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Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
file girls edue'n
CLEARING A PATH FOR GIRLS
NGOs REPORT FROM THE FIELD ON PROGRESS SINCE
THE FOURTH WORLD CONFERENCE ON WOMEN, BEIJING, CHINA
PREPARED FOR THE 42ND SESSION OF THE COMMISSION ON THE STATUS OF WOMEN
2-13 MARCH, 1998
BY THE NGO WORKING GROUPS ON GIRLS, NEW YORK AND GENEVA
OF EDUCATION
UNITED STATES DEPARTMENT OF EDUCATION
*
UNITED STATES OF AMERICA
THE DEPUTY SECRETARY
DEC
I
5
1995
Mrs. Hillary Rodham Clinton
The White House
Washington, DC 20500
Dear Hillary,
I thought you would like to see a copy of the materials on family involvement in education that
I am sending to the First Ladies and others we met at the conference for the First Ladies of the
Hemisphere in October.
Best regards,
Mapleene
Madeleine M. Kunin
Enclosures
PIS
file
600 INDEPENDENCE AVE. S.W. WASHINGTON, D.C. 20202-0500
Our mission is to ensure equal access to education and to promote educational excellence throughout the Nation.
The Even Start Family Literacy Program
The Even Start Family Literacy Program was authorized by the Congress of the United States in
1988. The program is designed to improve the educational opportunities of the nation's children
and adults by providing three core services to participating families:
early childhood education -- services to meet the early education needs of children from
birth through seven years of age, designed to enhance development and to prepare
children for success in school,
adult education -- services that develop the basic educational and literacy skills of
parents, including English as a Second Language, or preparation to attain a General
Education Development (GED) certificate, and
parenting education -- services for parents to enhance parent-child relationships and
help parents understand and support their child's growth and development.
Federal Even Start funds are used for coordinating existing services as well as for the direct
provision of services which are not locally available. Adults with low literacy skills and their
children under the age of seven are eligible to participate in these programs.
The annual Even Start budget for the 1994-95 fiscal year was $91.4 million, supporting programs
in all states.
Implementation
During its first four years, Even Start funding supported the implementation of several
hundred projects which delivered family literacy services to more than 20,000 families at
a federal cost of about $2,500 per family per year.
Even Start served its intended population of poor and under-educated American families.
Of all Even Start adults served, 79 percent had not completed high school, and 66 percent
of Even Start families had total annual income under $10,000-- less than one-third the
income of an average American family of two adults and two children.
Program Benefits
Even Start helped many adults attain a GED certificate, which is similar to the high
school diploma.
Even Start children made learning gains, both in terms of school readiness skills and on a
vocabulary test.
The average Even Start family participated in the program for seven months and received
an average of 13.5 hours of adult education, 6.5 hours of parenting education, and 26
hours of early childhood education each month.
A high level of exposure to program services is important. Adults and children with high
levels of participation in Even Start's core services gained significantly more on tests
than adults and children with low levels of participation.
The extent to which parents took part in parenting education is significantly related to
gains in children's vocabulary (as measured on a standardized test), over and above gains
in vocabulary that result from children participating in early childhood programs.
Families that participated in a relatively low-intensity or moderate-intensity program had
children who scored at the 17th to 19th percentile, while families that participated in a
relatively high-intensity program had children who scored at the 26th percentile. Even
Start children typically enter the program scoring at the 9th percentile.
Participants
50 percent of Even Start families describe themselves as couples with children, 37
percent are single parent households, and 13 percent have extended families or other
living arrangements.
46 percent of Even Start families report job wages as their primary source of financial
support, while 49 percent report that government assistance is their primary source of
support.
40 percent of Even Start adults are white, 26 percent are African American, 22 percent
are Hispanic, 4 percent are Native American, and 8 percent are Asian or Pacific Islander.
English is the primary language for 66 percent of Even Start adults; Spanish is the
primary language for 26 percent.
Seven percent of the children served by Even Start were identified as having a disability.
An evaluation report on the Even Start Family Literacy program, entitled National Evaluation of the Even Start Family
Literacy Program, is available from the Planning and Evaluation Service, U.S. Department of Education, Washington,
DC 20202.
Clinton Presidential Records
Digital Records Marker
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marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of an oversized document(s).
Given our digitization capabilities, we are sometimes unable to
adequately scan such large documents. The title from the original
document is indicated below.
Oversized documents have not been scanned in their entirety for
the purpose of digitization. To see the documents please contact or
visit the Clinton Presidential Library's Research Room.
Learning Link:
Document Title:
Helping Your Baby by Learn to Talk
Learning
Link
Helping Your Ba
Babies learn an amazing number of things in their first two yea
not. Most late talkers are busy learning other things, but to be
baby is not talking like other babies.
Age
What to look for in a growing, healthy baby
Talk with a professional-
3 months
Baby listens to your voice. He or she COOS and gurgles and
if your 3-month-old does not listen
tries to make the same sounds you make.
to your voice.
8 months
Baby plays with sounds. Some of these sound like words,
if your 8-month-old is not making
such as "baba" or "dada." Baby smiles on hearing a happy
different sounds.
voice, and cries or looks unhappy on hearing an angry
voice.
10 months
Baby understands simple words. She stops to look at you if
if your 10-month-old does not look
you say "No-no." If someone asks "Where's Mommy?" Baby
when people talk to him or her.
will look for you. Baby will point, cry, or do other things to
"tell" you to pick her up, or bring a toy.
12 months
First words! Baby says 1 or 2 words and understands 25 words
if your 1-year-old is not pointing at
or more. Baby will give you a toy if you ask for it. Even
favorite toys or things he or she
without words, Baby can ask you for something-by pointing,
wants.
reaching for it, or looking at it and babbling.
18 months
Most children can say "thank you" and at least 30 other
if your 18-month-old cannot say
words, and can follow simple directions like "jump!"
more than 5 words.
20 months
Your child can put 2 words together in a sentence, such as
if your 20-month-old cannot
"car go," or "want juice." He can follow directions when you
follow simple commands, such as
say things like "close the door." He can copy you when you
"come to Daddy."
say several words together.
24+ months
Your child adds endings to words, such as "running," or
if your 2-year-old cannot say 50
"played," or "toys." She likes hearing a simple children's
words or does not use 2 words
story. She understands 3 words about place, such as "in,"
together.
"on" or "at."
FRIENDS, LET'S LISTEN IN AS
DIANE COAXES BABY CURTIS
TO TALK.
UH-UH-
SAY
BOTTLE"
RAAA!!
CLOSE
ENOUGH !
DOES BABY CURTIS
WANT HIS BOTTLE SAY
"BOTTLE", BABY CURTIS,
UH!
THUP!
THUP!
)))
THUP!
©1994 by King Features Syndicate, Inc. World rights reserved
Learn to Talk
such as how to talk. Some start talking early, and others do
sure, ask a doctor, nurse, or other professional about it if your
when
Here are a few ideas for helping your child learn to talk. Do the first activities as long as
to start
your child enjoys them. Add new activities as he or she grows older.
birth
Help your baby learn how nice voices can be.
Sing to your baby. You can do this even before your baby is born! Your baby will hear you.
Talk to your baby. Talk to others when Baby is near. Baby won't understand the words, but will like
your voice and your smile. Baby will enjoy hearing and seeing other people, too.
Plan for quiet time. Baby needs time to babble and play quietly without TV or radio or other noises.
3 months
Help your baby see how people talk to each other.
Hold your baby close so she or he will look in your eyes. Talk to Baby and smile.
When your baby babbles, imitate the sounds.
If Baby tries to make the same sound you do, say the word again.
6 months
Help your baby understand words (even if he or she can't say them yet).
Play games like Peek-a-Boo or Pat-a-Cake. Help Baby move his hands to match the game.
When you give Baby a toy, say something about it, like "Feel how fuzzy Teddy Bear is."
Let your baby see himself in a mirror and ask, "Who's that?" If he doesn't answer, say his name.
Ask your baby questions, like "Where's Doggie?" If he doesn't answer, show him where.
9 months
Help your baby "talk" by pointing and using his or her hands.
Show Baby how to wave "bye-bye." Tell baby "Show me your nose." Then point to your nose. She will
soon point to her nose. Do this with toes, fingers, ears, eyes, knees, and SO on.
Hide a toy while Baby is watching. Help Baby find it. Share her delight at finding it.
When Baby points at or gives you something, talk about the object with her.
12 months
Help your child to say the words she or he knows.
Talk about the things you use, like "cup," "juice," "doll." Give your child time to name them.
Ask your child questions about the pictures in books. Give your child time to name things in the picture.
Smile or clap your hands when your child names the thing that he sees. Say something about it.
15 months
Help your child talk with you.
Talk about what your child wants most to talk about. Give him time to tell you all about it.
Ask about things you do each day-"Which shirt will you pick today?" "Do you want milk or juice?"
When your child says just 1 word, like "ball," repeat it with a little extra-"That's Baby's ball."
Pretend your child's favorite doll or toy animal can talk. Have conversations with the toy.
18 months
Help your child put words together and learn how to follow simple directions.
Ask your child to help you. For example, ask her to put her cup on the table.
Teach your child simple songs and nursery rhymes. Read to your child.
Encourage your child to talk to friends and family. A child can tell them about a new toy, for example.
Let your child "play telephone." Have a pretend telephone conversation.
2 years
Help your child put more words together. Teach your child things that are important to know.
Teach your child to say his or her first and last name.
Ask about the number, size, and shape of things your child shows you. If it's worms, you could say:
"What fat wiggly worms! How many are there?
Where are they going?" Wait, watch, and listen to
the answer. Suggest an answer if needed: "I see five.
Are they going to the park or the store?"
Ask your child to tell you the story that goes with a favorite book.
Check your local library for programs for toddlers. Ask at your health clinic for other guides.
Don't forget what worked earlier. For example, your child still needs quiet time. This is not just for naps.
Turn off the TV and radio and let your child enjoy quiet play, singing, and talking.
Office of Educational Research and Improvement
U.S. Department of Education
OF EDUCATION
file ed
UNITED STATES DEPARTMENT OF EDUCATION
UNITED STATES OF AMERICA
OFFICE OF THE SECRETARY
I'm very interested in hearing
your comments on this.
NOTE TO REVIEWERS
- Kay Kahler
Attached for your review, please find the preliminary first draft of the U.S. Department
of Education's white paper on the evidence for family involvement in children's learning
to high standards entitled, "Strong Families, Strong Schools: Strengthening Parent
Involvement in Learning." This paper represents the substantive support for Secretary
Riley's launching of the National Family Involvement Initiative in mid-September. It is
intended for a nontechnical audience to read in a single sitting. We would appreciate your
critical evaluation of the piece.
A campaign of public awareness and active partnerships is being launched at the national,
state, and local levels to continually reinforce the message that every family is essential to
their child's learning and that community supports can reinforce family involvement
activities. The U.S. Department of Education, partnering with such umbrella coalitions as
the National Coalition for Parent Involvement in Education (NCPIE), will reach out to
individuals and organizations both within and outside of the government. Parent and school
groups, businesses, community organizations, religiously affiliated groups, and local and
state governments will all be partners in the initiative.
Your review of this white paper will be an important contribution in the launch of the
initiative. Please FAX your comments to Alan Ginsburg at 401-3036 or refer any comments
via the telephone to Jennifer Ballen at 401-1958.
Again, thank you for your attention to this matter.
alan Gensburg
Terry Peterson for
Counselor to the Secretary
Attachment
400 MARYLAND AVE., S.W. WASHINGTON, D.C. 20202
Strong Families, Strong Schools:
Strengthening Parent Involvement in
Learning
A White Paper from the U.S. Department of Education
Draft August 10th
This work in progress is offered for comment. We welcome revisions and suggestions for examples
of effective practices for future editions. Please fax your comments by August 18 to: Alan
Ginsburg at (202) 401-3036, or (202) 401-1971. Please call Jennifer Ballen or Oliver Moles at
(202) 401-1958 with any questions.
The National Education Goals
Endorsed by every major parent, education, and business group, America's governors, the
United States Congress, and President Clinton, the National Education Goals articulate the
desires, goals, and needs of Americans for education improvement over the next several
years.
By the year 2000:
1.
All children in America will start school ready to learn.
2.
The high school graduation rate will increase to at least 90 percent.
3.
All students will leave grades 4, 8, and 12 having demonstrated competency over
challenging subject matter including English, mathematics, science, foreign languages,
civics and government, economics, arts, history, and geography, and every school in
America will ensure that all students learn to use their minds well, so they may be
prepared for responsible citizenship, further learning, and productive employment in
our nation's modern economy.
4.
The Nation's teaching force will have access to programs for the continued
improvement of their professional skills and the opportunity to acquire the knowledge
and skills needed to instruct and prepare all American students for the next century.
5.
United States students will be first in the world in mathematics and science
achievement.
6.
Every adult American will be literate and will possess the knowledge and skills
necessary to compete in a global economy and exercise the rights and responsibilities
of citizenship.
7.
Every school in the United States will be free of drugs, violence, and the unauthorized
presence of firearms and alcohol and will offer a disciplined environment conducive to
learning.
8.
Every school will promote partnerships that will increase parental involvement
and participation in promoting the social, emotional, and academic growth of
children.
WORK IN PROGRESS - -- FIRST DRAFT NOT FOR QUOTATION
1
I.
INTRODUCTION
Our children are growing up in a world much different from the one we knew just a few
decades ago. Never has it been so important for every young person to receive a high
quality education -- a world-class education. To make this happen, we are going to have to
raise our expectations -- not just for our children, but for ourselves.
Family involvement must be a special focus of any successful school improvement effort,
including the Goals 2000: Educate America Act and achieving the National Education Goals.
This new law offers support for states, communities, and schools to build broad-based
partnerships that will help every child reach higher standards of learning. In particular,
partnerships with parents and families are integral to reaching each of the bipartisan National
Education Goals -- so important that Congress added a new goal that calls on every school to
promote partnerships that will increase family participation. The family involvement goal
recognizes the primacy of parents and families in children's learning.
Three decades of research have shown that parent participation improves student learning.
This holds true whether the child is in preschool or the upper grades, whether the family is
rich or poor, whether the parents finished high school or not (Coleman, 1967; Epstein,
1991b; Stevenson, ?; de Kanter et al., 1986; Henderson & Berla, 1994; Keith & Keith, 1993;
Liontos, 1992; Walberg, n.d.).
Parents, teachers, students, and businesses recognize the need:
Forty percent of parents across the country believe that they are not devoting enough
time to their children's education (Newsweek, 1993).
Teachers ranked strengthening parents' roles in their children's schooling as the issue
that should receive the highest priority in public education policy over the next few
years (Louis Harris and Associates, 1993).
Among students 10-13 years old, 72 percent said they would like to talk to their
parents more about schoolwork. Forty-eight percent of older adolescents (14-17 years
old) agreed (National Commission on Children, 1991).
Eighty-nine percent of company executives identified the biggest obstacle to school
reform as a lack of parental involvement (Fortune Magazine, ?).
Parents can have a strong influence on their children's lives from birth into adulthood. A
parent is a child's first teacher, and a great deal of learning occurs before children begin
school. As just one example, by age three, children typically have acquired over half the
language they will use throughout their lives (Burton-White, ?). Parents can help their
WORK IN PROGRESS -- FIRST DRAFT NOT FOR QUOTATION
2
preschool children learn by reading to their children and by seeing every interaction with
their child as a learning experience, even grocery shopping or watching TV. When children
enter kindergarten, they receive their first exposure to formal learning. As children go
through elementary school, parents need to help support the learning that goes on in the
classroom, and to help their children begin formulating good study habits. A positive
emphasis on reading continues to be important.
In middle school, pressures from peers and teen culture grow. Parents can respond by
helping children continue to see the importance of schooling. Parents can also make sure that
their children take challenging courses, for what children take in middle school affects what
children will take in high school. In high school, parents can help their teenagers formulate a
vision for the future. By encouraging children to explore various career options and by
continuing to guide them toward maturity, parents can help children achieve beyond high
school as well.
But if family involvement is so important, why isn't more of it happening? Several obstacles
of modern life stand in the way:
Time. With the rise in two breadwinner families, one-parent families, and family
members needing to work more than one job, families have many demands on their
time. Perhaps it should not be surprising that 66 percent of employed parents with
children under the age of 18 say they do not have enough time for their children
(Families and Work Institute, 1994). This often leaves children home alone,
unsupervised, or watching television for hours a day, especially a problem with
younger children. Teachers also are strapped for time. While some would like to
make home visits to families or talk more with students' parents, after finishing all
their normal school duties teachers simply don't have the time, especially if they have
families themselves.
Uncertainty about what to do. Many parents today are unsure how to be involved
with their children's learning (National Commission on Children, 1991). Some simply
aren't prepared yet to be parents: the number of teenage births has risen dramatically
in recent years (National Center for Health Statistics, ?). Other parents may have had
bad experiences with school themselves and are reluctant to return to the school even
as a parent. Teachers also need guidance -- few states require coursework about how
to work with parents and families (Radcliffe et al., 1994).
Cultural barriers. The 1980s saw the number of poor Hispanic and Asian immigrant
children increase dramatically (Morra, 1994). The parents and families of these
children may not speak or understand English. They also may have culturally unique
views on schools, teaching, and their own role in a their children's education.
Teachers may be unable to communicate with non-English speaking parents.
WORK IN PROGRESS -- FIRST DRAFT NOT FOR QUOTATION
3
Lack of supportive environment. Nurturing families has not been a priority on the
American agenda. With the high mobility of today's population, more and more
parents are alone in the difficult task of raising their children. More children than
ever before live in poverty (Children's Defense Fund, 1994). Low income parents
have less contact with schools than their better-off counterparts (Moles, 1993). They
need support from all sectors of the community if they are to successfully increase
their involvement in their children's education. Schools need to be receptive to
families, and reach out to parents where needed. This may mean not only providing
literature on parenting, but also providing parenting education, literacy training, and
parent resource centers. Religious and civic organizations need to lend their support
and encouragement to parents. Communities must also work to make their streets safe
for children and provide positive after school and summer experiences, working with
parents. Employers need to be supportive of their employees who are parents.
U.S. Secretary of Education Richard Riley in his 1994 State of American Education speech
recommended a National Family Involvement Partnership. This paper supports that
partnership by providing a review of the thirty years of research evidence showing the
importance of involving families in their children's learning and by offering examples of
family involvement efforts that are working.
Increasing family involvement is certainly not easy, but it is crucial if we are to help our
students achieve to higher standards and obtain a world-class education. The following
sections outline the concrete actions that everyone -- families, schools, communities,
businesses, and governments -- can take to help in this effort.
WORK IN PROGRESS -- FIRST DRAFT NOT FOR QUOTATION
4
II.
FAMILY INVOLVEMENT
Parents can help their children
both at home and at school.
Your Child's Education is Your Best Investment
When parents and families are
involved in their children's
Increase in Lifetime Earnings with Education
$
education in positive ways, children
3,500,000
have higher grades and test scores,
3,000,000
better attendance and more
completed homework, more
2,500,000
positive attitudes and behavior,
2,000,000
higher graduation rates, and
1,500,000
greater enrollment in higher
1,000,000
education (Henderson and Berla,
1994; Becher, 1984). Families
500,000
need to emphasize good work
0
Didn't
HS
Some
AA
BA
MA
PhD
Professional
Grad HS
Grad
College
Degree
habits and value learning and good
Source: The U.S. Census Bureau
character, set high expectations,
stay informed about their children's progress, and monitor late night hours and unsupervised
peer activities.
While most studies have focused on younger children, the benefits of involvement can extend
far beyond early childhood and the elementary school years (Henderson, 1987). For high
schoolers, parents can be supportive of homework and encourage participation in wholesome
extracurricular activities, provide a sense of proportion to TV watching and video games, talk
often to teachers, be active in parent-teacher associations, and help develop plans for careers
and further education. Furthermore, studies show a strong relationship between the number
of higher level courses taken and student achievement and college acceptance. Parents play a
key role in encouraging their students to take the appropriate preparatory courses in middle
and junior high school (i.e., algebra, keyboard skills) and challenging sequences of courses in
high school (i.e., chemistry, calculus, 3rd and 4th years of the same foreign language, AP
courses in art, math, and science, and advanced technology and computer courses).
Families have vast opportunities to influence their children. Families can turn strengths like
intimate knowledge of their children and ambitions for their future into concrete actions to
help children learn. Studies show that what parents do to help their children learn is more
important to their academic success than how well-off the family is (Walberg, 1984). Data
from a national study of eighth grade students and their parents suggest that parent
involvement in students' academic lives is indeed a powerful influence on students'
achievement across all academic areas. Higher achievement results, in part, from the
increased amount of homework completed by students with more involved parents (Keith et
al., 1993).
WORK IN PROGRESS -- FIRST DRAFT NOT FOR QUOTATION
5
Parents benefit as well. They develop a greater appreciation of their role in children's
education, a sense of self-worth, stronger social networks, and even the desire to continue their
own education. They also come to understand more about teaching and learning activities
and their schools and their educational programs (Davies, 1988; Henderson & Berla, 1994).
Teachers report that strong support from these involved parents encourages them, raises their
expectations of parents, and shows them how to build on parents' interest in their children's
education.
Research and accounts of good practice point out many simple things families can do to
create successful home learning environments:
Read together. Research indicates that children's success in school can be linked to
reading to children and listening to them read. The single most important activity for
building the knowledge required for eventual success in reading is reading aloud to
children (Anderson et al.,
1985). If every parent of a
child ages zero through six
Students' Frequency of Reading for Fun Strongly Predicts
Academic Achievement
spent one hour reading with
their child each day, then
Reading Proficiency Score
American parents would
350
annually devote at least 9.7
303
295
300
289
billion hours to supporting
277
277
263
258
246
their children's reading. In
250
225
220
211
money terms, if the child's
200
200
teacher spent the same one-on-
Grade 4
Grade 8
Grade 12
one time, this would cost the
Almost Daily
Once-Twice
Once-Twice
American taxpayer over 233
Weekly
Monthly
Hardly Ever
billion dollars, or slightly more
Source: NAEP 1992 Reading Report Card for the Nation and States
than what the American public
pays for the entire American
education enterprise, K - 12 (U.S. Department of Education, 1994). In practice,
however, only half of parents with children under nine say they read to them every
day, and only 13 percent read with their children ages 9 to 14 on a daily basis
(Gorman, 1993). Parents can also take their children to the library, help them get a
library card, and help their children find books on their interests and hobbies.
Use TV wisely. Most parents (73%) want to limit their children's television viewing
(Newsweek-PTA Survey, 1990), but when parents are at work or occupied elsewhere
this cannot easily happen. Forty-four percent of seventh graders recently reported
watching three or more hours of television a day (Puma et al., 1993). While moderate
amounts of viewing do not interfere with school work, beyond ten hours of watching a
week, or an average of two hours a day, achievement drops sharply (U.S. Department
of Education, 1987). Parents need to use TV wisely by trying to limit the
WORK IN PROGRESS -- FIRST DRAFT NOT FOR QUOTATION
6
Coming of Age: The Special Needs of Middle Schoolers and Teenagers
The special challenges involved in making the transition from childhood to adulthood can be disturbing, and
even overwhelming, for children, families, schools and communities. Beginning at about age 10 or 11,
children face physical, emotional, social, and educational changes. Growth spurts, mood swings, the need
for acceptance (by peers and others), the search for identity, and the desire for independence and maturity
can lead to risk taking, conflict, and confusion as well as enthusiastic exploration of new activities and
associations. Preteens and teenagers need help from parents, teachers, and other adults to make responsible
choices within reasonable limits.
For parents, the following are key:
Parents who are authoritative, setting healthy limits for their children without being rigidly
authoritarian, help their children mature socially and succeed academically.
-
Be aware that successful limit setting includes: clearly defining the boundaries between
acceptable and unacceptable behavior, establishing consequences, and standing by your
word.
-
Expect children to test these limits (it's part of their growth process); by following through
with the rules and consequences you set up, you will help your children trust you.
-
Be firm but fair, taking into consideration children's need to take more responsibility, to
understand the reasons for rules, and to express their opinions. Setting limits is a sign of
respect, for your children and for yourself.
Children benefit from being involved in family chores and decisionmaking, and from discussing and
helping to set family rules.
Despite the difficulties of scheduling and competing family needs, parents need to remain involved
in their children's education:
-
Encourage (but don't battle over) homework completion;
-
Get to know teachers and administrators (before any problems arise) and staying in contact
with them regularly;
-
Talk to children about their school experiences; and
I
Become familiar with school policies and issues.
Parents can network with other parents:
-
Get to know the families of your children's friends.
-
Work with other parents to address issues of concern at school and in the community.
WORK IN PROGRESS - -- FIRST DRAFT NOT FOR QUOTATION
7
amount of viewing, helping children select educational programs, watching programs
together, and discussing them (ERIC, 1990).
Establish a daily family routine. Studies show that successful students have parents
who create and enforce family routines (Clark, 1988). Routines may include time for
homework, chores, eating meals together, and firm bedtimes. Routines are important
to make life predictable and satisfying for all family members. Discussion of daily
events, for example at mealtimes, is another important routine.
Schedule daily homework times. Lower ability students who spend more time on
homework get as good grades as those with more ability who do no homework (U.S.
Department of Education, 1987). Spending more time on homework has the greatest
impact in the upper grades (Cooper, 1989). Parents can help by setting a regular
homework time each day, providing a quiet, well-lit place for study, and discouraging
distractions from phone calls, radio, and television. Parents can encourage children's
efforts, be available for questions, and spend time discussing what was learned. A
parent doesn't have to know all the answers. Interest counts more. Other family
members, teachers, or librarians can be called upon if a certain subject or assignment
isn't know by a parent.
Monitor out-of-school activities. Families can help children spend timé constructively
by guiding the use of leisure time, including TV viewing and time with friends. For
example, regular phone contact from a working parent to a child at home each
afternoon to check on a child's plans and activities can keep can keep parents informed
and involved with their children. Monitoring activities after school may also be
important in curbing sexual activity, drinking, and
drug use of adolescents, especially where drugs and
violence are serious concerns in the neighborhood.
The informal education that
Positive extracurricular and community activities and
service learning can be learning experiences and fill
takes place in the family is
idle time (U.S. Department of Education, 1990).
not merely a pleasant
Community youth organizations, religious groups,
prelude, but rather a
arts and cultural institutions, school clubs, colleges
powerful prerequisite for
success
and universities, and after-school programs should all
in formal education
be viewed as resources to help families and children.
from the primary grades
onward.
Talk with children and teenagers. Children and
adults can learn a lot about each other just by
talking about their daily lives, current events, family
Urie Bronfenbrenner,
history and other points of common interest. Studies
developmental psychologist,
show that frequent open family discussions are
associated with higher student achievement (Epstein,
Cornell University
1991a; Leler, 1983, Singer et al, 1988). Parents can
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8
get to know the friends of their teenagers, discuss school and outside activities with
them, keep teenagers involved in family activities, and stress their importance as role
models to younger siblings.
Communicate positive behaviors, values, and character truits. Parents are still the most
important influence on children's lives (Newsweek, 1993). Every parent who has
waited up for a teenager who is out beyond their curfew knows what it means to
worry. Talking directly to teenagers about sex, drugs, and alcohol is one way to save
their lives. Values instilled by families such as honesty, belief in the work ethic, taking
responsibility for one's actions, and
religious principles are twice as
important as family economic or
Parents have to understand the
educational background for school
hierarchy of education. If the
achievement (Hanson & Ginsburg,
principal isn't responsive, then
1985). By talking about the importance
go higher. Go to the
of these values, parents help their
superintendent. Go to the
division of high schools or the
children make good decisions. By acting
community school board.
on such values, parents serve as
Participate in your community
important role models to their children.
school board elections, which
not enough parents do at all,
especially in the big cities.
Express high expectations and offer
They have to understand that
there are individuals who are
praise and encouragement for
higher up that are accountable
achievement. Parents need to set high
to them.
standards for their children's school
work and urge them to work hard to
Andrea Schlesinger, student
achieve them. Standards should be
representative, New York City
Board of Education
realistic, however, or students may be
inclined to give up (Scott-Jones, 1984).
Parents and teachers who praise
children's skills and efforts, reward success, show interest and caring, and treat them as
winners tend to have children with more success in school (Clark, 1990). Parents who
combine warmth with setting limits have children who are more socially and
academically skilled than those who emphasize mainly one or the other (Baumrind,
1989).
Families can make a difference in their children's education at their children's schools as well.
They can:
Keep in touch with the school. Parents who are consistently informed about their
children's progress and work with the school have higher achieving children
(Henderson & Berla, 1994). The partnership between parents and teachers is key to
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9
creating a climate at home and at school that is conducive to learning. Parents cannot
afford to wait for schools to tell them how children are doing. Visiting the school and
talking to teachers or scheduling a phone call are good steps. Parents need to check to
see if children are challenged to do their best, and find out how they can help,
especially if children aren't being challenged.
Ask more from schools. Families can play a large part in school reform by keeping
informed about and involved in what is going on at their child's school. They can
encourage and work with schools to incorporate new ways to involve more parents,
such as homework hotlines, putting parents on planning committees, or creating family
resource centers (Moles, 1993). Families also have a responsibility to insist that schools
raise the standards of education, educate their children at a world-class level, and work
toward achieving the National Education Goals. Compare your school goals and
standards against the National Education Goals and against emerging subject and
occupational standards. They don't have to match, but do such comparisons suggest
any omissions or additions?
Ensure challenging coursework for secondary students. Parents have a role in
encouraging their child's school to offer and enroll students in a challenging sequence
of courses in preparation for postsecondary education and a promising career
education. Research shows that a comprehensive program of challenging courses, high
standards, and career counseling affect students' academic success. Specifically, an
academic high school program (rather than a general or vocational program) is
associated with college enrollment, but taking algebra and geometry is even more
strongly associated with college enrollment. Indeed, the differences in college
enrollment rates between white and minority students are virtually eliminated among
the students who took both algebra and geometry (Pelavin, 1990, Pelavin Associates,
1993).
Use community resources. This includes taking advantage of local enrichment
programs and mentors, and seeking community services for family needs. Family
oriented community resources might include health care services, housing assistance,
adult education and training, employment counseling, and exposure to arts and
cultural institutions. Some youth oriented community resources are afterschool and
summer learning programs, recreation centers and sports teams, community service
activities, and religious youth groups. Youths who achieve are more often connected
to activities and persons who can buffer family and community difficulties (Clark,
1990).
There are a number of actions that parents can take at home and with the schools and
community to strengthen their children's academic achievement. For some, these will come
easily, but others will have difficulty doing what is needed. In those cases, schools,
organizations in the community, and religious organizations can help provide assistance.
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III.
SCHOOL-FAMILY PARTNERSHIPS
First and foremost, schools must become places where parents feel wanted and recognized for
their strengths and potential. Too often parents do not feel welcome, a fact which is even
recognized by the president of the NEA, Keith Geiger; "The sad fact is that in many
instances parents don't feel as if we welcome them in school" (Education Daily, 1994).
School actions can be very
powerful in overcoming these
perceptions. Schools that help
The role of parents in the
families feel welcome are likely
education of their children cannot
to have more support from
be overestimated. By becoming
involved in their local school
parents and motivated students,
community, parents can provide
who learn at higher levels
the essential leadership which will
(Epstein, 1991a).
lead to improvements in
educational opportunities for their
Studies show that school
children.
practices to inform and involve
parents and families are more
El papel de los padres en la
educacion de sus hijos no puede
important than family
ser menospreciada. Al participar
characteristics like parent
en sus escuelas locales, los padres
education, family size, marital
pueden proveer el liderazgo
status, socioeconomic level, or
esencial mejorar las
student grade level in
oportunidades educationales de
determining whether parents get
sus hijos.
involved with their children's
- Mexican American Legal
education (Dauber and Epstein,
Defense Fund
1989). Unfortunately, both the
quality and quantity of family
contacts with the school decline as children get older. During the first grade, over half (52
percent) of the interactions between families and schools are positive, regarding their child's
good academic performance, and only 20 percent are negative, regarding their child's poor
academic performance. But by the seventh grade, the number of positive contacts drops to
36 percent, and the number of negative contacts rises to 33 percent. The percentage of
parents serving as a school or classroom volunteer drops as well, from 33 percent of first
grade parents, to 8 percent of seventh grade parents (Prospects, 1993).
For partnerships to work there must be mutual trust and respect, an ongoing exchange of
information, agreement on goals and strategies, and a sharing of rights and responsibilities.
Principals have a key role in creating a climate within the school among teachers and staff
that make parents feel like full partners. But in order for teachers to truly be able to work
more closely with parents, teachers must have time to do so. Many teachers say that while
they would like to work more with families, they simply don't have enough time in the day.
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11
To promote school-family partnerships, schools can:
Address language barriers. Schools should make accommodations to reach parents whose
first language is not English. While translating materials into their native language can be
useful for these parents, schools should not rely on written communications alone. Ideally,
schools should have a resource person
available who can communicate with parents
in their native language either through face-
These services support the family
by making it possible for people
to-face meetings or via the telephone. Low-
to work without worrying because
level technologies, like interactive telephone
they know their children are
voice-mail systems that have bilingual
involved in constructive learning.
recordings for parents, are also very useful.
The Junior League in Long Beach, California
- Joe Jackson, Mayor, Murfreesboro, TN
greatly increased attendance at local PTA
meetings by offering concurrent translations
in both Spanish and Indochinese languages.
Overcome the jargon gap. While teachers like to share their specialized knowledge with
concerned parents, parents can experience basic communications problems with the school
because of their inability to understand the professional jargon used by school staff. Schools
must make every effort to communicate with parents in a straightforward and simple fashion.
Some school-parent newsletters have actually begun including a glossary of terms for parents
to better understand school improvement efforts.
Reduce mistrust and cultural barriers. Schools can address issues of misperception, distrust,
and different cultural styles on the part of both families and teachers by making contacts
nonthreatening in neutral settings. These activities might include resource centers, informal
learning sessions, home visits by parent liaisons, and meetings off school grounds. Because
such problems can run deep, however, more comprehensive approaches are often needed.
The School Development Program created by James Comer (1988, 1989) is an excellent
example of a program designed to reduce barriers between the school and home. It assumes
that many economically disadvantaged parents and middle-class school staffs are distrustful
and alienated from each other. To counter this, the program attempts to engage parents in
the schools at three levels: a governance and management team which plans the academic
program and improvements to school climate; training for parents to help them understand
how to help their children; and workshops, dinners and other school events. These programs
can raise achievement and school conduct, and encourage parents to become more involved
in their communities by voting more and using community services that they previously
mistrusted. The program is now in operation in a 375 school districts in 19 states across the
country.
Another step that schools can take to bridge the distance between families and schools is by
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12
conducting a parent survey to find out concerns and opinions of parents about the school in
general. The Linda Vista School in San Diego, California, conducted an extensive parent
survey when beginning a comprehensive process to improve the school. To make sure all
parents were reached, the school translated the survey into Spanish, Vietnamese, and Hmong,
in addition to English. Including families from the beginning of the reform process helped
establish a sense of shared responsibility for school improvement. From this survey evolved
a school reform process that includes all members of the school community, including
parents.
Expand opportunities for contact. Many schools hold evening and weekend meetings and
conferences before school to accommodate parents' work schedules. By remaining open in
the afternoons, in the evenings and on weekends, schools can promote various recreational
and learning activities including adult education and training in parenting, and can create a
safe haven against neighborhood crime. The National Education Commission on Time and
Learning (1994) recently recommended extended day and year programs to help American
students learn more. The Murfreesboro schools in Tennessee are now open from 6:00 a.m.
to 6:00 p.m., and there are plans to open a K-8 year-round school. This schedule grew out
of a concern by parents and educators about the number of latch-key children in the
community. Over 50 percent of the city's 5,000 elementary school students can be found in
the program on any given day (National Education Commission on Time and Learning,
1994).
Free transportation and child care can assist parents in low-income and unsafe neighborhoods.
Native speakers, interpreters and materials translated in their own language can help non-
English-speaking parents participate more fully. A variety of techniques including letters,
posters and visits by program staff may be needed to recruit poor parents (Goodson et. al,
1991; Moles, 1993).
A parent liaison or home-school coordinator can develop programs without adding to the
tasks of teachers. Programs in 17 sites throughout Tennessee utilized home-school
coordinators to visit homes routinely and run weekly parent clubs, helping to build parenting
skills and trust between families and schools (Lueder, 1989). Personal contacts, especially
from people in the community, are important in encouraging hard-to-reach families to
participate (Goodson et al., 1991; Nicolau & Ramos, 1990).
Many of the most effective school-family partnership programs combine multiple strategies.
The League of Schools Reaching Out comprises over 70 schools in a national network.
These schools have developed parent centers in schools, home visiting programs, mentoring
programs, and parent-teacher action research teams in the process of expanding opportunities
for school-family contacts (Davies et al, 1991).
Encourage joint family learning. Traditional homework assignments can be converted into
more interactive ones involving family members. For example, students might interview
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13
family members on historical events or their daily work. In the TIPS project (Teachers
Involving Parents in Schoolwork) teachers design math and science homework activities for
upper elementary students that can be sent home regularly (Epstein & Salines, 1992).
Parents are encouraged to comment on the
student's success with each assignment. A
number of school systems are working with
Parent Centers
the TIPS model.
Creating parent resource centers in schools
The Family Math and Family Science
devoted to parents' needs signals that parents are
programs are also used in many states.
welcome in the building. According to a recent
They place parents and their children
study of 28 such centers, they often provide
parenting information, conduct classes or
together in workshops with stimulating joint
workshops for parents, and refer them to social
activities to learn and use at home.
services and child care. Some lend books, tapes
Trainers include other parents, school
and toys, coordinate home visits, and translate
personnel and volunteers from churches and
materials into other languages. Three-fourths of
community organizations. Studies show that
the centers sponsored meetings involving parents
in the governance of schools, and a number also
most parent participants engaged in more
coordinated parent volunteers and parent tutoring
learning activities at home with their
of students (Johnson, 1993).
children, and that most students enjoyed
science classes (Fruchter et al., 1992).
Several states have also created parent resource
centers which are devoted primarily to families of
Give parents a voice in school decisions.
children with disabilities. Such centers also
A part of the family involvement goal
provide parenting information, lend toys and
books, and provide workshops in special education
explicitly states, "Parents and families will
legislation.
help to ensure that schools are adequately
supported and will hold schools and teachers
One exemplary parent center is located in Buffalo,
to high standards of accountability." Many
New York. The center is centrally located in the
parents may be reluctant to get involved to
downtown area in space donated by the Buffalo
Urban League. Parents can drop in the center to
this extent, especially those with language
make use of materials and resources, or they can
differences or mistrust of the schools. But
take part in a number of programs offered by the
this must be an important component of
center, such as classes in basic computer skills.
efforts to involve families more, and schools
The center offers parents a safe, comfortable, and
can do this in many ways.
inviting environment for learning, which is
particularly important for parents who do not yet
A number of school systems have
feel comfortable in a school setting D'Angelo,
1991).
established new governance arrangements in
recent years, including Chicago, where each
school has an independent council with
strong parent participation, and entire states,
such as California and South Carolina, which require school councils with parent
representation.
Another widespread program, Accelerated Schools, aims to eliminate the achievement gap in
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14
low-performing schools by reordering curriculum, instruction and school organization. A
steering committee and task forces all involve parents. Initial evaluations of schools adopting
this program indicate strong gains. Begun in California by Henry Levin, university-based
centers now also develop similar programs in other states (Fruchter et al., 1992; Levin,
1989). Teachers and school administrators are often necessary to help make the participatory
decision-making process viable by providing regular information and making seminars and
workshops easily available to parents.
Use new technology. Schools are using a number of new technologies to communicate with
parents and students after school hours. One rapidly spreading arrangement is a district-wide
homework hotline to help guide students with assignments. The United Federation of
Teachers in New York City has operated a homework hotline for over 12 years. In addition,
voice mail systems have been installed in several hundred schools across the country.
Parents and students can call for taped messages from teachers describing classroom activities
and daily homework assignments. In the "Transparent School" model, parents can also leave
messages for the teacher, and an autodialing system can place calls to any set of parents,
such as for changes in school or class-related events (Fruchter et al., 1992). Early results
from an Indiana evaluation show that with daily messages and active promotion,
teacher/parent contact increased by up to 800 percent. Modest gains in homework
completion were also noted (Bauch, 1993).
The number of families who use the Internet is also rapidly growing. A number of aspects of
the Internet services are becoming dedicated to parents and families. One of these is
Fathernet, a compilation of information, research, opinion and policy documents related to
the involvement of men in the lives of children. Fathernet is available through personal
modems and the internet, and provides an electronic bulletin board to allow fathers and other
men to exchange ideas around the role of men in children's lives (Fathernet information,
1994). Another example is the Maine Meeting Place, an electronic network for people with
disabilities and their families. Accessible through a phone line, this serves families
throughout rural and urban Maine, with special efforts being made to provide low cost
terminals so that all families can access the network. Access to the network is also free to all
people with disabilities and their families (Maine Meeting Place information, 1994).
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IV.
COMMUNITIES CONNECTING FAMILIES AND SCHOOLS
Forty-eight percent of Americans feel that people need to look beyond their immediate
families for help in raising their children. This number rises to 60 percent when those asked
are single parents or lower income families (Mass Mutual, 1989). As communities support
families so that parents can get more involved with their children, their efforts pay off.
According to research on this topic, families involved with their children are more willing to
pay tax money to fund schools.
Often the overall life in a
community improves and juvenile
[We need] to help parents
delinquency may go down.
understand, in layman's terms,
Residents with greater stakes in
exactly what their children must
the community stay longer, and
know and be able to do in order
better educated residents attract
to meet 21st century standards of
higher paying businesses and
competency.
increase local tax revenues
(Davies, 1988; Henderson &
-Hugh Price, President of the
Berla, 1994).
National Urban League, in his
inaugural speech
Organizations, agencies, and
religious groups are working to
make communities safe and drug
free, to reinforce skills related to good parenting, to promote volunteering to serve as mentors,
to extend learning opportunities, to link social services with educational programs, and to train
parents in leadership and child advocacy. Some have a long history of activities. Many have
demonstrated their worth. All focus on critical needs. Communities can have a powerful
effect on families and their children, and there are a variety of ways that community groups
can help increase family involvement.
Combatting alcohol, drugs, and violence. Each year thousands of our youth become involved
in the use of alcohol and other drugs and engage in violent behavior. Over one-fourth (28%)
of seniors reported that they had five or more drinks in a row in the past two weeks. Recent
statistics indicate that the number of secondary school students who are using illicit drugs is
increasing, while the number of students who feel that drug use poses a significant risk is
decreasing. Data from the University of Michigan's Monitoring the Future study indicates
that slightly over one-quarter of high school seniors, almost one-fifth of 10th graders, and
almost one-tenth of 8th graders reported use of marijuana in the past year. The use of other
drugs, such as inhalants, LSD, and stimulants, is also on the rise after declining for several
years.
Recent data on violence indicate that over the past ten years, threats and injuries to students
and the theft and vandalism of student property have been on the rise. Also on the rise has
been the number of weapons confiscated in schools. It has been reported that nearly 3
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16
million thefts and violent crime occur on or near school campuses every year. This equates to
almost 16,000 incidents per school day, or one every six seconds (Department of Justice,
Bureau of Justice Statistics, 1991). While the exact number of weapons brought into schools is
not known, surveys indicate that approximately 20 percent of all students in grades 9-12
reported they had carried a weapon at least once during the 30 days, and many of these
weapons find their way into schools.
While the problem with drug and alcohol use and violence is serious, the future offers a great
deal of optimism and hope. We know that drug use and violence can be prevented and that
schools can play an integral role in their prevention. The most promising prevention
programs are those in which parents, students, schools, and communities join together to send
a firm, clear message that violence and the use of alcohol and other drugs will not be tolerated
(U.S. Department of Education, 1990). Schools can create clear pathways, choices, and
opportunities for success; they can provide role models and mentors; they can inculcate youth
with the social skills necessary to cope in today's society in a non-violent manner; they can
provide opportunities in after-school hours; and they can develop programs that address the
"risk factors" that put youth in jeopardy of engaging in violent behavior. In doing this,
schools need to recognize that solving the drug and violence problem is a tremendously
complex issue. In order to do it successfully, the entire community needs to be involved,
including parents, teachers, and students themselves.
Reinforcing successful parenting skills. Programs for parents may offer parenting education,
literacy training, career preparation, early childhood education, monitoring of children's health
needs, and referrals for services. High quality programs engage parents early, sometimes
before the child's birth, and stress the critical early years of a child's development and the
parent's primary role in nurturing that development.
Communities can especially play a role in assisting parent involvement in children's learning
before children have entered formal schooling. The widely acclaimed 1960s Perry Preschool
Project for 3-4 year olds from low-income families found more school success among
participating children and far lower future public service costs than for a similar unserved
group (Berrueta-Clement et al., 1984). This project was one of the important forerunners of
Head Start which helps parents to be better primary educators and advocates for their
children. A soon-to-be-released national evaluation of the Even Start Family Literacy
program -- a program designed to help families prepare their children for schooling through
early childhood education, parenting education, and adult basic education -- reports that the
vocabularies of disadvantaged children increased significantly when their parents took a
substantial amount of parenting education. Children whose parents did not receive much
parenting education did not show gains (St. Pierre et al., 1994).
Parents as Teachers (PAT) is a Missouri program for parents of children 0-3 years old. It
features regular home visits by a parent educator who discusses parenting skills and child
development, and ongoing parenting workshops and other exchanges. Missouri legislation
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requires the program in each school district. Those least likely to use PAT are given special
outreach, and referrals are made to community services. A study of 37 diverse districts found
three-year-old children above national norms on measures of language and school-related
success. Parent-child communication also improved and more than half the children with
developmental delays overcame them by age three (Fruchter et al., 1992; Pfannenstiel et. al,
1991).
There are also a growing number of programs which focus specifically on getting fathers more
involved with their children. Several were highlighted at a recent conference on fathers held
by Vice President Gore. One of these, the Philadelphia Children's Network, operates a Father
Reengagement Initiative, which helps men engage in activities and begin to provide emotional
and financial support for their children.
For school-age children, the National Urban
League directs Partners for Reform of
A Preschool Programs
Science and Math (PRISM), a comprehensive
HIPPY
national initiative to involve parents in local
HIPPY (Home Instruction Program
school reforms. A parent selected by each
for Preschool Youngsters) is designed
for mothers of 4-5 year olds. It
state's PTA becomes a spokesperson on ways
includes a two-year curriculum and
communities in the state can be involved.
materials to help them teach specific
Attractive materials for parents show them
skills to increase readiness for
kindergarten. Local parent aides
strategies for promoting reforms, using
visit families twice a month to
community institutions like museums and
explain the program and review
lessons. On other weeks, mothers,
science centers, and strengthening home
aides and coordinators meet to
learning environments. Leader's guides and
discuss the lesson topics and
videos have also been developed (National
parenting concerns. A longitudinal
study through grade 10 found that
Urban League, n.d.).
HIPPY improved children's
achievement and adjustment in
school. It also improved mothers'
The MegaSkills Program created by Dorothy
self-esteem, their involvement in
Rich (1988) aims to assist parents in helping
children's education, and their
children develop broadly applicable skills and
personal interest in further
education. (Fruchter et al., 1992;
values like confidence, effort, and
Rioux & Berla, 1993).
responsibility. Workshop leaders from
schools, organizations and businesses train
parents and other caregivers who then carry
out learning activities at home with their children. Several studies show increases in
understanding of parents' role in education, time spent with children on schoolwork, and
children's school performance (Fruchter et al., 1992; Rioux & Berla, 1993).
Family Service America, an association of over 1,000 community-based service agencies,
provides national training and dissemination for Families Together with Schools. This
collaborative, research-based prevention and early intervention program involves families of
children at risk of drug abuse or school failure in weekly team-led meetings that promote
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quality parent-child time (Family Service America, n.d.).
Families with a child who has a disability have special concerns and often need a great deal of
information: information about the disability of their child, about school services, therapy,
local policies, funding sources, transportation, medical facilities, and much more (Ripley,
1993). Organizations such as The ARC (formerly the Association for Retarded Citizens),
United Cerebral Palsy, and the National Easter Seal Society provide training and support to
families in almost every community (NICHY, 1994).
Providing mentoring programs. In mentoring programs, interested persons -- from college
students to senior citizens -- offer emotional support, guidance and specific assistance to young
people. Because of changes in families and communities, many youth are deprived of adult
contacts that help them develop and become responsible adults. A number of mentoring
programs sprang up in the 1980s to address this need. A study of Big Brothers/Big Sisters of
America, which has organized mentors for many years, noted the importance of detailed
screening and supervision of mentors to assure high rates of interaction (Furano et al., 1993).
The HOSTS (Help One Student to Succeed) program of mentor/tutorial assistance in reading
has been proven successful and used in over 400 sites (Sopris West, 1993).
In 1971, the Teaching-Learning Communities (T-LC) Mentor Program in Ann Arbor,
Michigan was established to surround potential dropouts with older volunteers who could offer
students the guidance and motivation they need to stay in school. The program proved so
successful that today T-LC is operating in 12 elementary, middle, and high schools in Ann
Arbor. Currently more than 200 mentors are working with the students on a one-on-one
basis from one to five times every week. The majority of mentors serving in the T-LC
program are senior citizens recruited from the community. Many of these people are
recruited to the program by community organizations and by enthusiastic friends who are
already mentors.
Enlisting community vohinteers. During
1987-88 over a million persons
Black and White leadership
volunteered in schools. Some 60 percent
must see the interrelated
of schools reported volunteers, most often
connection between national
in elementary schools, suburban areas,
and personal values, between
programs and policy, between
and low-minority locations (Michael,
community empowerment
1990). The PTA, with over six million
strategies and politics, and stop
members, and the Junior League, a
the piecemeal approach to
national organization of women
helping children and families.
committed to community service,
including education, have provided school
- Dr. James Comer, child rights
activist and professor, Yale
volunteers from their ranks for many
University
years. About half the elementary school
volunteers were involved with
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19
instructional support, whereas in secondary schools extracurricular support was the most
common task. An earlier survey estimated that one-third of volunteers were parents, one-
quarter older citizens, and about one-fifth each students and business employees. A number
of studies have shown positive effects on student achievement and motivation through the use
of volunteers as tutors, although little is known about the effects of volunteers in other roles
(Michael, 1990). Drawing more volunteers to minority and low-income area schools is a
continuing problem.
One undertapped resource of volunteers lies within our senior population. American society
today possesses not only the fastest growing, but the largest, best-educated, and most vigorous
collection of older adults in our history. Approximately 40 percent of Americans currently
over the age of 60 are involved in some kind of voluntary activity if only for a few hours a
week. But two programs, the Foster Grandparents Program, and the Senior Community
Service Employment Program, both have components specifically aimed at providing
supports for disadvantaged or disabled youth achieve at school. In 1992, 23,000 volunteers in
the Foster Grandparents Program served 89,000 children through literacy efforts, caring for
abused and neglected children, developing child-raising skills with pregnant teens, counseling
juvenile delinquents, and aiding children with disabilities. The Senior Community Service
Employment Program, Title V of the Older Americans Act, involves over 65,000 older adults
nationally in a number of community service areas, including those similar to the Foster
Grandparents Program (Freedman, 1994).
Offering summer learning programs. These
programs can expand the scope of learning
High Income Neighborhoods Offer More Activities for Youth
and employ less formal procedures; they
Ages 11-14
often involve institutions and members of
Weekly Activities (per 1,000 Children)
the community in new roles: Such
Number of Activities
programs are important for low-income
children because studies show that they
80
suffer serious academic losses over the
60
summer (Heyns, 1978, 1988; Entwisle &
Alexander, 1992). This decline is due in
40
large part to the limited academic resources
20
High income
of low-income families and communities.
Low income
A number of successful summer programs
0
Total Activities
Activities
Through
Schools
Activities
Through
Park
Districts
with common attributes have been
Source: Chapin Hall Center for Children, 1992.
identified. One in Oak Lawn, Illinois,
works with 100 entering high school
freshmen for six weeks each summer. In addition to helping students directly, outreach
workers visit homes to build strong communication with families. A full time home/school
coordinator also works throughout the year in this Chapter 1 secondary school program (U.S.
Department of Education, 1993).
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Linking social services. There is growing interest in making sure parents know about and
have access to community services for children and their families, since unmet health and
welfare needs may limit children's ability to learn. A recent review shows that successful
coordinated services make facilities convenient and comfortable, focus on prevention, reflect a
sustained commitment from various specialized agencies, and involve participants in extensive
planning (Chimerine et al., 1993).
A step-by-step guide for local development of a "profamily system" of education and health
services, based on the experience of seasoned practitioners and researchers, describes several
community efforts (Melaville & Blank, 1993). The range of services available is a very sensitive
issue that is up to the local community and parents to decide. Some communities prefer
linking social services in a school; some prefer doing it nearby; others prefer the school have
limited referral involvement only.
The Walbridge Caring Communities in St. Louis, based in an inner-city school and nearby
church, provide family crisis intervention, substance abuse counseling, afterschool tutoring and
recreational activities, and a range of other family services. The Children's Aid Society, a
private non-profit organization, has teamed with a New York City middle school (I.S. 218) to
provide extended day and Saturday services all year at the school. Programs include
academic support, teaching reading and math to new immigrants in their native language, a
health clinic including mental health consultations, a parent resource center, and decision-
making teams with administrators, teachers, and parents. An interim evaluation of the costs
and benefits of the first year's operation showed positive results (Children's Aid Society, n.d.).
Another program, New Beginnings, in San Diego locates service agencies at an elementary
school to focus on meeting a range of family needs in a collaborative fashion.
Neighborhood organizations need to understand young people's and their parents' concerns
and involve them in planning and directing activities in order to engage and benefit ordinary
youth in inner-city areas. In a three-city study, McLaughlin (1994) noted that leaders of
successful neighborhood groups were very flexible, provided a wide range of personal services
and personal development opportunities, and offered a sense of security despite neighborhood
violence.
One program run by the Congress of National Black Churches, called Project SPIRIT,
focuses specifically on instilling qualities of strength, perseverance, imagination, responsibility,
integrity, and talent in young, inner-city, African-American males. In place since 1978, this
program revolves around daily after-school programs conducted in church facilities by elder
volunteers. Program activities include tutoring, role-playing activities to teach practical life
skills, snacks, and prayer. There are also weekly parent education sessions which not only
provide information on child development and effective parenting techniques, but also help
parents become strong advocates for their children both at school and in the community
(Carnegie Council on Adolescent Development, 1994).
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Encouraging parent leadership. The Mexican American Legal Defense and Educational Fund
has developed a Parent Leadership Program. Primarily targeted on schools in southern
California, this program helps Mexican-American parents understand their children's school
and the educational system, learn how to assist their children at home, become involved in
school decision-making councils, and participate in parent-initiated school projects. In an
advanced course they gain organizational skills for working with other parents. Since 1989
over 600 parents have completed the program (Perez-Ortega, 1994).
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V.
FAMILY-FRIENDLY BUSINESSES
Many businesses also recognize the need for families to be involved in education. While a
number have been investing in overall school reform, many are now realizing the importance
of increasing family involvement. Businesses that are "family-friendly" have policies that
include at least one of the following: allowing employees time to get involved with schools;
initiating, implementing, or funding programs promoting family involvement; and providing
resources to corporations for use with employees. Family-friendly businesses have employees
who stay with the job longer and concentrate better on their work, knowing that they have the
time or flexibility to see their children more often (cite). Families who realize the importance
of helping their children learn will also feel more favorable toward the employer who respects
their role as parents enough to allow them to make their children a priority.
"Flextime" can allow employees to have more flexibility about the beginning and end of the
workday. Employees might be required to be at work during core hours, for example, 10
a.m. to 3 p.m., but could come in late or leave early, allowing employees to tailor their hours
to fit a schedule better for their family. Flextime
is an option for twenty-nine percent of employees
Advantages to Investing In Job Sharing
in the U.S., including those at The Pillsbury
For Employers
Percent of Respondents*
Company, Lockheed Missiles and Space
100
79
Corporation, and Corning Incorporated (Families
80
and Work Institute, in press).
60
40
40
Another type of flextime is sometimes called
"lunchtime flex," where employees work longer
20
hours from start to finish but are able to take
0
Retention of
increased
increased
Staffing Continuity
Valuable
Productivity/
Employee Motivation,
longer lunchtimes, allowing them to visit their
Employees
Reduced Burnout
Loyalty, and Commitment
child at a nearby day care center or school.
"Respondents Current Job Sharen
Source The Conference Board Work-Family Roundtable Job Sharing, 1994
Forty-seven percent of employees have access to
lunchtime flex. Both IBM and Bank of
Advantages to Investing in Job Sharing
America are examples of employers that
For Job Sharers
Percent of Respondents*
offer a formal lunchtime flex policy.
120
100
64
Employers can also allow employees to
80
work part-time or to job-share. Many
56
employees, including 19 percent of those
60
47
42
with young children and 29 percent of
40
24
women with young children, say they
20
would happily trade a full-time income
0
for a part-time one in order to spend
increased
Maintain
Part-Time
increased
increased
Redulity
Skills and
Job with
Energy
Leisure Time
more time with their children (Families
Knowledge
Benefits
and Enthuelsem
Respondents Current Job Sharers
Source:The Conference Board: Work-Family Roundtable: Job Sharing, 1994.
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23
and Work Institute, in press). In order for part-time work or job sharing to be viable options,
employees who use these options must receive pro-rated pay and benefits, and their
contributions must continue to be taken seriously. DuPont and NationsBank both offer
professional part-time work options, and the Jefferson County Public School System in
Kentucky currently has at least ten job sharing positions.
Some employers offer flexible policies specific to education, by allowing parents to be late or
absent on the first day of school, or allotting a specific number of hours or days off to
participate in school activities. Often these policies include not only parents but other
employees as well, thus allowing grandparents, other family members and citizens to help
schools and children's learning.
Since work occupies much of the day, many employers use the job site as a forum for family
support and education. Approximately 26 percent of large employers offer seminars, often at
lunchtime, on a range of parenting issues, including seminars on family involvement. Some
employers offer national parenting programs such as Parents as Teachers or HIPPY through
the workplace. Others, such as Merrill Lynch and HBO, keep family resource libraries, from
which employees can borrow books or videos. Still other employers help by publishing
newsletters for parents, providing literacy training, or contracting with parent resource hotlines
which employees can call for advice and information on education-related issues.
Employers can also work to improve child care options for their employees, either by
providing child care through on- or near-site centers or working to improve child care centers
in the community at large. John Hancock Mutual Life Insurance Company is one business
that offers on-site child care and school vacation programs for employee children, allowing
parents to work on their children's days off. Some businesses, such as Levi Strauss, help
employees pay for child care through voucher programs or discounts. And 55 percent of large
companies take advantage of federal tax law by offering Dependent Care Assistance Plans,
which allow employees to set aside up to $5,000 of their pretax salaries to put toward child
care expenses (Families and Work Institute, in press).
Businesses can also help schools directly. They can form partnerships with schools, and
donate money, used equipment or special expertise. Often employees are given time off to
volunteer. Employers can fund special projects aimed at improving parent-teacher
relationships, such as homework hotlines. There are ways business leaders can get involved in
furthering education reform, for example, by serving on task forces investigating new ways to
improve parent involvement, or lending the weight of a business to help pass legislation.
Some employers have also established schools on their grounds for employees' children.
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VI.
STATES CONNECTING FAMILIES AND SCHOOLS
Many states have passed laws recently on different aspects of family involvement in
education. Some concern parent education or teacher training. Others require the inclusion
of parents on school governing boards, parent input to the development of local school
policies, or in the creation of policies on parent involvement. Still others have adopted
broader reforms like the Comer model or partnerships with universities and businesses
(White, 1994). Some focus on the preschool years, as in the Missouri Parents as Teachers
program, while others span the range of school grade levels and kinds of parent involvement.
A number of states have developed parent partnership programs that include small grants for
new activities, family/school coordinators, parent resource rooms and other innovations
(Epstein, 1991b). Several examples show how states can create multi-faceted programs.
South Carolina is known for the grassroots way in which it involved parents, educators, and
business in developing and implementing a comprehensive reform package that resulted in
concrete student achievement gains between 1983 and 1990. Tens of thousands of citizens
were involved in the education reform effort through a variety of ways. An opinion poll
offered advice on what the general public, parents, and teachers were concerned about and
what improvements in education they would support. Regional evening forums gave specific
ideas through small group discussions including parents, teachers, citizens, and state and local
leaders. An education day in each region of the state placed significant state leaders along
with local leaders into every major school district in a region for an entire day to speak about
the need for school reform, visit schools, and participate in TV and radio programs. A toll
free hotline staffed by volunteers invited citizen to call in with ideas of what should be
included in the emerging state school reform package. A proactive speaker bureau gave
some 500 speeches during a 5-month period leading up to passage of the legislation. A paid
and public service ad campaign was run for several months and highlighted everyday citizens
getting involved in their schools and communities to improve their schools. A broad-based
panel of state leaders crafted the reform plan on the latest studies suggesting promising
practices and policies, the recommendations that came from the forums, speech bureau, and
hotline, and expert testimony.
To increase the skills and knowledge of educators, in the late 1980s the California State
Department of Education helped school districts and school staffs develop comprehensive
programs of parent involvement (Solomon, 1991). In several rounds of seminars across the
state, leading researchers and practitioners discussed outreach strategies, constructive home
learning activities, and supportive school and district policies and actions.
The State Office of Education and the PTA in Utah have co-sponsored training of parent
volunteers who then trained thousands of families across the state in a Family Education Plan.
Parents learned how to improve the home learning environment and how to take a greater
part in their children's education. Newspaper inserts and weekly public television programs
kept a spotlight on the program (Utah Center for Families in Education, n.d.). In addition,
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25
all schools in Utah enter into an individual work plan with the parents of their students.
Wisconsin has actively promoted family involvement since 1988. It has recently trained 30
teams of educators, parents, and board members from districts across the state, and given
them small grants to implement their family involvement plans. A fast-food chain and
foundations have funded posters, brochures and awards for families. A newsletter keeps
teams in touch (Wisconsin Department of Public Instruction, 1994).
In 1992, the governor of Idaho recognized the importance of supporting family involvement
on a statewide level when he signed an
executive order allowing state employees
to take one hour of paid administrative
States requiring coursework and/or
leave per week, or four hours per month,
competency requirements in family
to volunteer in a school. The number of
involvement in education
participants taking this option has grown
over the past few years and has created
Alabama
Alaska
strong working relationships between the
Arizona
state government and schools all across
Arkansas
Idaho (Personal correspondence with
California
Secretary Riley, 1994).
Colorado
Hawaii
Parent training and information centers
Iowa
Kansas
also exist in each state to assist parents of
Kentucky
infants, children, and youth with
Minnesota
disabilities. Although the services vary
Montana
from state to state, typically parents
New Mexico
receive training individually and in
New York
groups to understand their rights under
North Dakota
Ohio
federal and state law and to develop skills
South Carolina
to enable them to be effective members of
South Dakota
the team planning an appropriate
Tennessee
educational program for their child.
Utah
Virginia
The number of states with recent
Washington
legislative action, prominent activities,
West Virginia
Wisconsin
and sophisticated programs suggests a
Wyoming
growing awareness of how states can
promote connections between families and
Source: Training for Parent Partnership: Much More Should
schools. However, a recent study
Be Done. by Radcliffe, B., et al., 1994
concluded that most states do not require
teachers or administrators to study parent
involvement or develop skills to promote it in the course of their training (Radcliffe et al.
1994). Moreover, allocations for state activities have been meager. Yet the cost of
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26
institutionalizing parent partnership efforts is hardly prohibitive. It has been estimated that
for about $25 per student per year a school could develop a viable school/family program
including a coordinator, and that $10 per pupil at the district level and $5 at the state level
would establish a structure to support stronger school and family connections (Epstein,
1991b).
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27
VII. MAKING FEDERAL PROGRAMS SUPPORTIVE
The federal government can also be supportive of positive family-school relationships. The
U.S. Department of Education will be a key partner in this national initiative. But all levels
and departments of the federal government can help. Only July 11th of this year, President
Clinton issued a directive requiring all federal agencies to "encourage and support the
expansion of flexible family-friendly work
arrangements, including: job sharing;
We want to set a
career part-time employment; alternative
standard in the federal
work schedules; telecommuting and satellite
government that can
work locations" (Memorandum, 1994).
spread throughout the
The Department of Agriculture will release
American workplace, a
this September a brochure for parents
standard that keeps
called "A Parent's Guide to Healthy
families together instead
Meals," on how parents can get involved in
of driving them apart.
their children's school meals programs.
The Department of Defense provides
-Vice President Al Gore
families with a number of supports run
through each of the military service
branches and recognized through the
official organization structure. The Department of Housing and Urban Development is
working to establish safe study areas for students and families in housing projects, and Health
and Human Services is funding efforts to coordinate services in communities.
Working with parent and citizen groups, all agencies of the federal government can assist this
effort by providing leadership through their policies and programs to strengthen family
involvement. The U.S. Department of Education can especially help to draw attention to this
important issue. U.S. Secretary of Education Richard Riley emphasized the importance of
family involvement in his State of American Education speech in February, 1994, and he
called for a National Family Involvement Partnership, which this white paper supports.
Working in partnership with a coalition of groups dedicated to increasing parent involvement,
and civic, religious, and business leaders, this Partnership will put family involvement on the
American agenda. It will encourage and help families, schools, communities, and businesses
do more to increase family involvement in education by both highlighting examples of current
family involvement programs and providing technical assistance to communities.
The Goals 2000 legislation, which explicitly recognizes the need for family involvement with
a new goal, provides for the creation of parent information and resource centers. The Goals
2000 Act also requires that parents be represented on state and local panels designing school
improvement plans. Chapter 1 of the Elementary and Secondary Education Act requires
districts and states to seek parent input in the planning, design and implementation of local
programs. There must be annual meetings, timely information, and staff accessible to
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parents. Funds may also be used
for activities that encourage
Families, Schools, and Learning Compacts
contact between families and the
Chapter 1 project, involve parents
Learning compacts are pledges which
in school activities, and provide
define the expectations and shared
responsibilities of schools and parents
tips to parents to assist their
as partners in student success. Some
children with schoolwork. Under
school districts have adopted such
the proposed reauthorization of the
agreements, and they are included in
Elementary and Secondary
the Administration's proposal to
Education Act, parents and
reauthorize the Elementary and
educators would develop joint
Secondary Education Act. In
Minneapolis, "covenants" are signed
pledges to work together and
by the student, a parent or a caring
provide the best educational
adult, a teacher or other staff person,
opportunities in home and school
the superintendent, and also a school
settings. The form of the compact
board member, and community
and follow-up would be
members. Each promises to do
determined locally.
specific things to further the student's
education. Such pledges are seen as a
first step to further actions by each
A number of programs funded by
participant.
the U.S. Department of Education
also have family involvement
components. Under the
Individuals with Disabilities
Education Act (IDEA) the Department funds programs for infants and toddlers that are
family-centered and coordinates services across disciplines and agencies as well as programs
for preschool and school-age children with disabilities. For example, the National
Information Center for Children and Youth with Disabilities (NICHCY) is an information and
referral center that provides free information on disabilities and disability-related issues.
Similarly, the HEATH (formerly Higher Education and Adult Training for Persons with
Handicaps) resource centers provide information for persons with disabilities in postsecondary
education. Some of the Department's bilingual education programs focus on family literacy
and parent involvement. Even Start funds local projects linking early childhood education (0-
7 years) with parenting education and basic adult education to help economically
disadvantaged families succeed.
The Department of Education also provides assistance to schools to help them be more family
friendly. The new Elementary and Secondary Education Act would establish technical
assistance centers for information and assistance to schools on family involvement issues.
The Department shares successful examples which can help schools, districts, and states find
exemplary models from around the country, and continually funds research on new ideas and
practices to improve family involvement. The Department also supports families and
education by helping to pay for higher education through grants and low-interest loans, or for
technical education through the new School-to-Work law.
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Finally, the Department of Education recognizes the need to make itself a family-friendly
workplace. In this effort, the Department holds lunchtime seminars on parenting and
working with schools, stages an annual Parenting Fair, and allows employees to have flexible
schedules to spend more time at home when their children are or to go into their children's
schools for events. All employees are also invited to volunteer at a local school which has
been "adopted" by the Department, and the leave time that they use to volunteer is matched
by the Department.
All areas of the federal government can help reduce barriers preventing greater family
involvement with children's learning. The federal government can use its nationwide
presence to draw visibility to this very important issue.
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VIII. CONCLUSIONS
This review of research and promising practices on connecting families and schools has
shown that the task is both formidable and attainable. It is formidable because of the
conditions faced by many families today such as competition for youths' attention, the
necessity for both parents to work outside the home, and poverty. It is formidable also
because of mismatches between the practices of schools, the skills of their staffs, and the
needs and circumstances of many students' families.
But there are hopeful signs that connections between schools and families can be made
stronger. Whatever their struggles, parents from all walks of life want their children to
succeed and want to work with schools to make this happen. We know how parents can help
educate their children for success in school and the future. Many families are doing this
already, and with encouragement and help many more can do the same.
The schools play a key role in strengthening these connections because of their ongoing
relationship with students. A number of promising and documented school and school district
programs have been described here. Through such efforts, schools stand to gain the greater
support of parents and see more student progress.
The complexity of raising children today, however, calls for support from all parts of the
community. Programs sponsored by community groups and businesses have been noted, but
religious institutions, community-service organizations, and human service agencies are also
important in strengthening links between families and schools. National voluntary
organizations are lending their support. The cities, states and the federal government have
supported other examples of what can be done.
For the good of our next generation, we all -- parents, grandparents, uncles, step parents,
and even interested citizens -- must work together to build on existing promising efforts,
create sound new approaches where needed, and extend each to communities across the
nation. There are no quick fixes. Businesses, places of worship, and community groups
must all extend themselves. The U.S. Department of Education sees this collaboration as a
long-term commitment and has begun discussions with parent, education, religious, business,
and community organizations on how we can work together to strengthen families and
strengthen schools to help our young people develop the skills and character to be productive
citizens and good neighbors.
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Keith, T. Z., & Keith, P. B. (1993). Does parental involvement affect eighth-grade student
achievement? Structural analysis of national data. School Psychology Review,
22(3), 474-496.
Leler, H. (1983). Parent education and involvement in relation to the schools and to parents
of school-aged children. In R. Haskins & D. Adams (Eds.), Parent education and
public policy. Norwood, NJ: Ablex.
Levin, H. M. (1989) Accelerated schools after three years. Stanford, CA: Stanford
University, Center for Educational Research.
Liontos, L. B. (1992). At-risk families and schools becoming partners. Eugene: University
of Oregon, ERIC Clearinghouse on Educational Management.
Louis Harris and Associates. (1987). The Metropolitan Life survey of the American
teacher: Strengthening links between home and school. New York: Author.
Louis Harris and Associates. (1993). Metropolitan Life survey of the American teacher
1993: Violence in American public schools. New York: Author.
Lueder, D. C. (1989). Tennessee parents were invited to participate -- and they did.
Educational Leadership, 47(2), 15-17.
Maine Meeting Place information available from: The Maine Meeting Place Project, c/o
York County Parent Awareness, Inc., 150 Main St., Midtown Mall, Sanford, ME
04073, or via e-mail at: [email protected].
McLaughlin, M. (1994). Urban sanctuaries. San Francisco: Jossey-Bass.
Melaville, A. I., and Blank, M. J. (1993). Together we can: A guide for crafting a
profamily system of eduction and human services. Washington, DC: U.S.
Government Printing Office.
Memorandum for the heads of executive departments and agencies. (1994). Expanding
family-friendly work arrangements in the executive branch. Washington, DC: The
White House. July 11.
Mexican American Legal Defense and Educational Fund. Informational brochure on the
Parent Leadership Program. National Headquarters, 634 South Spring, 11th Floor,
Los Angeles, CA 90014.
WORK IN PROGRESS -- FIRST DRAFT NOT FOR QUOTATION
35
Michael, B. (1990). Volunteers in public schools. Washington, DC: National Research
Council.
Moles, O. C. (1993). Collaboration between schools and disadvantaged parents: Obstacles
and openings. In N. Chavkin (Ed.), Families and schools in a pluralistic society.
Albany: State University of New York Press.
Morra, L. G. (1994). School-age children: Poverty and diversity challenge schools
nationwide. Testimony before the Committee on Labor and Human Resources and the
Subcommittee on Education, Arts, and Humanities, U.S. Senate. Washington, DC:
U.S. Government Accounting Office. March 16, 1994.
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children and parents. Washington, DC: Author.
National Education Commission on Time and Learning. (1994). Prisoners of time.
Washington, DC: U.S. Government Printing Office.
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York: Author.
Newsweek. (1993). The PTA/Newsweek national education survey. Newsweek. Vol 21,
May 17, 1993.
NICHY. (1994). Personal correspondence with Sue Ferguson, outreach coordinator.
Washington, DC.
Nicolau, S. and Ramos, C. L. (1990). Together is better: Building strong relationships
between schools and Hispanic parents. New York: Hispanic Policy Development
Project.
Pelavin, S.H., & Kane, M.B. (1990). Changing the odds: Factors increasing access to
college. New York: College Entrance Board.
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DC: Author.
Perez-Ortega, L. (1994). Parent leadership program. Los Angeles: Mexican-American
Legal Defense and Educational Fund.
Personal correspondence between Secretary of Education Richard Riley and Cecil D. Andrus,
Governor of Idaho. (1994).
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36
Pfannensteil, J., Lambson, T., & Yarnell, V. (1991). Second wave study of the Parents as
Teachers program. St. Louis: Parents as Teachers National Center.
Puma, M. J., Jones, C. C., Rock, D., & Fernandez, R. (1993). Prospects: The
Congressionally mandated study of educational growth and opportunity. Interim
report. Bethesda, MD: Abt Associates.
Radcliffe, B., Malone, M., & Nathan, J. (1994). Training for parent partnership: Much
more should be done. Minneapolis: University of Minnesota, Hubert H. Humphrey
Institute of Public Affairs, Center for School Change.
Rich, D. (1988). Megaskills: How famlies can help children succeed in school and beyond.
Boston: Houghton Mifflin.
Rioux, J. W., & Berla, N. (1993). Innovations in parent and family involvement.
Princeton Junction, NJ: Eye on Education.
Rutherford, B., Billig, S. H., & Kettering, J. F. (in press). Evaluating education reform:
Parent and community involvement in the middle grades. Literature review. In B.
Rutherford (Ed., School/family partnerships. Columbus, OH: National Middle School
Association.
Salganik, M. W. (1994). Making connections between families and schools. R&D
Preview. 9 (3), 2-3.
Scott-Jones, D. (1984). Family influences on cognitive development and school
achievement. Review of Education Research, 11, 259-304.
Singer, J. L., and others. (1988). Family mediation and children's cognition, aggression
and comprehension of television: A longitudinal study. Journal of Applied
Developmental Psychology, 9, 347.
Snyder, T. D., & Fromboluti, C.S. (1993). Youth indicators 1993. Washington, DC:
U.S. Department of Education, National Center for Education Statistics.
Solomon, Z. P. (1991). California's policy on parent involvement: State leadership for
local initiatives. Phi Delta Kappan, 72(5), 359-362.
Sopris West. (1993). Education programs that work. 19th edition. Longmont, CO: Author.
St. Pierre, R., Swartz, J., Gamse, B., Murray, S., Deck, D., & Nickel, P. (1994).
National evaluation of the Even Start family literacy program. Washington, DC: U.S.
Department of Education, Planning and Evaluation Service.
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37
U.S. Department of Education. (1987). What works: Research about teaching and learning.
Washington, DC: Author.
U.S. Department of Education. (1990). Growing up drug free: A parent's guide to
prevention. Washington, DC: Author.
U.S. Department of Education. (1993). Summer challenge: Model summer programs for
disadvantaged students. Washington, DC: Author.
U.S. Department of Education. (1994). Personal calculations, based on information from
the 1993 Digest of Education Statistics, the 1993 Condition of Education, and
Utah Center for Families in Education. (n.d.). Family education plan training: Utah
national demonstration project. Salt Lake City: Author.
Walberg, H. J. (1984). Families as partners in educational productivity. Phi Delta Kappan,
65, 397-400.
Walberg, H.J. (n.d.). Family programs for academic learning. Prepared for the Office of
the Undersecretary, U.S. Department of Education.
Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for
school learning. Review of Educational Research, 63, 3.
White, V. (1994). Unpublished material from survey of state legislative activities on parent
involvement. Denver: National Conference of State Legislatures.
Wisconsin Department of Public Instruction. (1994). Family-community partnership with
the schools. Madison: Author.
WORK IN PROGRESS -- FIRST DRAFT NOT FOR QUOTATION
38
SEP 01 '94 02:44PM OFFICE OF SECRETARY
file
UNITED STATES
STATE
OF
DEPARTMENT OF EDUCATION
NEWS
STATES OR
FOR RELEASE
Contact: Kathryn Kahler
September 1, 1994
(202) 401-3026
A QUIET CONSENSUS TO IMPROVE AMERICAN EDUCATION
With public attention drawn to other pressing issues, the Clinton administration,
quietly and without much fanfare, has worked with Congress to pass a half dozen major
education bills - all with wide bipartisan support.
Inside the beltway, many Washington insiders say they're amazed. Not since the
mid-60s, veteran Capitol Hill watchers say, has so much been done for education.
What's going on?
"There's a growing national consensus around two key points -- all children can learn
more and all students benefit from the challenge of working hard toward high academic
standards," says U.S. Education Secretary Richard W. Riley. "And, we have a President
who is deeply committed to education."
Riley pointed to a recent Gallup poll of public attitudes about education that found
strong support for the Clinton Administration's education initiatives. "When you ask people
if they want challenging academic achievement goals at various grades, more emphasis on
work-study and vocational programs for students not going on to college, or opportunities to
perform public service work in exchange for help with college expenses, the vast majority
says, 'yes,' we support those key aspects of the president's education agenda. These are
popular notions and Congress was listening," Riley says. "We passed more good education
legislation than in the past 30 years."
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SEP 01 '94 02:45PM OFFICE OF SECRETARY
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Legislation passed by Congress in recent months has charted a course to achieve the
eight bipartisan national education goals, help make schools safer, ease the transition from
school to work, refocus education research, redirect funds for disadvantaged students, and
make loans available directly to college students.
GOALS 2000: HIGHER STANDARDS FOR ALL STUDENTS
The centerpiece legislation is the Goals 2000: Educate America Act, signed by
President Clinton on March 31. A landmark in education reform, the new law commits the
nation to eight education goals to be achieved by the year 2000. It provides assistance to
communities and states that want to make their schools safer and work toward comprehensive
education reform.
"For years we saw piecemeal changes and scattered improvements," Riley says. "Now
the focus is on putting the pieces together and building partnerships so students can prepare
for the rapid changes and more rigorous job and college entrance requirements they will
face."
Mike Cohen, former education head of the bipartisan National Governors'
Association, is part of the team Riley assembled to craft education policy. He notes that the
Goals 2000 Act is not a federal decree on how to fix education.
"The word 'voluntary' appears in the law dozens of times, and for a reason," Cohen
says. "The federal government doesn't train or hire teachers, or write textbooks. But we can
provide information to schools, communities and states on effective ways of teaching and
learning. We can offer examples of success in education. And, we can provide support for
quality schools."
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SEP 01 '94 02:45PM OFFICE OF SECRETARY
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The absence of tough academic standards has resulted in lowered expectations for
students and for educators, adds Under Secretary Marshall (Mike) Smith. "Most schools just
don't ask enough of their students. The Goals 2000 Act creates a process to help define
what students should know and be able to do in essential subjects. States can develop their
own high standards. Getting parents involved, better assessments to measure what students
are actually learning, better teacher preparation, more and better use of technology -- these
are some of the common elements that we know lead to effective schools," Smith says.
Congress, in fact, added a national education goal citing the importance of improving
the teaching force through more effective training.
"Teaching is tough and getting harder," says Terry Dozier, a former national teacher
of the year from Riley's home state of South Carolina and now special advisor to the former
governor. "To teach to high standards means you must be a master of your subject, as well
as be an effective classroom leader and manager. You also have to continue to be committed
to the continuous improvement of your practice. That's why professional development is
crucial and a vital aspect of Goals 2000."
Goals 2000 also sets aside funds for states to develop ways to better use technology as
part of overall school improvement efforts. "That's where technology can be a tremendous
ally," says Linda Roberts, the department's special advisor on technology and former senior
associate of Congress' Office of Technology Assessment. "As a way of moving information
quickly from place to place, as a way of presenting information graphically with high impact,
in ways we haven't yet imagined, technology is an integral part of tomorrow's classroom."
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SEP 01 '94 02:46PM OFFICE OF SECRETARY
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Also included in Goals 2000 is a section that reauthorizes the law that shapes the
Education Department's research and data-gathering efforts. "One of the most important
things the federal government can do to help schools is support the kinds of research that
teachers, principals and parents can use every day to help their children achieve to high
standards," says Sharon Robinson, assistant secretary for educational research and
improvement and a former teacher and education researcher. "The new law assigns us a
critical role as a clearinghouse for information on successful teaching and learning practices.
We also want to help give parents the information they need to make the family a center of
learning."
Deputy Education Secretary Madeleine Kunin, a former governor of Vermont, puts it
this way: "Goals 2000 recognizes that many states and communities have been working to
improve education, but often working in isolation and without support. Now we're joining
in as a concerned partner, serving as a catalyst to bring together states and communities that
want to improve their schools and achieve higher standards."
SCHOOL AS A SAFE LEARNING ENVIRONMENT
But how much can standards, quality teaching or technology matter if the schools
aren't safe? After all, no one can learn if the classroom and the playground are out of
control.
"That's right," says Thomas Payzant, former San Diego school superintendent and
now assistant secretary for elementary and secondary education. "An important aspect of
Goals 2000, known as the Safe Schools Act, will make federal funds available to
communities to help rid their schools of violence -- and we mean more than just metal
detectors and additional security guards. We must begin to prevent violence and teach our
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SEP 01 '94 02:46PM OFFICE OF SECRETARY
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children ways to resolve disputes peacefully."
But schools can't do that alone, adds Kunin. "That's why it was so essential that the
Congress pass the crime bill. Safe schools in safe communities - they must go together."
SCHOOL-TO-WORK TRANSITION AND LIFETIME LEARNING
High academic standards, in safe, disciplined classrooms certainly are critical. But
today, too many students get neither the academic and occupational skills, nor the career
information they need, to succeed in college or work.
To address this need, Riley and Labor Secretary Robert Reich joined forces to
produce the School-to-Work Opportunities Act and to establish a national system of
occupational skill standards within the Goals 2000 Act.
"Bob Reich and I have become good friends, in part because we share a common
vision," Riley says. "We agree that we must develop academic and occupational standards
and pay more attention to that most critical step -- the move from the classroom to careers.
Years from now, many people will look back and recognize the new School-to-Work
Opportunities Act as an essential strategy for improving American education and preparing
all students for good jobs in the American economy."
The school-to-work law not only provides for improved academic and occupational
skills training, but also encourages lifelong learning.
Augusta Kappner, a former community college president and now assistant secretary
for vocational and adult education, said everyone will need strong academic and occupational
skills and education after high school to compete for jobs of the future. "That education
might be in a community college, a technical college, or a four-year institution. The point is,
the transitions should be seamless, from high school to further education to employment, or
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SEP 01 '94 02:47PM OFFICE OF SECRETARY
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from school to employment and then upgrading skills. School-to-Work is the perfect
companion to the Goals 2000 Act," Kappner says.
MAKING COLLEGE ACCESSIBLE TO MORE STUDENTS
Higher education also has seen innovative ideas written into federal law in the last
year. One of President Clinton's personal favorites - the National and Community Service
Trust Act -- will allow students to work in public service, addressing critical community
problems, and receive credit toward college tuition or forgiveness of loans borrowed while in
college.
For other students, the new Direct Loan program will make college more accessible.
Now available on more than 100 campuses, schools issue the loans directly to students,
cutting out the middlemen, thereby reducing costs to students and parents. And, just as
importantly, students will be able to pay back the loans as a percentage of their income over
time. That allows a recent graduate to take a meaningful, but less lucrative job, and not be
confronted with high monthly loan payments. Even borrowers who did not attend direct-loan
schools will have the opportunity to refinance their loans and select the new repayment
options.
"Another benefit is to taxpayers," says David Longanecker, assistant secretary for
postsecondary education and a former director of higher education for the state of Colorado.
"We expect to save literally billions of dollars in coming years through the lower default rate
that goes with direct lending. It's a win-win situation for students and the public."
IMPROVING AMERICA'S SCHOOLS ACT
Add to the legislative list the Improving America's Schools Act, which reauthorizes
and reinvents the $9.2 billion Elementary and Secondary Education Act, expiring this year.
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SEP 01 '54 02:47PM OFFICE OF SECRETARY
P.8/9
-7-
The reauthorized act aims to provide states and schools with more flexibility in implementing
ESEA programs and to complement state and local reform efforts.
"By redirecting Title I funds, we've tried to make sure that funds intended to provide
special help for disadvantaged students actually reach the schools they attend," Kunin says.
"For these students, we will end the watered-down curricula, strengthen the entire school
day, and offer the extra attention they need to excel."
After all this, one might think it's time for the education secretary to rest on his
laurels, but not Riley. "Now the real work begins," he says.
The U.S. Department of Education is awarding the initial Goals 2000 grants to states
and the first school-to-work funds to states and communities. College students are starting to
benefit from the direct loans. And, AmeriCorps volunteers are beginning to tutor children
and serve the nation's communities in a variety of ways. Next year, Riley says, the
department will take up the important task of reauthorizing the Individuals with Disabilities
Education Act, the Carl Perkins Vocational and Applied Technology Act, and the Adult
Education Act.
"So I'm absolutely convinced that I have one of the most important jobs in the
country," Riley says. "I have the opportunity - and responsibility -- to represent the interests
of America's children. It doesn't get any better, or more important, than that."
###
NOTE TO EDITORS: Following are the eight National Education Goals, codified into law
as part of the Goals 2000: Educate America Act.
SEP 01 '94 02:48PM OFFICE OF SECRETARY
P.9/9
NATIONAL EDUCATION GOALS
By the year 2000:
All children in America will start school ready to learn.
The high school graduation rate will increase to at least 90 percent.
All students will leave grades 4, 8, and 12 having demonstrated competency over
challenging subject matter including English, mathematics, science, foreign languages,
civics and government, economics, arts, history, and geography, and every school in
America will ensure that all students learn to use their mill, so they may be prepared
for responsible citizenship, further learning, and productive employment in our
Nation's modern economy.
United States students will be first in the world in mathematics and science
achievement.
Every adult American will be literate and will possess the knowledge and skills
necessary to compete in a global economy and exercise the rights and responsibilities
of citizenship.
Every school in the United States will be free of drugs, violence, and the
unauthorized presence of firearms and alcohol and will offer a disciplined
environment conducive to learning.
The Nation's teaching force will have access to programs for the continued
improvement of their professional skills and the opportunity to acquire the knowledge
and skills needed to instruct and prepare all American students for the next century.
Every school will promote partnerships that will increase parental involvement and
participation in promoting the social, emotional, and academic growth of children.
file education
News
National Association of
Elementary School Principals
1615 Duke Street
Alexandria, VA 22314-3483
Contact: June Million
703-684-3345
Statement by Samuel G. Sava, Executive Director
National Association of Elementary School Principals
September 20, 1996
National Distinguished Principals Program
Washington, D.C.
Earlier this week, Congress tossed in the towel on a fight with the White House: It
agreed to restore $2.3 billion in education funds that President Clinton had insisted on.
Most of these funds were for purposes important to K-8 educators: for low-income
children, and for special education.
Over the years, I have been careful to keep our Association in a non-partisan stance. It
is not our business to side with Democrats or Republicans, but to work with whomever
our citizens elect to public office. On this occasion, however, I observe that our
schools will receive these additional funds only because President Clinton and
Secretary Riley refused to surrender.
I want to thank the President for his strong, unwavering support for education. We
look forward to continued cooperation with the President and the Secretary on
initiatives they propose, especially on such basic skills as reading and writing. To the
degree that school principals can improve such initiatives, NAESP will always be
eager to offer our members' knowledge and experience.
Portsmouth, NH
Herald
Portsmouth
Met Area
Monday
D 15,977
colleagues úp-to-date on educa-
AUG 12, 1996
tional issues in New Hamp-
shire. and attended sessions on
NAESP's national education
N3784
policies. They discussed issues
LUCE
ranging from special education
PRESS CLIPPINGS
and education funding to Title I,
Safe and Drug-Free Schools and
the Eisenhower Grants.
Chalkboard Chatter
While in Washington, Soule
joined other educators on a trip
to Capitol Hill to speak with
members of New Hampshire's
congressional delegation. She
and a group of principals talked
First lady
with Rep. Bill Zeliff and Sen.
Judd Gregg. Soule also met with
staff from the offices of Rep.
visits with
Charles Bass and Sen. Bob
Smith.
Discussions at these meet-
ings centered on keeping the
principals
needs of children first as the
Congress works on legislation
affecting education.
Stratham Memorial School
Principal Karen Soule and
The Barrington Firemen's
Peggy McAllister, executive di-
Association has established a
rector of the New Hampshire
post-high school scholarship
Association of Elementary
fund that will benefit town
School-Principals, met with
residents.
Hillary Clinton recently while
Preference will be given to in-
attending a national conference
dividuals who have demon-
for school principals
strated outstanding service and
Soule and
sincere interest in their
McAllister
community.
were
The purpose of this scholar-
Washington
ship is to honor and keep alive
D.C., with 200
the memory of Capt. Leroy
colleagues
Miller, who "gave willingly of
from around
his time, knowledge and abili-
the country
ties to the Barrington Fire De-
for the annual
partment and his town," ac-
Susan
leadership
cording to a press release from
conference of
the association.
Maddocks
the National
Approximately $1,000 in scho-
Association
larship money will be awarded
of Elementary School Princi-
this year.
pals (NAESP) The conference
brought together the leaders of
NAESP's affiliate associations.
NAESP President Carole
Kennedy principal of New Ha-
ven Elementary School in Col-
umbia; Mo. presented Mrs.
Clinton with an award recog.
nizing her unwavering dedica-
tion to the children of America.
Soule, who is the New Hamp-
shire principal association's
representative to the NAESP,
and McAllister-brought their
Midlothian, IL
Beverly News
Chicago
Met Area
Thursday
W 4,190
AUG 15, 1996
N23546
LUCE
PRESS CLIPPINGS
A
LL
ROUND
By
LSIP
Carol Jagust
388-4541
Office Julie Siegel, dispatcher Marlene Humphrey,
Officer Cynthia Santolin and Sergeant Pat McDonald, of the
Alsip Police Department recently participated in the 11th
annual Illinois Law Enforcement Special Olympic Torch
Run. With the assistance of several local businesses, the
department members raised funds for the Illinois Special
Olympics
Jerry V: Vrshek, principal of Lane School met First Lady
Hillary Rodham Clinton, when she was presented with an
award for distinguished service to America's children. Mrs.
Clinton spoke at the annual summer leadership conference
of the National Association of Elementary School Principals
(NAESP) held in Washington, D.C. in July.
Reliable Fire Equipment Company, of Alsip, recently sent
four employees to Medic First Aid. Lynn Hare, Jerry
Hogeland, Rosalie Monaco and Daniel Ritchie are Reliable's
efirst CPR and first aid instructors, receiving certification as
OSHA compliance instructor /trainers
More than 80 artists and crafters have enthusiastically
agreed to take part in the first National Multiple Sclerosis
Society festival :of. arts and crafts. This exciting new
fundraising event will be held the weekend of Sept. 28th and
29th, in the Merner Field House at North Central College,
450 S. Brainard Ave., Naperville About 20 percent of the
cartists and crafters scheduled to display their talents either
have a family member with MS or have MS themselves. Pat
Lewis of Alsip is an exhibitor whose laminated special-
occasion poetry wall plaques are done to perfection making
them a perfect gift. She never allows MS to mar her
creativity which shows in her pieces. For additional
information on the festival of arts call (312) 409-8524.
Moraine Valley Community College will offer several
General Education Development (GED) and English as a
Second Language (ESL) classes in Blue Island beginning in
September. Classes will be held on Thursdays from 6:30 to
9:45 p.m. at Eisenhower High School, 12700 S: Sacrámento.
Classes begin Sept. 5th: Spanish GED will be held on
Mondays and Wednesdays from 6:30 to 8:30 p.m. at the
Southwest YMCA, 3801 W: 127th St., Alsip. These classes,
begin Sept. 16th and are taught in Spanish ESL classes will
be held on Mondays through Thursdays from 9:30 a.m. to
11:30 a.m: at the Blue Island Metropolitan Services 13136'S.
Western Ave. These classes begin Sept. 9th. For more
information, including registration information call Moraine
Valley at (708) 974-5340.
McCook, NE
GAZETTE
Tuesday
08.700
AUG 6, 1996
P3746
LUCE
PRESS CLIPPINGS
McCook principal meets First Lady
WASHINGTON, D.C. -
McCook Elementary School
Principal Bob Ridenour was
among those in attendance
when First Lady Hillary Rod-
ham Clinton received a distin-
guished service award.
Ridenour was in Washington
with 200 colleagues from across
the United States for the annu-
al leadership conference of the
National Association of
Elementary School Principals.
This conference brings
together the leaders of the orga-
nization's affiliate associations
from all 50 states and the Dis-
trict of Columbia.
Mrs. Clinton received an
award for distinguished service
in recognition of her unwaver-
ing dedication to children.
Ridenour, who is Federal
Relations Coordinator of the
Nebraska Association of
Elementary School Principals,
brought colleagues up to date on
educations issues in Nebraska,
and attended briefing sessions
on NAESP's national education
policies.
Principals asked Congress to
Hillary Clinton and Bob Ridenour, McCook
update the 21-year-old Indivi-
duals with Disabilities Educa-
tion Act, which assures that dis-
funding, especially in the fol-
These concerns were dis-
abled children have a free and
lowing programs:
cussed by Ridenour and other
appropriate education. The
Title 1, which provides
principals when they met with
school leaders want the law
schools with funds to give extra
Rep. Bill Barrett,' Rep. John
changed to require that all
tutoring help in basic skills for
Christensen, and Sen. Bob Ker-
children follow the same discip-
poor and disadvantaged
ry on Capital Hill.
line code, unless a discipline
children'
violation is a result of the child's
safe and drug-free schools,
vate and parochial schools
disability.
which help schools pay for prog-
would reduce the amount avail-
Under current law, a disab-
rams and personnel to teach
able for the majority of the
led child who has been sus-
children about the hazards of
nation's children who attend
pended for a violent act may be
drugs:
public schools. Further, under
back in the classroom in 10
Head Start, which provides
the voucher system, schools, not
days. In the increasingly violent
preschool for needy young child-
parents, have the choice of
climate of the 1990s, principals
ren so that they are ready to
whether or not a child will be
say they need the authority to
learn when they enter school.
enrolled. The organization
keep all children in their
Regarding vouchers, the
believes that private schools
schools as safe as possible.
NAESP is opposed to school
that receive vouchers are not
With regard to educational
vouchers for several reasons.
held accountable for their
funding, principals urged Con-
The organization believes that
expenditure of these public
gress to increase 1997 federal
diverting public funds to pri-
funds.
Statesboro principal represents
Georgia at national conference
By Al Hackle
ed the conference July 22-28
"We seem to be ahead of
Herald Staff Writer
with GAESP Executive Director
most all the states in technolo-
Donella Lowery, Publications
gy, and they were quite interest-
Dale Wilkinson, principal at
Chair Mary Perry, and Presi-
ed in how we were doing that,
Mattie Lively Elementary
dent-Elect Mary Raley from Six-
what we were doing with our
School in Statesboro, is making
es Elementary School in Chero-
satellite capabilities that all the
new acquaintances as president
kee County.
schools have and the actual
of the Georgia Association of
All 50 states were represent-
number of computers that are
Elementary School Principals.
ed, but Georgia's was one of five
being put in the classrooms."
At the National Association's
state delegations asked to make
Every school in Georgia now
leadership conference in Wash-
a presentation.
has a satellite TV receiver. Most
ington, D.C., Wilkinson helped
"We talked about our quality
schools, such as Mattie Lively
bring Georgia school innova-
of education, how good our
Elementary, have connected
tions to a national audience. He
teachers are and how well they
sets only in one classroom or
also discussed education, and
teach, and we talked about a lot
library.
SPECIAL PHOTO
Georgia, with first lady Hillary
of the stuff that the lottery is
The Georgia delegation also
Rodham Clinton.
Dale Wilkinson, principal of Mattie Lively Elementary, meets
providing for us, like technolo-
explained the HOPE scholarship
Wilkinson became president
first lady Hillary Rodham Clinton at the summer leadership meet-
gy," Wilkinson said.
of the GAESP July 1. He attend-
WILKINSON Continued on page 6A
ing of the National Association of Elementary School Principals.
Wilkinson
From Page 1
program. Georgia is the first
Assistance. Georgia's govern-
disabled child suspended for, a
"Most people don't know that
state to offer full scholarships
ment funds SIA to provide more
violent act often must be
she was very active in public
to all college students with B
one-to-one teacher attention in
allowed back into the classroom
education in Arkansas," Wilkin-
averages and to all technical
kindergarten through fifth
in 10 days.
son said. "She has always been
school students.
grade.
The principals also urged
an advocate for children and
At Mattie Lively Elementary,
increases in federal funding for
the education process."
President Bill Clinton has
an SIA teacher goes to five
the Safe and Drug-Free Schools
Wilkinson met Clinton to be
proposed a federal program
classrooms each day for one
program, Head Start preschool,
photographed with her. She had
called America's Hope. Unlike
hour each. This teacher brings
and Title I, which pays for tutor-
just returned from the Atlanta
Georgia's HOPE, the federal
help for students who are
ing in basic skills.
Olympics.
program will offer only tax
falling behind and enrichment
Hillary Rodham Clinton
breaks for parents sending chil-
"She expressed to me per-
for those who can move ahead.
spoke to the group July 26.
sonally how much that she,
SUN 7,093
N2026
dren to college.
While in Washington, the
"Her message basically was
enjoyed Georgia and that it was
Wilkinson told the principals
principals visited members of
that public education is good,
a very beautiful state," he said.
about Student Instructional
Congress.
that she and the president know
The National Association of
it's good and that it's time that
Wilkinson had also attended
we started telling everyone that
the national conference last
Statesboro. GA
AUG 4, 1996
Elementary School Principals is
Herald
asking Congress to revise the
public educators know what
year as the GAESP's president-
21-year-old Individuals with Dis-
they're doing and that the busi-
elect.
abilities Education Act. The
nesses and politicians need to
"You know, I go to these
NAESP wants the law to require
stop the bashing," Wilkinson
national meetings and I'm
that all children follow the
reported.
always glad I'm from Georgia
same discipline code unless a
The NAESP gave Clinton an
when I get finished," he said.
Sunday
violation results from a child's
award for distinguished service
"We have a lot of good things
disability. Under current law, a
to children.
going on in Georgia."
Clackamas Review
Friday, August 9, 1996
Washington, D.C., hears from Sally Leet
The Milwaukie elementary principal
1921-1996
discusses educational issues with
NATIONAL
ELEMENTARY
Oregon's top politicians
By Gregory P. Dorr
Clackamas Review
Ardenwald Elementary Principal Sally
Leet came back from Washington D.C. last
week enthusiastic about the future of Oregon's
public schools.
Leet visited the nation's capitol as one of
four delegates from the Oregon Elementary
School Principal's Association (OESPA) to
participate in the annual leadership conference
of the National Association of Elementary
School Principals. In the process she got a
chance to chat with the likes of Senators Mark
O. Hatfield (R-Ore.) and Ron Wyden (D-
Ore.). Representatives Jim Bunn, Elizabeth
Furse, Earl Blumenauer, Peter DeFazio and
Wes Cooley, and met with First Lady Hillary
Clinton.
PROFILE
"It's not often public educators meet those
people and feel they actually listened;" Leet
said, impressed with the responsiveness of
Oregon's highest level of politicians. "It was
fascinating meeting with these people.'
Leet, accompanied by OESPA President
Bob Goerke of Medford, President-Elect
Kathleen Mathson of Eugene, and National
Representative Barbara Peterson from the
David Douglas School District in Portland,
briefed Oregon's congressional delegation on
pressing educational issues.
OESPA's calling for an updating of the
21-year-old Individuals With Disabilities Act
(IDEA) which is frustratingly lenient on disci-
pline violations by children with disabilities.
If a kid with a disability threatens an-
other kid with a knife, it has nothing to do
with the fact that he has trouble reading. Leet
said, and yet IDEA demands insufficient pun-
Photo
coursesy
SALLY
ishment for such actions, a growing problem
in an increasingly violent school climate.
Ardenwald principal Sally Leet met with First Lady Hillary Clinton when representatives of
Also on OESPA's agenda was arguing
Oregon Elementary School Principals travelled to Washington to discuss education issues.
against the diversion of public funds through
vouchers toward subsidizing private and
parochial schools.
matter what they were doing." Leet added,
sponsible as a school to provide information
During the conference, Hillary Clinton
laughing, "Until eighth grade, when Chelsea
to people making decisions for us. And we
was presented with an award for distinguished
finally said, "Can we drop this? I don't want
haven't been doing that."
service to America's children, which Leet said
you guys here."
Leet said this lack of information has
she earned for her support of Head Start, chil-
Leet said Clinton also encouraged princi-
helped create misconceptions about the qual-
dren's health care issues, and special attention
pals to become more involved in promoting
ity of public education in the State of Oregon.
to the parent's role in educating a child.
and repairing the image of public schools.
"Washington D.C. has one of the most ex-
"She's a strong proponent of parents read-
We need to start being our own PR peo-
pensive and worst public school systems, and
ing to kids, the impact that can make," Leet
ple," Leet said. "Educators traditionally
that's what they see every day. They need to
said. "She was very articulate."
haven't done that."
get into schools in their own state
Leet said Clinton spoke of the benefits to
Leet said her meeting with national legis-
"I feel passionate about how successful
a child whose parents pay them that special at-
lators stressed that point.
our public school system is," she continued.
tention when education is involved. "She said
"Right off the bat, it makes me realize
"In our school alone, we had a 95% [parental]
she and Bill. would bring her [Chelsea Clin-
how important the democratic process is," She
approval rating. How many public programs
ton] to school on the first day of every year, no
says. "It's based on information. We're re-
can say that?
Aberdeen
American
News
MIDLAND
Saturday, Aug. 10, 1996
1921-1996
NATIONAL ASSOCIATION OF ELEMENTARY SCHOOL PRINCIPALS
Courtesy photo
Cheering for schools: Luther Schumacher, principal of C.C. Lee Elementary School in Aberdeen, recently attended a national convention in
Washington, D.C., and met first lady Hillary Rodham Clinton.
Principal lobbies in Washington
By Susanna Loof
knowledgeable and very sup-
American News Writer
portive speaker, Schumacher said.
One issue Schumacher addressed concerned problems
Her speech focused on the impor-
ashington listens to South
that occur when educators aren't informed about what's
tance of education, he said.
W
Dakota.
going on with their funding.
""Our country is so dependent
That is the impression
on a good educational system.
C.C. Lee Elementary
That's the only way to provide
School Principal Luther
success for all. If not us, then
Schumacher got from his
One issue Schumacher ad-
said.
who?' I think that's what I re-
and others' lobbying efforts at
dressed concerned problems that
The South Dakota delegation
member most from her speech,"
Capitol Hill. Schumacher was one
occur when educators aren't in-
also addressed issues that the Na-
Schumacher said.
of 200 elementary principals par-
formed about what's going on
tional Association of Elementary
ticipating in the National Associa-
with their funding.
School Principals lobby for, in-
All 200 delegates also shook.
tion of Elementary School Princi-
"We feel strongly that we
cluding opposition to school
hands with-the first lady. A pho-
pals annual convention from July
shouldn't be held hostage when
vouchers.
tographer was documenting the
25 to July 27.
budgets
are put on hold," he
"School vouchers could weaken
handshakes, which took about an
said.
the public system," Schumacher
hour. The photographer had to
Schumacher, president of the
An example of how the federal
said.
switch film rolls when Schuma-
South Dakota Association of El-
budgeting problems can affect
Implementing a school voucher
cher was shaking hands with her,
ementary School Principals, and
South Dakota occured last year,
system would take too much
and he got to talk to her a little
South Dakota's two other repre-
when confirmations of two federal
money from the public system.
more beyond a greeting.
sentatives at the conference,
grants for funding of Native
Schumacher said.
"She asked where I was from,
spent an afternoon discussing ed-
American programs were delayed
One of the highlights of the
and I told her that. It came to my
ucation issues with Sens. Tom
four months, Schumacher said.
conference was a speech by first
mind that this is the Pheasant
Daschle and Larry Pressler and
"At least they should let us
lady Hillary Rodham Clinton, he
Capital of the world, soil said
Rep. Tim Johnson and their aides.
know what's going to happen," he
said. She was an eloquent,
that," he said.
Dalton, GA
Citizen- News
Sunday
SUN 12,588
AUG 18, 1996
N1988
LUCE
PRESS CLIPPINGS
Donella Lowery meets First Lady
SPECIAL To CITIZEN-NEWS
At a Washington D.C. educa-
tional leadership meeting of school
principals, Donella Lowery, exec-
utive director of Georgia
Elementary School Principals
(GAESP), met First Lady Hillary
Rodham Clinton.
Lowery was in Washington
along with 200 colleagues from
across the nation for the annual
leadership conference of the
National Association of
Elementary School Principals
(NAESP). The conference brings
together the leaders of the NAE-
SP's affiliate associations from all
50 states and the District of
Columbia. NAESP President
Carole Kennedy presented to Mrs.
Clinton the Award for
Contributed photo
Distinguished Service
to
America's children in recognition
Donella Lowery, right, met first lady Hillary Rodham Clinton dur-
of hersunwavering dedication to
ing the annual leadership conference of the National Association
children
of Elementary. School Principals in Washington, D.C.
During the three day. meeting
Lowery, and other GAESP lead-
leaders want the law changed to
drug free schools helps schools pay
require that all children follow the
ers led a discussion group on asso-
for program and personnel to
same discipline code, unless dis-
teach children about the hazards
ciation membership and visited
cipline violation is a result of the
with Georgia congressional lead-
of drugs; and head start provides
child's disability. (Under the cur-
ers The principals were honored
preschool for needy young chil-
rent law a disabled child who has
at a ereception at the State
dren so that they are ready to
been suspended for a violent act
Department in recognition of
learn when they enter school.
may be back in the classroom in
NAESP's 75th year and heard
NAESP is opposed to school
10 days.) In the increasingly vio-
vouchers for several reasons.
presentations on leadership tech
niques and presentation skills.
lent climate of the 1990s, princi-
Diverting public funds to private
They also attended briefing ses
pals need the authority to keep
and parochial schools would
all children in their schools as safe
sions on NAESP national educa
reduce the amount available for
as possible.
tion policies. Among them were
the majority of the nation's chil-
special education and educational
Principals urged Congress to
dren who attend public schools.
funding
increase 1997 federal funding,
Further, under the voucher sys-
especially in the programs of Title
Principals asked Congress to
tem, schools, not parents, have
1, safe and drug free schools, head
the choice of whether or not a
update the 21-year old Individuals
start and vounchers.
with Disabilities Education Act
child will be enrolled And pri-
Title 1 provides schools with
vate schools that receive vouch-
(IDEA), which assures that dis-
funds to give extra tutoring help
ers are not held accountable for
abled children have a free and
to basic skills for poor and dis-
their expenditure of these public
appropriate education. The school advantaged children; safe and
funds:
Workers needed
Board sets
Principal meets
to assist with fall
meeting schedule
the First Lady
clean-up projects
The following is a listing of District 281
75 YEARS OF SERVING
AMERICA'S
CHILDREN.
regular school board meetings through
December 1996. (The schedule for
1921-1996
The Senior Services Chore Project needs
January-June will be printed in a future
both paid and volunteer workers for fall
edition of Vital Link.) Unless otherwise
yard raking. housecleaning. gutter
posted, all meetings will be held at 7
cleaning. window washing and minor
p.m. in the third floor board room of the
home repair. The project assists senior
Education Service Center, 4148
citizens and disabled persons who live in
Winnetka Avenue North. New Hope.
District 281. enabling them to remain in
their homes. Flexible hours are avail-
September 16
November 18
able: transportation is necessary. Stu-
October 21
December 2
dents 14 years and older and adults are
needed. Pay is S7-S8 per hour. Applica-
tions are available at Senior Services.
Schools offer numerous
Room 105. RHS Resource Center, 3730
Toledo Avenue North. Robbinsdale. 8:30
volunteer opportunities
a.m.-5 p.m. For more information, call
Gina Carpenter, Chore Project associate,
Volunteer opportunities are always
at 522-0850.
available in District 281 schools. Here
are a few of the ways you could help:
Robert Ziegler, principal of New Hope
Be a reading volunteer and help students
Elementary School, met with First Lady
Health requirements
Hillary Rodham Clinton. at a summer
in grades K-four for two hours a week.
must be met to
leadership meeting of the National Associa-
Work with individual students one-half
tion of Elementary School Principals,
attend school
hour each to implement a written lesson
(NAESP) in Washington, D.C. The 27,000-
plan which includes oral reading.
member association honored Mrs. Clinton
vocabulary drill and creative writing.
with its "Distinguished Service Award" for
All children attending school must be in
her years of dedication to children. The
compliance with Minnesota's immuniza-
Use your drawing skills and work with
Leadership Conference was held July 25-27.
tion law - MS 123.70 - which
fifth grade students to help them develop
1996. Ziegler is president of NAESP's
requires immunizations for diphtheria,
stronger techniques. Spend an hour a
Minnesota affiliate.
tetanus, pertussis. polio, measles. mumps
week for eight-10 weeks.
and rubella. or the appropriate exemp-
tion. Children will not be allowed to
Play games, teach new skills, help with art
1996 Career Carnival
attend school until they meet the
projects or read stories to children in grades
requirements of the law.
will be at RCHS
K-four in the Adventure Club program.
Spend two to four hours a week, ongoing.
This year's Career Carnival will be held
Registration still open
Help care for infants and young children
at Robbinsdale Cooper High School on
while their parents are in academic and
Monday, November 11, from 5:30-8:30
for new students
parenting classes. once a week for two to
p.m. Students in grades nine-12 and
three morning hours.
their parents can talk with career
Children who have not yet registered for
professionals in the areas of arts and
the 1996-97 school year should do so as
Senior adults -- spend time with kinder-
communication, business and informa-
soon as possible. Families who have just
garten students and work with teachers to
tion technology. engineering and manu-
moved into the district or who have a
develop activities to encourage parent
facturing technology, environmental and
natural resources technology, and health
child entering kindergarten should
involvement.
and human services. The event is co-
register immediately at the nearest
elementary. middle or high school.
If you would like more information or want
sponsored by counselors and career edu-
cators from Robbinsdale Area Schools,
depending on the child's age. For more
to volunteer for one of these opportunities.
call Volunteers In Action. 522-0293.
the Anoka, Brooklyn Center and Osseo
information on registration. call 504-
school districts. and Intermediate District
8033.
287. For more information, contact your
school counselor.
7
Columbiana, AL
Shelby County Reporter
Birmingham
Mel Ares
Wednesday
W 9,688
AUG 14, 1996
N18868
LUCE
PRESS CLIPPINGS
Oak Mountain Elementary principal meets First Lady
At a Washington, D.C., leadership
Sen. Howell Heflin and Rep. Sonny
meeting of school principals.
Callahan. Discussions centered on
Evelyn Blake, principal of Oak
keeping the needs of children first
1921-1996
Mountain Elementary School, met
during their deliberations.
NATIONAL ASSOCIATION OF elementary SCHOOL PRINCIPALS
First Lady Hillary Rodham Clinton,
During the three-day meeting, the
when she was presented with an
principals also heard presentations
award for distinguished service to
on leadership techniques and
America's children.
presentation skills and made a
Blake was in Washington along
special visit to the U.S. Department
with 200 colleagues from across the
of State Diplomatic Rooms.
United States for the annual
The Alabama Association of
leadership conference of the
Elementary School Administrators
National Association of Elementary
serves about 600 members. Blake
School Principals (NAESP).
was elected to a four-year term of
NAESP President Carole Kennedy,
office, beginning as vice president
principal of New Haven Elementary
in 1994.
in Columbia, Mo., presented the
She was president elect in 1995,
award to Clinton in recognition of
and was installed as president at the
her unwavering dedication to
end of June 1996.
children.
Blake has been principal of Oak
Blake, who is president of the
Mountain Elementary School since
Alabama Association of Elementary
it opened in fall 1990. Under her
School Administrators, brought
leadership, the school was
colleagues up to date on education
recognized as a National Blue
issues in Alabama and attended
Ribbon School in 1994.
briefing sessions on NAESP's
Blake was recently presented the
national education policies. Along
ACSAS Leadership Award, the
with other principals from Alabama,
highest recognition given by the
Blake discussed concerns on
Alabama Council of School
Capitol Hill in meetings with Rep.
Administrators and Supervisors,
Oak Mountain Elementary Principal Evelyn Blake meets with First Lady Hillary Rodham
Tom Bevill and Sen. Richard Shelby
which represents more than 2,000
as well as members of the staff of
members.
Clinton at the NAESP meeting in Washington.
Hattiesburg, MS
American
Hattlesburg
Met Area
Monday
D 26,111
AUG 19, 1996
N3476
MEETING THE FIRST LADY: Two area elementary school princi-
LUCE
pals met first lady Hillary Rodham Clinton during a conference ins
PRESS CLIPPINGS
Washington, D.C. Ellie Jo Rich of Sumrall Elementary, photo at:
left, and Carolyn McGehee of Richton Elementary, photo at right,
pose with Rodham Clinton.
Principals attend
national conference
From Staff Reports
WASHINGTON, D.C. - Two
area school principals recently
met Hillary Rodham Clinton dur-
S
umrall
ing a leadership conference in
Incorporated in 1903
Washington, D.C.
America's first lady was pre-
Population: 903
sented with an award for distin-
guished service to America's chil-
dren by the National Association
of Elementary School Principals.
Ellie Jo Rich, principal of Sum-
rall Elementary School, and Car-
R
ichton
olyn McGehee, principal of Rich-
Incorporated in 1905
ton Elementary, represented the
Population: 1,034
Mississippi Association of El-
ementary School Principals at
the annual conference. which
"It was a wonderful experi-
brings together the leaders of
ence." said McGehee, who is vice
NAESP's affiliate associations
president of the state organiza
from all. 50 states and the Dis
tion. We were just able to met-
trict of Columbia.
work with folks from around the
NAESP President Carole
country and talk about problems
Kennedy, principal of New
that are similar and how they
Haven Elementary in Columbia,
solve them."
Mo., presented the award to the
Established in 1921. the Na
first lady in recognition of her
tional Association of Elementary
unwavering dedication to chil-
School Principals serves 27,000
dren
elementary and middle school?
Rich said there wasn't much
principals in the United States.
chance to get chatty with
Canada and overseas.
Rodham Clinton
Rich said the principals were
"It was such tight security and
treated like dignitaries. They
there were over 200 principals."
met with their state senators on
she said. "I thought it was gra-
Capitol Hill and attended recep-
cious of her to agree to have her
tions and dinners in the Diplo-
picture made with all of us. I
matic Room of the State Depart-
just said hello, how are you, and
ment and other Washingtoni
that was the extent of it.
sites. Her only complaint was
"She did a wonderful job, she
that the tight schedule left little
was very supportive of educa-
time for pure fun.
tors," McGehee said.
"There was no time for sight-
Rich, who is president of the
seeing or shopping. It was strict-
Mississippi Association of El-
ly work," she said.
ementary School Principals,
Rich and McGehee were im
brought colleagues up to date on
pressed by the reception at the
education issues in Mississippi,
State Department.
and attended briefing sessions on.
"They have a wonderful collec-
NAESP's national education poli-
tion of early American things
cies, including special education,
that are important, like Thomas
education funding and vouchers.
Jefferson's desk." McGehee said
Auburn, ME
COMMUNITY NEWS
Lewiston Sun Savenal Two any 1996
5B
Auburn principal
attends conclave,
meets first lady
WASHINGTON, D.C. - At a
advantaged children:
leadership meeting of school princi-
Safe and Drug-Free Schools,
pals, Tom Deschaine, principal of
which helps schools pay for pro-
the Sherwood Heights School in
grams and personnel to teach chil-
Auburn, met first lady Hillary Rod-
dren about the hazards of drugs;
ham Clinton when she was present-
Head Start, which provides
ed an award for distinguished ser-
preschool for needy young children
vice to America's children.
so that they are ready to learn
Deschaine was in Washington
when they enter school.
along with 200 colleagues from
Vouchers: NAESP is opposed to
across the U.S. for the annual con-
school vouchers for several reasons.
ference of the National Association
Diverting public funds to private
of Elementary School Principals.
and parochial schools would reduce
Deschaine, who is president of
the amount available for the major-
the Maine Principals' Association,
ity of the nation's children who at-
brought colleagues up to date on ed-
tend public schools.
ucation issues in Maine and attend-
Further, under the voucher sys-
ed briefing sessions on NAESP's na-
tem, schools, not parents, have the
tional education policies. These in-
choice of whether or not a child will
clude:
be enrolled. And private schools
Special Education: Principals
that receive vouchers are not held
asked Congress to update the 21-
accountable for their expenditure of
year-old Individuals with Disabili-
these public funds.
ties Education Act, which assures
Along with another principal
that disabled children have a free
from Maine, Deschaine discussed
and appropriate education.
these concerns on Capitol Hill in
The school leaders want the law
meetings with Rep. John Baldacci.
changed to require that all children
Rep. James Longley, Sen. Olympia
follow the same discipline code, un-
Snowe, and with Vicky Blatter of
less a discipline violation is a result
Sen. Cohen's staff. Discussions cen-
of the child's disability. (Under cur-
tered on keeping the needs of chil-
rent law a disabled child who has
dren first during their delibera-
been suspended for a violent act
tions.
may be back in the classroom in 10
During the three-day meeting.
days.)
the principals also heard presenta-
In the increasingly violent cli-
tions on leadership techniques as
mate of the 1990s principals need
well as presentation skills, and had
the authority to keep all children in
a special visit to the U.S. Depart-
their schools as safe as possible.
ment of State Diplomatic Reception
Education Funding: Principals
Rooms.
urged Congress to increase 1997
Established in 1921, the National
federal funding, especially in the
Association of Elementary School
following programs:
Principals serves 27,000 elemen-
First Lady Hillary Rodham Clinton poses with Tom Deschaine,
Title I, which provides schools
tary and middle school principals
principal of Sherwood Heights School in Auburn. Deschaine met
ith funds to give extra tutoring
in the United States, Canada and
the first lady while he was attending a conference of the National
) in basic skills for poor and dis-
overseas.
Association of Elementary School Principals in Washington, D.C.
bituaries
Rockford resident meets
S Barthel
ces for Agnes M. Barthel,
First Lady during conference
St. Theresa's Care Center
St. Alphonsus Catholic
Principals gather for leadership session in D.C.
Monday, July 29, 1996.
I was in the St. Michael
At a Washington, D.C., leadership
: Cemetery.
meeting of school principals, Rock-
Barthel died Thursday, July
ford resident Robert Ziegler, princi-
obbinsdale. She was born at
pal of New Hope Elementary School
iam on Aug. 14, 1907. She
in New Hope, met First Lady Hillary
ceded in death by husband
Rodham Clinton, when she was pre-
son LeRoy, daughter Mary
sented with an award for distin-
grandsons.
guished service to America's chil-
vors include sons Gerald
dren.
Dennis (Kathy), both of
Ziegler was in Washington along
et, daughters Dorothy
with 200 colleagues from across the
ond) Korus of Brooklyn
U.S. for the annual leadership con-
ildred and (Richard) Gill of
ference of the National Association
Leona Barthel of
of Elementary School Principals
ngton, Marlene Olson of
(NAESP). The conference brings to-
bia Heights, DelRose
gether the leaders of NAESP's af-
Leora (Ted Jones) of St.
filiate associations from all 50 states
idrey (Clarence Lehman) of
and the District of Columbia. NAESP
ood, 35 grandchildren, 46
President Carole Kennedy presented
randchildren, three great-
the award to Mrs. Clinton in recogni-
andchildren and many other
tion of her unwavering dedication to
and friends.
children.
Ziegler, who is president of the
in Husted
Minnesota Elementary School Prin-
Rockford resident Robert Ziegler, principal of New Hope Elementary
ces for Vernon C. Husted,
cipals' Association (MESPA)
School, met First Lady Hillary Rodham Clinton last month at a summer
Howard Lake, formerly of
brought colleagues up to date on edu-
leadership meeting of the National Association of Elementary School
or, were Friday, Aug. 2,
cation issues in Minnesota, and at-
Principals in Washington, D.C.
11 a.m. at Faith Presbyterian
tended briefing sessions on NAESP's
12007 Excelsior Blvd.,
national education policies. These
onka.
include:
with funds to give extra tutoring help
Along with other principals from
I was in Glen Haven Memo-
Special Education. Principals
in basic skills for poor and disadvan-
Minnesota, Ziegler discussed these
dens, Crystal.
asked Congress to update the 21-
taged children:
concerns on Capitol Hill in meetings
usted was preceded in death
year-old Individuals with Dis-
Safe and Drug-Free Schools,
with Representative David Minge,
wife, Alice Husted: father,
abilities Education Act (IDEA),
which helps schools pay for pro-
Democrat: James Ramstad, Republi-
e Husted and sister, Bev
which assures that disabled children
grams and personnel to teach chil-
can; U.S. Senator. Paul Wellstone,
have a free and appropriate educa-
dren about the hazards of drugs;
Democrat. Discussions centered on
survived by his son, Darcy
tion. The school leaders want the law
Head Start, which provides pre-
keeping the needs of children first
of Glencoe; daughters,
changed to require that all children
school for needy young children so
during their deliberations.
Husted of Corcoran and
follow the same discipline code, un-
that they are ready to learn when they
During the three-day meeting, the
Husted of Howard Lake;
less a discipline violation is a result of
enter school.
principals also heard presentations
Muriel Husted of Excelsior:
the child's disability. (Under current
Vouchers. NAESP is proposed to
on leadership techniques and presen-
thers; two sisters; nieces and
law a disabled child who was been
school vouchers for several reasons.
tation skills, and had a special visit to
;.
suspended for a violent act may be
Diverting public funds to private and
the U.S. Department of State Diplo-
1 of flowers, memorials are
back in the classroom in 10 days.) In
parochial schools would reduce the
matic Reception Rooms.
d.
the increasingly violent climate of
amount available for the majority of
Ziegler will serve as president of
the 1990s. principals need the author-
the nation's children who attend pub-
MESPA through June, 1997.
ity to keep all children in their schools
lic schools. Further, under the
Established in 1921, the National
Paul's
as safe as possible.
voucher system. schools, not parents,
Association of Elementary School
Education Funding. Principals
have the choice of whether or not a
Principals serves 27,000 elementary
S ice
urged Congress to increase 1997 fed-
child will be enrolled. And private
and middle school principals in the
eral funding, especially in the follow-
schools that receive vouchers are not
United States. Canada. and overseas.
ing programs:
held accountable for their expendi-
Ziegler and his wife, Sandra, live at
am social
Title I, which provides schools
ture of these public funds.
5412 Basswood Circle. Rockford.
nul's Lutheran Church of
% Principal meets Hillary
22-
Lynn Babcock, principal of tional arena on Capitol Hill in
Grant Elementary, met with meetings with Rep. Dale Kildee
Hillary Rodham Clinton at a
(D), and with the staff of Sena-
summer leadership meeting of
tors Spencer Abraham (R) and
the National Association of Ele-
Carl Levin (D).
Livonia Observer
mentary. School Principals in
Washington, D.C.
Babcock serves on the board of
directors of the association.
She joined 200 colleagues from
across the U.S. attending the
annual leadership conference.
Along with other principals
from Michigan, Babcock dis-
cussed concerns in the educa-
THE DAILY HOME. Talladega-Sylacauga-Pel City, Ala. - 5
Nelson meets First Lady during
principal's conference in capital
Graham Elementary School Prin-
1921-1996
cipal Crawford Nelson of Talladega
met First Lady Hillary Rodham Clin-
NATIONAL
OF
ton while attending a leadership meet-
ing of school principals in Washing-
ton, D.C.
Nelson was in Washington along
with 200 colleagues from across the
United States for the annual leader-
ship conference of the National As-
sociation of Elementary School Prin-
cipals (NAESP). The conference
brings together the leaders of
NAESP's affiliate associations from
all 50 states and the District of Co-
lumbia. NAESP President Carole
Kennedy, principal of New Haven
Elementary in Columbia, Mo., pre-
sented an award to Mrs. Clinton for
distinguished service to America's
children.
Nelson, who is Federal Relations
Coordinator of the Alabama Asso-
Rosa Curry of 1
ciation of Elementary School Ad-
Center earlier this
ministrators, brought colleagues up.
to date on education issues in Ala-
bama and attended briefing sessions
on NAESP's national education poli-
WE
cies.
These include:
Graham Elementary School Principal Crawford Nelson of Tal-
Special education. Principals
ladega is shown meeting First Lady Hillary Rodham Clinton while
asked Congress to update the 21-
attending a principals' conference in Washington, D.C.
year-old Individuals with Disabili-
ties Education Act (IDEA), which
toring help in bas ic skills for poor and
the public funds, Nelson said.
assures that disabled children have a
disadvantaged children; Safe and
Along with other principals from
Anniston M
free and appropriate education. The
Drug-Free Schools, which helps
Alabama, Nelson discussed these
school leaders want the law changed
schools pay for programs and per-
concerns in meetings on Capitol Hill
'wild' day o
to require that all children follow the
sonnel to teach children about the
with U.S. Rep. Glen Browder and
"It's a Wild Wc
same discipline code unless a disci-
hazards of drugs: and Head Start,
Sens. Howell Heflin and Richard
and festivities at
pline violation is a result the child's
which provides preschool for needy
Shelby.
History.
disability. Under the present law, a
children so that they are ready to
Discussions centered on keeping
Anniston Muse
disabled child who has been sus-
learn when they enter school.
the needs of children firstduring their
the Anniston Mus
pended for a violent act may be back
Vouchers. NAESP is opposed
deliberations.
from 10 a.m. to 4
in the classroom in 10 days.
to school vouchers for several rea-
During the three-day conference,
include musician
In the increasingly violentclimate
sons. Diverting public funds to pri-
the principals also heard presenta-
and programs.
of the 1990s, principals need the au-
vate and parochial schools would re-
tions on leadership techniques and
Scheduled to F
thority to keep all children in their
duce the amount available for the
presentation skills and had a special
Action Theater, z
schools as safe as possible, Nelson
majority of the nation's children, who
visit to the U.S. Department of State
ticipation; the Seln
explained.
attend public schools. Under the
Diplomatic Reception Rooms.
ers, a youth group
Education funding. Principals
voucher system. schools, not parents,
Established in 1921, the National
can music and dan
urged Congress to increase 1997 fed-
have the choice of whether a child
Association of Elementary School
can fluet player; B
eral funding, especially in programs
will be enrolled. Also, private schools
Principals serves 27,000 elementary
area blues musicia
including Title I. which provides
that receive vouchers are not held
and middle school principals in the
pany, performing
schools with funds to give extra tu-
accountable for their expenditure of
United States, Canada and overseas.
For more infon
Community News for Essex and its Neighbors
- Inside 1
Reporter
Page 9:At Your Service
Page 20:Vermont lose
Page 20:Essex Babe R1
this week
Meeting the First Lady
Jericho man pulls woman from
T
By TIM ARANGO
AMERICA'S
CHILDREN
Essex Reporter Staff
"I saw the car
18,
her
1921-1996
Peter Booth, of Jericho, got
was on fire, and I
a little sidetracked on his way
wer
saw a woman inside.
home from Montreal last Sat-
cor
I said 'we've gotta get
S
urday.
her out of there."
All
He was driving south on I-
is ]
89 around 5:30 p.m. with his
wife and two friends when his
- Peter Booth
She
wife spotted a car off the road
rie:
turned upside down.
get her out of there."
F
"She said 'holy smokes! I
Booth, along with three
oth
think that just happened,"
others at the scene, grabbed
on
the woman and pulled her
led
said Booth.
The foursome pulled over
out.
OVE
"We brought her up to the
I
and Booth, who was sitting in
the backseat, jumped out and
breakdown lane," he said.
Gir
ran to the car.
"And that was when the car
aic
Summit Street School Principal Barry Meigs
"I saw the car was on fire,
became completely engulfed
oth
recently met Hillary Clinton in Washington. For
and I saw a woman inside,"
in flames. I was worried the
story and related photo see page 4.
he said. "I said 'we've gotta
car would explode."
Prudential Committee votes to fill nursing vacancy
Police find I
with L.P.N., move angers some school nurses
Old Stage F
By TIM ARANGO
R:N.'s. But this year, the resignation of Betty
The Essex Police re
Essex Reporter Staff
Mulner, nurse at Summit, presented the board with
plants off Old Stage R
The Essex Junction Prudential Committee
a new opportunity to begin an L.P.N model.
to be cultivated, accor
Page 4/The Essex Reporter/August 15, 1996
EX BEAT
Police Incident Log
Booth
Continued from page 1
the seven day period between 08/06/96
before anyone could get their name, have been la-
12/96. the Essex Police responded to 290
"They were real nice," he said. "They kept say-
beled heroes.
S for an average of 41 per day. Highlights
ing 'thank you isn't enough. I wish there were some-
lore serious incidents are as follows:
"I've gotten all kinds of calls from the paper and
thing we could do."
from people I know saying 'you're a hero, you're a
During the conversation, Booth learned an odd
)AY 08/06/96
hero," said Booth. "This is a cliché, but it's true
twist to the story.
on Morse Dr.
anyone would have done it."
Booth graduated from St. Michael's College in
on River Rd.
"People have said, 'you risked your life," he said.
1990, and Karen Horne, Maura's mother, is head
sm on Susie Wilson Rd.
"But it never got to that point."
of development at St. Michael's. When Booth was
ic complaint on Brickyard Rd.
Booth said he called the hospital and talked to
at St. Michael's he worked in the day care center,
ESDAY 08/07/96
Booth's parents.
and it is quite possible he baby-sat Maura.
on Lincoln Pl.
sm on Railroad St.
on Educational Dr.
omplaint on Main St.
SDAY 08/08/96
sm on Lincoln St.
AMERICA'S CHILDRENG
on Susie Wilson Rd.
on North St.
1921-1996
S on Pearl St.
Y 08/09/96
re department at the fairgrounds
complaint at Indian Brook Reservoir
ic complaint at the fairgrounds
implaint on Pinecrest Dr.
DAY 08/10/96
sm at IBM
complaint on Park St.
on Colchester Rd.
sm on Pearl St.
Y 08/11/96
on Main St.
on Maple St.
us vehicle on Browns River Rd.
on Essex Way
AY 08/12/96
on Susie Wilson Rd
im on Park St.
assist on Walden Woods
mplaint on Pleasant St.
ive any information about these crimes or
Photo: Contributed
=r crimes, please call the Essex Police at
Tom Perry, the principal of Fleming School, shakes hands with the First Lady.
I or Crimestoppers at 864-6666.
e Bridge group needs players
Essex principals meet Hillary Clinton
burne Couples Bridge group needs ad-
yers for the 1996-97 year. The group
At a Washington, D.C. leadership meeting of
Meigs, state editor, and Perry, NAESP repre-
irst Friday evening of each month, Sep-
school principals, Tom Perry and Barry Meigs,
sentative of Vermont Principals' Association,
ough May, at the Shelburne Methodist
principals of Fleming and Summit Street Schools,
brought colleagues up to date on education issues
met First Lady Hillary Rodham Clinton, when she
in Vermont, and attended briefing sessions on
all Ann Dutton at 985-8367.
was presented with an award for distinguished
NAESP's national education policies.
service to America's children.
Perry and Meigs discussed legislative concerns
the "Right" News
Perry and Meigs were in Washington along with
relating to children on Capitol Hill in meetings
200 colleagues from across the U.S. for the an-
with Representative Sanders (I-VT) and Senator
for a Change!
nual leadership conference of the National Asso-
Jeffords (R-VT). Discussions centered on keeping
ciation of Elementary School Principals (NAESP).
the needs of children first during their delibera-
The conference brings together the leaders of
tions.
ONSERVATIVE
NAESP's affiliate associations from all 50 states
During the three-day meeting, the principals
and the District of Columbia. NAESP President
also heard presentations on leadership techniques
IRONICLE
Carole Kennedy, principal of New Haven Elemen-
and presentation skills, and had a special visit to
tary in Columbia, Missouri, presented the award
the U.S. Department of State Diplomatic Recep-
to Mrs. Clinton in recognition of her unwavering
tion Rooms.
10W available at
dedication to children.
ood Book Store
If you don't receive the Reporter at home,we want to hear about it.
atured columnists are:
Call 878-5282.
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
12
First Lady Hillary Rodham Clinton
Address to the National Association of
Elementary School Principles
Arlington, Virginia
July 26,1996
FIRST LADY
HILLARY RODHAM CLINTON
@
Address to
The National Association of
Elementary School Principals
Arlington, Virginia
July 26, 1996
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
First Lady Hillary Rodham Clinton
12
Address to the National Association of
Elementary School Principals
Arlington, Virginia
July 26, 1996
FIRST LADY
HILLARY RODHAM CLINTON
@
Address to
The National Association of
Elementary School Principals
Arlington, Virginia
July 26, 1996
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
First Lady Hillary Rodham Clinton
12
Address to the National Association of
Elementary School Principals
Arlington, Virginia
July 26, 1996
FIRST LADY
HILLARY RODHAM CLINTON
@
Address to
The National Association of
Elementary School Principals
Arlington, Virginia
July 26, 1996
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
SPECIAL INSERT
Materials for Student
Communicator
Groups
Published to serve elementary and middle school educators
Volume 20, Number 1
by the National Association of Elementary School Principals
September 1996
Distinguished Service Awardee
In Brief
First Lady: Speak Out for Public Schools
"I
want to thank you all for be-
Leaky Roof.
lieving in public schools, and
inadequate plumbing, old wir-
understanding that if we do
ing, faulty heating system. Sound
not believe in and support public schools,
like your school? A GAO report
we do not believe in and support our
released in July shows that a third
common future as a country," Hillary
of the nation's schools need such
Rodham Clinton told more than 250 prin-
repairs-at a cost of $112 billion.
cipals attending NAESP's State Leaders
President Clinton has proposed a
Conference in July. "Today we must de-
$5 billion school construction ini-
cide what we expect from our system of
tiative that would help districts
public education and we must decide
build new schools and renovate
what public education can expect from us
aging buildings. Funds would come
I believe it is time for those of you
from the FCC, through a one-time
who are leaders in public education to
auction of TV broadcasting li-
stand up and be heard about what you
censes. NAESP members are urged
expect from the rest of the citizens of
to call their legislators to support
your communities."
Bob Strawn
this initiative.
Prior to the First Lady's address at the
conference, NAESP President Carole
First Lady Hillary Rodham Clinton asked
NetDay, Take 2
Kennedy presented her with the
principals to speak out against vouchers,
Taking the cue from California's
Association's Distinguished Service
and to share success stories about public
successful NetDay project last
Award. The award honors individuals
education with the media. "With your voices
who have elevated the lives of the nation's
and your experience, others of your fellow
spring, as many as 40 states will
Americans will understand what to do to
welcome volunteers into their hall-
children and made exceptional contribu-
prevent a frontal attack on the values and
ways and classrooms next month in
tions to elementary- and middle-level
the opportunities and the accomplishments
an effort to get wired to the Inter-
continued on page 6
of public education," she said.
net. The original NetDay mobilized
20,000 volunteers to install some 6
A Fresh Look at K-8 Schools
million feet of wire in 2,600 Cali-
fornia schools.
NAESP Issues Revised "Quality" Standards
Hailing the program as a "high-
tech barn raising," organizers say
T
he best principal is a team leader,
climate, and assessment. Appendices give
not a boss. The best tests are
their goal is to wire at least 20
readers a checklist to see if the quality
percent of each participating
used to guide instruction, not to
standards are present in their schools, as
rank schools or students. The best cur-
school's building for Internet ac-
well as a plan-
cess. This would require at least
riculum is integrated, not a ragtag of
ning guide for
STANDARDS FOR
subjects studied in isolation.
school im-
five volunteers and 2,000 feet of
wire, which is available in a kit for
So says the third edition of NAESP's
Quality
respected Standards for Quality Elemen-
Elementary
provement.
The new edi-
about $380. For details, visit the
tary & Middle Schools: Kindergarten
& Middle
tion includes
NetDay site on the World Wide
Web at http://www.netday96.com.
through Eighth Grade. The document,
Schools
an extensive
which was updated by a team of princi-
KINDERGARTEN THROUGH EIGHTH GRADE
list of refer-
- IDITION
Good TV, at Last
pals and professors, will be mailed to all
ences-close
NAESP members this month.
to 50 books
After more than three years of
The Standards describe what a "qual-
and articles
deliberations, the FCC has approved
ity" school looks like, based on six areas:
NATIONAL ASSOCIATION OF ELEMENTARY SCHOOL PRINCIPALS
that guided
continued on page 2
organization, leadership, curriculum and
the revision committee in its work.
instruction, staff development, school
continued on page 6
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
SPECIAL INSERT
Materials for Student
Communicator
Groups
Published to serve elementary and middle school educators
Volume 20, Number 1
by the National Association of Elementary School Principals
September 1996
Distinguished Service Awardee
In Brief
First Lady: Speak Out for Public Schools
"I
want to thank you all for be-
Leaky Roof.
lieving in public schools, and
inadequate plumbing, old wir-
understanding that if we do
ing, faulty heating system. Sound
not believe in and support public schools,
like your school? A GAO report
we do not believe in and support our
released in July shows that a third
common future as a country," Hillary
of the nation's schools need such
Rodham Clinton told more than 250 prin-
repairs-at a cost of $112 billion.
cipals attending NAESP's State Leaders
President Clinton has proposed a
Conference in July. "Today we must de-
$5 billion school construction ini-
cide what we expect from our system of
tiative that would help districts
public education and we must decide
build new schools and renovate
what public education can expect from us
aging buildings. Funds would come
I believe it is time for those of you
from the FCC, through a one-time
who are leaders in public education to
auction of TV broadcasting li-
stand up and be heard about what you
censes. NAESP members are urged
expect from the rest of the citizens of
to call their legislators to support
your communities."
Bob Strawn
this initiative.
Prior to the First Lady's address at the
conference, NAESP President Carole
First Lady Hillary Rodham Clinton asked
NetDay, Take 2
Kennedy presented her with the
principals to speak out against vouchers,
Taking the cue from California's
Association's Distinguished Service
and to share success stories about public
successful NetDay project last
Award. The award honors individuals
education with the media. "With your voices
who have elevated the lives of the nation's
and your experience, others of your fellow
spring, as many as 40 states will
Americans will understand what to do to
welcome volunteers into their hall-
children and made exceptional contribu-
prevent a frontal attack on the values and
ways and classrooms next month in
tions to elementary- and middle-level
the opportunities and the accomplishments
an effort to get wired to the Inter-
continued on page 6
of public education," she said.
net. The original NetDay mobilized
20,000 volunteers to install some 6
A Fresh Look at K-8 Schools
million feet of wire in 2,600 Cali-
fornia schools.
NAESP Issues Revised "Quality" Standards
Hailing the program as a "high-
tech barn raising," organizers say
T
he best principal is a team leader,
climate, and assessment. Appendices give
not a boss. The best tests are
their goal is to wire at least 20
readers a checklist to see if the quality
percent of each participating
used to guide instruction, not to
standards are present in their schools, as
rank schools or students. The best cur-
school's building for Internet ac-
well as a plan-
cess. This would require at least
riculum is integrated, not a ragtag of
ning guide for
STANDARDS FOR
five volunteers and 2,000 feet of
subjects studied in isolation.
school im-
wire, which is available in a kit for
So says the third edition of NAESP's
Quality
provement.
about $380. For details. visit the
respected Standards for Quality Elemen-
Elementary & Middle
The new edi-
NetDay site on the World Wide
tary & Middle Schools: Kindergarten
tion includes
Web at http://www.netday96.com.
through Eighth Grade. The document,
Schools
an extensive
which was updated by a team of princi-
KINDERGARTEN THROUGH EIGHTH GRADE
list of refer-
THIRD EDITION
Good TV, at Last
pals and professors, will be mailed to all
ences-close
NAESP members this month.
to 50 books
After more than three years of
The Standards describe what a "qual-
and articles
deliberations, the FCC has approved
ity" school looks like, based on six areas:
NATIONAL ASSOCIATION OF ELEMENTARY SCHOOL ININCIPALS
that guided
organization, leadership, curriculum and
the revision committee in its work.
continued on page 2
instruction, staff development, school
continued on page 6