
million from the education budget for the next fiscal year. Funding for summer school programs for gifted
and talented students was also eliminated.
1987
By 1987, legislative and gubernatorial support for reform was still holding strong. The governor recom-
mended a 6% increase in state aid, while the state board asked for a higher level of funding. A deteriorating
economy was hampering funding levels, but the content of reform seemed to be staying in place. Follow-up
studies by the state board found that support for the district report card was increasing and that attitudes
of local district superintendents had improved after the cards were released.
1988
Reform of the Chicago schools and the state's fiscal condition dominated the education picture in 1988.
Although the governor asked the legislature to increase the state income tax to support education at the
current level, the legislative appropriation for education reform programs was $27 million - slightly more
than one-third of the amount requested. A package approved for reform of the Chicago schools had the
potential of stripping authority from the existing management structure and placing more responsibility and
authority with parents and local committees. The governor made several amendments to the measure and
chided the legislature for not going far enough in the reforms or providing the needed funding. Without
ultimate legislative approval of his changes, the deadlock assured that the topic will resurface in the 1989
sessions.
In an attempt to analyze the financial effect of mandates, Sanders created a Mandates Task Force to
look at statutes, state board rulings and regulations. The task force report, approved by the board of
education in May, found the mandates reasonable, serving a public good and having a definite purpose.
In the board's view, eliminating any of the mandates was an unacceptable alternative to adequate funding,
and it urged legislative reforms to this end. Composition of the group covered the entire education community
as well as the governor's office and the legislature.
Progress was made in the area of teacher and administrator certification. The requirement for candidates
to be tested prior to initial certification, approved in the 1985 legislation, became effective in July 1988.
The state board took nearly three years to develop a certification testing system that established minimum
passing scores in each of 53 skill areas. Additional state efforts are being directed at a cooperative effort
between elementary/secondary and postsecondary education to increase minority achievement.
26
MASSACHUSETTS
1985
Compared to some of the other states that passed mega-reform legislation quickly in 1983 or 1984,
Massachusetts took a long and slow route to reach enactment in 1985. In 1982, the House Education
Committee had introduced a large reform package that saw approximately two years of committee work
before it reached a dead end. The struggle that surrounded the reform package sometimes was based on
budget problems; at other times, progress was held up by legislative reform. The reform package never
made it through the legislature.
This set the stage for the major reform effort of 1985. Some of the top-down mandates and high-cost
state-funded items in the 1984 legislation were replaced with incentives giving school districts more
responsibility to raise money. Various observers had charged that original legislation would have cost more
than the state could earmark and would have assigned 20% of the revenues from the state's 5% sales tax
for the reform legislation.
Chapter 188 - The Massachusetts Public School Improvement Act - was a major reform act. A key
element was the creation of state and local partnerships to carry out education reform. According to Nick
Paleologos, chairman of the House Education Committee and one of the principal authors of the legislation,
this law was not an attempt to change institutions so much as an attempt to institutionalize change.
Essentially, this legislation carried out education equity and excellence mandates through a series of
formula grant and discretionary grant programs.
1986
During 1986, four grant programs were implemented under Chapter 188:
1. School improvement grants - The state earmarked $12.6 million annually for districts through this
program. Acting as a foundation, the state awarded school districts $10 per pupil annually with actual
spending levels set by the local district. Appropriations were made directly to individual schools where
a committee composed of three teachers, two parents and the school principal (as well as a student in
secondary schools) would determine how the incentive funds would be spent. The local school board
retained the power of veto but was otherwise not involved. Basic skills remediation, dropout prevention
and instructional improvement were some of the issues state legislators wanted local school districts to
address.
2. Equal educational opportunity grants - By October 1986, grants totalling $25.1 million had been
distributed with another $55.2 million earmarked for distribution by the end of the fiscal year. This
program was targeted for districts spending less than 85% of the average per-pupil expenditure with
annual funding limited to one-sixth of the total a district needed to raise its per-pupil expenditure to
that level. In accepting the incentive funds, the district agreed to fund the remaining balance. The state
anticipated making up an additional one-sixth in succeeding fiscal years until it reached its goal (a
moving target).
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3. Professional development grants - These grants, totalling $19.9 million to 385 districts during 1986,
provided supplemental compensation for teachers, determined locally through collective bargaining.
The state earmarked another $31.4 million to be awarded by June 1987.
4. Horace Mann Grant Program - Another innovative feature of this reform program, these grants
allowed each district to select 6% of its teachers to receive up to $2,500 each per year. Individual teachers
were compensated for taking on additional responsibilities or implementing their own curricular activities,
the merits of which were determined through collective bargaining. Districts were not required to grant
the maximum award, so local funds could be spread even further. During 1986, Horace Mann awards
totaled $585,360 with another $7.3 million earmarked for distribution by mid-1987.
Four competitive discretionary grant programs also were fully implemented during 1986. Some 352
grants totaling $13 million were awarded to local districts in order to expand existing programs as well as
plan and implement new ones. Another $9 million in state funds was earmarked for distribution by June
1987. Less affluent districts with demonstrated need for at-risk intervention, instructional materials and
early childhood education programs were to get priority funding under this program.
Essential skills grants - Some 49 dropout prevention grants, totaling $2.9 million, were made in
1986 to districts with documented high dropout rates over the past three years. Funding was restricted to
programs serving students in grades 7 through 12.
Remediation - An additional $8 million went to 95 remedial programs in districts with high concen-
trations of students failing basic skills assessments. These funds were to be used not only to provide any
number of additional remedial and tutorial services, but also to hire additional teachers, teacher aides or
guidance counselors.
Early childhood education grants - About $4.5 million went to 128 districts to fund developmentally
appropriate preschool efforts, enhanced kindergarten, day care, transitional kindergarten and extended
day-care programs in 1986. An additional $5.7 million was marked for distribution by June 1987.
Instructional materials grants - Some 80 districts received $894,304 in the first year to buy materials
such as texts, workbooks, laboratory equipment, computer software, maps and video cassettes.
Also included in the law was a call for more frequent observation and evaluation of teachers, a state
leadership academy to train principals and a clarification of the hearing process for incompetent or inefficient
teachers and administrators.
In general, Chapter 188 struck a blow for local control. No provisions allowed for state intervention or
local bypass if city government or school boards kept teachers, administrators and parents from using the
incentive features of the law.
1987
Continuing in the spirit of local control, late in 1987 the Massachusetts state legislature and governor
approved a second reform package, House Bill 6224, sometimes known as the Carnegie Schools Proposal.
This reform grew out of reports issued by two special commissions, one on the conditions of teaching and
the other on education achievement awards and school improvement concepts.
In part, HB 6224 fine-tuned some parts of Chapter 188 and also added new provisions for reform. Most
noteworthy was the Carnegie school grant program. This portion of the law called for a comprehensive
three-year strategy, approved by the state board of education, to restructure schools. Governance and
educational environments would be improved by empowering public school teachers and other professional
staff members to help design the governance structure of the school. State regulations, local school policies
or contractual provisions could be waived if school-based planning revealed such action was necessary to
carry out the plan.
The planning team was to include the building principal, at least five teachers elected by their peers,
two other professionals employed at the school, two parents of children who attended the school (chosen
in elections held by the parent/teacher organization), one community representative and a high school
student representative elected by the students.
It was charged with describing how the school governance structure would be changed and learning
would be increased. In addition, the team would establish the goals of the school and describe the process
it would follow in getting the new structure approved by the school board, teacher union and other organi-
zations. An "impact statement" describing how the proposed restructured school would affect student
learning and the lives of teachers and other professional staff members had to be a part of the planning
grant and implementation proposals.
Other key provisions included the use of education achievement as well as expenditures as criteria for
making funds available to schools defined as being "at risk" or "most at risk." This portion of the law
would also cap the equal educational opportunity program at fiscal 1988 levels. Provisions also were made
for a network of collaborative programs consisting of exemplary schools and public or private institutions
of higher education.
School improvement councils had their funding level raised from $10 to $15 per student. The education
achievement portion of the bill proposed cash grants to elementary and secondary schools or districts that
demonstrated significant education improvement. The awards were intended to reward school staff and
generate additional funds for school improvement councils.
HB 6224 also suggested raising voluntary minimum teacher salary levels to $20,000 and expand the
Horace Mann grants to 10% of a school's teachers.
Most of the provisions for the Carnegie school portion of the law and others were in effect for the
opening of the 1988-89 school year.
1988
A major issue was a large projected revenue shortfall. As a result, Governor Michael Dukakis was forced
to cut the budgets across the board, including many of the funds designated for carrying out 1987 reform
efforts. In making the cuts, the governor indicated his intent to restore the funds in January 1989, if the
legislature adopted revenue-raising measures in the fall of 1988 or if revenues grew faster than anticipated.
Included were funds to support the experimental Carnegie Schools. The parental choice in enrollment bill
also was vetoed. While supporting the concept of parental choice, Dukakis felt the issue needed additional
legislative study to address concerns about the measure's financial effect on districts. He directed the state
department of education to come up with an alternate plan for allowing parental choice by January 1989.
MINNESOTA
1985
While other states were traveling the mega-reform legislative route to education reform, Minnesota's
attempts to do the same were not at first productive. In January 1985, Governor Rudy Perpich submitted
a proposal to the legislature entitled, "Access to Excellence. His eight-point plan contained many general
ideas to improve teaching and learning, but, almost from the beginning, attention was centered on the
student choice or open-enrollment plan. Educators dubbed it another voucher idea and vowed to have it
killed before the session adjourned. The plan included these steps:
1. A move to have the state assume a greater share of the financial burden for schools by raising state aid
from 60% to 80%
2. The establishment by the state department of education of a "learner outcomes" program for use by
local school districts
3. The creation of a state evaluation/testing program that would follow the "learner outcomes" proposal
4. The development of model high schools for math and science
5. The reduction or elimination of some state requirements that might impede the open-enrollment plan
6. The appropriation of state money for local district staff development
7. The institution of a student-choice, open-enrollment plan for all students
8. The creation of a state management assistance plan to help local school districts implement the open-
enrollment policy and the learner outcomes proposal and to help them make better use of state and local
resources
After the plan was unveiled, Ruth Randall, state commissioner of education, appointed a 20-member
task force representing school districts and education organizations to study the plan and make recommen-
dations on how it could be implemented. This task force was asked, not to debate the merits of the plan,
but rather to present ideas to be used in drafting legislation for the governor. By early March, legislation
was to be introduced and ready for debate.
School officials in Minnesota, however, had many concerns. Some groups didn't just debate how to
implement the ideas; they questioned some of the basic ideas themselves. The school districts wanted to
know who would be transported in the open-enrollment plan and whether state money would pay to transport
those students who wished to attend school a considerable distance away from the home district.
Another question concerned racial balance. Local officials wondered whether the new plan would upset
racial balance, especially in the inner-city schools and the suburban school districts. Still another issue was
whether local property tax funds could legally follow a student to another district.
Interscholastic athletics was another area of concern. Like many states, Minnesota operated under a
voluntary organization that supervised rules and regulations in this area. The governing rules included a
one-year residency requirement that prohibited students from moving to another school district and im-
mediately becoming eligible to participate in athletics. Some educators feared the good football players
would move to one school district, but others countered by saying that there would be no point because
they wouldn't have another team to play.
Some school officials were also worried that the plan would create an entrepreneurial wave in the
management of school districts because the plan would allow districts to choose whether or not they wanted
to accept outside students.
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In general, the governor's "Access to Excellence" ideas faced some strong opposition from the various
education organizations. The open-enrollment plan was included in the education reform bill, and it moved
through legislative committee before groups such as the state's Education Association, Federation of
Teachers, the School Board Association and the Association of School Administrators brought it to a halt.
Before the end of the 1985 legislative session, every reference to open enrollment was deleted from the bill.
At that point, open enrollment allowing 1 th and 12th graders to attend college was included only in a
house bill. However, late in the session, a conference committee took that provision out of the house bill
and rolled it in with a senate bill that called for the creation of a special school for the arts. This bill
received very little attention in hearings and was finally approved in a special session. Most of the education
organizations had their eye on the big education bill and assumed that the idea of complete open enrollment,
allowing all students in the state to have open access to all other districts, had died in the legislative session
and that all was well.
As the summer wore on it became obvious that this little-known bill with a special school for the arts
also allowed 11th and 12th graders to enroll in college classes, both public and private, and receive both
high school and college credit. This was the postsecondary enrollment options law. The purpose was to
promote "rigorous academic pursuits" and to provide options to high school students by encouraging them
"to enroll full-time or part-time in non-sectarian courses or programs and eligible postsecondary institu-
tions
Eligible institutions included public postsecondary institutions or private residential four-year
liberal arts colleges located in Minnesota. Once a student had been accepted by an eligible institution, the
college was to notify both the state commissioner of education and the school district within 10 days. The
school district was then to grant academic credit for enrollment in a college course or program if no
comparable course was offered by the school district.
There were two exceptions included in the act. One prevented students in intermediate districts from
enrolling as postsecondary students in vocational education programs of other intermediate districts. Another
exception stated that 11th and 12th graders could not carry a full load at the high school and enroll for
additional college-level courses at the same time.
Perpich was elated over the turn of events and held the bill-signing ceremony at a community college.
He said, "There is nothing to stop all school districts in Minnesota from offering more choice." He even
challenged the school districts to offer a greater variety of cooperative programs.
At the postsecondary level, a new potential source of students was suddenly available. High schools on
the other hand were faced with a possibility of losing students and funds. Money going to the school district
would instead go to the colleges for the portion of the day or program the student attended. In this first
summer, school officials reported that parents were confused, although some were elated at the prospect
of getting two free years of college. Editorials in state newspapers were generally favorable, educators
were generally skeptical, and the school year opened with more than 1,000 students enrolled in the program.
1986
Education groups talked openly of getting the bill repealed or submitting legislation that would change
it significantly by January 1986. But those changes never really materialized. A conference committee
report made some minor housekeeping changes in the original act, but the intent of the original legislation
was upheld.
In 1986, two-year, private postsecondary institutions were made eligible to receive high school students.
Another new provision called for counseling services to be provided for students and parents prior to
enrolling in postsecondary institutions. This was brought on by the fact that if a student failed a college
credit course, he or she also failed to receive high school credit. Enrollment dates were also clarified with
students required to notify school districts of their intent to enroll in postsecondary courses by March 30
in order to give the school district time to make necessary plans.
The new changes also limited student participation in the program to no more than two academic years.
In any courses that were open to regular college students and high school students, the postsecondary
students had first chance. Dual credit also was clarified. Students could enroll either for secondary or
postsecondary credit. The state would pay for secondary credits, and the student could obtain postsecondary
credit with the same course at a later date. A student enrolled for secondary credit was not eligible for
postsecondary financial aid, although transportation costs were included. The law also called for postsecon-
dary institutions to develop a "uniform" policy for awarding credit for college courses.
By fall, some of the controversy had simmered down. Enrollment stayed approximately the same or
increased slightly, and in school district circles people were saying that the idea was working and that
school districts were voluntarily creating more choice programs across district lines that did not involve
postsecondary enrollment.
1987
The 1987 legislative session saw the enactment of two other related bills. The first permitted young
people between the ages of 12 and 21, who had not succeeded in school for a variety of reasons, to attend
another public school district with state funds paying for their education. This program was called the High
School Graduation Incentives Program.
A second law permitted two or more districts to set up an area learning center. Twenty grants were to
be awarded for planning these institutions which would provide programs for secondary pupils and adults.
The centers were to serve students who were chemically dependent, who were not likely to graduate from
high school, who needed assistance in vocational and basic skills or could benefit from employment
experiences and who needed assistance in transition from school to employment. Adults to be served
included dislocated homemakers and workers and others who needed basic educational and social services.
In addition to offering programs, the centers were charged with coordinating the use of other available
educational services, social services and postsecondary institutions in the community.
1988
The High School Graduation Incentives Program was implemented in 1988. The intent was to motivate
dropouts to re-enroll by offering educational options for those between the ages of 12 and 21. In its first
year of operation, approximately 1,400 enrolled in the program, half of whom were former dropouts.
The original concept of Perpich's 1985 Access to Excellence moved closer to reality with the passage
of legislation expanding the voluntary enrollment options into a program of required enrollment options
for all districts by 1990-91. Also included in the new law was a provision to allow individuals over 21
years old to receive free education leading to their high school diploma.
32
The enrollment options law permitted districts to refuse students based on capacity of a program or class
grade level of the building and restricted them from refusing students based on low academic achievement
and handicaps.
Restrictions in the Adult High School Graduation Program required that the student have fewer than 14
years of education after the age of 5, have completed studies through the 10th grade, be eligible for
unemployment compensation or have exhausted the benefit.
A new concept of the "choice" idea was presented by the governor in May. At that time, Perpich indicated
to the state board of education his belief that education should be viewed as all one system - a system
that blurs separation of the public and private sectors via cooperative efforts of the two. He did not support
state funding of private institutions, however.
Like those in other states, the legislature ended the 1988 session by asking its auditor to study the equity
of the school funding system. Forty-four school districts had charged that the system provided fewer
opportunities to students in less affluent areas.
Also reflecting concerns in other states, the postsecondary community was working to improve the
participation of minority students and increase the number of minority faculty members.
SOUTH CAROLINA
1984
Among education researchers and state officials who follow education reform, South Carolina's Education
Improvement Act (EIA) is the state reform law most often cited in a comparative fashion. This comprehensive
law was enacted in 1984 only after considerable cooperative effort on the part of the governor's office,
the state department of education and the state legislature. Supported by a one-cent sales tax, the law
emphasized increased student academic standards and accomplishments; changes in the teaching profession
or strengthening training, evaluation and compensation; and a variety of accountability and efficiency
measures.
A special feature of the act was the built-in mechanism for improvement and change. Leadership oversight
and education department accountability provided for continuous review, assessment and flexibility in
responding to changing education needs. A 12-member joint legislative oversight committee included the
governor, the lieutenant governor, representatives of key legislative committees, the commission on higher
education, state department of education, individual house and senate legislative members and two additional
legislators. Among their responsibilities was advice on recommendations for implementation and funding.
Any amendments to the EIA were normally channeled through this select oversight committee for approval
before going to the house and senate education committees. The committee took an aggressive role in
carrying out its responsibility to ensure legislative intent.
The EIA also provided for a joint business-education oversight subcommittee that delegated responsibility
for reports, assessments and other findings related to the act. This committee could also recommend
33
modifications to the EIA act. Support and staff assistance for this committee were a part of the operational
budget.
Another part of the accountability and oversight process was the division of public accountability within
the state department of education. This was established on the recommendation of the joint oversight
subcommittee and the steering committee of the business-education partnership. Responsible for planning,
developing, reviewing and monitoring EIA programs, the division was required to provide information,
reports and recommendations to the governor, state board, select committee and joint subcommittee. By
law, the state board was required to provide an annual assessment of the EIA to the various oversight
committees and the general assembly.
Other accountability measures under the EIA included the identification of critically impaired school
districts, with state intervention possible if quality did not improve.
In the area of compensatory remedial programs, participating students were required to make a specified
achievement gain on state tests in at least one of two consecutive years. If they did not, the program was
to be evaluated before it could continue. The EIA also called for a state teacher evaluation system, requiring
all school districts to evaluate all teachers.
A student exit exam was mandated for all high school students wishing to graduate with a diploma after
1990, in addition to completion of 20 units of course credit. Remedial instruction had to be provided for
all students who failed any portion of the basic skill standards of the exit exam and students were to have
four opportunities to pass the test. Students not meeting the state requirements would be issued a special
state certificate in lieu of a diploma.
The EIA was divided into seven "subdivisions" and included the following major components.
Subdivision A focused on raising student performance by increasing academic standards. It included
sections on high school graduation standards, strengthening of student discipline and attendance and more
effective use of classroom learning through the length of the school day and year.
Subdivision B dealt with strengthening the teaching and testing of the basic skills leading toward the
high school exit test. Policies pertained to grade-to-grade promotion, basic-skill testing in all grades, alcohol
and drug-abuse prevention programs and a minimum pupil-teacher ratio in some language, arts and
mathematics courses.
Subdivision C aimed at elevating the teaching profession by strengthening teacher training, evaluation
and compensation. This included loan forgiveness and higher teacher salaries to hold qualified teachers in
the profession, improving parent/teacher training programs and lengthening the school year for all teachers.
Subdivision D focused on improving leadership, management and fiscal efficiency of the schools at
all levels. Sections dealt with principals and administrators, training and evaluation of prospective and
current school administrators.
Subdivision E addressed quality control in school districts. Included were incentive, instruction
improvement and monitoring programs and authorization for the state superintendent to take over impaired
school districts.
Subdivision F emphasized the creation of more effective partnerships among the schools, parents,
community and business.
Subdivision G called for school facilities conducive to improved student learning. This section also
dealt with repairs, renovations and construction of school buildings, and funding of the EIA through a 1%
increase in sales tax.
As approved by the general assembly in June of 1984, the act provided $265,860 for implementation.
About $19 million went to increasing academic standards. Approximately $64 million were spent on basic
skills programs including about $60.5 million for compensatory and remedial instruction. The teaching
profession provisions were funded at $74.9 million with $60 million of this amount going to raise the
average state teachers' salary closer to the southeastern average. Programs pertaining to administrative
leadership and management were funded at $3 million. Quality control programs, including incentive grants
for school improvement, innovative program grants, school improvement councils and annual school
improvement reports, were funded at $455,000. The school building aid program received $55.7 million.
Other supportive activities to implement the act were funded at $530,000.
1985
For the 1984-85 school year, the first year of the EIA, student academic, discipline and attendance
standards were implemented, having an almost immediate impact on student attendance. Approximately
8,290 more students were in school in the 1984-85 school year than the previous year, an increase of
1.6%. The attendance standards did present some problems with family courts, however. School adminis-
trators claimed the judges were not helping enforce the truancy law. One judge in the Richland County
family court heard more than 700 truancy cases during the summer of 1984 and sentenced the parents to
jail for not taking steps to assure that their children were in school.
Meanwhile, the state board of education identified six seriously impaired school districts and took steps
to improve the quality of education in those districts. It also adopted three model teacher incentive programs
for evaluation and pilot testing during the following school year. These dealt with individual compensation,
bonuses and career ladders.
1986
In the fall of 1986, weak economic projections forced Governor Richard W. Riley to take steps to stave
off a $10 million shortfall. The cuts fell heavily in the department of education with $1.5 million cut out
of that budget and other large cuts made in school construction funds. Riley left intact programs initiated
in the previous year under the EIA. The legislature, however, delayed the timetable for decreasing teacher/stu-
dent ratios in secondary school English classes, a provision later vetoed by the governor because the
legislature had not allocated funds. Spending on K-12 education was still 3.6% higher than the previous
year, partly because of the one-cent sales tax for the EIA.
It was reported in the second year that the state led others on student SAT score gains and that student
truancy was substantially reduced. The governor also cited positive parent reaction and school district
productivity.
1987
New Governor Carroll A. Campbell Jr. called education an essential component of economic development
and said he would push to bring the average teacher salary up to the southeastern states' average. Under
35
the new governor's leadership, funds for the EIA moved from $240 million from the previous year to $255
million with lawmakers giving teachers a pay raise of slightly more than 6%. The new budget also included
$200,000 to study the need for a residential high school for gifted math and science students. In the fall,
the department of education reported that 75.2% of all students enrolled in the 1st grade in 1987 met the
state's minimum standards on their readiness test, compared to only 60% in 1979.
Although Riley had left office, his influence was carried on by his executive assistant for education,
Terry Peterson, who continued his involvement as executive director of one of the blue-ribbon committees
charged with monitoring the reforms. Peterson served as Riley's education assistant for eight years.
1988
In 1988, the state continued to increase its budget for education and work on teacher profession areas.
The total education appropriation increased by 8%. Teacher salaries, increased in 1987 by more than 6%,
rose an average of 2.5% in 1988. In the years since the 1984 EIA passage, the operating budget for
education had increased 50% and the average salary of the teachers had increased by around $4,500 per
year. The incentive program pilot tests were being conducted in 45 districts and the model principal incentive
plans piloted in 24.
The state department of education also was pilot testing a new outcomes-based school accreditation
system and had completed a comprehensive review of the effects of reform efforts since 1984. Fourteen
priority areas augmented the original efforts to continue moving the state forward in reform implementation.
Salaries and opportunities for the education profession have improved, dropout rates have improved, test
scores have improved, morale has improved. New efforts by the governor moved much of the effort another
step into addressing the literacy rate of the state's adults through an Initiative for Work Force Excellence.
The legislature also appropriated funds for a math/science high school.
TENNESSEE
1983
"No teacher in Tennessee's public school system is paid a penny more for excellence in performance."
With this famous quote, Governor Lamar Alexander began hammering away in 1983 for a career-
ladder program to pay teachers on a merit basis. Calling it the "Tennessee Better Schools Program," he
lobbied the business and education community throughout the state on the need to reward teachers for
doing a good job and the need to associate good schools with more jobs for Tennessee citizens. His
combined state economic drive and education reform drive netted a new General Motors automobile
assembly plant and the country's first statewide, funded career-ladder program for teachers.
The governor's education reform proposal was not successful in the 1983 legislative session. Following
adjournment, a large interim study effort was organized and the governor, with key legislative leadership,
36
went to work on building legislative support for the next session. Everyone expected the career ladder to
be a top issue of the 1984 session, but just before Christmas of 1983, the governor called a special session
starting on the same day as the regular session. He reasoned that this would force the legislature to deal
with his Better Schools Program first. This also signaled a no-holds-barred session because the teachers'
association had been planning alternative career-ladder legislation to be offered in the regular session. The
sudden turn of events forced the teachers into reacting rather than taking the offense.
1984
By late February, a new career-ladder and incentive-pay supplement program for teachers was enacted
and funded. The Comprehensive Education Reform Act of 1984, SB 1, earmarked more than $401 million
in new revenues for kindergarten through higher education during 1984-85, and more than $1 billion for
the following three years. The primary goal was to produce better schools by focusing on the abilities and
resources of the classroom teachers. The heart of the reform package gave Tennessee the first comprehensive
career incentive-pay system for teachers in America and was designed to attract and keep outstanding
teachers in the classroom. Tennessee's best and most experienced teachers were given the opportunity to
earn almost $10,000 a year more than they could earn at that time.
Key features were:
A five-step career ladder - from the entry-level probationary teacher to the Career Level III teacher
on top - with pay supplements geared to the top three steps ranging from $1,000 to $7,000 over the
teacher's regular pay
Advancement on the career ladder tied to more rigorous evaluations at both the state and local district level
A greater role for local school leaders in the evaluation of teachers
Introduction of a "probationary" entry year for new teachers prior to earning regular state certification,
thus giving local school authorities four rather than three years to evaluate new teachers before granting tenure
Tougher standards for teacher training
Special entry-pay supplements for apprentice-level teachers to provide additional incentives for young
men and women to become teachers
A program to provide teacher aides in the lower grades at a cost of $6.5 million in 1984-85
The general assembly also approved a 10% across-the-board pay increase for teachers, in addition to
the new pay supplements under the $50 million career-incentive program.
A comparable career ladder and incentive pay supplement program was provided for principals, assistant
principals and supervisors. Further, the act extended the school year in Tennessee by five additional days
for classroom instruction, and it created a special tuition loan program for college students planning careers
as math or science teachers.
The new Tennessee initiatives also included:
A restructured state board of education to provide clearer lay governance for public education
$9 million for a "Computer Skills Next" program to purchase computers for local schools and help
students learn to use them before high school
$1.25 million for 1st-grade readiness, making kindergarten programs available to all preschoolers
$3.5 million for more math and science teachers
37
A total of $1.4 million in new funding for gifted student programs, music and art in the early grades,
and more math and science laboratory equipment
$8.5 million for new equipment for the vocational education program
$1.25 million for alternative schools to promote classroom discipline
$1.2 million for textbooks
$4.6 million for instructional supplies
$2.2 million for transportation
$1.1 million for basic maintenance and operation expenses
$2 million for books for regional libraries
$10 million for university Centers of Excellence
To pay for the new initiatives in education, Alexander supported, and the general assembly adopted, a
one-cent increase in the states sales tax, which was applied to most amusements and certain other business
taxes.
1985
With support from the Tennessee Education Association, the career-ladder program was kicked off to a
fast start with statewide evaluators trained and the department of education quickly moving to inform all
teachers of the new program. Within one year, more than 90% of the eligible tenured teachers had applied
for career-ladder status, giving them a $1,000 annual pay boost in addition to across-the-board increases.
By mid-year, the state board of education had approved more than 35,000 teachers for the career ladder;
31,077 were placed on level one, 458 on level two and 632 on level three. Nearly 40% of the teachers
and administrators who had been evaluated and had applied for levels two and three of the career ladder
were moved to those levels. Another 600 candidates narrowly missed qualifying for levels two and three
because scores were down in one area of competency. The state board approved an "accelerated career
development program," allowing these teachers to have another chance at the program and to receive their
upper-level award by late in 1985.
Implementation of the career-ladder program stretched the communication skills of the department of
education and many school districts. By late 1985, the state commissioner of education said the goal for
the next year would be to improve the career-ladder orientation manual, reduce the confidentiality of the
system in some areas, streamline the contents required in a teacher's portfolio (a document showing lesson
plans and professional development activities), simplify the scoring/evaluation process and prepare additional
workshops for the statewide evaluators. Some concern was expressed over the amount of money being
spent on the implementation process rather than getting into the paychecks of teachers. While the implemen-
tation process was costly, it was also a first-time endeavor. No other state could be used as a model.
1986
As the career ladder entered its third year of operation, it was estimated that more than 8,000 teachers
were at or moving toward levels two and three. In the first year, 1,700 teachers were placed on level two
or three; in the second year, 2,500 educators were placed in the upper rungs; and in the spring of 1986,
more than 3,000 additional teachers had applied to be evaluated. During the first two years of the program,
the evaluation cycle for teachers took a full year to complete. During the third year, plans were under way
to change that to a one-semester process. During the 1986 legislative session, $11.76 million of new money
was earmarked for the career-ladder program, bringing the total fiscal 1987 budget for the career ladder
to more than $92 million. The legislature also brought the administrator career ladder more closely in line
with the teacher career ladder and established rules to make administrators and teachers who were involved
in the evaluation process immune from personal or official liability.
1987
This year brought a new governor, Ned McWherter, and a new state commissioner, Charles E. Smith.
Also coming along with the new regime was a budget shortfall. Career-ladder and education funding dipped
somewhat, with the governor recommending a 4% salary increase and $89.6 million in new funds for the
state career ladder. The session ended, however, with the Better Schools Program funded at the previous
year's level. This amounted to $89.6 million earmarked for the state career-ladder system, $3 million less
than in fiscal year 1987.
1988
The opening of the 1988 legislative session saw more discussion about changes needed in the career-ladder
program. Smith asked the state legislature to remove the "extended contract" allocation from the career-ladder
bonus plan. His contention was that the wealthier districts tended to have higher percentages of level two
and three teachers, meaning the extended contract money was benefiting the wealthier districts more than
the poorer districts. He was also concerned that benefits in the career-ladder program were too often being
driven by teacher and school needs rather than student needs. Smith was attempting to design a plan that
would target student needs and improve the quality of education being offered in the school districts. The
legislature responded by separating the "extended contract" allocations from the program and opening the
possibility of extended contracts to more than the career-ladder teachers. It also increased the teacher's
base starting pay by more than $1,500.
Additional activity by the commissioner of education centered on carrying out the provisions in the
reform act through a review and restructuring of the state's education structure. After taking office in 1987,
Smith revamped the state department of education in three separate state reductions. Based on a comprehen-
sive 16-month internal review, the effort resulted in the merger of offices performing like tasks, the
elimination of district field offices and a projected salary savings to the state of $2.4 million per year.
The state's education reform efforts may be affected by a pending lawsuit. Some school districts have
charged that the finance system used for the schools discriminates against the poorer districts. Adding a
new twist is the challenge of a related law that requires half of all locally-collected sales tax revenues to
be devoted to the schools.
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TEXAS
1984
June 23, 1984, marked the end of a special legislative session called by Governor Mark White to deal
with education reform. In this session, the legislature approved a major tax increase and a large education
reform bill - 226-page HB 72. This was viewed as one of the largest and most sweeping education
overhauls in the state's 150-year history. White often remarked in his year-long push for the law that the
future of Texas would have to be built on the educated mind and not on oil and gas as in the past.
Neither the governor nor the legislature realized how soon this struggle was to begin. The budget that
was built for education reform soon was reeling from falling oil prices. The budget that was balanced on
$24-a-barrel oil soon was supported by $18- to $15-a-barrel oil, and the state was trying not only to
implement an education reform package but also to balance the state budget.
HB 72, the omnibus reform bill, covered a wide range of reforms. For teachers and administrators, it
included:
A four-step career ladder with a strong teacher evaluation component
A management training program for superintendents and principals
An alternative certification route
A lowered class-size program
Competency testing of existing teachers
For students, it included:
A ban on social promotion requiring a grade average of 70% for passing from one grade to the next
A minimum competency test in the basic skills for high school graduation
A limit on extracurricular participation for students who failed to pass all courses
For school board members:
A mandated training program for local board members
A change for the state board from an elected to an appointed status
Texas was one of the few states to change the governance structure of the state education department at
the same time it mandated broad reforms in the schools. Adding to the implementation problems was the
speed with which school districts had to implement the student academic programs, especially the no-pass/no-
play rule, which kept students out of sports and extracurricular activities for six weeks if they failed any
course.
The extracurricular activities participation sanctions were to go into effect at mid-year following enactment.
Many school districts, however, moved implementation up to the fall in time for the football season in
order to raise as much publicity about the law as possible. The law was not popular with football coaches
or parents. As it was phased in during the school year, teachers complained about paperwork, and some
students complained that they didn't have time to change their class schedule because they did not know
they would have to pass all classes to participate. The Texas coaches' association lobbied for changes in
the law, but in the end only some rules and regulations were cleaned up and the original intent of the
no-pass/no-play law stayed in effect.
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Teachers, on the other hand, began to register their concern over the requirement calling for competency
testing of current teachers. The state teachers' association filed a lawsuit to block the use of the test. A
great deal of concern was expressed over who would have to take various portions of the general and the
subject-area tests. At one point, it was suggested that school administrators be required to pass a test in
the area of their initial teacher certification. Others advocated that if an administrator was to evaluate
teachers he or she should be competent enough to pass all subject-area tests.
1985
In the first year following enactment, the legislature made few changes in the reform law and even
protected elementary and secondary education from budget cuts while other state agencies were hit much
harder. A new bill gave teachers a 30-minute lunch period away from students. Money was appropriated
for a basic-skills, initial teacher-certification test to be required beginning in the spring of 1986.
The legislature was called back for a special session in late May. Education groups were asking for more
money to increase the number of people eligible for the career-ladder program, a limit on paperwork and
a change in the student suspension and expulsion procedures. The governor did not add these items to the
agenda, but the legislature did pass a resolution calling on the state board to find ways to reduce the
teachers' paper load.
1986
The budget crisis, alive in 1985, moved into 1986 with an even bigger impact. The governor called a
special session in late fall to increase taxes and to cut back on spending. Elementary and secondary education
and the reform law in general escaped with few cuts. A temporary tax increase to balance the budget was
the most controversial issue, and it eventually passed after long debate. Meanwhile, the Texas State
Teachers' Association withdrew two separate actions filed in federal district court to block the dismissal
of teachers who had failed the required literacy test. The original suit said that because a large number of
minority teachers had failed the test, it was therefore discriminatory; however, in the end, most of the
people named in the class-action suit passed the test.
1987
The no-pass/no-play rule was back for more legislative consideration, but in June the Texas senate
refused to reduce the penalty for students who failed one course. It did allow the state board to run a pilot
program to allow a few selected schools to experiment with a three-week ban from extracurricular activities.
The legislature also repealed the subject-area tests for current teachers, an issue that had been controversial
since 1984. The budget crisis lingered throughout the spring and early summer and finally, three weeks
into the new fiscal year, the legislature agreed to a $5.7 billion tax increase, the largest in the state's
history. Most of the education reform programs remained at prior-year budget levels, and except for one
or two areas, the reforms stayed intact, although they did feel the impact of declining oil prices.
1988
Activity in 1988 has centered on a gubernatorial Select Committee on Education, impaneled in January
to look at the ways local districts are structured and managed, how students perform on tests and to analyze
the consequences of a 1987 court ruling that declared the school finance system unconstitutional. The
governor asked the group to have its recommendations to him by January 1989, in time for the next
legislative session. In the meantime, the court ruling has been appealed by the state, and the governor has
refused to call a special session to deal with the issue of school finance.
Another governor's task force issued its final recommendations early in 1988. The Task Force on
Vocational Education stressed the importance of improving the vocational education offerings in an effort
to reduce the dropout rate and aid the state. It also stressed the need to upgrade the programs, to emphasize
academic inputs, to eliminate duplicate programs and to ensure a smooth transition between different levels
of education.
One issue that reached closure in 1988 was the replacement, by the state board of education, of the
teacher Preprofessional Skills Test which was facing legal tests for equity. The board also gave first approval
to the new academic skills program of student assessment required by the 1987 legislature. The new student
tests were to receive final board approval in October 1988.
The federal Equal Educational Opportunity Commission ruled in September that the teacher literacy test
used in 1986 was discriminatory to both blacks and those over 40 years of age. The 1,875 teachers denied
approval in 1986 became eligible for reinstatement and back pay.
WASHINGTON
Education reform did not start in all states in 1983 and 1984. Francis Keppel of Harvard University
maintains that education reform was under way in many states prior to 1983. While A Nation At Risk did,
in fact, give the country a mythical starting date, Washington is a good example where reform was brought
on by surrounding school finance litigation and accountability issues prior to 1983.
Concern over rising property tax rates and a school finance court case forced the legislature to redefine
"basic education" for the funding formula. This involved naming subject areas and the amount of time
schools would provide for instruction in the basic subject areas at all grade levels. The state was to fund
the basic education portion of the school program, and local districts could approve funds for other add-on
programs.
This finance law change set in motion a statewide emphasis on the basic skills and put the legislature
on a constant search for new tax money during the following legislative sessions. As the education reform
movement came into focus in 1983, this prior activity negated any new reform push. Interest in reform
was evident, but new coalitions had to be built before any action could be taken. Because of the finance
legislative activity of the mid-1970s, budget sessions were always of key importance and off-year interim
sessions usually produced few big changes.
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1984
In the 1984 legislative session, a package of reform bills was introduced. No strong coalitions were built
to support this collection of bills and the opposition undercut the reform package one bill at a time.
Eventually, the legislature did approve sub-HB 1246.
Included in this reform bill was a call for school districts to establish an annual process of goal-setting
involving citizen, education, community and business leaders. Setting goals was to take into account a
school district's resources and assure that "both economies in management and operation and quality in
education are assured." Learning objectives were to be measured by assessing student achievement. The
whole process was to be reviewed at least once every two years. To help set goals in this process, the
superintendent of public instruction was, with the state board of education, to prepare model curriculum
programs and curriculum guidelines in three subject areas each year. Each model was to span all grades
and include statements of expected learning outcomes, content integration with other subject areas and
recommended instruction strategies.
Beginning July 1, 1985, all 9th-grade students were expected to meet new high school graduation
requirements that included: three years of English, two years of mathematics, two-and-one-half years of
social studies, two years of science and one year of occupational education. School districts were also to
develop a test for 2nd graders. The state was to develop reading, mathematics and language arts tests for
grades 4 and 8, and a state sample test was to be given in the 11th grade every two years. The state
department of education was also to work on a life-skills test.
"Highly capable students" were to get special instruction in programs that districts could operate either
separately or jointly. Another provision of the law waived tuition at state colleges and universities and
some fees for two years for all high school students who received the Washington Scholars Award and
maintained 3.5 grade averages.
1985
With the 1984 interim session out of the way, all eyes were focused on the 1985 legislative session.
Part of the anticipation was fueled by the work of at least three different groups, all making key recommen-
dations on education reform. The most comprehensive study was made by the Washington Temporary
Committee on Education Policy, Structure and Management, a legislative group appointed in April 1982
by Governor John Spellman.
Also at work was the Washington Business Roundtable, a group of 32 chief executive officers of the
state's largest corporations. This group was organized in 1983. Its work focused on a few issues and called
for $150 million investment in school improvement for the next two years. The third group was the Citizens
Education Center of the Northwest, a five-year-old grassroots organization that made reform recommenda-
tions to the legislature in late 1984. This group attempted to add the citizens' voice to the other recommen-
dations. The groups all promised strong working relationships with state education groups.
The recommendations of the Temporary Committee on Education Policy, Structure and Management
made the most sweeping recommendations with at least 130 or more proposals for the state's public schools.
Included were higher graduation requirements, stronger testing programs for students at the high-school
level and for teachers prior to certification, the reduction of teacher/student ratios in kindergarten through
3rd grade, preschool programs for the disadvantaged, a career-ladder system, greater involvement of
business and community groups with parents in the local schools, and the introduction of foreign languages.
The committee did not put dollar amounts on all the recommendations; but at the final hearings an
estimate of $300 million a year was mentioned. Business Roundtable recommendations carried a price tag
of about $150 million over a two-year period. It recommended a comprehensive preschool program similar
to the federal Head Start program and improvement of training and preparation of teachers and school
administrators. The latter included using state funds to bring all teachers up to certification standards in
the subjects they were teaching and initiating an elaborate career-ladder program.
The citizens' group came in with 35 recommendations for K-12 education, including redesigning the
teacher evaluation system and making it a part of the career-ladder program, a school-based management
program giving parents more participatory power at the local level and a strengthened early childhood
education program.
Another important ingredient leading up to the 1985 legislative session was the election of a new governor,
Booth Gardner. Everyone, including Gardner, seemed to agree that this was to be the education reform
year. The largest unanswered question, however, was how to finance it. Spellman had proposed $4.3
billion for elementary/secondary education in the 1985-86 fiscal year and a $191 million tax cut. The fiscal
issue took a great deal of the new governor's attention while he repeatedly called for a balanced tax
structure, including the enactment of some form of income tax. Washington, a state with no income tax,
attempted to provide 90% of the school funding from the state level.
Many of the reform recommendations made by the three groups took a back seat to tax/fiscal issues.
Recommendations to increase sales, business and occupation taxes became hard to move in the legislature
and, as a result, the big reform hopes for 1985 never materialized.
1986
In 1986, the Washington State Board of Education, following a two-year effort, moved to raise education
standards and promote the subject-matter proficiency testing of the state's teachers.
1987
The year opened with Gardner pledging to make education his top legislative priority. He presented a
school-reform plan with a pricetag of $522 million that carried a statewide minimum salary for teachers,
lower pupil/teacher ratios in the early grades and an increase in the state limit on school districts' ability
to rely on local property taxes. All of this was to be financed with a new tax on services and the lowering
of the sales tax rate by one-half percent.
Most noteworthy in this session was the approval of ESSB 5479 with a subsection entitled "Schools for
the Future: Schools for the Twenty-first Century.' This pilot program was to award up to $2 million to 20
schools or districts to determine whether increasing local decision-making authority could produce increased
learning.
1988
Initial applications for the 21st-Century schools were to have been submitted by March 1988, but that
deadline was subsequently extended to later in the school year. The pilot projects were started with initial
two-year grants with the districts being selected by the governor and state board of education in the summer.
The recipients represented a balance of geographic and school characteristics and started their work in
September 1988.
The law called for state statutes and administrative rules and local policies relating to the length of the
school year, teacher contract hours, student/teacher ratios, salary lids, the commingling of categorical funds
and other administrative matters to be waived if the local district planning committee agreed. Applications
included assurances from the teachers, principals, school boards and superintendents that all parties had
cooperated in developing the projects and that bargaining contracts had been modified to accommodate the
new organizational structures.
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