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Bill
kincaid
Room 5142
This anyone memo at did cohen. the not WH gother
to than hrike
02/18/97 10:57
30000
Wile Cohen
001/012
The White House
DOMESTIC POLICY
FACSIMILE TRANSMISSION COVER SHEET
TO:
Mike Smith
FAX NUMBER: 401-3095
TELEPHONE NUMBER:
FROM: Mike cohen
TELEPHONE NUMBER:
PAGES (INCLUDING COVER): 12
COMMENTS: Please contact Jannifer
Bazzell in case of incomplete
transmission (456-5603).
Thank you.
02/18/97
10:58
Bruce obligal to get
002/012
12-18 month
start lem objectives
doliver dont wich dolail
OVERVIEW OF EDUCATION STRATEGY
Fent Issue
1. NATIONAL STANDARDS OF ACADEMIC EXCELLENCE
Short term objectives:
1.
40+ states signed up to administer 4th and 8th grade tests
2
in 1999
O
20+ states signed up by end of 1997
2.
Tests are piloted in 1998, and available for nationwide use
in Spring 1999
O
Contract for test development awarded and work
proceeding on schedule
0
License given to ket develops, its
3.
National Partnerships/Mobilization efforts in place, by the
end of 1997, for helping students reach standards for 4th
grade reading and 8th grade math
O
X
states have comparable efforts in place by end of
1997
will
pull
your POTES nost und ui 10 10% V2 work. at
National attention focused on small number of high quality,
oRR
to
challenging and widely accepted national standards in other
the
grade levels and subject areas
side
5.
Increase in the number of states and school districts that:
reward high performing or improving schools, and
1
intervene in schools that are persistently low
performing [set target]
Ms- decision should or pier mano w 6
require students to meet standards before moving from
one school level to the next [set target]
Develop proposal/options for Presidential consideration for
approach to national testing at high school level
the
&
T-Lain
St+-
3 mm 22 1, your
Canid tel mailing
CJF
M
02/18/97
10:58
003/012
2. TALENTED TEACHERS IN EVERY CLASSROOM
Short term objectives:
Roly cafree an learning { prepay
teachers In the Spring
1.
Secure appropriations for National Board :for Professional
Teaching Standards
we
100,000
2.
Introduce legislation (as part of Higher Education Act
Teacher for myt deer
reauthorization) to strengthen teacher preparation,
NTSB
recruitment and induction
cert.
3.
Increase the number of states and school districts that
effectively reward excellence in teaching and remove
incompetent teachers quickly and fairly [set target]
OR
#
term
stralegy
Identify and highlight effective approaches to rewarding
upink
excellence in teaching, and removing incompetent teachers
:
Joz
4.
Identify and highlight proven, effective programs for
professional development Doy more prof dev.
OR
Increase the number of states and school districts that use
proven, effective programs for professional development
OR
Increase the extent to which federal resources for
supporting professional development (Eisenhower and Goals
2000) are used to implement proven, effective programs.
Xx Stale uled. tougor crt.,Reate with / liceng
requirents with perform assssse for
there to purses tin to assssnlt
ws incention to require
hut PD be linh to
stale staws.
02/18/97 10:58
004/012
3. AMERICA READS CHALLENGE
Short term objectives:
Introduce?
1.
Enact America Reads Legislation
2.
Secure commitments from higher education and other sectors
for XXXXX reading tutors by 199y
to
try
3.
Launch America Reads grassroots community partnerships in XX
states [tie to state sign-on to national testing]
]
plue
of
4.
Identify and promote proven, effective approaches to early
p
las
reading instruction, and encourage their use in Title 1
mi
I
5.
Disseminate good, clear examples of "reading to national
3
but
standards" widely to parents, teachers and public.
6.
[Parents and pre-school objectives identified in next
section on early learning]
NCTM winh to put
town meny togeth
WCTM has rug to
go.
Grbben community scient
02/18/97
10:58
005/012
4. EARLY LEARNING
Short term objectives:
1.
Secure increased appropriations for Head Start
2.
Enact and Parents as First Teachers component of America
Reads Challenge, and coordinate implementation with related
efforts, including Goals 2000 Parent Resource Centers, Even
Start, and ED Family Involvement Partnership
3.
Promote awareness of importance of early brain development
and early intervention, through White House Conference on
Trdgendus
Early Brain Development and coordination with Rob Reiner
campaign
[need to incorporate VP conference on Families and Learning
someplace]
Dissemination
02/18/97
10:59
006/012
5. CHOICE AND ACCOUNTABILITY IN PUBLIC EDUCATION
Short term objectives:
1.
Increase the number of states with charter schools
legislation from 25 in 1996 to 30435 by the end of 1997.
500
700
2.
Increase the number of charter schools from XXX to yyy by
the beginning of the 1997 school year 1000 by Full + 98
Nay should have In states
3.
Secure $100 million appropriation for charter schools
program
4.
Focus attention of policymakers, advocates and educators on
key issues in the development of charter schools, including:
0
effective approaches to starting and supporting charter
schools
the importance of strong accountability provisions for
charter schools
effective ways of using charter schools to stimulate
and inform improvement of all schools
use of charter schools as one tool in intervening in
low performing schools
5.
Increase in the number of states and school districts that:
reward high performing or improving schools, and
intervene in schools that are persistently low
performing [set target]
require students to meet standards before moving from
one school level to the next [set target]
Distruct wide choice wodels
ms-sund
be somg
on
mc- accountably signly
about
interente
02/18/97
10:59
007/012
6. SAFE, DISCIPLINED AND DRUG-FREE SCHOOLS
short term objectives:
1.
Increase the number of school districts which require
expulsion and police notification if weapons are brought to
campus
2.
More effectively focus Safe and Drug-Free Schools Program
funds on proven, effective practices for increasing safety
and reducing drug use.
3.
Secure funding for community schools initiative, and
increase the number of schools open in evenings and weekends
to provide safe haven and increased learning opportunities
from XXXX to yyyy.
4.
Something on character education????
5.
Increase in the number of high school students involved in
service
OR
Increase in the number of states and school districts that
require service for high school graduation
OR
Increase in the number of states and school districts that
encourage and provide opportunities for service by high
school students
Increase the number of smaller,
140g anvironments.
02/18/97 10:59
0
008/012
7. SCHOOL CONSTRUCTION
&
short term objectives:
Introduce
1.
Enact School Construction legislation
2. Establish clearinghouse on school construction issues
Dane by Jug.1
02/18/97 10:59
I
009/012
8. OPENING WIDE THE DOORS TO COLLEGE
Short term objectives:
1.
Enact HOPE Scholarship and tax proposals
2.
Enact Pell Grant increase and expanded eligibility
3.
Enact Presidential Honors Scholarship
4.
Increase the number of states establishing HOPE
scholarships, pre-paid tuition plans, or other measures to
make college more affordable for lower- and middle-class
families [set target]
Information carpay - college massible
to all
02/18/97 10:59
4
010/012
9. LIFELONG LEARNING
short term objectives:
1.
Expand School-to-Work implementation to all 50 states by
199x.
2.
Develop and enact legislation to consolidate federal job
training programs and provide individual skill grants
7
Deduction
02/18/97
10:59
011/012
Bruce: This is an example of what each component will look like,
drawn from the document we did for last Thursday.
1. NATIONAL STANDARDS OF ACADEMIC EXCELLENCE
short term objectives:
1.
40+ states signed up to administer 4th and 8th grade tests
in 1999
O
20+ states signed up by end of 1997
2.
Tests are piloted in 1998, and available for nationwide use
in Spring 1999
O
Contract for test development awarded and work
proceeding on schedule
3.
National Partnerships/Mobilization efforts in place, by the
end of 1997, for helping students reach standards for 4th
grade reading and 8th grade math
o
X states have comparable efforts in place by end of
1997
4.
National attention focused on small number of high quality,
challenging and widely accepted national standards in other
grade levels and subject areas
5.
Increase in the number of states and school districts that:
O
reward high performing or improving schools, and
intervene in schools that are persistently low
performing [set target]
O
require students to meet standards before moving from
one school level to the next [set target]
6.
Develop proposal/options for Presidential consideration for
approach to national testing at high school level
Key strategies:
Enlist critical mass of states and cities behind
standards/testing initiative
Initial target states for standards/testing: Maryland,
Michigan, Colorado, North Carolina, Delaware, California,
Ohio
Initial target cities: Boston, Philadelphia, Chicago,
Seattle, Houston, Washington D.C.
Gain endorsements from key constituency groups to promote
national efforts and ta promote state and local
participation:
Target Constituency Groups: AFT, NEA, PTA, School Principals
02/18/97
11:00
012/012
and School Administrators, National School Boards
Association, Chief State School Officers, Urban League,
Business Coalition for Education Reform (e.g., BRT, NAB,
Chamber of Commerce, NAM)
Highlight Promising National, State or Local Standards in a
range of subjects and grade levels
Highlight states, school districts, schools or significant
projects that reflect high standards in reading and math, or
high or improved student performance in 4th grade reading or
8th grade math.
Generate Favorable Editorial Coverage (with a focus on
standards/testing initiative)
Encourage favorable op-eds from bipartisan opinion leaders
(e.g., Ravitch, Price)
Encourage Secretary Riley and appropriate senior WH and ED
staff to meet with editbrial boards while traveling over the
next few months.
Use Announcements of Grant Awards, Reports and Studies to
highlight Priority Issues
Announce results of existing NAEP and TIMSS tests. Launch
test development with teachers advisory committee.
Events/Activities for standards and tests, education reforms
February:
Release National Assessment of Education Progress national
math scores at event in Michigan, and gain endorsement of
Gov. Engler for testing proposal. Other principals can
simultaneously visit other states with high scores or
significant gains (Maine, North Carolina)
Presidential Directive to OSTP, ED and NSF and other
agencies, to ensure that executive branch resources to
support math and science education are focused nationally on
preparing students to meet 8th grade math standards, and to
coordinate national mobilization of scientific, mathematical
and technical communities in support of preparing students
to meet 8th grade math standards
Presidential Directive to Department of Defense Dependent
Schools to participate in NAEP/TIMSS and to begin preparing
students to meet those standards
March:
DRAFT DRAFT DRAFT DRAFT DRAFT DRAFT DRAFT DRAFT DRAFT DRAFT DRAFT
[Date]
MEMORANDUM TO:
FROM:
SUBJECT:
PROPOSED STRATEGY FOR PRESIDENT CLINTON'S
jet L s
"CALL TO ACTION" FOR AMERICAN EDUCATION
A. INTRODUCTION AND BACKGROUND
In order to make President Clinton's "call to action" for American education real,
his crusade for education must promote and attain reasonable goals. Because the President
sou
has a track-record on the issue, he begins his crusade with a significant amount of
credibility. Fifty-seven percent of Americans have more confidence in Mr. Clinton over
Republicans (thirty-seven percent) to handle education, and 47% of Americans believe the
president and Congress should make education a top priority. [USA Today, CAN, Gallup poll,
February 1997]. However, in the present political climate the President could easily and
quickly lose this benefit of the doubt.
Secretary Riley feels strongly and has told the President he must "get about the
business of governing." He does not believe a continued campaign-like strategy of doing
an event every couple of weeks to announce "good news", whatever the underlying
subject, is worthy of or productive for the development of the President's legacy.
The strategy (or framework for thinking through our strategy) presented here was
developed in the context of that framework. The strategy also reflects consideration of
public reaction to the State of the Union ("SOTU") address (discussed immediately below).
B. ANALYSIS OF PUBLIC/PRESS REACTION TO "CALL TO ACTION"
Almost 50 editorials reacted to the SOTU, virtually all commenting on the
President's "call to action." The criticism was as predictable as the praise.
For example, the Augusta Chronicle (2/5), Chattanooga Free Press (2/5), Detroit News
(2/6), and the Orlando Sentinel, among others, all rejected the notion there is an
appropriate federal role in education. Concomitantly, the Charleston Daily Mail (2/5),
credited the President for his understanding of the appropriate federal role; the Charlotte
Observer (2/6) said "the most important thing Washing can do is use its influence to push
up the standards; the Daytona Beach News-Journal (2/6) warned that senators and
representatives fail to heed Clinton's call for an "all out national effort for public education
and higher education"
"at their political peril;" and the New York Daily News said Mr.
Clinton's pledge to make American education the envy of the world "may also be the tool
needed to close the racial gap" noting "education is the great ladder that moves people
from who they are to whom they can be." The Los Angeles Times (2/5) agreed the
president's decision to make education his No. 1 priority for the next four years "makes
eminent sense." The Washington Post (2/6), though mixed, allowed that "Mr. Clinton
currently is in about a strong a position as he is ever likely to be to achieve important
results."
Generally, educators have been supportive, though some warn the President's plan
sets too ambitious a schedule. President Clinton's post-SOTU trip to Georgia and
following visit to the Maryland state legislature generated positive press and, according to
Secretary Riley, genuine excitement about and commitment to the President's plan. More
recently, however, economists have specifically criticized the Hope scholarship and the
10,000 tuition tax deduction [e.g., Robert Samuelson, The Washington Post, February 12, 1997].
Some legislators argue rather than provide funding for the 10,000 tax deduction, even
more money should be [geared] toward Pell Grants.
For our strategy to be successful, it must reflect thoughtful consideration of and
appropriate responses to such expressed concerns both plausible and unlikely. For
example, we probably need to do a better job of persuading doubters that the B-grade
requirement of Hope will not impose burdensome additional administrative responsibilities
on the IRS. And, while we clearly believe our goals should be ambitious, we must be
careful not to over-promise our ability to see realization of our aims.
Our proposed strategy is presented in a five-point outline for each of the ten points
in the President's plan plus family/parental involvement and urban education.
The outline begins with an overall strategy/goals for the issue area generally (I), and
includes a grass roots strategy for accomplishing the goals (II), a legislative strategy where
appropriate (III), a public relations strategy (IV), and a prioritization of initiatives and/or
events for the President, Vice President, First Lady, and Mrs. Gore (V). We have also
provided calendars reflecting previously established events/opportunities corresponding to
each issue area.
Call-to-Action Strategy Memo
Page - 2
Academic Standards of Excellence
"Set rigorous national standards, with national tests in 4th grade reading and 8th grade
math to make sure our children master the basics."
1.
Overall Strategy/Goals (for Voluntary National Tests: Math and Reading)
Over the next two years, we must create a dedicated movement across the nation to
improve math and reading education using the results of TIMSS and exemplary models for
reading instruction. Our short term goals might include: (1) by September 1997, every
interested state would have the opportunity to sign up to participate in the 4th grade
reading and 8th grade math tests; (2) by September 1997, and agreed-upon number of
regional meetings and seminars will have been held together with partner groups to inform
them of indicators for teaching middle-school math for TIMSS; and (3) by September 1997
June
1557
materials about the NAEP reading frameworks and model reading programs circulated to X-
number of educators across the country.
Goal
1999
II. Grass Roots Strategy
By
atten
For
targeted meetings with state officials scheduled to brief them on
ALL.
Service
it
the testing options;
with
I
aludy
cutal
broad distribution of TIMSS materials planned (separate strategy
1
to be attached);
agrit
sul
kils
a
working in coordination with the America Reads initiative,
parent
coordinate outreach to reading teachers across the nation;
initiate
anternal with
1
I
The
identify.key constituency groups nationally and region by region to
build support for the initiative;
5
copial
plan meetings and events with these groups for SRR, Secretary and
2
would
other Senior Officer involvement.
statege
Lill
depat
9
people
III. Legislative Strategy
believe
Ut
l
but
brief key Members of Congress on the initiative. Provide information on the
a
initiative and letters of support from Business Round table and others such
as Governor Engler;
JLL In not callect with
sand item
abil they
(now 33)
develop NAEP reauthorization strategy and
effort
Call-to-Action Strategy Memo
Page - 3
X
develop 1999 budget justification for testing increase.
IV.
Public Relations Strategy
schedule editorial board meetings across the country about the 10
point agenda and the testing initiative;
the
schedule press events to build support for the initiative.
V.
White House Involvement/POTUS Events
events scheduled with three additional state legislatures to build
public support for the testing initiative. (Suggestions: MO, WA, CO);
organize national forum on the results of TIMSS and implications for
math teaching. President/First Lady convene the forum. Down-links
planned across the nation;
hold event with President Clinton when a core number of states sign up to
participate in the reading and math test. The event would be focused on
encouraging more states to sign up.
Call-to-Action Strategy Memo
Page - 4
Teacher Excellence
"Make sure there is a talented and dedicated teacher in every classroom."
I.
Overall Strategy/Goals
It is intuitive that our children won't learn to high standards if our teachers don't
teach to high standards. It has been difficult, however, to create excitement about and
support for the notion that teachers also need help to provide higher-quality teaching - that
their skills must be upgraded. The challenges we face in sustaining and upgrading the
quality of our teachers are complicated by the fact that two million teachers will be needed
over the next ten years to replace retirees and accommodate rapidly increasing student
enrollment. However, that vast recruiting efforts will be needed presents a great
opportunity to help ensure teacher quality.
Thus, it is imperative to try to focus sustained public attention on issues that impact
teacher quality and motivate states and communities to take actions that will ensure that
every child has access to a caring, competent, and qualified teacher. Any effort to improve
education standards will be unsuccessful unless we are successful in bettering our teachers.
The reauthorization of the Higher Education Act provides a forum for advancing a
significantly different vision of teacher preparation.
II. Grass Roots Strategy
national
The following current activity is already/going on at the state and local levels: (1)
INTASC (Interstate New Teacher Assessment and Support Consortium) - developing
performance-based assessment for the initial licensing of teachers; (2) National Board for
Professional Teaching Standards - establishing voluntary standards for highly accomplished
teaching; many states and districts are providing support for teachers to undergo the
rigorous procedure to become board certified; (3) NCATE (National Council for the
Accreditation of Teacher Education) -- establishing standards for Colleges of Education that
will be recognized as a voluntary national accreditation system; (4) PRAXIS designing
the
tests of content and professional knowledge for prospective teachers that states may use to
screen candidates; 05) Holmes Partnership, the Center for Educational Renewal, the
Renaissance Group and others - partnerships between higher education and K-12 schools
to reform teacher education; (6) National Commission on Teaching and America's Future -
issued a major report on teacher quality in September and is working in partnership with
12 states who have committed to implementing the recommendations of the Commission.
They are designing a policy inventory that states can use as a starting point to develop a
comprehensive strategy to improve the quality of their teaching force.
Need good
Call-to-Action Strategy Memo
Page - 5
*
Sections Conferen
this Spring
Both Department and White House officials-can use the "bully pulpit" to hit these
issues hard in major speeches and visits to exemplary sites. Specifically, we should:
provide state and local leaders with information on federal resources that are
available to address these issues (we have a matrix already developed. It
will go out to state and local leaders in the next few weeks. Goal 4 book is
already out that provides information on resources available for professional
development from all federal agencies.);
identify promising practices (a publication is being prepared at this time that
IV
describes the most promising practices in each area of the President's
Directive on excellence and accountability in teaching. April is the target
date for completion);
Target 105,000
fund the development of standards and assessments for teachers and teacher
education programs (we have requested $21 million per year for the next
five years for the National Board for Professional Teaching Standards to
complete the development of their assessments and to help defray the cost of
teachers going through the process.) ;
250
create a Teacher Policy Center to serve as a resource to policy makers by
taken
examining state policies around teacher quality and sharing "lessons
learned" with states interested in making policy changes that will strengthen
wwo
the teaching profession (OERI will be announcing this priority soon and has
committed $1.5 million);
2000
create a Partnership for Excellence and Accountability in Teaching. This I
partnership will consist of a variety of member entities that will launch a
focused, coordinated, comprehensive national effort to support and sustain
long-term improvements in teaching and learning. The Partnership will tie
knowledge to application to dissemination while continuing to push the
envelope on professional development research (OERI will announce this
competition soon and will commit $4 million in FY97.
continue the National Awards Program for Model Professional Development
which identifies and disseminates exemplary sites that have made the link
between professional development and improved student achievement (we
recently identified five schools and districts that have done this. We have
$250,000 from FY97 FIE money committed to continuing this program);
rewrite and fund Title V of the Higher Education Act - the reauthorization
Call-to-Action Strategy
Page - 6
Event
food Memo like or viscincianati twohn or NYC,
will take place this year. The Department is proposing to focus Title V on
the recruitment, preparation, and induction of teachers;
increase funding to the Eisenhower Professional Development Program (we
have requested $360 million in FY98, an increase of $50 million);
tight link
conduct research on recruitment, preparation, induction, and professional
development programs; there is little data on the most effective programs
(this is being addressed partially through the OERI initiatives; more should be
done.); and
model for states and communities the importance of using teacher and
principal expertise in developing policies and programs to address teacher
quality (we should share with others all of the initiatives we have undertaken
like the Teacher Forum, the Teacher Listserv, the Database of Exemplary
Teachers, the Adopt-a-Teacher Program, the Shadowing Program, our
focused discussion_groups with_practitioners,and-ourteacherand principal
in residence);
III. Legislative Strategy - Not Applicable
IV. Public Relations Strategy
There are a number of ways in which we can engage the public in the crusade to
better of teachers. We could:
issue an annual report card on the progress states have made on measures of
teacher quality to constantly refocus the public and policy maker's attention
on these issues;
conduct high profile visits to exemplary sites; participate in major teacher
conferences, the Teacher of the Year ceremony, announcement of Nationally
Board certified teachers, Washington celebration of Sallie Mae Outstanding
First-Year Teachers, etc., (see attached list of opportunities attached); and
launch a media blitz on these issues focused on the education press.
V.
White House Involvement/POTUS Events
The First Lady may be particularly effective in advancing this initiative. Teacher
issues are a natural extension of the First Lady's early childhood development concerns
and were an important part of The First Lady's "Village" message. At her most recent
Call-to-Action Strategy Memo
Page 7
address, the First lady was specially praised for her ease with and understanding of these
issues. Opportunities for the First Lady are attached at Tab 12 but they include national
forums like the National Teacher of the Year event, the Presidential Math & Science
Awards, Presidential Scholar - Distinguished teachers. The First Lady might also help raise
the profile of the issue by participating in the Department's Teacher Shadowing Program,
America Goes Back to School events.
Call-to-Action Strategy Memo
Page - 8
Reading and Early Childhood Learning
"Help every student to read independently and well by the end of the 3rd grade."
"Expand Head Start and challenge parents to get involved early on
in their children's learning."
1. Overall Strategy/Goals
The goal is by 1999, to establish programs to help every child read independently
and well by the end of the third grade and to make available community based programs
which enable all parents to have the skills and knowledge to become more involved in
their children's early learning. It is imperative that we use existing reading and other
initiatives to help push along this issue and we can already look forward to significant
progress. For example:
you what? to
during the summer of 1997, we will increase by 50% the number of children
involved in the Read Write* Now! program;
during the fall of 1997, more than 60,000 college work-study students will
be trained and placed as tutors with children in grades K-3;
her
will
over the last six months of 1997, the Department will publish at least three
documents for parents and care givers with the attendant publicity to bring
attention to the need for early childhood educational activity cooperatively
he
carried out by parents first and with care givers where appropriate;
fel
by the fall of 1988, there will be 500,000 new tutors of all ages working
throughout the year with children in grades K-3 to improve their reading
skills;
by the fall of 1998 there will be new programs or expanded programs in all
states which empower parents to be their child's first and best teacher;
by the fall of 1998 there will be increased parental involvement in grades K-
3 as measured by volunteer activity at school and in child serving
?
organizations both within the school day and on weekends and holidays.
An overall strategy to meet these goals would include: (1) outreach to current
literacy as well as youth organizations (which may or may not provide reading assistance)
to become involved in pre- and reading skills to development; (2) utilize the America Read
College President's Steering Committee to recruit and assist in planning the needed
training and technical assistance for mobilizing the college work study students; coordinate
Call-to-Action Strategy Memo
Page - 9
with elementary school personnel and literacy serving organizations in college
communities to form coalitions to utilize the college work study students; (3) working with
the health serving professionals, nutritional organization, early childhood educators, parent
organizations, faith community, community based organizations and their national
counterparts, and the corporate sector, produce a multi-media outreach campaign to
educate the public on ways they individually and collectively can assist in the healthy
development of children from the pre-natal period forward.
II. Grassroots Strategy
HHS?
Plan regional meetings cooperatively with CNS, Department of Education
regional personnel and as appropriate other federal agency personnel to
show examples of successful programs;
enlist entities from every sector to service as volunteer tutors or mentors to Cu Sinct
new parents;
Back to
500
seek to work with local welfare reform efforts.
Develal
III. Legislative Strategy
Man IRA RWN 2 pen no
OF
[To be provided]
with
with
we
at
IV. Public Relations Strategy
in >ust ASCD
as
Speak to as many national and regional organizations/forums as possible
about the goals and rationale of the America Reads Challenge;
schedule press events to show by example the type programs which promote
the growth outlined in the goals;
provide technological opportunities for input and outputs (web pages, list
serve opportunities)
V. White House Initiatives/POTUS Events
See Calendar at
Distall attached Tab [ - ]. to parent
tenth
reali who they
super
Titl
I
Call-to-Action Strategy Memo
Claye
The
Page - 10
Rushic
CPB
Public School Choice/Charter Schools
"Expand choice and accountability in public education."
1. Overall Strategy/Goals
II. Grassroots Strategy
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III. Legislative Strategy
IV. Public Relations Strategy
V. White House Initiatives/POTUS Events
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Safe Schools
"Make sure our schools are safe, disciplined and drug-free,
and instill basic American values."
1. Overall Strategy/Goals
The overall goal - to help ensure that all schools are safe, disciplined, and drug-free
by promoting the development and implementation of effective drug and violence
prevention programs -- becomes increasingly more imperative as our schools become
increasingly more violent. Thus, it is important that our effort actually attempt to change
attitudes of children, youth, and their families about alcohol and drug use, and violent
behavior, including the need for carrying guns.
Our short term goals include the following that (1) by the end of the 1996-1997
school year all LEAs (receiving ESEA funds) will have policies requiring the expulsion for a
year of students who bring a gun to school; and (2) that by the end of the 1996-1997
school year all LEAs (receiving ESEA funds) will have a policy requiring notification of law
enforcement of all incidents where a firearm is involved; and
Longer term goals should include that:
rates of alcohol, marijuana and tobacco use in schools will continually
decline;
the percentage of students who are offered illegal drugs at school will
continuously decline;
the number of firearms and other weapons carried to school will decline;
the number of students who don't go to school because they feel unsafe will
continuously decline;
the number of criminal and violent incidents in schools will continuously
decline;
the number of school-associated violent deaths will decrease;
student disapproval of drug use will increase;
the number of students who use alcohol or drugs, or engage in violent
behavior will decrease;
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the number of schools who use "research-based" prevention programs will
increase significantly; and
the number of schools that involve students, parents, and community groups
in the planning and development of drug and violence prevention will
increase. By the year 2000 all schools will do this.
II. Grassroots Strategy
work with 2-4 urban/suburban schools districts to assist them in reviewing
their use of SDFS programs; and
hold meeting of Urban School School Security Officers, to identify promising
programs and promote the use of effective violence prevention strategies.
III. Legislative Strategy
As you now, the Safe & Drug-Free Schools program has been alternatively popular
and unpopular on Capitol Hill. No doubt, however, increased incidents of crime in and
around schools and rising drug use among younger students help remind legislators that no
matter what our other efforts, we simply cannot educate our children in unsafe
environments. Still it is key to keep members informed of successful programs funded by
this program and other administration-initiated efforts like urging more schools to adopt
school uniform policies and communities to adopt and/or enforce truancy laws.
Accordingly, a legislative strategy must include:
regularly briefing key members of Congress on actions ED is taking to meet
our goals; and
publish and finalize "principles of prevention." Principles to be used as part
of FY 1998 Appropriations to improve the quality of prevention programs
being funded by States and Local education agencies.
IV. Public Relations Strategy
Schools, parents and communities already are finding useful ways to provide safe
conditions for school children including teacher training to help deal with violence, after-
school programs. As President Clinton often says, there are no problems that aren't already
finding solutions somewhere in America. The following three strategies could help center
appropriate attention on this issue:
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hold national conference highlighting " Prevention Programs that Work;"
put information on effective prevention strategies on ED/SDFS web site; and
hold meeting of Urban School Security Officers, to identify promising
programs and promote the use of effective violence prevention strategies.
V. White House Initiatives/POTUS Events
President Clinton could participate in event announcing the release of the
Parents Guide, March 3, 1997;
The President, Vice President, First Lady and Mrs. Gore all could make
several visits to schools and call upon them not only to do something to
make schools safe but to do the "right thing." The theme of accountability
needs to be sounded loudly by all; and
the Department anticipates identifying schools that have developed effective
drug and violence prevention programs. The schools will be recognized
annually, the first group of which are to be recognized in Summer 1998.
Either of the principals could participate in this event.
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School Construction
"Modernize school buildings and help support school construction."
1. Overall Strategy/Goals
Public sentiment appears to recognize the need to significantly improve the physical
infrastructure of America's schools. Our proposal which would help spur at least $20
billion in new school construction through spotlighting the problem of deteriorating and
overcrowded schools and subsidizing local bond issues goes some distance toward
meeting this challenge. However, compared to other education-related initiatives, school
construction seems to have the least momentum at this point.
Accordingly, the short term goal of securing passage, by 1997, of legislation that
meets Administration's aims and provides sufficient funding is probably critical to the
success of this initiative. By 1998, we should seek to provide high quality information on
range of school construction issues (e.g., financing, energy efficiency, integrating
technology infrastructure) to states and districts through an ED-funded clearinghouse.
Long term goals might include: (1) within 1 year of passage of legislation, X states
and X districts have initiated new school construction bond issues raising $xxx for school
construction; (2) within 5 years of passage, X states and X districts have initiative
new school construction bonds raising at least $20 billion; and (3) at least x% of all
upgraded and new facilities are built reflecting current knowledge about state of the art
school construction, including cost-effectiveness and energy efficiency.
II. Grassroots Strategy
to build public awareness of the importance of school construction and the
limited availability of federal subsidies in order to spur immediate state and local action;
and
the provision of high quality information through Clearinghouse. (to be full
lot spin)
III. Legislative Strategy
Brief key members of generated local support for initiative in variety of constituency
groups (education, parents, state and local government, investment banking).
IV. Public Relations Strategy
Ed board meetings on 10 point plan and construction in particular;
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generate Press events; tie our proposal to local stories regarding
overcrowding and dilapidated schools via visits of Administration officials
and work of SRRs.
V. White House Initiatives/POTUS Events
visits by POTUS, FLOTUS, VP to communities that would be particularly
assisted by the legislation (e.g., Chicago with very dilapidated schools;
Miami with very overcrowded schools);
announcement of award of clearinghouse contract;
Applauding good news by highlighting states or districts that have
managed to pass big bond issues with lots of community and business
support.
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"Open the doors of college to all who work hard and make the grade,
and make the 13th and 14th years of education as universal as high school."
1. Overall Strategy/Goals
For principle #8, Opening Wide the Doors of College, there are two overarching
goals. The first goal is to ensure that the 13th and 14th years of education are as universal
as the first 12 are today. The second is to ensure that college is affordable for all
Americans.
The higher education strategy is part of a three-pronged approach that
began with the introduction of the tax proposals in 1996, and has continued with the 1997
budget proposal which includes these tax initiatives, and will be further emphasized in
reauthorization. Since the overarching goals are part of the balanced budget proposal,
our number one short-term goal is to assist in passing the budget.
In addition, we hope to roll out our reauthorization proposal in late spring. This will
provide another opportunity to advance our goals. Regardless of what happens in the
budget, our proposal will have to be complimentary of the ideas advanced in the
President's budget.
II. Grassroots Strategy
Much of the work here has already begun. The appeal of the HOPE tax
credit and the $10,000 deduction is very attractive to every parent of a college student.
Therefore, we have our supportive base. Most of the activity at the grass roots level then
may be generated by the opposition since some see our efforts as "going after" the excess
profits of the guaranty agencies.
III. Legislative Strategy
Appropriations and budget committee members have already been briefed
on our proposals, but more targeted briefings need to occur for other key members and
staff. The Secretary is to testify on the education budget on February 27th in the Senate
and David testifies in the House on March 12th.
Critical to our success in the short-term is the need for legislation to go to the Hill and
the need to make public the impact of our proposals. The higher education community is
sophisticated and will not support our positions without determining precisely how they
impact the institutions they represent.
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IV. Public Relations Strategy
The PR work is well underway. To date, a number of Department officials have
had interviews, given speeches and have participated on panels. In addition, there have
been meetings with college presidents, students, and representatives of the higher
education community. These are on-going, but need to have a more focused
approach. Once the distributional analysis of the tax proposals is made public, we should
ensure that it is widely distributed and do another series of interviews.
The PR campaign should be closely connected to the initiatives and events we suggest
for the POTUS, VPOTUS, and FLOTUS. Overarching goals of a PR strategy should be
targeted to utilizing the many constituencies in the higher education arena: traditional and
non-traditional students; financial aid officers; trustees; college presidents; and parents.
V. White House Initiatives/POTUS Events
From a higher education perspective, commencement provides a natural
stage for amplifying our initiatives. OPE has forwarded our suggestions to Regan for the
Secretary's 1997 commencement schedule. e can do the same for the POTUS, VPOTUS
and FLOTUS or if they prefer, we can simply vet the schools from which they have
received invitations and make recommendations. For example, the FLOTUS is always
well-received at campuses where there are strong women's groups. In addition,
commencement addresses provide an incentive for schools to begin participating in Direct
Lending.
Finally, at every higher education association event, the highest level person should be
addressing the group. To some extent this is already occurring within the Department. The
Secretary has addressed the National Association of Independent Colleges and Universities
and the Christian College Coalition and is going to address the American Council on
Education (ACE) and the Community College Association. The POTUS is also expected to
address ACE. The POTUS would be well-received at the Association of Governing Boards
at Universities and Colleges, a group that represents college trustees. Their annual
meeting is April 12-15 in San Diego.
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Higher Education -- Part II
"Help adults improve their education and skills by transforming
the tangle of federal training programs into a simple skill grant"
I. Overall Strategy/Goals
The goal of Learning for a Lifetime is to increase literacy levels of the 34 million
adults age 16-64 years of age who read at or below the 5th grade level; increase the
number of adults with a high School diploma or equivalent; increase English-proficiency
levels among adults for whom English is a second language. Short-term goals include: (1)
increasing access to adult education and literacy services through Crossroads Cafe TV
series and other in-home and distance learning options; and (2) increasing the number of
family literacy, workplace literacy and citizenship literacy programs for adult learners.
Long term goals might include: (1) supporting the development of basic and
intermediate skills certificates that signify what adult learners should know and be able to
do; (2) ensuring that all states have results based accountability systems for
their adult education programs; and (3) ensuring that 80% of the participants in
federally-supported adult education and literacy programs achieve either a basic,
intermediate or high school completion certificate.
Overall strategies include; (1) working with states ano PBS to expand access to
Crossroads Cafe literacy series and develop new series based on family literacy, which
includes emphasis on America Reads; (2) supporting development of prototype basic and
intermediate skills certificate; (3) 1998 National Conference on Literacy; (4) developing a
campaign to get employers to expand workplace literacy options to
help welfare recipients transition from welfare to work.
II. Grass Roots Strategy
work with state directors of adult education and NIFL to engage large
numbers of adult learners in America Reads and in joining in a Literacy 2000
partnership to enhance the literacy skills of the 34 million Americans reading
at or below the 5th grade level;
work with the National Institute for Literacy on a campaign to increase
awareness of the importance of literacy to the nation's economic and social
well-being and an understanding the literacy challenge in America;
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III. Legislative Strategy
The administration's adult education legislation will promote quality programs,
accountability for results, and use of technology. The administration's 1999 budget will be
based on performance benchmarks and support President's goal of ensuring all adults can
be life-long learners and that all parents have the literacy skills to be their child's first
teacher.
IV. Public Relations Strategy
ensure the President and the Secretary include improving the literacy
skills of adults in his message on America Reads, all adults being life-long
learners and welfare reform;
focus Secretary's adult education awards on family literacy where parents
are improving their literacy skills and working with their children to enhance
their reading skills;
bring adult education programs in as partners in America Reads and efforts
to ensure all adults can be life-long learners.
V. White House Initiatives/POTUS Events
visits to family literacy programs (in addition to federally sponsored
programs, Honda is a big independent sponsor of over 80 family literacy
programs with the Keenan Family Trust Family Literacy Project);
White House Conference on Literacy with Opra Winfrey (Opra's book club
reaches millions of readers), Cal Ripken, Jr. and Mrs. Ripken (They have had
an adult literacy program in Baltimore for 10 years) and Tara Dawn Holland
(1997 Ms. America whose platform is literacy.); and
message to state legislatures and other forums should stress importance of
adult literacy as a key part of ensuring that all children can read
independently and all parents have the literacy skills to be child's first
teacher.
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B.
Opening the Doors of College (from perspective of Vocational & Adult
Education)
School to
I. Overall Strategy/Goals
Over the next three years, increase the number of high schools where
all students achieve high academic standards and are prepared for college and careers.
Short-term goal could include (1) April 1, 1997, announce partnerships with 6 urban
schools and School districts to expand new American high schools; (2) by December 1997,
identify 25 additional public high schools committed to achieving academic excellence for
all students that have adopted teaching and learning practices that have reduced drop-out
rates, increased student achievement and increased postsecondary entrance rates; (3)
by December 1997, joint initiatives on high School improvement will be underway with
the National Association of Secondary School Principles, the National PTA, and the
American School Boards Association; (4) in 1998, build on the findings for 12th graders on
the Third International Math and Science Study to be released in December, to
support a campaign for high School improvement.
A long-term might be that by the year 2000, a nationwide network of new American
High Schools will have significantly reduced drop-out rates, raised student achievement
and college entrance and retention rates.
Overall strategies to reach these goals would include:
targeted outreach strategies with 3 key national organizations
concerned with high School reform: NASSP, National PTA, NSBA;
Urban high School partnership with 6 big city School districts;
disseminate information and best practices through network of 65
national business, union, education, community and parent organizations
currently involved in the new American High School effort; and
pursue print, TV and other media opportunities to promote new American
High Schools.
If. Grassroots Strategy
work with 65 national organization co-sponsors, with special
emphasis on principals, School boards and parents, to build support
for the initiatives and new American high schools;
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Present President's initiatives at key national meetings of vocational
educators, adult educators, School-to-work, and key stakeholder groups.
Conduct round tables with principals, School board members, parents and
teachers on the initiatives and high School reform;
III. Legislative Strategy
Ensure that Administration's vocational education legislation supports high
academic standards for high School students and preparation for college, as
well as careers. Use legislation to encourage high School improvement and
strong links between secondary and postsecondary education;
develop 1999 budget strategy to continue high School reform and
School-to-work systems building through on-going vocational education
legislation.
IV. Public Relations Strategy
Ensure that preparation for college is a core part of the President's message
about access to college;
provide the media with examples of high schools that have adopted high
standards for all students and are using new teaching and learning
techniques to raise academic achievement;
arrange visits, media events for President, Vice President and Secretary to
new American high schools.
V. White House Initiatives/POTUS Events
make sure President mentions high School improvement as a key part
of making sure all 18 year olds have access to college in presentations to
state legislatures and other forums;
schedule Presidential visits to high schools that have significantly raised
academic achievement and college attendance rates; and
President/WH awards ceremony for high schools that have achieved
above goals.
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Education Technology
"Connect every classroom and library to the Internet by the year 2000
and help all students become technologically literate."
1. Overall Strategy/Goals
Beginning in 1995, President Clinton challenged the nation's parents, teachers,
government, community, and business leaders to work together to ensure that all children
in America are technologically literate by the dawn of the 21st century - equipped with
the communication, math, science, and critical thinking skills essential for the 21st century
economy. He established the four pillars of his technology literacy agenda: (1) connect
every school and classroom in America to the information superhighway; (2) provide
access to modern computers for all teachers and students; (3) develop effective and
engaging software and on-line learning resources as an integral part of the school
curriculum; and (4) provide all teachers the training and support they need to help students
learn through computers and the information superhighway.
These goals can only be achieved if we all work together - communities,
businesses, governments, teachers, parents and students - in a sense, a high-tech barn-
raising. One overarching strategy that reflects all four goals above is the Technology
Literacy Challenge Fund, which is designed to catalyze state, local, and private sector
partnerships in each state to achieve the four educational technology goals. Congress
supported the President's request and appropriated $200 million for grants to states to
launch this challenge. States will be asked to develop a strategy for using the funds to
achieve the President's four goals and for ensuring that students in low-income areas are
not left behind. While the states will have complete freedom to design programs, they will
be encouraged to find support from private firms which will be at least as great as the
Federal funds. They will also be asked to specify timetables and benchmarks and to report
progress against these benchmarks to the people annually. The Challenge builds on the
Secretary of Education's National Plan, Getting America's Student's Ready for the 21st
Century: Meeting the Technology Literacy Challenge. The President's FY98 budget request
calls for $425 million. From a higher education perspective, commencement provides a
natural stage for amplifying our technology initiatives. OPE has forwarded our suggestions
to Regan for the Secretary's 1997 commencement schedule. We can do the same for the
POTUS, VPOTUS and FLOTUS or if they prefer, we can simply vet: the schools from which
they have received invitations and make recommendations. For example, the FLOTUS is
always well-received at campuses where there are strong women's groups. In addition,
commencement addresses provide an incentive for schools to begin participating in Direct
Lending.
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Finally, at every higher education association event, the highest level person should be
addressing the group. To some extent this is already occurring within the Department. The
Secretary has addressed the National Association of Independent Colleges and Universities
and the Christian College Coalition and is going to address the American Council on
Education (ACE) and the Community College Association. The POTUS is also expected to
address ACE. The POTUS would be well-received at the Association of Governing Boards
at Universities and Colleges, a group that represents college trustees. Their annual meeting
is April 12-15 in San Diego.
II. Grassroots Strategy
The Department's Office of Educational Technology will continue to develop and
coordinate materials, information, conferences, workshops, editorials, press releases, etc.,
to highlight best practices in and effective uses of educational technology and the four
goals.
To finish the job of wiring and connecting classrooms to the Internet and make sure
that these efforts have lasting value:
working with regulators, industry and educators, now is the time to
implement the FCC/Joint Board decision - a landmark decision that sustains
the NetDays, the state investments in infrastructure, and brings the schools
on line;
The NetDay initiative is a grassroots, volunteer effort to link the nation's
classrooms to the information superhighway. Ongoing NetDay events across
the country will bring the nation dramatically closer to our goal of
connecting all classrooms to the net by the end of the decade;
the Empowerment Zone initiative headed up by the Vice President continues
with further efforts to complete the job of connecting the classrooms in EZ
sites. The private sector continues to respond to this challenge in a major
way. This initiative will help to ensure that all our children have their shot
at the American dream by working to close the divide between those
children who have access to technology and those who don't;
focus on the schools that have the farthest to go but have the most to benefit
from technology. DC schools could act as a test bed for this effort.
Challenge the private sector to help support this effort.
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To support the nation's teachers in using technology to the best advantage, we
should:
challenge the states, universities, and private sector to ensure that every
teacher gets the training they need to use technology effectively as a tool for
teaching and learning. Work with Colleges of Education and others to make
the next generation of teachers have the skills they need to be
technologically literate and effective teachers in the 21st Century. Teachers
should not leave a teacher education program without technology in their
teaching tool box;
expand the efforts of teachers helping teachers (21st Century Teachers
Initiative). Those that are technologically literate can help those who are
not;
mount a campaign this summer and succeeding summers to train teachers to
get the skills they need to bring back to the classroom in the fall. Work with
new CEO group, the Corporation's Commission on Educational Technology,
as well as Eisenhower program and NSF programs to ensure this effort is a
success.
To bring the best ideas and rich content on line and in software applications, we
should:
challenge the researchers to apply what we know about learning, challenge
the developers to apply what we can do with new technology, and challenge
the state and local communities to focus and articulate goals and standards
so together we can make a difference and create the highest quality content
and applications;
bring together representatives of the software industry including big thinkers
and developers to enlist their help in achieving our goal to help all kids read
independently by the end of the third grade. Private sector investment in
compelling content will increase once the basic infrastructure (computers,
network connectivity) is in place. However, School districts will be reluctant
to invest in technology unless content that supports the curriculum is
available. Content and applications are needed if we are going to succeed at
helping all children read by the end of the third grade;
the Technology Innovation Challenge Grants is a component of the
technology literacy challenge that invites School systems, colleges,
universities, and private businesses to form partnerships to develop creative
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new ways to use technology for learning. These local innovation grants
focus on integrating innovative learning technologies to improve teaching
and learning. Each federal dollar is matched by more than 3 to 1 by local
and private funds. $57 million will be available for the program in FY97 to
support a third round of grants. The President's FY98 budget request calls for
$75 million.
III. Legislative Strategy
develop a coordinated congressional outreach strategy to support the E-Rate
and educate members of congress on its benefits. Participants help design
this outreach strategy could include the White House, Department of
Education, Department of Commerce/NTIA, and Federal Communications
Commission;
continue to meet with congressional staff on the budget, appropriations,
commerce and education committees and subcommittees to educate them
on and garner their support for educational technology initiatives.
IV. Public Relations Strategy (See Grassroots strategy)
V. White House Initiatives/POTUS Events
1.
From February through September, the Technology Literacy Challenge Fund
awards will be announced. These announcements will occur after state
plans are approved.
2.
May 7, 1997 the FCC will issue its final implementation order on the E-Rate.
We imagine this could be an opportunity for a huge event because the
decision will have a far-reaching impact on the education community.
3.
Fall of 1997, the third round of the Technology Innovation Challenge Grants
will be awarded.
4.
April 1997, NetDay events will take place across the country.
5.
One potential opportunity to highlight our progress in meeting the goal of
wiring all the nation's classrooms to the information superhighway is to
focus an event around a School district's completion of wiring all its schools
and classrooms.
6.
June 29 - July 2, 1997, National Educating Computing Conference (NECC) in
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Seattle, WA. This is one of the most important and certainly the largest
educational technology conferences of the year.
7.
March 5-6, 1997, launch of the CEO Forum on Educational Technology.
This group is committed to assessing and evaluating where the nation is in
achieving the educational technology goals.
8.
March 7-11, 1997, the American Technology Honor Society will be officially
launched at the NASSP conference in Orlando, FL.
9.
May 1997, the Department of Education and the Council of Chief State
School Officers will hold a National Working Conference on the Impact of
Technology on Student Learning in DC. Technology Innovation Challenge
Grant project directors and representatives of the Technology Literacy
Challenge Fund grants will be included (this could be a BIG one with lots of
policy makers and some project demonstrations).
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Family/Parental Involvement
1. Overall Strategy/Goals
Over thirty years of research clearly shows us that all families-whether they are rich
or poor, whether the parents finished high School or not, or whether kids are in preschool
or high School-can help their children learn. Greater family involvement in children's
learning is a critical link to achieving a high-quality education and a safe, disciplined
learning environment for every student. It also is one important way for helping to meet
the President's 10 point call to action: especially by help our children to master the basics
and meet standards of excellence, help every student to read independently and well by
the end of the 3rd grade; ensure more choice and accountability in public education;
support character education and safe, disciplined and drug-free schools, open the doors of
college to all who can make the grade and are willing to work hard; and help all students
become technology-literate and bring our schools into the information age.
In 1997, the overall goals will be:
Expand the Goals 2000 Parent Information and Resource Center network to
14 states and provide them with the information to help parents be aware of
how they can help answer the President's call to action;
provide guidance to every Title I School (52,000) on how to make parent-
teacher compacts a true partnership-building process, including providing
parents with the tools on how to assess their own School quality in view of
the President's 10-point plan;
with the contribution of our 2,500 Partners, provide guidance to schools on
how to keep their School buildings open after-School and summers working
with community partners in order to extend learning, especially in reading
for children in K-3rd grade and mentoring in math and science for middle-
School aged children, in a safe, drug-free environment;
if Congress provides funding, 800-1,000 After-School Learning Centers could
be started in rural and inner-city public schools so that students can
participate in activities that can improve their achievement and prevent
juvenile violence and substance abuse;
plan for an initiative to be launched in winter 1998 that will focus on
mentoring in math and preparation for college in the middle School years.
This would be a great follow-up to the President's financial aid package
motivating parents, especially parents of middle School aged students, in the
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knowledge that their child was guaranteed a college education if they
worked hard, took the tough courses, and had a B average. Develop
publications, guides, and outreach activities to be disseminated about every
3 months as a lead up to this initiative;
launch a nationwide initiative to encourage colleges to prepare educators to
utilize families' interest in children's learning;
sign on more employers, schools, community based organizations, and
schools (e.g., 1000) to be family friendly for education by joining the
Partnership for Family Involvement for Education and begin supporting local
coalition building, especially around the President's 10-point call to action;
as a concrete action to make the AMERICA READS CHALLENGE real this
summer-involve 1.5 million children and recruit 500,000 reading partners
through the summer READ*WRITE*NOW! program;
double the activities undertaken last year as part of America Goes Back to
School, focusing on the activities in the President's Call to Action;
significantly involve religious communities in the AMERICA READS
CHALLENGE connecting 100,000 religious volunteers in local literacy
programs;
Two years from now:
business and community and religious organizations show increasing
commitment and actions to involve parents in education and improve
schools;
a significant increase in employers developing employee policies that are
family friendly (flextime, floating personal day, matched leave, job sharing);
parent-teacher compacts are established in almost all Title I schools (e.g.,
52,000);
Title I parent leaders have the tools to assess their own schools against the
President's 10-point plan;
many more schools will provide staff training and colleges will provide
teacher preparation courses on involving parents in their children's
education as key to children learning to standards of excellence;
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every state has a Parent Information and Resource Center working on the
President's call to action;
many more parents are aware of their options in reconstituting their School if
its failing as a New American School or charter School and can seek federal
fund for the effort;
1,000 more schools across the country begin extending learning by keeping
their schools open in the afternoon, evenings, weekends, and summers;
reading tutoring programs 5,000-10,000 schools, libraries, community
centers, and college campuses are helping children read across the country.
Use of libraries increases;
mentors for math are readily available for youth; applications for college
increase.
II. Grassroots Strategy
Partnership efforts will work to move the message down to the local level. There
are three major efforts envisioned:
continue to use America Goes Back to School during the August-October
time frame each year as a local coalition-builder in schools, colleges, and
communities. Work with the Secretary's regional education representatives
and headquarters Department staff in this local coalition-building effort,
including with the local and state coalitions/partners;
make a focused effort to attend state and regional meetings of the 2,500
Partner organizations to sign on local groups and work toward answering the
President's 10-point call to action;
sponsor a series of regional meetings that focus on the President's call to
action but include every sector of the Partnership;
utilize soon-to-be launched Partnership web site as a "clearinghouse" for
good programs, information, and research;
use local activities of our Partners to bring the message to parents, students,
and teachers and help build local coalitions and partnerships to carry the
message on our behalf.
Call-to-Action Strategy Memo
Page - 30
III. Legislative Strategy
Continue to seek funding for Goals 2000 Parent Information and Resource
Centers so that there is a center in every state by 1998;
seek full funding for the After School Learning Centers found in the 21st
Century Community Learning Centers authorization of IASA;
continue to promote safe and better quality learning opportunities through
Title I and Safe and Drug-free Schools that emphasize reading and mentoring
in math;
push for funding of the HOPE scholarships so that every family knows that if
their child studies hard, takes the rigorous courses and has at least a "B"
average, their child is guaranteed 2 years of a college education. A $10,000
tax deduction will be available for families and their children to learn for a
lifetime.
IV. Public Relations Strategy
Continue to work with the Education Excellence Partnership (The Business
Round table, U.S. Department of Education, Time National Governor's
Association, American federation of Teachers, National Alliance of Business)
on their public service campaign with the Ad Council and the National
Baseball League focusing on how to explain the importance of challenging
standards to parents and families;
include "how to" press packages in Partnership membership kits and
America Goes Back to School materials so partners can engage their local
press and communities on how to answer the President's call to action;
schedule a Satellite Town Meeting focused on family involvement in
meeting the President's call to action;
V. White House Initiatives/POTUS Events
See Attached calendars
Call-to-Action Strategy Memo
Page - 31
Urban Education
I. Overall Strategy/Goals
If we want to reach our National Education Goals, we must intensify our efforts to
address the specific needs of urban School children. Our ultimate objective should be,
first, to help restore high levels of quality and public confidence to our urban public
schools and, second, to dramatically improve levels of student achievement in those
schools. We can help accomplish this by:
strongly emphasizing that high academic standards are for all students,
including inner-city students (and their teachers) and that high standards of
discipline are essential;
by persistently working to fully and strategically integrate urban schools into
this administration's broader initiatives (such as on standards, reading and
charter schools);
by highlighting models of urban School reform that dramatize how
communities can provide more choice and accountability within urban
education and can turn around failing schools;
and by intensively supporting efforts to improve the quality of teaching in
urban areas, as well as the physical quality and safety of urban schools.
Short term Goals might be by May 15, release a report on key principles surrounding
public school choice:
by July 1, announce that at least 10 urban districts have accepted the "First in
the World Challenge" to participate in the TIMSS challenge in 1997 or 1998.
by September 1, announce the formation of college-School partnerships in
20 urban areas involving work-study or student reading volunteers.
by October 1, hold a conference on promising strategies for turning around
failing urban schools.
by October 1, produce and release a report on U.S. Department of Education
resources available to assist urban schools to improve.
by December 1, launch a nationwide listserv linking principals and teachers
Call-to-Action Strategy Memo
Page - 32
with successful School wide programs to their counterparts at schools that
are engaged in planning to become School wide.
Long term goals might include:
by Spring, 1998, conduct a series of regional conferences on recruiting,
preparing, and retaining excellent teachers for urban schools;
by spring, 1998, form [1000] new high quality school wide programs in
urban areas;
by spring, 1999, at least [x thousand] Board-certified master teachers in
urban public schools;
by spring, 1999, [] major urban School districts will have meaningful School
report card systems in place, backed by high quality standards and
assessments systems;
by spring, 1999, 5 major urban School districts will adopt comprehensive
public School choice strategies, such as district wide choice;
by spring 1999, public very familiar with key strategies for turning around
failing schools;
by spring, 1999, percentage of teachers in urban districts teaching out of
field reduced by [X%];
by spring 1999, average scores on state or local assessments in reading and
math up substantially in at least five major urban areas;
by fall, 1999, [x] hundred additional after-School learning centers open.
Our strategy for reaching these goals might be to:
work with a foundation or consortium of business partners to conduct
information campaign to assist urban districts to make effective, innovative
use of Title I school wide resources;
prepare and disseminate new materials (published and video) that showcase
effective urban strategies on choice and accountability;
Call-to-Action Strategy Memo
Page - 33
continue series of urban education meetings in Washington, followed by
series of regional meetings and setting stage for possible national meeting
hosted by President;
arrange series of events by President and other principals and the Secretary
that highlight effective approaches in urban areas;
propose new initiative providing grants to urban districts that develop reform
strategies based on principles of accountability, choice and excellence in
teaching and principal leadership;
conduct intensive effort to bring together teacher colleges, unions,
administrators, nonprofit organizations and others to develop effective
strategies to raise the caliber of teachers in urban areas.
II. Grassroots Strategy
Build on contacts developed through budget battles and through the OESE-OERI
sponsored meetings to gather support for these efforts, moving beyond DC core group to
include key groups around the country.
III. Legislative Strategy
To a large extent, the new initiatives here requiring legislation are covered under
other topic headings (such as America Reads and School construction). However, a
campaign to tighten up urban public schools and to regain public trust will also help insure
Congress that urban districts can be trusted to make good use of new funds, such as money
for reading tutors and School construction.
New or substantially expanded appropriations will be needed [right?] for the after-
School learning centers initiative, and maximizing appropriations generally is important..
We should work hard to tie in supporters of innovative, non-voucher strategies to
improve urban education, such as Sen. Bingaman and Sen. Jeffords. Other than that, this is
largely a bully pulpit strategy.
IV. Public Relations Strategy
The Administration needs to convey to the public the importance of high
expectations for urban schools, the sense that many urban School systems are getting a
handle on the management problems that have hampered them, that urban schools are
increasing accountability for improving student achievement, and the vital need for
Call-to-Action Strategy Memo
Page - 34
parental and community involvement with those schools. This can be accomplished by
events-conferences, School visits, etc., and other efforts that highlight urban success
stories while keeping the public's awareness of the serious needs facing urban education
high. Schedule speeches, editorial board meetings, etc., to clearly convey (through
examples, etc.) how broader initiatives, such as reading, have especially strong benefits for
urban areas. Schedule events around items listed under short term and long-term goals.
V. White House Initiatives/POTUS Events
There are lots of possibilities here. The President and others can do School visits
and other events in communities that exemplify the Administration's commitment to urban
public education and that embody promising improvement strategies. For example, the
President could visit an innovative professional development center in Cincinnati, or
congratulate Houston on just having adopted a system wide choice plan, or attend the
opening of an after-School learning center. Strong presidential events on public School
choice and addressing failing schools could be especially important.
The President could go to congratulate an urban district that has signed up to take
the TIMSS test in 98 or 99, and use it as a lesson in how to bring about improvement. The
Vice President could help kick off the new listserv on school wide programs. The First
Lady could host the conference on urban teaching.
Call-to-Action Strategy Memo
Page - 35
Urban Education Strategies -- draft 2
Overall Goals:
If we want to reach our National Education Goals, we must intensify our efforts to address the
specific needs of urban school children. Our ultimate objective should be, first, to help restore
high levels of quality and public confidence to our urban public schools and, second, to
dramatically improve levels of student achievement in those schools. We can help accomplish
this by:
strongly emphasizing that high academic standards are for all students, including inner-
city students (and their teachers) and that high standards of discipline are essential;
by persistently working to fully and strategically integrate urban schools into this
administration's broader initiatives (such as on standards, reading and charter schools);
by highlighting models of urban school reform that dramatize how communities can
provide more choice and accountability within urban education and can turn around
failing schools;
and by intensively supporting efforts to improve the quality of teaching in urban areas, as
well as the physical quality and safety of urban schools.
Short Term Goals:
By May 15, release a report on key principles surrounding public school choice.
By July 1, announce that at least 10 urban districts have accepted the "First in the World
Challenge" to participate in the TIMSS challenge in 1997 or 1998.
By September 1, announce the formation of college-school partnerships in 20 urban areas
involving work-study or student reading volunteers.
By October 1, hold a conference on promising strategies for turning around failing urban schools.
By October I, produce and release a report on U.S. Department of Education resources available
to assist urban schools to improve.
By December 1, launch a nationwide listserv linking principals and teachers with successful
schoolwide programs to their counterparts at schools that are engaged in planning to become
schoolwides.
Long Term Goals:
By Spring, 1998, conduct a series of regional conferences on recruiting, preparing, and retaining
excellent teachers for urban schools.
By spring, 1998, form [1000] new high quality schoolwide programs in urban areas.
By spring, 1999, at least [x thousand] Board-certified master teachers in urban public schools.
By spring, 1999, [] major urban school districts will have meaningful school report card systems
in place, backed by high quality standards and assessments systems.
By spring, 1999, 5 major urban school districts will adopt comprehensive public school choice
strategies, such as districtwide choice.
By spring 1999, public very familiar with key strategies for turning around failing schools.
By spring, 1999, percentage of teachers in urban districts teaching out of field reduced by [X%].
By spring 1999, average scores on state or local assessments in reading and math up substantially
in at least five major urban areas.
By fall, 1999, [x] hundred additional after-school learning centers open.
Strategy for Reaching Goals
Work with a foundation or consortium of business partners to conduct information campaign to
assist urban districts to make effective, innovative use of Title I schoolwide resources.
Prepare and disseminate new materials (published and video) that showcase effective urban
strategies on choice and accountability.
Continue series of urban education meetings in Washington, followed by series of regional
meetings and setting stage for possible national meeting hosted by President.
Arrange series of events by President and other principals and the Secretary that highlight
effective approaches in urban areas.
Propose new initiative providing grants to urban districts that develop reform strategies based on
principles of accountability, choice and excellence in teaching and principal leadership.
Conduct intensive effort to bring together teacher colleges, unions, administrators, nonprofit
organizations and others to develop effective strategies to raise the caliber of teachers in urban
areas.
Legislative Strategy
To a large extent, the new initiatives here requiring legislation are covered under other topic
headings (such as America Reads and school construction). However, a campaign to tighten up
urban public schools and to regain public trust will also help insure Congress that urban districts
can be trusted to make good use of new funds, such as money for reading tutors and school
construction.
New or substantially expanded appropriations will be needed [right?] for the after-school
learning centers initiative, and maximizing appropriations generally is important.
We should work hard to tie in supporters of innovative, non-voucher strategies to improve urban
education, such as Sen. Bingaman and Sen. Jeffords.
Other than that, this is largely a bully pulpit strategy.
Public Relations Strategy
The Administration needs to convey to the public the importance of high expectations for urban
schools, the sense that many urban school systems are getting a handle on the management
problems that have hampered them, that urban schools are increasing accountability for
improving student achievement, and the vital need for parental and community involvement with
those schools. This can be accomplished by events--conferences, school visits, etc., and other
efforts that highlight urban success stories while keeping the public's awareness of the serious
needs facing urban education high.
Schedule speeches, editorial board meetings, etc., to clearly convey (through examples, etc.) how
broader initiatives, such as reading, have especially strong benefits for urban areas.
Schedule events around items listed under short term and long-term goals.
Grass Roots Strategy
Build on contacts developed through budget battles and through the OESE-OERI sponsored
meetings to gather support for these efforts, moving beyond DC core group to include key groups
around the country.
POTUS/White House Involvement
There are lots of possibilities here.
The President and others can do school visits and other events in communities that exemplify the
Administration's commitment to urban public education and that embody promising
improvement strategies. For example, the President could visit an innovative professional
development center in Cincinnati, or congratulate Houston on just having adopted a systemwide
choice plan, or attend the opening of an after-school learning center. Strong presidential events
on public school choice and addressing failing schools could be especially important.
The President could go to congratulate an urban district that has signed up to take the TIMSS test
in 98 or 99, and use it as a lesson in how to bring about improvement.
The Vice President could help kick off the new listserv on schoolwide programs.
The First Lady could host the conference on urban teaching.
Urban Education Strategies -- draft 2
Overall Goals:
If we want to reach our National Education Goals, we must intensify our efforts to address the
specific needs of urban school children. Our ultimate objective should be, first, to help restore
high levels of quality and public confidence to our urban public schools and, second, to
dramatically improve levels of student achievement in those schools. We can help accomplish
this by:
strongly emphasizing that high academic standards are for all students, including inner-
city students (and their teachers) and that high standards of discipline are essential;
by persistently working to fully and strategically integrate urban schools into this
administration's broader initiatives (such as on standards, reading and charter schools);
by highlighting models of urban school reform that dramatize how communities can
provide more choice and accountability within urban education and can turn around
failing schools;
and by intensively supporting efforts to improve the quality of teaching in urban areas, as
well as the physical quality and safety of urban schools.
Short Term Goals:
By May 15, release a report on key principles surrounding public school choice.
By July I, announce that at least 10 urban districts have accepted the "First in the World
Challenge" to participate in the TIMSS challenge in 1997 or 1998.
By September 1, announce the formation of college-school partnerships in 20 urban areas
involving work-study or student reading volunteers.
By October I, hold a conference on promising strategies for turning around failing urban schools.
By October 1, produce and release a report on U.S. Department of Education resources available
to assist urban schools to improve.
By December 1, launch a nationwide listserv linking principals and teachers with successful
schoolwide programs to their counterparts at schools that are engaged in planning to become
schoolwides.
Long Term Goals:
By Spring, 1998, conduct a series of regional conferences on recruiting, preparing, and retaining
excellent teachers for urban schools.
By spring, 1998, form [1000] new high quality schoolwide programs in urban areas.
By spring, 1999, at least [x thousand] Board-certified master teachers in urban public schools.
By spring, 1999, [] major urban school districts will have meaningful school report card systems
in place, backed by high quality standards and assessments sytems.
By spring, 1999, 5 major urban school districts will adopt comprehensive public school choice
strategies, such as districtwide choice.
By spring 1999, public very familiar with key strategies for turning around failing schools.
By spring, 1999, percentage of teachers in urban districts teaching out of field reduced by [X%].
By spring 1999, average scores on state or local assessments in reading and math up substantially
in at least five major urban areas.
By fall, 1999, [x] hundred additional after-school learning centers open.
Strategy for Reaching Goals
Work with a foundation or consortium of business partners to conduct information campaign to
assist urban districts to make effective, innovative use of Title I schoolwide resources.
Prepare and disseminate new materials (published and video) that showcase effective urban
strategies on choice and accountability.
Continue series of urban education meetings in Washington, followed by series of regional
meetings and setting stage for possible national meeting hosted by President.
Arrange series of events by President and other principals and the Secretary that highlight
effective approaches in urban areas.
Propose new initiative providing grants to urban districts that develop reform strategies based on
principles of accountability, choice and excellence in teaching and principal leadership.
Conduct intensive effort to bring together teacher colleges, unions, administrators, nonprofit
organizations and others to develop effective strategies to raise the caliber of teachers in urban
areas.
Legislative Strategy
To a large extent, the new initiatives here requiring legislation are covered under other topic
headings (such as America Reads and school construction). However, a campaign to tighten up
urban public schools and to regain public trust will also help insure Congress that urban districts
can be trusted to make good use of new funds, such as money for reading tutors and school
construction.
New or substantially expanded appropriations will be needed [right?] for the after-school
learning centers initiative.
We should work hard to tie in supporters of innovative, non-voucher strategies to improve urban
education, such as Sen. Bingaman and Sen. Jeffords.
Other than that, this is largely a bully pulpit strategy.
Public Relations Strategy
The Administration needs to convey to the public the importance of high expectations for urban
schools, the sense that many urban school systems are getting a handle on the management
problems that have hampered them, that urban schools are increasing accountability for
improving student achievement, and the vital need for parental and community involvement with
those schools. This can be accomplished by events--conferences, school visits, etc., and other
efforts that highlight urban success stories while keeping the public's awareness of the serious
needs facing urban education high.
Schedule speeches, editorial board meetings, etc., to clearly convey (through examples, etc.) how
broader initiatives, such as reading, have especially strong benefits for urban areas.
Schedule events around items listed under short term and long-term goals.
Grass Roots Strategy
Build on contacts developed through budget battles and through the OESE-OERI sponsored
meetings to gather support for these efforts, moving beyond DC core group to include key groups
around the country.
POTUS/White House Involvement
The President, the Vice President, and others can do do school visits in communities that
exemplify the Administration's commitment to urban public education and that embody effective
improvement strategies. For example, he could visit an innovative professional development
center in Cincinnati, or he could congratulate Houston on just having adopted a systemwide
choice plan.
Bill:
I hope that my rambling thoughts will be of some help.
Introduction:
If we want to reach our National Goals (or be preeminent in education), we have to address the
needs of urban children. Our ultimate
Short term goals:
increase the participation of urban school districts by x% in the Read Right Now program
Have X number of urban school districts pledge to participate in the America Reads Program
Increase the number of school wide projects in urban school districts (empowerment zones) by
x%
Increase student achievement by
Increase the number of partnerships between schools, businesses, etc by x%
Increase the number of volunteers by x%
I think that there needs to something about families and literacy but for the life of me I can't
think of anything.
Increase the number of day care/child care centers so the teenage parents can go to school
Long term:
Commit to the development of the infrastructure for urban school districts so that they are
equipped to use the most innovative techniques and technology
Something needs to be added we're planning on reinstituting the Urban superintendents
Network and would like to invite them 2 or 3 times a year to discuss issues that they need to
discuss.
Also, I think that the series of meetings here and regionally could be used to inform the Feds(?)
On what direction we should move to support urban school districts.
Hope this is of some help. Call if you need to 301-559-2375
Jackie
P.2/2
SHO/3530/03 W802:80 26, ET 833
Author: Leslie Thornton at WDCB01
Date:
2/11/97 10:52 AM
Priority: Urgent
TO: Mike Smith at WDCT01
TO: Frank Holleman
TO: Terry Peterson
TO: Carol Rasco
TO: Mario Moreno at WDCE01
TO: Wilson Goode at WDCE03
TO: Susan Frost
TO: Jennifer Davis at WDCB02
TO: Scott Fleming at WDCB03
TO: David Longanecker at WDCA01
TO: William Kincaid at WDCT01
TO: Judy Wurtzel at WDCT01
TO: Jessica Levin at WDCT01
TO: Jim Kohlmoos at WDCJ01
TO: Rick Miller
TO: Michele Cavataio
TO: Terry Dozier at WDCB02
TO: Linda Roberts
TO: Patricia McNeil at WDCC04
Subject: Re [3] : Proposed Outline for Strategy Memo/POTUS' Call to Act
Message Contents
Folks --
Jennifer Davis has provided the following example (Standards) for the
outline. I think it is a useful guideline in that we need to both
offer the broad, overarching goals and specificity as well. Please
try to provide both. Call or e:mail if you have any questions but I
think it would be useful to get started.
Thanks,
Les
Forward Header
Subject: Re [3]: Proposed Outline for Strategy Memo/POTUS' Call to Act
Author: Jennifer Davis at WDCB02
Date:
2/11/97 10:24 AM
I've refined my example below. These are just possible examples and a
structure.
Reply Separator
Subject: Re: Proposed Outline for Strategy Memo/POTUS' Call to Action
Author: Jennifer Davis at WDCB02
Date:
2/10/97 7:17 PM
EXAMPLE/DRAFT
Voluntary National Tests: Math and Reading
Overall Goals: (1) Over the next two years, create a movement across
the nation to improve math and reading education using the results of
TIMSS and exemplary models for reading instruction. (2) By 1999, XXX
number of states/students signed up to take the tests which will
provide parents, teachers and policymakers a national and
international benchmark for reading and math.
I. List Three Short Term Goals
1. By September 1997, XXX number of states pledged to participate in
the 4th grade reading and 8th grade math tests.
2. By September 1997, XXX number of educators have been informed of
the results of TIMSS with specific focus on math teaching.
3. By September 1997, materials about the NAEP reading frameworks and
model reading programs circulated to XXX educators across the country.
II. List Three Long Term Goals
1. By Spring 1999, XXX number of students participate in the 4th and
8th grade test.
2. By Spring of 1999, XXX number of states will have focused
initiatives on improving reading and math education
3. By Spring of 1999, XXX number of organizations will have
participated in focuesd efforts to improve reading and math education
III. Strategy for Reaching the Goals Outlined Above
1. Targeted meetings with state officials scheduled to brief them on
the testing options.
2. Broad distribution of TIMSS materials planned (separted strategy
to be attached.)
3. Working in coordination with the America Reads initiative,
coordinate outreach to reading teachers across the nation.
Legislative Strategy
1. Brief key Members of Congress on the initiative. Provide
information on the initiative and letters of support from Business
Roundtable and others such as Governor Engler.
2. Develop NAEP reauthorization strategy.
3. Develop 1999 budget justification for testing increase.
Public Relations Strategy
1. Schedule editorial board meetings across the country about the 10
point agenda and the testing initiative.
2. Schedule press events to build support for the initiative.
Grass Roots Strategy
1. Identify key constitunecy groups nationally and region by region to
build support for the initiative.
2. Plan meetings and events with these groups for SRR, Secretary and
other Senior Officer involvement.
POTUS/WH Involvement
1. Events scheduled with three additional State Legislatures to build
public support for the testing initiative. (Suggestions: MO, WA, CO)
2. Organize national forum on the results of TIMSS and implications for
math teaching. President/First Lady convene the forum. Downlinks
planned across the nation.
3. Hold event with President when a core number of states sign up
to participate in the reading and math test. This event wculd be
focused on encouraging more states to sign up.
Folks
Per our discussion today, I would propose we start with the
following outline for each of the 10 points (plus the added
initiatives of Urban Education, Adult education/training, and
School-to-Work) . I think Mike and Terry are right in that what we
begin with may not be what we end up with but it will be useful to try
to focus all the areas consistently SO that it is easier to see
cross-cutting themes and develop complimentary strategies.
Anyway, here it goes:
I.
Overall Strategy/Goals
I think each issue/area needs to lay out our overall
strategy and goals for the issue. A paragraph of two may be all that
is necessary on each. Carol Rascoe's strategy on Reading, for
example, is important in that it attempts to focus attention on the
broader issue of Reading, what's already being done, what parents,
communities, business people, etc. can do now to help in this regard.
It seems to me a strategy that continues to promote existing
initiatives goes a long way to generate support for the additional
Reading Tutors initiative -- clearly one of our goals. We should also
try to think through our broad and specific goals for each initiative.
For example, for Standards, should one of our goals be that we develop
a real understanding of how a national test helps raise standards or
do we think people already get it. Should another goal be that we get
across this is as a bottom-up/not top-down initiative (state and local
issue), not federal over-reaching?
II.
Grass Roots Strategy (for accomplishing goals)
III.
Legislative Strategy (where appropriate)
IV.
Public Relations Strategy
V.
Prioritize initiatives/events for POTUS, VPOTUS
FLOTUS/Overall Strategy for each
For example, the overall strategy for the President may be
for him to use the bully pulpit continually to convey his commitment
to education. This could be in the form of announcements, events,
national forums, etc. Looking ahead for the Vice President, we might
want to offer a strategy that suggests regional announcements of
grants in technology and other areas with which he is identified. The
same could be true for the First Lady. She is incredibly credible and
persuasive, as you know, on issues like early childhood education,
Head Start, etc. I really believe suggestions as to how all the
principals can help make the call to action real will be helpful to
the White House rather than just offer the things we want to see
happen. Also, we shouldn't forget Mrs. Gore.
VI.
Attachments
1. One-Year Ahead Calendar of previously scheduled
education announcement/Events etc.
2. Others?
It's a start anyway. Let me know your suggestions and then I'll
send around a revised outline to begin with as soon as possible.
Author: Leslie Thornton at WDCB01
Date:
2/10/97 5:26 PM
Priority: Urgent
TO: Mike Smith at WDCT01
TO: Frank Holleman
TO: Terry Peterson
TO: Carol Rasco
TO: Mario Moreno at WDCE01
TO: Wilson Goode at WDCE03
TO: Susan Frost
TO: Jennifer Davis at WDCB02
TO: Scott Fleming at WDCB03
TO: David Longanecker at WDCA01
TO: William Kincaid at WDCT01
TO: Judy Wurtzel at WDCT01
TO: Jessica Levin at WDCT01
TO: Jim Kohlmoos at WDCJ01
TO: Rick Miller
TO: Michele Cavataio
TO: Terry Dozier at WDCB02
TO: Linda Roberts
TO: Patricia McNeil at WDCC04
Subject: Proposed Outline for Strategy Memo/POTUS' Call tc Action
Message Contents
Folks
Per our discussion today, I would propose we start with the
following outline for each of the 10 points (plus the added
initiatives of Urban Education, Adult education/training, and
School-to-Work). I think Mike and Terry are right in that what we
begin with may not be what we end up with but it will be useful to try
to focus all the areas consistently SO that it is easier to see
cross-cutting themes and develop complimentary strategies.
Anyway, here it goes:
I.
Overall Strategy/Goals
I think each issue/area needs to lay out our overall
strategy and goals for the issue. A paragraph of two may be all that
is necessary on each. Carol Rascoe's strategy on Reading, for
example, is important in that it attempts to focus attention on the
broader issue of Reading, what's already being done, what parents,
communities, business people, etc. can do now to help in this regard.
It seems to me a strategy that continues to promote existing
initiatives goes a long way to generate support for the additional
Reading Tutors initiative -- clearly one of our goals. We should also
try to think through our broad and specific goals for each initiative.
For example, for Standards, should one of our goals be that we develop
a real understanding of how a national test helps raise standards or
do we think people already get it. Should another goal be that we get
across this is as a bottom-up/not top-down initiative (state and local
issue), not federal over-reaching?
II.
Grass Roots Strategy (for accomplishing goals)
III.
Legislative Strategy (where appropriate)
IV.
Public Relations Strategy
V.
Prioritize initiatives/events for POTUS, VPOTUS,
FLOTUS/Overall Strategy for each
For example, the overall strategy for the President may be
for him to use the bully pulpit continually to convey his commitment
to education. This could be in the form of announcements, events,
national forums, etc. Looking ahead for the Vice President, we might
want to offer a strategy that suggests regional announcements of
grants in technology and other areas with which he is identified. The
same could be true for the First Lady. She is incredibly credible and
persuasive, as you know, on issues like early childhood education,
Head Start, etc. I really believe suggestions as to how all the
principals can help make the call to action real will be helpful to
the White House rather than just offer the things we want to see
happen. Also, we shouldn't forget Mrs. Gore.
VI.
Attachments
1. One-Year Ahead Calendar of previously scheduled
education announcement/Events etc.
2. Others?
It's a start anyway. Let me know your suggestions and then I'll
send around a revised outline to begin with as soon as possible.
AGENDA
FOLLOW UP TO A CALL TO ACTION
February 10, 1997
3:00
1.
White House Expectations
Department to propose concrete opportunities for Presidential leadership on the 10
areas. This is to include identifying leaders and states/communities/schools that
exemplify the 10 points as well as emerging issues/initiatives where Administration
involvement could make a real difference.
2.
Being Strategic
With limited staff and other resources, how can we have the most impact on each
of these areas? (E.g. develop a concrete, focused plan for strategic impact).
3.
Immediate Next Steps
Meet with Mike Cohen (other WH staff) to plan Presidential involvement over the
next four weeks
Begin to identify leaders and states/communities/schools that exemplify 10 points
Name point people for each issue area and set target date for draft strategies
4.
Possible Department Structure for Follow-up
Identify Point people for Key Initiatives
Do we need strategy groups on all these issues to identify key follow up/leverage opportunities?
(In some cases, need for both legislative and state/local outreach and implementation strategy)
Academic standards of excellence (standards, testing, TIMSS, Goals 2000,
Title I, etc.)
Jennifer Taky
Teacher Excellence Ton, Der
Reading (and early learning) carol
Public School Choice/Charter Schools Jon, Gerry [Tonya]
Safe Schools mochele Bill
Construction Tonyo
Higher Education Dord
Technology Linda
Parent Involvement isig
OTHER (Urban Education, Adult Education/Training, School-to-Work)
Bill
5.
Next Meeting??
Gerry's Storris stupp
Trish
[Jon]
ACE
Few staRP into.
Possible Feed-ins in Strategies
1. Standards
Strategy segment needs something more on how helping to achieve standards, not just getting
states to adopt -- need to at least draw connections with efforts on professional development,
reading, etc.
2. Teaching
Include as a strategy build-up to and publicity surrounding conference announced by Seretary in
State of Ed speech.
I would include one or more events that especially focus on efforts to recruit/improve the skills
of urban teachers in particular. President or others could visit professional development
programs connected to urban schools in Cincinnati or New York; Cincy has a program that
involves high school students who aspire to be teachers in the future.
3. Reading
Go back to massive, full-cabinet effort with America Goes Back to School this fall. Consider
whether their could be a math-related component as well, with Gore and some of the
math/science related cabinet folks (like NASA) doing school visits that focus on the importance
of high quality math education.
5. Choice/Charter Schools
Charters:
I know Jon is providing some on this.
Choice:
Publish and disseminate document outlining key principles of effective public school choice
initiatives and that highlights the different kinds of options that exist: charters, magnets, schools-
within-schools, open enrollment, and even postsecondary options.
Visit districts or states to highlight good examples of public school choice programs, such as
Minnesota (which has several choice options and nearly 20% of students choose the public
school they attend) or Boston/Cambridge.
Accountability:
President could do an event where he sits down with parents and discusses what information
would be helpful to them in a school report card, and highlighting some of the districts and states
that are doing a good job on this.
President could host conference on effective strategies for addressing failing schools, such as
closing down and reopening, schools within schools, etc.
Visit good examples for addressing failing schools, such as school in Atlanta that was closed
down and reopened as IB school with extensive technology (Terry P. knows about).
Author:
Diana Phillips at WDCB01
Date:
2/19/97 10:14 AM
Priority: Normal
TO: William Kincaid at WDCT01
Subject: Here comes #8
Message Contents
Bill: Okay, it's a little lengthy but it includes information from
the Dept. of Ed budget proposal and shows integration of message and
plan.
There's much going on now (working with regions, getting major
national organizations to come on board, collaborating with College
Board, etc.), but it's all in the works.
You will see no numbers, but implicit is the notion that EVERY state
will eventually have a plan that can or should be announced as a
state, rather than JUST as a district or county, for example.
The idea is, however, that it takes grassroots and state leadership to
get there. So the hits -- highlighting state, school, parent
organization leadership -- all over the place will be very helpful.
Call if you need anything.
Diana
WHAT SHOULD WE DO TO FACILITATE COLLEGE SUCCESS FOR GREATER
NUMBERS OF AMERICAN YOUTH?
For 1998, President Clinton is proposing a combination of budget and tax initiatives that would
significantly expand access to postsecondary education for lower-income students. The request
would raise the total aid available for postsecondary education and training from $42.8 billion in
1997 to $47.2 in 1998, an increase of $4.4 billion or 10 percent. The number of students
receiving assistance would rise to 8.1 million, an increase of almost 450,000 students. The 1998
budget also would promote hard work in high school and college by rewarding high achievement.
Highlights:
$7.6 billion for Pell Grants, up $1.7 billion or 29 percent, to raise the maximum award to
$3,000 and provide grants to an additional 348,000 students, in part through a proposed
change to need analysis rules. The $300 increase in the Pell maximum award -- the
largest increase in two decades -- would improve access to postsecondary education for
students from low-income families, and studies show that grant aid increases college
completion rates for such students.
Need analysis for independent students without dependents would be changed so that
more of these students would be eligible for student aid. The proposed expansion of the
asset protection allowance for independent students -- who are generally defined as at
least 24 years old, married, or military veterans -- would treat these students similarly to
all other students, correcting an inequity created by the Higher Education Amendments of
1992.
$857 million for Work Study, an increase of $27 million, would add 28,000 new
recipients as part of the President's commitment to increase the number of recipients to
one million by the year 2000. The President also is encouraging schools to use Work-
Study funds for students to serve as tutors in the America Reads Challenge, in part
through a waiver of the institutional matching requirement.
The request would save student borrowers more than $2 billion over the next five years
by cutting loan fees in the Direct Loan and Federal Family Education Loan programs.
$525 million for the TRIO programs, up $25 million, would provide important outreach
and support services to an additional 36,662 students.
$132 million for Presidential Honors Scholarships would reward the academic excellence
of the top 5 percent of graduating students in every high school in the Nation by
providing a one-year, $1,000 scholarship to help cover college costs.
$6 million for the Advanced Placement Fee program would for the first time supplement
State efforts to subsidize and, in some cases, pay the full cost of advanced placement tests
for low-income students, who may not be able to afford the test fee. This program would
help raise academic expectations by encouraging low-income students to take such tests
for college credit, while also stimulating more high schools to offer advanced placement
courses.
The America's Hope Scholarship proposal would help make two years of postsecondary
education universally available to all Americans by providing a tax credit of up to $1,500
to first-year postsecondary students and to second-year students who earn at least a B
average.
Overview of Education Strategy
8. OPENING WIDE THE DOORS TO COLLEGE
Money is really only one part of the message which will "open wide the doors to college".
Three major components work together for college access.
What is needed:
(1) money
(2) message
(3) plan
Short term objectives:
I. The MONEY (see attached detail from Budget proposal)
1. Enact HOPE Scholarship or the equivalent and tax proposals. Make sure wording
takes into account state scholarship programs already established with other names, and
makes allowances for those programs to have the same benefits as HOPE Scholarship
programs.
2. Enact Pell grant increase and expanded eligibility. [Very positive reaction has come
from this proposal.]
3. Enact Presidential Honors Scholarship. This will give immediate reward to students
who have been performing with excellence even at this time. And it will set the tone for
what those students should model, for those who are coming through the ranks.
4. Increase the number of states establishing HOPE scholarships, pre-paid tuition plans,
or other measures to make college more affordable for lower- and middle-class families.
[If we allow for state-wide scholarship programs -- like Twenty-first Scholars Program in
Indiana, we can meet goals and encourage the states to come up with their own packages,
outlining certain anticipated parameters.]
Seek out states that fund or are in the process of funding college tuition and fees for
students who successfully complete high school. Use as models for events/speeches.
II. The MESSAGE:
1. Center all efforts around one cohesive message: College is for EVERYONE. But it
takes high expectations, high standards, hard work, and a plan. And it starts early
(middle school age). A mentor can help you with school, show you how college works
and help you think through all the questions of college. The right courses (like algebra
and geometry) will keep all your options open. And learning about financial aid will
show you how you really can pay for college.
2. The primary message goes to the student. But it MUST be heard and supported by
ALL segments of the community: parents and families; community and religious
organizations; businesses; schools, including teachers, counselors, principals,
superintendents, school committees, and all other school-related personnel; colleges and
universities; and state legislatures and governors. The idea is that (a) the sense of
community and collaboration are there to support the student as the expectations and
standards rise; and (b) change will occur to support the educational challenges that need
to occur.
Many schools, organizations, programs, and businesses already participate in this kind of
message in very meaningful ways. It is important to visit them, highlight them, and
demonstrate not only national support of grassroots efforts, but how they work and how
to replicate them.
111. The Plan
The plan is integrated into discussion of the overall development of the entire child into
adulthood when we have a productive, successful, and enriched citizen. Just as we have
reading goals and strategies and other goals and strategies throughout each period of the
child's and student's life, we must be specific about the plan for the middle-school aged
student.
The plan includes rallying around the "ingredients" that open the doors:
1. The high standards, high expectations, hard work cheer.
2. Emphasis on those academic courses needed to keep the doors to college open: e.g.,
algebra no later than the ninth grade; geometry no later than the tenth grade (Research:
See Equity 2000/College Board).
3. Finding a mentor who will help guide you through the rough spots of learning, and
through the questions about how to plan your college choices and your future (Research:
See Carnegie Council on Adolescent Development).
4. Becoming knowledgeable about financial aid and how to "do" it: programs of saving,
grants, scholarships, work-study and loans.
5. Publishing materials (paper and electronic) that emphasize "how to" at various
intervals over the coming year (Dept. of ED).
6. Broad demonstrated "community" support for education. whether by a business,
a church, a parent organization, a school district, etc.
7. Highlighting and publicly acknowledging those who "do it right" SO that those
efforts can be seen and replicated, encouraging others.
02/18/97 10:57
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Wile Cohen
001/012
The White House
DOMESTIC POLICY
FACSIMILE TRANSMISSION COVER SHEET
TO:
Mike Smith
FAX NUMBER: 401-3095
TELEPHONE NUMBER:
FROM: Mike cohen
TELEPHONE NUMBER:
PAGES (INCLUDING COVER): 12
COMMENTS:
Please contact Jannifer
Bazzell in case of incomplete
transmission (456-5603).
Thank you.
02/18/97
10:58
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OVERVIEW OF EDUCATION STRATEGY
Fent Issue
1.
NATIONAL STANDARDS OF ACADEMIC EXCELLENCE
Short term objectives:
1.
40+ states signed up to administer 4th and 8th grade tests
2
in 1999
O
20+ states signed up by end of 1997
2.
Tests are piloted in 1998, and available for nationwide use
in Spring 1999
O
Contract for test development awarded and work
proceeding on schedule
3.
National Partnerships/Mobilization efforts in place, by the
end of 1997, for helping students reach standards for 4th
grade reading and 8th grade math
O
X states have comparable efforts in place by end of
1997
4.
National attention focused on small number of high quality,
challenging and widely accepted national standards in other
grade levels and subject areas
5.
Increase in the number of states and school districts that:
O
reward high performing or improving schools, and
intervene in schools that are persistently low
performing [set target]
require students to meet standards before moving from
one school level to the next [set target]
6.
Develop proposal/options for Presidential consideration for
approach to national testing at high school level
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02/18/97 10:58
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2. TALENTED TEACHERS IN EVERY CLASSROOM
short term objectives:
1.
Secure appropriations for National Board for Professional
Teaching Standards
2.
Introduce legislation (as part of Higher Education Act
reauthorization) to strengthen teacher preparation,
recruitment and induction
3.
Increase the number of states and school districts that
effectively reward excellence in teaching and remove
incompetent teachers quickly and fairly [set target)
OR
o
Identify and highlight effective approaches to rewarding
excellence in teaching, and removing incompetent teachers
4.
Identify and highlight proven, effective programs for
professional development
OR
Increase the number of states and school districts that use
proven, effective programs for professional development
OR
Increase the extent to which federal resources for
supporting professional development (Eisenhower and Goals
2000) are used to implement proven, effective programs.
02/18/97
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3. AMERICA READS CHALLENGE
Short term objectives:
1.
Enact America Reads Legislation
2.
Secure commitments from higher education and other sectors
for XXXXX reading tutors by 199y
3.
Launch America Reads grassroots community partnerships in XX
states [tie to state sign-on to national testing)
4.
Identify and promote proven, effective approaches to early
reading instruction, and encourage their use in Title 1
5.
Disseminate good, clear examples of "reading to national
standards" widely to parents, teachers and public.
6.
[Parents and pre-school objectives identified in next
section on early learning]
02/18/97 10:58
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4. EARLY LEARNING
Short term objectives:
1.
Secure increased appropriations for Head Start
2.
Enact and Parents as First Teachers component of America
Reads Challenge, and coordinate implementation with related
efforts, including Goals 2000 Parent Resource Centers, Even
Start, and ED Family Involvement Partnership
3.
Promote awareness of importance of early brain development
and early intervention, through White House Conference on
Early Brain Development and coordination with Rob Reiner
campaign
[need to incorporate VP conference on Families and Learning
someplace]
02/18/97
10:59
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5.
CHOICE AND ACCOUNTABILITY IN PUBLIC EDUCATION
short term objectives:
1.
Increase the number of states with charter schools
legislation from 25 in 1996 to 30-35 by the end of 1997.
2.
Increase the number of charter schools from XXX to yyy by
the beginning of the 1997 school year.
3.
Secure $100 million appropriation for charter schools
program
4.
Focus attention of policymakers, advocates and educators on
key issues in the development of charter schools, including:
o
effective approaches to starting and supporting charter
schools
the importance of strong accountability provisions for
charter schools
effective ways of using charter schools to stimulate
and inform improvement of all schools
use of charter schools as one tool in intervening in
low performing schools
5.
Increase in the number of states and school districts that:
reward high performing or improving schools, and
intervene in schools that are persistently low
performing [set target]
require students to meet standards before moving from
one school level to the next [set target]
02/18/97
10:59
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6. SAFE, DISCIPLINED AND DRUG-FREE SCHOOLS
Short term objectives:
1.
Increase the number of school districts which require
expulsion and police notification if weapons are brought to
campus
2.
More effectively focus Safe and Drug-Free Schools Program
funds on proven, effective practices for increasing safety
and reducing drug use.
3.
Secure funding for community schools initiative, and
increase the number of schools open in evenings and weekends
to provide safe haven and increased learning opportunities
from XXXX to yyyy.
4.
Something on character education????
5.
Increase in the number of high school students involved in
service
OR
Increase in the number of states and school districts that
require service for high school graduation
OR
Increase in the number of states and school districts that
encourage and provide opportunities for service by high
school students
02/18/97 10:59
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7. SCHOOL CONSTRUCTION
short term objectives:
1. Enact School Construction legislation
2. Establish clearinghouse on school construction issues
02/18/97 10:59
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8. OPENING WIDE THE DOORS TO COLLEGE
Short term objectives:
1.
Enact HOPE Scholarship and tax proposals
2.
Enact Pell Grant increase and expanded eligibility
3.
Enact Presidential Honors Scholarship
4.
Increase the number of states establishing HOPE
scholarships, pre-paid tuition plans, or other measures to
make college more affordable for lower- and middle-class
families [set target]
02/18/97 10:59
010/012
9. LIFELONG LEARNING
short term objectives:
1.
Expand School-to-Work implementation to all 50 states by
199x.
2.
Develop and enact legislation to consolidate federal job
training programs and provide individual skill grants
02/18/97
10:59
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Bruce: This is an example of what each component will look like,
drawn from the document we did for last Thursday.
1. NATIONAL STANDARDS OF ACADEMIC EXCELLENCE
short term objectives:
1.
40+ states signed up to administer 4th and 8th grade tests
in 1999
o
20+ states signed up by end of 1997
2.
Tests are piloted in 1998, and available for nationwide use
in Spring 1999
o
Contract for test development awarded and work
proceeding on schedule
3.
National Partnerships/Mobilization efforts in place, by the
end of 1997, for helping students reach standards for 4th
grade reading and 8th grade math
O
X states have comparable efforts in place by end of
1997
4.
National attention focused on small number of high quality,
challenging and widely accepted national standards in other
grade levels and subject areas
5.
Increase in the number of states and school districts that:
o
reward high performing or improving schools, and
intervene in schools that are persistently low
performing [set target]
O
require students to meet standards before moving from
one school level to the next [set target]
6.
Develop proposal/options for Presidential consideration for
approach to national testing at high school level
Key strategies:
Enlist critical mass of states and cities behind
standards/testing initiative
Initial target states for standards/testing: Maryland,
Michigan, Colorado, North Carolina, Delaware, California,
Ohio
Initial target cities: Boston, Philadelphia, Chicago,
Seattle, Houston, Washington D.C.
Gain endorsements from key constituency groups to promote
national efforts and ta promote state and local
participation:
Target Constituency Groups: AFT, NEA, PTA, School Principals
02/18/97
11:00
012/012
and School Administrators, National School Boards
Association, Chief State School Officers, Urban League,
Business Coalition for Education Reform (e.g., BRT, NAB,
Chamber of Commerce, NAM)
Highlight Promising National, State or Local Standards in a
range of subjects and grade levels
Highlight states, school districts, schools or significant
projects that reflect high standards in reading and math, or
high or improved student performance in 4th grade reading or
8th grade math.
Generate Favorable Editprial Coverage (with a focus on
standards/testing initiative)
Encourage favorable op-eds from bipartisan opinion leaders
(e.g., Ravitch, Price)
Encourage Secretary Riley and appropriate senior WH and ED
staff to meet with editorial boards while traveling over the
next few months.
Use Announcements of Grant Awards, Reports and studies to
highlight Priority Issues
Announce results of existing NAEP and TIMSS tests. Launch
test development with teachers advisory committee.
Events/Activities for standards and tests, education reforms
February:
Release National Assessment of Education Progress national
math scores at event in Michigan, and gain endorsement of
Gov. Engler for testing proposal. Other principals can
simultaneously visit other states with high scores or
significant gains (Maine, North Carolina)
Presidential Directive to OSTP, ED and NSF and other
agencies, to ensure that executive branch resources to
support math and science education are focused nationally on
preparing students to meet 8th grade math standards, and to
coordinate national mobilization of scientific, mathematical
and technical communities in support of preparing students
to meet 8th grade math standards
Presidential Directive to Department of Defense Dependent
Schools to participate in NAEP/TIMSS and to begin preparing
students to meet those standards
March:
Mik d.d
001
OVERVIEW OF EDUCATION STRATEGY
I. STANDARDS & TESTS / EDUCATION REFORMS:
Keep the primary focus on promoting plan for national standards and national
tests, while also promoting related K-12 education reform initiatives (e.g., Charter
Schools, Teacher Standards, America Reads, Education Technology)
Goals:
40+ states signed up to administer 4th and 8th grade tests in 1999
Pilot tests in 1998; go nationwide in 1999
Pass charter laws in 25 remaining states; give out $100m/yr in seed $
Wire every classroom and library by 2000
Enlist critical mass of states and cities behind standards/testing initiative and
education reforms
Initial target states for standards/testing: Maryland, Michigan, Colorado, North Carolina,
Delaware, California, Ohio
Initial target cities: Boston, Philadelphia, Chicago, Seattle, Houston, Washington D.C.
Initial target states for charter schools: Missouri, Washington
Initial target states for reading challenge: Michigan, Texas, California,
Gain endorsements from key constituency groups to promote national efforts and to
promote state and local participation:
Target Constituency Groups for Standards/Testing Initiative: AFT, NEA, PTA, School
Principals and School Administrators, National School Boards Association, Chief State
School Officers, Urban League, Business Coalition for Education Reform (e.g., BRT,
NAB, Chamber of Commerce, NAM)
Target Constituency Groups for America Reads: All major K-12, Literacy, and Higher
Education groups
Highlight Promising Practices and Approaches that Reflect President's Call to
Action
Standards/Testing Initiative: Highlight states, school districts, schools or significant
projects that reflect high standards in reading and math, or high or improved student
performance in 4th grade reading or 8th grade math. Announce results of existing tests.
Launch test development with teachers advisory committee, test developers.
Charter Schools: Highlight states with strong charter schools laws and/or visit exemplary
charter schools
America Reads: Highlight states or cities with statewide tutoring programs (e.g.,
Michigan, Delaware, Boston), and colleges that provide work-study and other tutors
Teaching Standards: Highlight teachers who receive National Board for Professional
Teaching Standards certification this Spring, and highlight local (AFT or NEA) programs
to reward good teachers and remove incompetent ones
Generate Favorable Editorial Coverage (with a focus on standards/testing initiative)
Encourage favorable op-eds from bipartisan opinion leaders (e.g., Ravitch, Price)
Encourage Secretary Riley and appropriate senior WH and ED staff to meet with editorial
boards while traveling over the next few months.
Use Announcements of Grant Awards, Reports and Studies to highlight Priority
Issues
Use announcements of technology literacy challenge grants, charter schools grants and
ED reports/guides, ED report based on Teaching Dircctive for radio addresses and other
means of keeping issue in front of the public
Events/Activities for standards and tests, education reforms
February:
Release National Assessment of Education Progress national math scores at event in
Michigan, and gain endorsement of Gov. Engler for testing proposal. Other principals
can simultaneously visit other states with high scores or significant gains (Maine, North
Carolina)
Presidential Directive to OSTP, ED and NSF and other agencies, to ensure that executive
branch resources to support math and science education are focused nationally on
preparing students to meet 8th grade math standards, and to coordinate national
mobilization of scientific, mathematical and technical communities in support of
preparing students to meet 8th grade math standards
Presidential Directive to Department of Defense Dependent Schools to participate in
NAEP/TIMSS and to begin preparing students to meet those standards
March:
State endorsement event -- visit to state, or meeting in WH with officials from 4-8 states
committed to participating in national testing
02/16/97
16:05
002
Speech to state legislature on charter schools (Washington, Missouri are possibilities)
ED appoint and POTUS meet with testing advisory boand of tcachers and others
Education Roundtable on standards (use TIMSS video to highlight good teaching to
standards)
Bipartisan meeting with key members of Congress
April
Event for teachers certified by National Board for Professional Teaching Standards and
release of ED report on effective local approaches to improve teaching (from Directive to
ED)
Visits to states re: testing, charter schools, technology
II. LEGISLATIVE EDUCATION AGENDA
Promote Legislative Agenda for HOPE scholarship and other education tax cuts,
School Construction, America Reads, G.I. Bill
Goals:
Balanced budget agreement that funds key priorities: Education tax
cut; $ for literacy program; $ for school construction
Pass training bill that includes skill grants
Follow-up Bipartisan leadership meeting with education working group led by Secretary
Riley
Hold Education Days at WH, giving key members and their constituencies a chance to
discuss education issues
Grass roots mobilization of constituency groups around budget, 10-point Call to Action,
and specific legislative proposals
Promote other Administration legislative priorities including reauthorization of Special
Education and Vocational and Adult Education Acts