7/19/96

Dear Bettye :

Will fax more to you .

The picture I see emerging, backed up by documentation, is as follows :

Effective school research and the activities of all the ESR consultants : Dale Mann, ColumbiaUniversity and Don Thomas who went to Russia under auspices Lamar Alexander to workwith Russians, E . Europeans, Michigan's Lezotte, etc . on ESR can be linked to :

International use of mastery learning (effective school research calls for mastery learning anddirect instruction which is the same thing as ML) can be linked to :

the Charter School movement (I have info on Russian charter schools which was passedout at an Empower America conference) which can be linked to :

global workforce training .

The persons involved are those with Hudson Institute including Bennett, Denis Doyle,Finn, Jeanne Allen, et al . (you have the list) Educational Excellence Network, Herman KahnCenter, Indianapolis .

Chey Simonton has all the info on Hudson's role in work force training dating ack thirty yearsor so .

I have been able to track charter school movement to Paul Berman, formerly with Rand,major change agent, PROBABLY NO . 2 AFTER GOODLAD, who went into Minnesotaabout 12 years ago and into a contract with Minnesota Business Roundtable, NOT withDept. of Education . The info I have on that project proves that Minnesota was first state togo for the restructured model (I'll fax that to you) and all the teachers were trained in masterylearning. Minnesota is up to its eyeballs in charter schools and Total Quality Management .Cindi and I attended the 2-day conference there a couple of years ago . We all know thatTQM is for work force training period .

Note Ed Week article re Paul Hill, a senior social scientist with RAND; who no doubt knowsBerman.

Very interesting the list of people interested in transforming our schools to global trainingsites. Brunno Manno is the one who wrote the article which I critriqued ; he implied that OBEwas OKAY if you got rid of bad outcomes; method OKAY .

I still don't have it all together, but am working on it . Want to do an article .

Be sure to order the videos from Canada . The first video "Failing Grades" is the one thatput me onto what they are doing : Dr. Freedman called for effective school research in thatvideo and the use of Follow Through's Direct Instruction (Skinner) . He talked aboutBrookings' Chubb and Moe book and how important charter schools are for the globaleconomy.

That is the video many conservatives fell for . Wolfgang was one; also the guy from Texaswho was at the conference we attended in PA . I succeeded in clarifying the picture for them .The videos come with booklets . It is all spelled out clearly and lists all the rottens .

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Copyright ©1993 Society for AdvancingEducational Research . All rights reserved .

Printed in Canada .Produced by Full Court Press Inc .

Canadian Cataloguing in Publication DataFreedman, Joe, 1944-

Failing grades : annotated bibliography- importantsources for further reading

ISBN 0.9696939.1-51 . Education - Research - Canada - Bibliography .I . Holmes, Mark, 1935- II . Society of Advancing

Educational Research . III . Title,Z5814.R4F72 1993 016.370'78 C93-091233-0

LB1028.25.C3F72 1993

Further copies of this bibliography may he ordered in twoways :

1 . as pan of a package which includes the 76minute videotape review of the researchand a short booklet which draws some ofthat research together. This package maybe ordered by sending 519 .95 Cdn. (S17 .9SU.S .) to Society for Advancing EducationalResearch, do VICOM Limited, 11603-165Street, Edmonton, Alberta, T?NI 3Z1Canada;individually by sending $3 .00 (Cdn.} toSociety for Advancing Educational Re-search, 57 Allan Close, Red Deer, Alberta,T4R 1 A4 Canada.

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104 The Charter School Idea

Agood example of a clear and comprehensive document outlinin,"the public nature, expectations and technical requirements o,

charter schools . This and the previous item may be obtained h ;phone (617) 727-I3I3.

SOURCES AND CONTACTS

CALIFORNIA NETWORK OF EDUCATION CHARTERS (CANEC)Sue Bragato, CANEC, 751 Laurel St ., Box 414, San Carlos, CA94070. Phone (415) 598-8192 / FAX (40591 -1043-

THE CENTER FOR EDUCATION REFORMJeanne Allen, President, iooi Connecticut Avenue, N.W., Suite920, Washington, D.C . 200364. Phone (zo2) 822-9000 / FAX(202) 822-5077-

CENTER FOR POLICY STUDIESTed Kolderie, Senior Policy Analyst, 59 'Vest Fourth Street, St .Paul, MN 551024 . Phone (612) 224-9703 / FAx (612) 224-2304.

CENTER FOR SCHOOL CHANGEJoe Nathan, Director, at the Humphrey Institute of PublicAffairs, University of Minnesota, 301 - 19th Ave. South,Minneapolis, MN 55455 . Phone (612) 625-3506 / FAx (612) 625-35 13 .

THE CHARTER SCHOOL PROJECTEric Premack or Linda Diamond, The Institute for PolicyAnalysis and Research, 819 Bancroft Way, Suite loo, Berkeley,CA 94710 . Phone (510) 843-8588 / FAx (51o) 843 -2436 .

105

lo6 The Charter School Idea

CHARTER SCHOOL STRATEGIES, INC . (CSSI)Peggy Hunter, President, 210 West Grant Street, Suite 321, Min-neapolis, MN 55403 . Phone (612) 321-9221 / FAX (612) 672-o244 .

Agroup formed to assist chartering nationally at the legislativeandpractical level. Provides information, a network ofproviderand consultancy.

COLORADO DEPARTMENT OF EDUCATIONContact Bill Windier, Charter Schools Team, 201 East ColfaxAvenue, Denver, co 80203. Phone (303) 866-6631 / FAX (3o3)

830-0793-

DESIGNS FOR LEARNINGWayne B. Jennings, President, 2550 University Ave . w., Suitc347N, St. Paul, MN 55114-1052 . Phone (612) 645-0200 / FAX (61 .0240 .

Provides support for charter schools in the area of evaluation,critical aspect of accountability . Publishes a booklet, Scho(, :Assessment Manual, by Wayne Jennings.

THE EDUCATIONAL EXCELLENCE NETWORK OF HUDSONINSTITUTE

Carol D'Amico, Michael Garber or Cathy Nehf, 5395 Emeror.Way, Indianapolis, IN 46226 . Phone (317) 545-1000-

INSTITUTE FOR PUBLIC POLICY AND MANAGEMENTPaul T Hill, Research Professor, Graduate School of Puhl ; .Affairs, 324 Parrington Hall, DC-14, Seattle, wA 98195 . Phon(206) 543-0190 / FAx (206) 543 -1096 .

MORRISON INSTITUTE FOR PUBLIC POLICYLori Mulholland, Senior Research Specialist, Arizona Stat :

SOURCES AND CONTACTS 107

University, School of Public Affairs, Tempe, AZ 85287-4405 .Phone (602) 965-4525 / FAX (602) 965-9219 .

NATIONAL CONFERENCE OF STATE LEGISLATURESConnie Koprowicz, Educational Policy Associate, 1050 -17thStreet, Suite 700, Denver, co 804017 . Phone (303) 830-2200 /FAX (303) 863-8003-

PACIFIC RESEARCH INSTITUTE FOR PUBLIC POLICYPamela A. Riley or Lance T Izumi, 755 Sansome Street, Suite 450,San Francisco, CA 94111 . Phone (415) 989-0833 / FAX (415) 989 -2411 .

PIONEER INSTITUTE FOR PUBLIC POLICY RESEARCHLinda Brown, Director, Charter Schools Resource Center, 85Devonshire Street, 8th Floor, Boston, MA 02109 . Phone (617)723-2277 / FAx (617) 723-1880

RAND CORPORATIONMarc Dean Millot, Senior Social Scientist, 2100 M Street,NW, Washington, D.C. 20037--1270. Phone (202) 296-5000 Ext .5213 / FAX (202) 296-7960 .

REASON FOUNDATIONJanet Beales, Policy Analyst, 3415 South Sepulveda Blvd ., Suite400, Los Angeles, CA 900434 . Phone (31o) 391-22451 FAX (31o)

391-4395 .

110 The Charter School Idea

Canada's unique `choice" offerings within the public system . Sur-rey Traditional School is the direct result of parental wishes foran alternative to British Columbia's "Year 2o0o"programoffered by the Ministry. It is an alternative school, not a charter ;and was very d~fficult for parents to obtain because B.c. had nccharter law. The report may be obtained by writing Muriel Wil-son, Mgr., Communication Services, School District 36 (Surrey),14225-S6 Ave., Surrey, B. C. v3x3A3 .

Wentzel, Corey. "The Charter School Movement: Implication-for Public Education in Canada ." (unpublished) .An informative paper with a Canadian perspective . May h .obtained for $3.00 (to cover costs of copying, handling an, ;postage) from Organization for Quality Education (OQE), 17,University Ave. w., Suite lr218, Waterloo, Ontario N2L3E9 .

Wilkinson, Bruce W. Educational Choice: Necessary But NcSufficient. Montreal: The Institute for Research on Publi,Policy, 1994.A fine short monograph on the case for educational choice in tk:Canadian context. A natural fit with Lawton's monograph, : :may also be orderedfrom RenoufPublishing Co. Ltd. (see above

Sources for Canadians

RON BABIUK, EDUCATION MANAGER, CHARTER SCHOOLSAlberta Education, Edmonton Regional Office .3rd Floor, 1116o jasper AvenueEdmonton, Alberta T5K 0L2Phone (403)427-2957 / FAX (403) 422-9682

FOR CANADIANS

III

STEPHEN B. LAWTON, PROFESSOR AND CHAIRDepartment of Educational AdministrationThe Ontario Institute for Studies in Education252 Bloor Street WestToronto, Ontario Canada M5S 1v6Phone (416) 923-6641, ext. 2421 / FAX (416) 926-4741

SOCIETY FOR ADVANCING EDUCATIONAL RESEARCHJoe Freedman, MD, President57 Allan CloseRed Deer, Alberta Canada T4R 1A4Phone (403) 340-0406 / FAx (403) 343-7042

TEACHERS FOR EXCELLENCE IN EDUCATIONHelen Raham, Executive DirectorP.o . Box 25068 Mission ParkKelowna, B.C . Canada viw 3Y7Phone (604) 763-0852 / FAX(604)763 -3297

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1999'..--aear

The Next Step:The Minnesota Planby Paul BermanElementary and secondary education inAmerica are in need of more than justrepair and maintenance, says Mr . Berman;the challenge is to move to "a new plateauof learning." The necessary structuralreforms for such a move appear to beunder way in Minnesota .

THE DEBATE is no longer overwhether American educationis in trouble, but over whatshould be done . Many states

have already taken legislative action toseek improvements and, not incidental-ly, to quiet the public clamor for re-form. But most of these actions implicit-ly assume that elementary and second-ary education need only repair andmaintenance: higher standards for stu-dents, upgraded entry requirements oraccountability mechanisms for teachers,more money to attract better teachers,tougher student disciplinary proce-dures, improved textbooks, refined cur-ricula, and so on .

Fine-tuning of this sort may lead tosome short-run improvements, but thepast record of such small-scale reformefforts in education does . not providemuch reason for optimism. Over the lastthree decades, various states have is-sued mandates, tried a succession ofcostly improvements, and raised publicexpenditures - all in the hope of cor-recting deficiencies and improving qual-PAUL BERMAN is executive director .

Center for Policy Alternatives, and presidentof BW Associates, a consulting firm special-izing in policy research and analysis, inBerkeley, Calif.

n," SC,TA VADD AAI .

ity without basically altering the waypublic education is t r and deliv-ered . Despite scattered improvements,the evidence does not show appreciablegains, and the lesson of history is clear:adjustments at the margin of our extra-ordinarily complex system of educationwill not produce large effects .

I

U.S. schools need to change - andchange dramatically . The arrival of thepost-industrial age and the advent ofglobal economic competition have radi-catiy altered what students must learn .Continued American prosperity will re-quire more highly skilled managers,scientists, and technical experts, cou-pled with a progressively more compe-tent labor force. Job skills will changerapidly, and employees will be asked toadapt to new practices and to work inmore complex environments requiringclose cooperation and clear communica-tion. 'efore tote end of this century,now less than 15 years away, our econo-my will need people at all levels whoare able to think creatively, apply gen-eral skills to the solution of practicalproblems, and learn throughout theircareers. Moreover, America's need forinformed and literate citizens has neverbeen greater. From issues of war andpeace to the complexities of modern

consumer choice, it no longer sufficesfor a small percentage of our citizens tobe "well-educated ."

Measured against these future needs,the preparatiott of today's students issadly, inadequate in at least two ways .First, there is a persistent problem of il-literacy . Graduating seniors barely ableto read, let alone calculate percentages,are swelling the numbers of functionallyilliterate adults in U .S. society . Second,most American students, at all levels ofachievement, are not learning deeplyand not learning to reason to applygeneral knowledge to partuilar circum-stances, and to think creatively

--

though these are precisely the skills thatwill be needed for a full and productivelife in the 21st century .

The challenge, in short, is not simplyto prevent erosion of the present level ofeducation, but to move to a new plateauof learning - one in which more stu-dents learn mole, learn in depth, andlearn how, tofeafq,

STRUCTURAL FLAWSIN U.t . EDUCATION

Reaching a new plateau of learning ishard, because American education isnow locked into a lower level of per-formance than students are capable ofachieving and a lower level of produc-tivity than educators are capable ofproviding . The following barriers to at-taining more effective education liedeep in the way schooling isr~,in Is

of r o al

niza-,Ion Jtcetnttves, an in

mazere u an

governing its co uct .omprehensive high schools are

asked to do too much and are overregu-lated. The curriculum does not go deepenough, and it proceeds from lesson tolesson independently of how much stu-dents have learned . ,dead 4YL, e.t 4a (

•

Students are separated into racks"fir :,, !that prevent most from learning as much

,as they could . They are generally pro-

,dmoted without objective measures ofachievement, are not challenged to de-velop reasoning skills, and have limited

lopportunities to realize any specialents they might have . /,{,f 6

j 4.• Teachers are greatly overburdened

and cannot spend enough time with eachstudent . What's more, they are isolatedfrom one another, have little say aboutschool decision , and are nol treatedastrue professionals. Their training tendsto be largely irrelevant to teaching andgrows quickly obsole

•

Principals o not have authority to

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create quality schools attuned to com- process of change called for by the Min-munity values .

nesota Plan . I will discuss this legisla-•

Superintendents and board mem- tion below, after outlining highlights ofhers find it hard to run their districts ef-

the Plan .ficiently, and they lack economic incen-tives to do so .`

• Parents aonot have the means to as-sess their children's education or to holdschools accountable . Too often they be-lieve their children must settle for medi-ocre schooling .

These problems reinforce one anoth-er, so that attempts to change one at atime are bound to yield only minor im-provements . Thus the conclusion is in-escapable: American education, as it isnow organized, has reached the limitsof its effectiveness . More money perstudent has not helped . Nor has tinker-ing. It is ti t redesi n Americaneducation, building on its substantiastrengths and removing its unnecessaryweaknesses .

THE DEBATE IN MINNESOTA

Although Minnesota's schools areamong the best in the nation, the evi-dence shows that they have been unable ~,to keep pace with the rapidly increasingneed for more students to learn more .People in Minnesota seem determinedto change matters, and they are willing ito consider major structural refQrms, ,

tracted with me and my associates to ex-amine K-12 education and suggest re-forms, if necessary . (The Partnershipwisely stayed at arm's length from theresearch process and did not know whatthe recon'unendations would be .)

The result was the Minnesota Plan, adocument that has altered the nature ofthe debate in Minnesota. Gov. RudyPerpich and Ruth Randall, his superin-tendent of'public instruction, used thePlan, as well as the work of others,when they proposed to the state legisla-ture reform measures based on conceptsin the Plan. As expected, this led to anintense political struggle, with variouslegislators introducing additional or al-ternative measures similar to otherproposals in the Plan .This year's legislative session even-

tually did pass bold reform laws . Al-though it falls short of what the gover-nor wanted, the reform legislation maymark the beginning of the profound

THE MINNESOTA PLANIn the balance of this article I will

present an abridged version of the re-forms proposed in the Minnesota Plan .The discussion is organized around thefollowing key principles of reform thatwork to correct underlying deficienciesin American education . Following eachprinciple, specific reforms from thePlan are presented in condensed form .

1 . Restructure schooling. The usualsix years of comprehensive secondaryeducation ih junior and senior highschools, with their multiplicity ofcourses and student tracking, should bephased out . Instead, all students shouldattend a four-year secondary school thatconcentrates on core academic subjectsThen they shot lave opportunities tospecialize for two years .Today's schools separate students in-

to distinct learning tracks according totheir,WW,au,nj ability . Tracking is so-cially abhorrent to the American idealof a common education for all, and it iseducationally unsound. The vast majori-ty of students - those excluded fromthe highest track - are expected to

Various groups in the state, as well as \ learn less, are given less-challengingreform-minded legislators and state s material, and, not surprisingly, achieveofficials, have been asking basic ques- 'I less . Thus tracking structurally lockstions about the future of education in ; K- 12 public education into its presentMinnesota. One such group is the in- l unacceptably low level of average stu-nesota Business Partnership, which con- dent performance .

(

Tracking has been justified as a wayfor schools to meet the legitimate con-cern that students should be preparedfor different careers. The comprehen-sive high school, with its bewilder-ing array of courses, also evolved inpart to satisfy this need . For example,

most states, including Minnesota, im-pose seat-time or graduation recZuire-mertls un er w is eac stu ent musttake a certain number of units of highschool mathematics. To satisfy this re-quirement, many comprehensive highschools offer mathematics for businessapplications (vocational track), consum-er mathematics (general track), andalgebra (college-preparatory track) . Astudent taking any one of these coursessatisfies the state mathematics require-ment. No wonder the high school diplo-ma has lost its meaning .The challenge for American educa-

tion is to provide nunon and etluiv~-lent educational experience for all stu-dents and to prepare them for differentcareers . The comprehensive high schoolhas not - and cannot - meet eithergoal adequately .

The restructuring illustrated by Fig-ure 1 offers a different approach to real-izing these dual objectives of Americaneducation. All students would concen-trate on a core academic program inrgades 7 th ou h1Q and then, in_arades

11 an I_2, c nose further education thatmatches their career aspirations .

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By creating core academic expecta-tions for all students through grade 10,a major barrier to providing high-quality and equitable education wouldbe lifted . Tracking could be eliminated,schools could deliver services more ef-ficiently, and jn-depth teachink_ofhi er-order skills would l,ecome possi-ble. As one Ratio ,na commission recent-ly reported, students' needs will be thesame in the future regardless of whetherthey go directly to work or pursue ad-vanced education . They all must mas-

of the Minnesota Plan, The Minnesota Plan : Vol- ter core academic competencies. Theme 1, Overview and Volume 2, Implementation restructuring propose in t le Minnesota

(Berkeley, Calif . : BW Associates, Inc ., R-106, Plan asserts this message unequivocal-November 1984). Finally, Minnesotans have longbeen debating various proposals, and their ideas

ly'inspired specific reforms and an extensive implc-

After completing the common highmentation plan,

school, students would take two years

"Though the Minnesota Plan has many uniqueelements, it has derived specific reforms fromthree sources . First, various state-level proposalsover the past few years influenced what went intothe Plan, as well as what was omitted . My ex-perience in developing reforms for what becameCalifornia's omnibus education reform legislation(SB 813) was particularly valuable . Second, re-cent and earlier literature on schooling was ex-tremely helpful, particularly the work of Benja-min Bloom, John Goodlad, and Theodore Sizer .Appropriate citations are listed in the extensivebibliography of the fully documented description

it is time toredesign Americaneducation, buildingon its substantialstrengths andremoving itsunnecessaryweaknesses.

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Figure 2 . A Sample Secondary CurriculumCommon High SchoolEducational Program

OwnSchool

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OtherPublicSchools

one guaranteed free elective per se-mester, which they could take either intheir own school or elsewhere, as ap-proved by a school/community govern-ance board .These changes in the regulation of

curriculum and instruction would in-troduce competitive incentives into pub-lic education, but in a manner controlledby local communities. All studentswould be exposed to a core experiencein the common high school and wouldbe able to choose individual enrichmentin areas in which they felt motivated .Schools would have the opportunity toset priorities that reflect communityvalues .Moreover, the plan greatly enlarges

the scope for creative management . Theschool and ifs community, rather thanthe district, would decide on the detailsof curriculum and instruction . A pub-licly elected school-level board, operat-ing 'n cwith a School-sitEm4n-

-., 8$ement cou would d ide whichcourses to offer at the school and whichcourses might be offered by other publicschools or by other public or privateproviders .

Schools would have the authorityto "contract outor contract in" forteachin services . Districts and schoolscould, for example, realize major effi-ciencies by deciding to specialize in cer-tain non-core areas - for instance, artor foreign languages - and to contract

A t

Private

State

CommunityProviders\

Institutions

Providersv

for other services. Secondary schoolscould cooperatively plan programs thatwould allow their communities to offera wider range of high-quality coursesmore cost-effectively . Similarly, the4-H, the YMCA, local colleges, privatelanguage institutes, and other s eci -ized suppliers might offer outstandingcourses that would free schools to droppoorly attended and costly courses thatare now typically expected as part of the"comprehensive" curriculum .

In sum, the Minnesota Plan would re-store the common high school ex-perience ; set statewide academic priori-ties while strengthening local controland accountability; and challenge allstudents to learn more and take moreresponsibility for their initial careerdirection . It would also enable savingsand efficiencies that could be reinvestedin improving instruction .3. Redesign instruction and instruc-

tional management . States should re-organize teaching and instruction, sothat all students could master core aca-demic subjects and realize their poten-tial to a much greater extent than theynow do.

The reforms described above restruc-ture schooling so that educators can fo-cus on helping students learn more andbe better prepared for citizenship andwork, regardless of their backgrounds .Can students actually learn more thanthey now do? They can, if the underly-

ing assumptions and practices of in-struction are changed, if the organiza-tion of teaching is altered to enableteachers to give more time and energyto all students, and iftraining and careerincentives in the teaching profession arealtered . The Minnesota Plan offers re-forms in each of these areas .

Elementary and secondary instructionare typically based on the tacit assump-tion that student achievement dependspredominantly on student aptitude .Teachers trained in this view tend to fol-low instructional practices that implicit-ly categorize students into their pre-sumed aptitude levels. Accordingly,only a small percentage of students areexpected to be "A" students, leaving themajority of pupils to perform at lowerlevels .gut student learning depends on how

pupils are taught and on how much timeand attention they are given, not solely-'or even predominantly - on their ap-titude. Research and practice in thou-sands of classrooms both in the U .S .and abroad indicate that instructionalstrategies using this assumption, such asmastery learning or cooperative learn-N6ing techniques, can result in more stu-dents learning dramatically more inboth basic and higher-order skills.* TheMinnesota Plan calls for these ap-proaches to be taught to senior teachers,who can then train other teachers toshift their expectations and instructionto enable all students to learn .

To implement this change, the Planproposes that the state establish four cat-egories of teachers - lead teachers,teachers, assistant teachers, and adjunctteachers (experts from the private orpublic sectors) - who would work to-gether as a "teacher team" (see Figure3) .**

*Mastery learning is controversial . However,the bulk of the evidence shows that large gains instudent learning occur if teachers have the trainingand support to implement mastery learning effec-tively . Too often, mastery learning has been in-troduced as a "top down" innovation. The Min-nesota Plan, by contrast, proposes a grassroots ap-proach to implementation .

**The Minnesota Plan proposes that one leadteacher at the secondary level would supervisethree teachers, each of whom would have an a sis-tant teacher . An average of one adjunctL teacherwould be assigned to this teacher team . A some-what different arrangement is proposed for theelementary level . Assistant teachers would beparaprofessionals who hold two-year degreesfrom community colleges or four-year degreesfrom universities . For full details on the operationof the teacher team, contact the author, 1185Keeler Ave., Berkeley, CA 94708 .

NOVEMBER 1985

191

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Communications, Social Studie , Mathematics, Sciences : 50% T

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Othe Subjects Requ red by Districts 33%

SS

Elective Subjects and Providers Chosen by Students : 17%

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Figure 1 . An Overview of the Minnesota Plan'sRestructuring of Schooling

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ElementarySchoolK-6

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Specialized Education11-12

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of further education . Since all students return American secondary education towould have had core academic instruc- its essential purpose : providing a basiction, education in grades 11 and 12 education for all students . In addition,would be specialized : some students students would choose their initial ca-might choose to prepare for college ; reer direction in grades 11 and 12, afterothers might select vocational or techni- they have mastered core skills and arecal training ; and still others might therefore more capable of making re-choose specialized education in fine arts sponsible choices .or music, in supervised community ser-

2. Deregulate curriculum and in-vice, and so on . struction . Educators should be free to'3udents would receive a state grant design curriculum and instruction thatforpost-grade-10 education that would they feel meet state standards and com-enable them o go to public or private munity nee s . - rates show set asicin`s1ifutions of their choice . Public- y-oas,a ucators should be responsibleschool districts would undoubtedly con- to the communityforhelping students totinue to be the primary providers of - meet these goals .11th- and 12th-grade specialized educa- ,-A restructuring of schooling could notLion, though they would have to develop realize its full promise without ettison-stronger, more focused programs. Pub- ine the anachronistic svstem o_ emplo'-lic schools would be in competition with n course-unit/seat-time re Guiremeruseach other, and they would also "com- as thecriterion or student promotionpete" withh existing postsecondary insti- and graduation . Advancement should betutions (for example, community col- based on demonstrated achievement .leges and four-year state universities),

The Minnesota Plan promotes thisprivate institutions, or other new state- concept in a number of ways . State-certified educational organizations (for mandated course and graduation re-example, the Minnesota Plan proposes quirements would be eliminated in favorthe establishment of an..EalLepreneurial of a statement by the state of the com-evelopment Fund for teachers who petencies students are expected to mas-

would like to establish schools for _ tgtand two state tests, which would bespeeia izeucation) . required of all students before theyThis -restructuring would take advan- leave the sixth and 10th grades .

tage of strengths in the best European- The tests would a evenin the-state-systems, _while preserving - indeed, determine core areas . They-would be

strengthening

the American ideal of cfFallenging, subject-matter examina-high-quality education for all . It would tions, emphasizing higher-order skills ._restore meaning to the high school di- They would not be minimum comp'ten-ploma, and, at the same time, it would cy tests but would_inctude writing and

problem-solving exercises graded byteachers outside of the student's district .Since these tests would _powerfully'_influence local cur icu u q, tealiie`t'S`would develop them with the assistanceof

rt-s .e examinations would qualify a

student for graduation, but they wouldnot guarantee it. The requirements forgraduation would be fixed by schooldistricts . A score on these tests, whichcould be taken more than once, wouldindicate a student's level of ma atthe time of the testing . The statewouldnot establish a minimum passing score,though awards for high achievementmight be offered .-TEis plan would help reorder thecurrent unsatisfactory balance betweenstate regulation and local control . Therewould be stronger local control and ac-countability within a common frame-work of statewide expectations forschooling. State course requirementswould be eliminated in favor of a moreappropriate way for the state to in-fluence the content of schooling : thestate would establish expectationsregarding~the competencies thatallstu-enttss should master and require tests

to measure the results . Districts andschools, not the state, would decide howthey should design curriculum and in-struction to meet local needs . The com-munity could hold educators accounta-ble because school-le vel average scores .would be ma-de--Rand, unlike to-day, the results would be easily under-stood and comparable across schools .

Figure 2 illustrates other aspects ofthe proposed balance between state,district, school, community, and stu-dent responsibilities . All common highschools would provide instruction insuch core areas as communication, so-cial studies, mathematics, and science .Local districts would decide what othersubjects to require - perhaps physicaleducation and foreign languages, or finearts and music, or health education andconsumer awareness . The possibilitiesare many, and the courses actuallyoffered would reflect the values of localcommunities and therefore be quite di-verse. Figure 2 shows one scenario inwhich half the courses would be in thestate-required core and one-third in lo-cally determined subjects .

Furthermore, though students wouldhave a more structured environmentthan they now have in high school, theywould also have the freedom to developtheir own interests . In the MinnesotaPlan, secondary students would have

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On 7aiwbry 25, tht p i4. e r Astrerica, elotxa with tbe Cen(Ct for L'duoation Reform andthe (rducati4ntd h :Rccilence Netwrl :. w$ll tpc or a one-day eduoetlonu1 pol1Gy suitor! Inll o hingtun, n .C, to help you In your efforts to reform the education system .

M eonst'tvdth etv ttlrtr t(t the task of goven Ing, we fact impotiant quest as abouthow lit it to reform, chanjQand reconstruct Important booiol P011014 s . Na RIX ;p1 Ploy Isfare im1'Oflant than the I tck..a# eduotttlng our child ti . The trail nape in oduchdOrl storm,however, does not came from W hlnglon, but from the status,

`fhlt forum, designed not for pollry uxpens, but tut state elecwd offlolnis and otherstare loaders, wilt unite you with hkc .mlodecl ofFtcials, strntbgists and MuoeiIon olloy4kpens. The Soot hate i9 simple ; to 1Srovldo an opportunity for you to hear whet 1A happeningltt ether stntet, to hear about sotne new ideas, and to provide you with the rt scut as you needfit you govern .

We realize that there is no Misuse bullet in the fight to t6forrn eduPndon, but we blebt 1ieve that this will bra an Import nt opportunity to learn and to plan . nolo6tzd is A)taliminary overview of the day's Agenda, its 1a11 as a response okra . Please rata a momentnow ;o mall, fart, or phone your reply. Our number it (7,42) 452-82OO or (BOO) 3322040,and our fax is (202) S33d13Bg . If you have any quetllons, phase call Chdetlen P1i k ton at L2S7 or for help w lib reservaciuns, Maw Mt Kinnon at x . 238 .

We took forward to seeing you CC Xep,uary 25_

Sinccrrly,

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PANELS

EMPOWER ANIL, RICACENTER FOR EDUCATION RPO1{M

ANDEDUCATIONAL E C1:LL1NCE NETWORK

PRESENT

Wediwsday, January 25,19958:M0 ain, to 6 :00 p.m .

The National Press Flub, Main Lounge52914Th Street, N W.Washington, l).C .

The following is a prelinitntiry agenda for the summit.Confirmed speakers Include:

0Focinpr Secretaries of Education rind Empower America CP-Dlpectors

LamarAlexander and William. lletmettGovernor Tommy Thompson of Wisconsin

Arizona State Superinteitdcni of Schools Lisa Graham,

The New Public SchoolsLooking at Charters and other forms of school governance,

Local Management and Suite SovereigntyThe states assert their rights to educalion .

Assessing the. Real Federal RoleInvited: Majority header Corzgresstnan Dick Arireey

Expiirading Opportunities for Parents And CommunitiesLooking at school choice Cptionu .

Stitndards and Accountitbbfljty,A review of the debate and highlights ofindividual StafErs.

N I

'I' W O It K

&NEwsVIEWS

Vul . XI V, No . 9

September 1995

Chester E. Finn, Jr.Diane RavitchCo-Directors

Carol InnerstEditor

Brunu V. Maunot tilt,ilnelinh Ftliltir

National (:enter for EducationIllfonltalioll

I'rtidoclipit and Fulfillment

NF I WORKI(1 :1'K( )DI(' I H )N POLICY

In addition to original work not previ-ietisly lublished, Network News & Vice'sit'produres selected articles from dozenstit publications . It is Women policy it)vary sources and nut to take undue ad-v,utl .igu of any particular publications .Inasmuch as (lie Numon is a nonprofitundertaking, ruebtedy benefits financiallyIrom :myolthese r'producliuos Writers,editors, most publishers have generallybeen pleased when portions of their workare ,elected fur inclusion anti therebybrought ill the attention of the Nlawti n'sImm beti-m1 ntcuebers . I iutvever, the will;t rtelemimosl y exclude Incas cuosideraliooIon Nttmork News & Views any public:-times whose eclitors or publishers notifyus 1 h .t t they would prefer never to leefelt Ititi d

Ncfa'ork News & Views (ISSN 1043-06'11)is published monthly by Iludstin Insti-Im1e, Edisr .tliunal Excellence Network,I lerniau Kahn ('enter, 5395 Lnierstrn Way,Indi,ui,iptilis, IN •1 b226. Membershiproles: ()lie year membership/subscrip-tion: 'I11N) ; practicing elementary/ sec-uotl .uy dassmont leather rate-. $35 . Spec-solid this postage paid at hnli.uiaptths,lndi,ut .t l'( )St AIASI ER : Send addressh.emgis to Nt •twurk News At Views, 223N ( :uad.tlupe #3(15, Santa Fe, NM 8751)1 .Subscription Inquiries : Semi all remit-Iaotr5 ,n a rvtluests lit Ne.hvurk News t;I'o pi's. 223 N . Caeatialupe #3115, Santa Fe,NAI 875111 . l elephonc: 505-989-1732 .I : m.iil o eict'IV-Datil cum

I tutorial Correspondence : Carol Inoerst,Editor, Ne.hn'wk News 6 Views, 18 LampI'ust Couch, I'olontac, Ml) 2085'1 . L- mail :e t oe'ttvw kii!auLr(feet

I .DUC'A -II()N PPOLICY (...(1MMII flit

Chester 1 : . Finn, Jr.,Diane R.rvilch, ('o ('hors

Joseph Adelson, l'rufossur tit I'syduiltigy, (Irriversify o/ AlvhigarrI .aru.rr Alexander, Former (I .S . Set relary of Education ; Senior 1'clltity, IIuilsocc InsfifuttJeamte Allen, ('resident, Center /irr Education, Rt'/orurI.eslye Arsht, President, Coillitiou /fir Coals N#X)James K. Baker, Chairman tit the Board and CEO, Araiu lulustrie , her.Stephen 11 . Balch, ('resident and Execulive Director, Nalionill Association I!/'

St :lnolarsJim Bencivenga, Book Editor, Christian Science AdonilorWilliam 1 . Bennell, Utilities. I) S Set felony tit Fducatioll ; Cti-Diretttir, fngaewe •r

Astaerica(.'lint Bolick, Vice ('resident mid Director of litigation, Institute tier 111sticeSamuel Brunelli, Executive Director, American L;,,islatit'e FYrhange CouncilLinda Chavez, I'residcot, ('cuter firr Equal OpportunitySaul (5ooperntan, President, Fdurnle America, Ins. .Ramun Coetines,Chancellor, New York City Public SchoolsEdwin Delattre, Deam, Schteul of Education, Boston (laha'rsityDenis P. Doyle, Visiting Fellow, Ileritaat'e FaondutiwrPierre du Pont IV, Former Covermor tit DelawareC. Emily Feistrilzer, ('resident, National Center /irr Education lularnrntionPeter M. Flanigan, Director, Dillon Read t, Cie . Ins.John Fund, Editorial ('age Writer, The Wall Street JournalNathan Clazer, Professor of Education anti St citilogy Emeritus, Harvard Ilrni'rsillStephen Coldsurith, Mayor, ludianalrolis, IndianaJoan Grady, Senior Program Director, Mid-Costtiut'nl Regional Education LaboratoryE.D. Ilirsch, Professor of Education and I humanities, University at Viqinia ;

President, Core Knaa'ledgr FoundatiuuBill Ilonig, I'rolessm ; Si •Iroul o/ I''durpitigloo . Sass Fr,nriseo state . UniversityWade F. Ilorn, Directtr, Nafion,d Fatherhood lstitiiltiveWilliam J . Ilione, Chairman tit the Board, Basic ,lrne•r icnn, her .David Kearns, Chairman, New American Schools Uevelop'urc'nl Corps era h omPatrick J . Keleher, Jr., 1'residertt, TEACII AmericaI .en Klagholz, Comtmissiuner, Now , Jersey Slate Depaartrrrrnt o/ FetrunlionByran S . I .auun, Executive Director, Stale Policy Network(tick ('. Lavis, former Co Chairnumt, Arizona Busiste'ss Leaders /or EducationRob Melnick, Director, Morrisora Iustil,ate /for Public PolityWilliam Malolley, Superintendent, Caalvert Cartoty Public St hie,ls . MpiryhnnlJohn A . Murphy, Superintendent, Charhrtte-Mee -klrnburg Schools, North CarolinaJoseph Murphy, I'rufesseer, and Chairman of the Department of Educatitioal

Leadership, Viludtrbill llnittrsilyG'rover Norquist, lh •e sidemt, Anti ritnns life, Tn .r Reforms.I' .wl 11 . O Neill, (hhaiimiut and CEO, Alrnrinunr Couapury if/ AmcriraIawrence (' . Patrick, Jr., Member tit the i)etruit Hoard tit Educalitrn ; 1':unier,

dpi//C. Rail I, Iteeter pistil WeissMitchell It . Pearlsteirt, 1'residool, ('enter o/ the Ame'ric•a u F .vpe• r inre.n lElizabeth Rohalyn, Chairman, Trnchin, Matters . Ire - .Wed Sanders, ( hancellur, Soothe rn Illinois UniversityBrel Schundler, Mayor, Iersey City, New jerseyDonald hl . Stewart, I'mesident, I'll(- College RailrdAbigail •I'herustromt, Atljtunt I'rolessor, Scleftist ujEthical hiss, Boston L .Init'ersilyI lerberl J . 1Valberg, Rese:uth I'rolessur of Education, llsirersity o/ Illinois pit

Robert I ., Woodson, ('resident, National ('enter loos.• Neishborhoild L'nterlerisi'

/r

New Center To Explore Governance AlternativesBy Ann Bradley

The harm Corporation and theUniversity of Washington's Insti-tute for Public Policy and Man-agement have jointly establisheda new center that will explore al-ternatives to the current system ofeducation governance, particular-ly in urban areas.

Paul Hill, a senior social scien-tist with RAND and a professor atthe university, is heading the cen-ter, known as the Program onReinventing Public Education.

"I've become convinced that themarginal, inside-the-systemchanges we've been talkingabout-decentralization, site-based management-are all muchtoo gentle," Mr. Hill said in an in-terview. "They are experimentalprojects that leave the core of thebureaucratic system intact."

Instead, Mr. Hill and his col-leagues plan to explore how schoolboards could create "contract

By Mark Walsh

An Illinois school district is usingan untested state law to try to fumethe federal government to pay morer educating children who live on a

military base in its district.North Shore School District

#112, which serves Highland Parkand other aftuent suburbs ninth of

schools" that would be legal entitiesoperating under specific agree-ments with local boards . Suchschools would have a strong senseof mission and a cohesive faculty,and would have to meet certain cri-teria to continue to operate.

The idea differs from the popular"charter schools" concept, Mr. Hillslid, because school boards'

mission would be to create conschools. Under the charter ap-

proach, boards react to people whowant to open schoolsseek theW Ur

Contract schools, in Mr . Hill'sconception, also would be differentin that they would operate underlegal contracts that -would holdthem accountable for student per-formance and give them an assur-ance that they could continue aslong as they were successful .Charter schools, he said, are sub-ject to "political vagaries ."

The Program on ReinventingPublic Education will generate

Ill. District Seeks To ForceU. S. To Boost Impact Aid

dents, as a result of consolidation,now make up a smaller proportionof the North Shore district.

Another suburban Chicago dis-trict that is closer to the GreatLakes naval base last year votedto dissolve in protest of what itconsidered inadequate state fund-ing and federal impact aid . NorthChicago School District #187

papers exploring the many ques-tions involved in creating a sys-tem of contract schools .Mr. Hill proposes, for example,• teachers work for individualschools, rather than for a centralboard. Their unions, he says, couldhelp teachers find suitable spots• would negotiate only certainbasic protections, much like theunion that represents players in theNational Basketball Association .

While districts initially shouldlaunch contract schools to helprestructure their lowest-perform-ing schools, Mr. Hill envisions en-• districts being governed un-der such a system .Hopes To Build a NetworkThe Seattle-based center will

try to build a national network oflocal business, civic, and politicalleaders who are interested inchanging the governance of theirschools and help them link upwith people in education who have

similar interests."I'm trying to be both a re-

searcher and provocateur to makethe ideas as concrete and under-standable as possible and to try tohelp localities and state legisla-tures to do something," Mr. Hillsaid.

Under a contract-school system,school boards' primary m.-- ionswould be to monitor schools' per-formance and to make sure theyhad contractors to run them .Mr. Hill said he was confident

that people would be interested inrunning contract schools. He saidhe has talked about the idea withpeople in Denver and Seattle .

Providers might include magnetschools, universities, or clusters ofelementary schools that want tocreate a middle school, he said .The Program on Reinventing

Public Education is supported bythe Exxon Education Foundation,the Pew Charitable Trusts, theRAm Corporation's Institute for

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FEBRUARY 16, 1M , EDUCATION WEEK 5

Paul Hill's new reform effortwill encourage school boardsto create "contract schools ."

Education and Training, theMann-Paller Foundation, and theMedina Foundation.

More information is availablefrom Mr. Hill at (206) 543.0190 .

T he leadership of conservative groups and theChristian Coalition are making a fatal inistakey ng or egs ation that provides public

money for private schools,I once crossed a faculty picket line and suffered the

singularly most traumatic experience in my life ; no onecould possibly be more averse to the monolithic politicalcontrol of public education by unions than I. It is pre .citely for this reason that I oppose public vouchers forprivate schools ; government money is inevitably accom-panied by government control .

Many believe an impenetrable fire wall can be builtbetween government control and the autonomy of pub-lie education, but it defies common sense and history toargue that the recipient of money can in perpetuityrestrict the giver . It works the other way around, Con-gress eventually would triumph with what is money itallocates ; the same would hold at the state level, shouldCongress pass on educational block grants to state leg .islatures. If the courts interdict, Congress or state legis-latures simply would circumvent by writing anotherlaw. It happens all the tinge.

We found this out the hard way at Hillsdale College,Our students initially received Pell grants and federalloans, with Congress declaring that no strings would beattached. Ten years later the government and the courtschanged the rules ; Students receiving governmentgrants or loans would make the institution those stu-dents attended a "recipient" of federal funds and there-fore required to comply with centralized, political termsfrom Washington, We told D.C. to keep its money andprovided private dollars to our students .,

But most private schools would not reject governmentfunds because all they have to do is close their hands onthe windfall . Having received the largesee, most privateschools then would expand curricula, staff, buildings,Enlarices and budgets to the point of irrevocable dcpen-dency. Following the defeat of Proposition 174 in Cali-fornia, the Association of Christian Schools Tnterna-

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THURSDAY, JUNE 8, 1995 THE DETROIT NRWB l1A

Public money bad for private schoolstional found that 132 of its California member schoolssupported this voucher proposal, with 21 opposed and25 neutral . Easy money tempts a selling of the soul toMephistopheles J who is attractive, not ugly,

Free World Research has compiled a list of educa-tional restructuring bills by last year's Congress . It isplethoric . The new Republican Congress and a Prop 174disclaimer that 'private schools . . . be free from unneces-saryburdensoine,oronerous regulation" may keep "civilrights" interventions at bay for now, but what about forour children or grandchildren?

All of this might be a sound and fury signifying noth-ing : There is evidence suggesting that . thevoucher/choice movement, if it includes private schooland is subjected to referendums, is already stone dead .The chief reason for this is that, ironically, too manyR• epublicans and conservatives oppose it, for among thefollowing reasons :•

Half of.Republicans are satisfied with public schools .A Current or prospective customers (parents) of privateschools don't want the status quo disturbed .M Many Republicans , nd conservatives don't approve inprinciple of taxpayer money going to religious schools ;four-fifths of private schools are religious .• Many realize that government money to privateschools sooner or later will be followed by governmentcontrol .

A partial solution is already before us : the prolifera-tion of charter schools, competition by means of publicmoney for competing public schools . Teacher unions arealready frothing over this development . Private vouch-ers, too, have begun to proliferate and have unlimitedpotential . Unlike public vouchers to private schools thatwould toss out the baby with the bath water, charterR&Xjls and private vouchers will add more babies to thetub,

Ro,, Fro,, fridge is vice-pi trident jar c.rrarnal programs and coin-mrnacatioris of Hi/Isdale College (' HiRsdctle, Mc1E,

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COMING THIS SPRINGDEBATING THE FUTURE OFAMERICAN EDUCATIONDiane Ravitch, EditorThis volume brings together a diverse group ofexperts to debate the utility and equity of increasingthe use of standardized tests for students, teachers,and schools .CowrmauroRs: Chester E. Finn, Jr., Daniel Koretz,Andrew Porter, Lauren Resnick, Roy Romer, AlbertShanker, Theodore R . Sizer, Marshall C . Smith, andDonald M. Stewart .Dialogues on Public PolicyForthcoming / c . 200 pp. / paper $12 .95

POLITICS, MARKETS, AND AMERICA'SSCHOOLSJohn E. Chubb & Terry' M. Moe"The education book of the year . . . an icon-smash-ing book on school reform ." The Wall StreetJournal "[An] extraordinary book about our publicschools . . . ." The New Republic1990 / 336 pp . /Now only $26 .95 in cloth and $11 .95 in paper!

A LESSON IN SCHOOL' REFORM FROMGREAT BRITAINJohn . E. Chubb & Terry M. MoeThe authors of Brookings' bestselling Politics,Markets, and America's Schools present afirst-hand look at school reform and the Britishexperience with school choice .1993 / 76 pp . / paper $6.95Now only $3.95!

SOMETHING BORROWED,SOMETHING LEARNEDThe Transatlantic Market in Educationand Training ReformDavid Finegold, Laurel McFarland& William Richardson, EditorsConsiders Britain's policy borrowing from the U .S .during the late 1980s, examines U .S. programs thathave served as models for the UK, and assesses therole international comparisons can play in shapingthe domestic education and training policy agenda .1993 / 261 pp . / eleth $34 .95 1 paper $14 .95Now only $20 .95 in cloth and $8 .95 in paper!

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Making Schools Work

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Debating the Future

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An InvitationTo Attend An

International ConferenceOn

Family Choice/Educational Vouchers

Ronald Reagan was elected the 40th President of the U .S .in 1980 . He was re-elected in a victory of epic proportions

in 1984 . President Reagan has demonstrated hisunflagging committment to Family Choice / Education

Vouchers during his Presidency .

Sponsored by

The National Center for Privatization

Sept. 30 - Oct. 2, 1985

Wichita, Kansas

Participants

Dr. Milton Friedman

Phyllis Schlafly

Dr. James Dobson

T. Boone Pickens

Dr. Tim LaHaye

Dr. Robert BentonIowa Comm . of Ed .

Dr. Harold Blackburn

Dr. John FolksKansas Comm. of Ed .

Oklahoma State Supt . of Ed .

Dr. Ruth Randall

Douglas H . M. BranionMinnesota State Supt . of Ed .

Canadian Consul General

Other Invited Guests :

Hon . Robert Dole

President of the United StatesRonald Reagan

Dr. William Bennett

Nobuo MatsunugaU.S. Secretary of Education

Japanese Ambassador

Hon. Nancy KassebaumU.S. Senator

U.S. Senator

Hon. Jeremiah Denton

Hon. William KeanU.S. Senator

Gov. New Jersey

An Agenda for Leadership

Monday, September 30Dr. GordonSchultz. Conference Chairman

9:00-12noon

Registration - Ramada Hotel atBroadview Place

12:00-1 :00 pm Luncheon - Welcome1 :00-2:00 pm

Dr.Tim LaHaye2:00-2:30 pm

Dr. Milton Friedman - via video2:30-3:00 pm

Break3:00-4:30 pm

Dr. Gene Kerr - Pres. Savant Inc .4:30-5 :00 pm

Dr. James Dobson - via video5:00-6:00 pm

Break6:00-7:30 pm

Dinner - Dr. Larry Uzzell -Scripps-Howard News

8:00 pm -?

Pow-Wow Mid America All IndianCenter

Tuesday, October 18:00-9:00 am

Continental Breakfast9:00.10:00 am

Dr. Joan Ratteray - Pres. Institute ForIndependent Education

10:00-10:30 am Dr. Charles O'Malley - Exec. Asst . tothe Secretary for Private Education

10:30-11 :00 am Break11 :00-12:00 am Business Leaders Panel with Q & A12:00-1 :30 pm LuncheonA Dr. Joe Nathan y a Gov-

ernor's sso1 :30-2:00 pm

Break2:00-3:30 pm

Susan Staub - Nat'l Right to Work3:30-5:00 pm

Chief State School Officers PanelDr. Ruth Randall - Minnesota, Dr. BobBenton - Iowa, Dr. John Folks - Okla-homa, Dr . Harold Blackburn, Kansas

5:00-6:00 pm

Break6:00-7:30 pm

Dinner - Phyllis Sc

wh- "National

Perspective"8:00 pm -?

"Wichita On The River"Wednesday, October 28:00-9:00 am

Continental Breakfast9:00-10:00 am

Douglas H. M. Branion - Canadian Consul General "Canadian Perspectives"

10:00 .10:30 am Break10:30-11 :00 am T. Boone Pickens, Mesa Petroleum11 :00-12:00 am President Ronald Reagan and / or

U .S. Sectretary of EducationWilliam Bennett

be confirmed .

Program may be subject to revision .

CCDD n.• .

Address

City

Zip Code

v

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CCDD

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Send Reservations to :Ramada Hotel at Broadview Place400 W. DouglasWichita, Kansas 67201or Call :1-800-362 2929

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Hotel Reservation Form

Conference Re~ is ration Form(Limited Space - Registratl n Deadline Sept 28, 1985)

Send To:The National Center For PrivatizationP.O. Box 1998Wichita, Kansas 67201-1998316 / 687-4000Please confirm #Name

StatePhone

Payment : $195 per person includes all conferencematerials, meals, receptions, one Associate Membership in NCP.

,,

National Center For Privatization

Rooms#(Che(* One)Single $44+Tax

Twin or Double $48 +Tax

Double - Double $56+TaxDate of ArrivalDate of Departure

SpecialNCP Membership Package• Associate $25

• Patriot $50

• Sentinel $100

•

Founder $500+

Conference Video Cassettes(avail . at end of conf .)

Complete Package-$275Individual presentations $30 each J

U)

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P O L I C Y

act anew rte .0 teaching andto cryt . IbrheraneLessaty new schools the currentsystem, schools often become mired in thequicksandof bureaucratic regulations and restrictions, unable tocarry out new ideas in a structure designed to preservethe status quo. One response to the urgent need forchange in education is to charter public schools.

NEW SCHOOLS.NEW COMMUNITIES, Voi . I I No, 1,Fart 1934 10-20® 1994 Corwin Pre t. IA ..

to

Variations nn a Trendin Public Education.

How Schools Are Chartered in Eleven Statesand hi the Russian Federation

by Abby R. Weiss

ew would deny that the way we school . . Charter schools are being either considered or im-our children neMs restructuring . Mean- plemented in many states across the country as aningful educational restructuring calls opportunity for teachers and parents to create new,forgiving parents, teachf and A"schoots that are autonomous . Because they are nottnintstratorso rtuniti ubject to the direct control that prevents public

chools from experimenting, these schools representopportunities for real change . Ted Kolderie of theCenter for Policy Studies in St. Paul, Minnesota.discusses the concept! "The `charter' idea is to offerchange-oriented educators and others the opportunityto go either to the local school district or to someotherpublic body for a contract under which they would set

Audor's Natc; Rcuwrch for (his artkra was based amen-u exclu-sivcly on the legislation

proposals from each of the states and

VARIATIONS ON A TREND IN PUBLIC EDUCATION

There is no stated limit to the number of schools thatcould be approved.

WisconsinCharter Schools

Wisconsin passed charter school legislation in1993 (Wisconsin Statutes 118 .40 (Charter Schools])-

A school board us #ee r8app ai om then~tAttlish uptotwo e e

s

et. The law states that a schoolboard must hold a public hearing to consider the levelof employee and parental support for the estab-lishment of the charter school . After the "ng, theschool board may grant or deny a petition. No otherevaluation criteria are outlintd in the law.

The statesuperintendent shall approve the first tenrequests received. The state superintendent will en-sure that the charter schools are established in no morethan ten districts . The state may revoke a schoolboard's approval if the school board has not begun tooperateor made significant progress toward operatinga charter school. No appeals process is mentioned inthe law.

The charter school terms are for five years, andschools may be renewed for one or more terms of upto five school years . In the statute, there is no discus-sion of the criteria for renewal . Approval may belimited by the number of schools allowed per district(two)--however, if a district wishes, it can apply to

NEW SCHOOLS, NEW CQMMVNI1IES/PAL.L 1994

NM : CA Z; California ; CO a Colorado. Cr a Cnonecticut; GA = Oeotgia; MA a Massachusttts ; Mi - Michigan; MNMinnesota; MO= Missouri ; NM= New Mexico; PA-Pennsylvania; Wt= Wisconsin ; Rpm Russian Federation . n.s . = notspecify,a SEA approval required for appeals only.

convert the whole district. Revocation of the chartercan occur if the school board finds that the chatterviolated its contract, that pupils enrolled in the schoolfailed to make sufficient progress toward attaining theeducational goals, or that the school failed to complywith generally accepted accounting standards of fiscalmanagement .

law on Education ofthe Russian Federation

The Russian &Jucatin Act of July 1992 (Do Groof1993) established a system of schools closely resem-bling charter schools .

The approval process in the Russian Federationrequires that "agencies of local self-government"award registration In order to snake the educationinstitution a "legal person" (Art. 33, Art. 12). In thelaw. there are no specific approval criteria ' ex

a-registration cannot be denied upon rounds

teness" Art .- 33) .must issue a license for the school to

"engage in educational activity." The license is issuedby an appraisal committee comprising representativesof state and local agencies . (The state can order a localauthority to issue a license.) After a license is issued,a school must be accredited by a federal agency (or anauthorized state agency) to determine whether thecontent, level, and quality of training of graduates willmeet the state educational standards . A precondition

0 snap.

17

'Fable IFeatures of the Charter School Approval Process by State

CA CO CT CM MA MI MN MO NM PA WI RF

/'

LEA approval required?

Criteria for LEA disapproval

yes yes no yes no no yes no no no yes yes

I given? yes no -- no - no --- no no.

State approval required? no no' yes yes yes no yes yes yes yes Yes

Criteria for SEAdlsapprov :dgiven? ---- Yes no ye no -- no no no yes

Duration of terra of charter(in yea .rs)? 5 5 5 3 5 vas. 3 5 5 n .s .

Maximum number of chartersper state? 100 50 6 no max . 25 no max . 20 3 5 no max . 2/did. none

iMI'OWL R AMURiCA 15

Empower America Hosts San Francisco Conference

SAN FRANCISCO, CA - Empower Americadrew over 500 local activists to its fifthregional conference, held in San Francisco,California, on June 1, 1994 . The regionalconferences are designed to engage con-ference participants in an open discussionwith Empower America's Co-directorsWilliam Bennett, Jack Kemp, JeaneKirkpatrick and Vin Weber .

The conference focused on the future ofentitlements . Panel discussions addresseddifferent aspects of entitlement programsranging from the information superhigh-way, to welfare policy, to the currentdebate over health care reform .

The first session covered America'snewest entitlement, the information super-highway and the direction of the currentadministration's technology policy . Famedauthor and economist George Gilder advo-cated free market alternatives to residentClinton's government managed approach todeveloping information technologies . Otherpanelists included Larry Ellison, Chairmanof the Oracle Corporation and Tom Hazlet,a professor at the University of Californiaat Davis who specializes in telecommunica-tions policy . A lively discussion followedpanelists' presentations in which severalconference attendees shared frustrationswith a government-run technology policy .

"WE HAVE SPENTENORMOUS SUMS OVER

THE PAST THREE DECADESON WELFARE PROGRAMSAND WHAT DO WE HAVE

TO SHOW FOR IT?"

Empower America Co-director WilliamBennett led the discussion on welfarereform from which several suggestions wereoffered by both panelists and conferenceparticipants . Addressing the status of thewelfare system, Bennett told the grassrootsactivists, "The current system is a completefailure. We have spent enormous sums overthe past three decades on welfare programsand what do we have to show for it?"

Jack Kemp provided the luncheon

Regional Meeting Draws 500 Local Activists

Panel discussion at EmpowerAmerica Conference in San Francisco featuring Vin Weber, BillBennett, Larry Mead, Martin Anderson and Robert Rector .

address entitled, "The Assault on PersonalLiberty: The Clinton Administration andthe Growth of Entitlement Programs ."Addressing the recent growth and creationof entitlement programs, Kemp said,"Government - not the entrepreneur - isthe centerpiece of the Clinton economic .plan. The notion that government canguide America to prosperity is the funda-mental flaw that fuels Clinton's belief that`government must do more .' This is wrong- individuals must do more . The futureof American prosperity depends onwhether we can roll back government'sinterference in our lives and allow theentrepreneurial spirit to flourish again ."

The afternoon session, chaired byEmpower America's Chairman of theBoard, Malcolm S . Forbes Jr., addressedhealth care reform. Norbes opened the ses-sion by airing Empower America's latesthealth care television commercial whichcriticizes President Clinton's nationalizedhealth care plan. Joining Mr . Forbes in thediscussion were health care policy expertsStuart ut r of the Heritage Foundatio ,errill Matthews, Jr . of the National

Center for Policy Analysis and Sally Pipesof the Pacific Research Institute. Each pol-

icy expert stressed the need for free mar-ket health care reforms as opposed to gov-ernment managed proposals .

Forbes criticized the Clinton adminis-tration's assumption that individuals can'tbe trusted to' make sensible decisionsabout health care and that the only solu-tion is a government run system. He advo-cated a new health care system based onprivate sector decisions and reforms, suchas tax incentives like medical tax-free sav-ings accounts . He emphasized that indi-vidual based plans have eliminated healthcare inflation, and that individuals are verycapable of making free market decisionsregarding their specific coverage needs .

Empower America's regional confer-ences have served to unite grassrootsactivists around the country in an effort topromote the conservative agenda of limitedgovernment. The San Francisco conferencereceived national media attention whichhas helped Empower America deliver itsmessage to the American people . It is thismessage that Empower America will buildupon as these issues are discussed duringthe 1994 elections. For more informationabout Empower America's upcomingevents, call 1-800-4-EMPOWER. ∎

10 EMPOWL=R AMERICA

EMPOWER AMERICA

S eechesLectures

h:ut h niu Ith . Fm po)rrr t Im , rit a's lcutlt't's give do .-T .s o% speee/It's wrrttl (ectnres to uraritti tx/ aathellces tecr«+s alit c •omilty. /lu /ollniriub arc fiighlights from somevi trtu addrt ~st tltt .r elclireretl du rill"' , the post several ntorttlls :

Remarks by George GilderAt Empower America's

San Francisco Regional Conference. . .What's going on in electronics with this

exponential upsurge is not commodity com-petition, it's dynamic competition . It's cre-ative destruction . And what is optimal nowin technological competition, technologycompetition focuses on innovation, and inno-vation is the pursuit of the temporary posi-tions of monopoly - that's what innovationis . And innovation is an advance that nobodyelse has for a while . It's a monopoly . . .That'swhat motivates high levels of investment andrisk-taking in technology advance . But if youbegin a race by saying nobody can win, andnobody can make any money, you essentiallyprohibit the creation of a real broad-bandinfrastructure in dynamic advances in elec-tronics and communications . . .

"Building Bridges To BuildA Better Michigan"

y John E_ ngler, Governor of MichiganAddressing the 'Greater Detroit Chamber

of Commerce Mackinac Conference. . .How did we turbocharge Michigan's

economy? By cutting taxes, cutting red tapeand holding the line on government spend-

ing. We made tough decisions, built part-nerships, and we worked together. Just asMichigan companies are re-engineering theway they do business, we are reinventingstate government - from top to bottom . . .

"Capitalism and DemocracyAmerican Style: Can They Co-Exist?"

By Theodore J . Forstmann,Founding Chairman, Empo wer America

Grants Political Conference. . .No political freedom, their words echo

down to us, is secure where the right to prop-erty, the fruit of one's own intellectual orphysical labor, is not strong . Government'sjob, our Founders all believed, was basicallyto create a stable environment in which freepeople could operate ; to provide the perma-nent political conditions in which economicchanges would inevitably occur . This was allbasic non-controversial stuff . And so, forexample, in Wilson's day, Americans paidno more than 10 percent of their earnings toall levels of government. When the incometax was first proposed in 1909, one senatorrose to suggest a constitutional limit of tenpercent . And it's staggering to reflect howthis suggestion was greeted . After furtherheated debate, the idea was rejected on the

grounds that if a ten percent maximum wereset, the income tax might inevitably rise tothat ominous level . . .

"The Real War On Crime :States On The Front Lines"

By George Allen, Governor of VirginiaAddressing The Governor's Forum. . .The surge in violent crime is more

than a "thief in the night" stealing some-one's belongings . It is stealing somethingmuch more precious : our freedom. It isdenying our citizens their unalienable rightsto life, liberty, and the pursuit of happiness;their right to work, live and raise a familywithout being terrorized and victimized byviolent criminals and lawlessness . . .

. . .There is only one way to stop it[crime], and that is to take the people whoare committing the violence - that smallpercentage of criminals who commit thevast majority of crime - and get them outof the free society that they have declaredwar on . Because one thing is certain: Theone place a violent career criminal won'tharm more innocent people is in prison . . .

. . .But the last thing we need from Congressis more expensive social spending designed tofight crime . If social welfare spending werethe answer to crime, the street corners ofAmerica would be far and away the safest inthe world. This approach has failed us for thepast 30 years, and will continue to fail . We inthe states need flexibility, we need to cover thecosts of prison construction, and we need thefreedom to combat violent crime with thecommon-sense methods our citizens demand .

To obtain the full text of any of EmpowerAmerica's recent Speeches and Lectures,write to Empower America, Attn : Speechesand Lectures, 1776 1 S'reet, NW, Suite 890,Washington, DC 20006 . Speeches andLectures cost $2 .00 each for postage andhandling. Please make checks payable toEmpower America .∎

HEALTH CARE ACTION ALERTAs the debate in Congress over health care reform continues, it is essential that your voice be heard . Calling and writing yourRepresentative and Senators is the most important action you can take :•

Contact your Senator : Call the U .S . Senate Switchboard at • Contact your Congressman : Call the U .S . House of(202) 224-3121 Or write: SenatorRepresentatives Switchboard at (202) 225-3121 Or write :United States Senate, Washington, DC 20500

Congressman, U.S . House ofRepresentatives, Washington, DC 20505

Get informed about the choices in the current health care debate . For more information, write for a copy of Empower America's Health Care IssueBriefing, laying out the case against the Clinton plan and the principles upon which an alternative plan should be written .

' .

/

A N-EW VISIONFOR CHT]~*1~`~~

~

2v

/,. Cam ~~ trey -%f~!SL yI ) . b/. ~uf

THE IMPACT OF BUSINESS

Throughout its work on improving educational achievement, CEDhas consistently urged business involvement in this effort . To providedata on the contributions of business, CED commissioned new research .The resulting study, titled 13u5iness Impact on Education and Child Develop-ment Reform, by P. Michael Timpane, president of Teachers College,Columbia University, and Laurie Miller McNeill, clearly demonstratesthat the advocacy__ of the corporate community nationwide has been .ninstrumental in driving the evolving agenda on reforming our . system of.education and child development .

For its analysis of the implications of demographic change on liumanresource development, 'I'he Unfinished Agenda also draws on illuminatingresearch conducted for CED's recent policy report An America That Works :A Life Cycle Approach to a .Competitivo Work force (1990) . The underlyingmessage of this report is that the profound changes in our society andeconomy over the past twenty years will overwhelm us unless we arewilling to transform our system of human investment to ensure that everychild is prepared to be a productive citizen .

xi

growth. The report emphasizes that the first actions we must take are tostrengthen families and increase the abilities of parents to act as theirchildren's first any most important teacher .

The report also recognizes that as we begin to prepare children betterfor formal schooling, we will be in danger of squandering our earlyinvestment unless we also restructure the schools to enable them to meetthe diverse learning needs of their students at every stage of the educa-tional process .

ACKNOWLEDGMENTS

A

a J000or

On behalf of the Research and .Policy Committee, I would like toexpress our deepest appreciation to(James.Reni ir~)chairman and chiefexecutive officer of Honeywell, Inc ., for the energy, ~visdom, and commit-ment he demonstrated as chairman of the CED Subcommittee on Educa-tion and Child Development . Jim Renier also brought an unusually highdegree of practical experience to the subcommittee process, as exempli-fied by his leadership of the innovative Minneapolis Succesg by 6 projectand his work on behalf of education with the Minnesota Business Partner-shipship and the national Business Roundtable .

0

. 9 C'fl-'

SUBCOMMITTEE, ON EDUCATION ANDCHILD DEVELOPMENTiMnuJ.

R

JAMES). RENTER

p [:I .I .EN V . FU Tft?R

0 'DONALD M .STEWARTC'hainnan & Chief I xeculive l )((leer

I'resideiit

PidtresenI loneywell Inc .

13arnard College

The College BoardAR 'II RJR I IAUSPURG

0 ANTHONY P. TERRACCIANOMember, Hoard of Trustees

Chairman, President & ChiefIAN ARNOF

Consolidated Edison Company

Executive Officer('resident & Chief lixectrtive Officer

of New York, Inc .

Mellon Bank CorporationFirst Commerce Corp.

W, I IAYNE HIPP

J. KELLEY WILLIAMSRICIIARD BARTH

('resident & Chief Executive Officer Chairman & Chief ExecutivePresident & Chief Executive Officer

The Liberty Corporation

OfficerFirst Mississippi CorporationWILLIAM S. WOODSIDEChairman of the BoardSky Chefs, Inc .

, fIIARRY ( :. BU13BChairman EmeritusPacific Mutual Life InsuranceCompany

Ft I EOLX)RI: A . IIU R'LISRetired Chairman of the GuardSun Company, Inc .DONALD C. CLARKChairman of the Board &Chief Executive Officer

I lousehold InternationalRONALD E. COMPI'ONPresidentAetna Life & CasualtyROBERT W. DEC:IIERD

lit,s

Chairman of the Board &iMCrn +~= f'"

Chief Executive Officer'I

'---YA . II . BeloC'orporalionWILLIAM S. EI)GERLY

r

ChairmanC)ia, ff % y

State Street Bank and Trust CompanyP IIARRY L. FREEMAN

ChairmanThe Freeman Company

see 1-44ASO ~% I I

Ciba-Geigy Corporation

p MA'I'INA S . I IORNERExecutive Vice PresidentTIAA CREFJERRY R . JUNKINSChairman, President & Chief

Executive OfficerTexas Instruments Incorporated1'RI :S KAIIACOFFNew Orleans, LouisianaEAMON M. KELLY('residentI'ulane UniversityCOLETTE MAIIONEY, RSHMPresident EmeritusMarymount Manhattan CollegeDONALD . SCHLIENKE

tPresident & Chief Executive Officer go DONNA E. SIIALALAThe Northwestern Mutual Life

Chancellor

=~ ' t

tInsurance Company

University of Wisconsin-Madison

I'IMOTI IY 1'. SMUCKERChairman

Non-Trustee Member"The J .M.Smucker Company

0 IRVING HARRISI IAROLD A . SORGENTI

Chairman of the Executive 1,Vice Chairman

CommitteeArco Chemical Corporation

Pittway Corporation

I

'Voted to approve the policy statement but submitted memoranda of comment, reservation, or dissent .'Nontrustec im'ndrrs lake part in all disc ussions of the statement bill do not vole on it .

k' fes/r ;Fe/ r t'

{tt, l zn /iOr, ,., ( eAr,P . f, ESEN, 1887 (H/ :5~

w

Fit Officio TrusteesOWEN B. BUTLERRetired ChairmanThe Procter & Gamble Company

0 SOL HURWITZ('residentThe Committee for EconomicDevelopment

DEAN P. PHYPERSNew Canaan, Connecticut

V

)6 14

OQard of Trustees

Timothy AndersonDovetail Consulting .Chair & Administrator

David T. William*QuinCy CollegeTreasurer

Francols Martel, Ph .D.AeroAstro Inc . d M .I . .

•

ClarkFranclne F. Townsendsandcastle AssociatesDevelopment Chair

Debra Kirby, Ph .D.Medical School

Nominating Chair

Jananne S. CannonDovetail ConsultingPamela M . CooneyDovetail Consulting

Pamela A. EllisMa . Alliance Against Violence

Elliot Gabriel, Ph .D.Suffolk University

„~ Richard L . Gingrasl ggj Computer

Walter H . Johnson, Ph .D .Suffolk University

Carl F . Kowalski, Ph.D.Massasoit Community College

a Josephine Loughnane, Ed .D .Hull Teacher

Jean L. McCluskeydone AWehstnrMichael S . Nuesse, Esq .Attorney At Law

Julia M. PratterHull StudentRegina Hade RyanBryant College

Marilyn SeasloneHull Parent & Teacher

Partner OrganizationsMs In Progress, Inc.Blue Ice International, Inc .Cohasset Knoll Rehabilitative

and Long Term Care CenterDovetail ConsultingFit For Success, Inc ..4 Hull Council For Business &

Cullur I Development, Inc .Ma . Alliance Against ViolenceMassasoit Community CollegeNational Academy FoundationSaint Communications, Inc .Sandcastle Associates, Inc .Suffolk UniversityTheodore S . Samel CompanyVery Special Arts Mass ., Inc .

44

South 3/lore Cliarterscfioof, Inc.

(DevelopingA New Type ofrPu6Cu School to Serve the South Shore

Our ApproachWe use projects and apprenticeships to integrate learning, 'encourage dailyreading and writing, and motivate achievement in academic and s itcompetencies for college, wgtk, and1b. Our student projects andapprenticeships are in the areas of environment, human Vie,

munocRtion,and entrepreneurship . Students choose projects within each of these areas inwhich they are interested and our teachers will encourage them to branch out andnot avoid things that they will need to know in the future . Groups of studentsworking together on projects are encourage to work as a consuttinq team on theproject with their work completed .lathe-chant's pntisEartinn,

Our projects place the student at the center of a diverse and mutually respectfuleducational community of teachers, parents, inter-generational communityvolunteers, and experienced practitioners who all act as general coaches and 4__student advocates. We encourage and assist heavy parent and other adultreinforcement of students_ as workers through extensive student writing andreading. Ourprocess is reinforced.by the resources of many college, nonprofit,and business pests . We use these active, daily partnerships to connect ourstudents' learning with the QVrrent needs of the mark tpiace on the South Shoreor with needs in the areas where our home-school~eLs live .

Our students are encouraged to prQgress.-a t their own speed"to cover all of theacademic and carggf gaMrzetencigs that our curriculum requires for their agelevel. They will spread their work over an extended-day and extended-yearschedule. Their individual progression is regulated by their demonstrating theircompetency through presentations to their teachers, standardized tests, portfolioassessments, and regular exhibitions of mastery; All of this will be tracked by aninteractive computerized system.

The exhibitions of mastery are interdisciplinarybefore diverse p anels of j rnal and eyternal practitioners in the academic andlife competencies being demonstrated . For our home-schoolers, while most of Ptheir work is via mail, telephone, and electronic mail ; we require each of them and

fone of their parents to visit the Charter School twice a year for a three-day, face-to-face exhibition of mastery.

We work to foster character, initiative, leadership, problem solving, criticalthinking, team work, and communication as well as academic skills inmath/science/technology, the humanities, and communication . As incentives,high school aged' students may earn transferable college credit from SuffolkUniversity and Massasoit Community College for much of their work and may alsot~ualify for paid apprenticeships on their own projects or in area organizations .

The South Shore Charter School is be located in Hull and is initially drawingstudents from Kindergarten - 2nd grades and 7th-10th grades from across theSouth Shore . We also provide su o programs for students and parentsinvolved in home schooling . The Charter School was founded and is managedby Dovetail Consulting which reports to a-nonprofit Board of Trustees that isanswerable to the State Secretary of Education .

ha school 6e..,J ?n `c c&( cot-L-tNo--r

c/o 936 Nantasket Ave . • Hull • Mass . • 02045 • (617) 923-3078' • FAX 425-9818Local Education Foundation : Hull Council For Business & Cultural Development, Inc .

Management Comoanv: itnv.lall CnnuJNno

South Shore CharterSchool, Inc .(Detuloping .A New Type of (Pu6rw Schoof to Serve the South Shore

Information For Applicants

The South Shore Charter School is now accepting applications from Interested K-2nd and 7th-10th grade students and their parents for the school year beginning In September of 1995 .During this fall and winter, parents of students who apply will be involved in the development ofthe curriculum and will be assisted in beginning to work with their children to prepare them forour curriculum framework, learning process, and culture .

To apply, parents or guardians of interested students should write a brief letter of why theywould like their child to be in the Charter School and how they might be helpful to theirstudent's education . Students who will be in the 7th-10th grades in the fall of 1995 should alsowrite a letter explaining their reasons for wishing to attend the Charter School and ways in

~~ which they have helped others . Their letter should be co-signed by a parent and have a copy

For further information, please complete and return the form below .

•

Send an application for my child to attend the Charter School in September of 1995 .•

Send me an application for my child to enroll as a Charter School Home-Schooler .•

Put me on the invitation list for the pot-luck Intergenerational Forums .O Enclosed is a check for $40, please enroll me in the "Friends of the Charter School",O I will volunteer as a tutor, instructor, or mentor for the Charter School's students .O Send (O student or O instructor) registration information for our Saturday & Vacation

Enrichment P, ograms beginning in November of 1994O Send registration information for the 2nd offering of Massasoit Community College courses

to begin in January of 1995

Name: Phone Number;

Address:

Name of Potential Student(s) : Age(s) :

of the student's resume attached . Parents and teachers will be encouraged to attend a briefevening or weekend meeting each week. Students and parents will negotiate and co-signindividual learning contracts.;

During the Fall and Winter of 1994-1995, we are offering Suffolk University and MassasoitCommunity College courses for adults nd high school students, high school apprenticeshipsin environment, human service, and communication, Saturday and vacation enrichmentprograms, and monthly inter-generational forums introducing our curriculum', process, andteachers .

brake Check Payable To : South Shore CharterSchool, Inc, .*936 Nantasket Ave . 4 Hull 4 Mass . • 02043 • 1617) 923-3078 • FAX 923-9818

S

n orses Alternatives to Traditional School GovernanceBy Lynn Olson

The National School Boards As-sociation should assist localboards interested in contractingout school services by creating atechnical-assistance network forthem, a report released last weeksuggests .

The report, by a task force onpublic school governance, was un-veiled in New Orleans at the orga-nization's annual meeting . It wasexpected to be approved by theNs.B.A .'s board of directors.Titled "A New Framework for

School Governance," the reportendorses school-based decision-making, charter schools, and oth-er alternatives to traditional gov-ernance structures, provided theymeet local needs.

It also argues, however, that theretention of elected school officialsat the local level "guarantees thatpolicymakers are ultimately ac-countable to the community ."

The association's board of direc-tors created the task force last yearafter a series of scathing reportstook local boards of education totask for micromanaging schools

and lacking a broader vision .

report card on the state of school"We had been more reactive governance . It would include such

than proactive," explained E . information as how many boardHarold Fisher, the chairman of members in each state participatethe task force and the immediate in annual training conducted by

the N.s.B .A . or a state schoolboards' association .

That way, said Mr . Fisher, "we `can tell from the various stateshow well the school boards are do-

Network urgedto help districtsinterested incontracting outservices.

past president of the N.S.B.A ."Those people who actually dealtin governance had not beenheard."

Much of the report focuses onimproving the alignment of gov-ernment services at all levels sothat children can meet high aca-demic standards . School gover-nance Mr. Fisher asserted, "isreally a collaborative effort ."The report also recommends

that the N.s .B .A . release an annual

ing."Child-Development GoalsThe task force endorsed the cre-

ation of a national board to helpset voluntary learning standardsfor students, as required by theGoals 2000: Educate America Actsigned into law by President Clin-ton late last month .The N.S.B .A. panel also offered

support for the creation of "oppor-tunity to learn" standards thatwould measure the delivery of ed-ucation by assessing the re-sources, practices, and conditionsneeded for effective performance.

In addition to the national edu-cation goals, the new report advo-cates the creation of national goalsfor child and youth development.

`The line between services of-

fered by schools and those offeredby health, welfare, and otheragencies is changing," the reportnotes. "Establishing explicit, sub-stantive goals based on children'sneeds will allow providers to co-ordinate services more effectivelyand insure that help is availableto those in need."

At the state level, the reportcalls for statewide youth-serviceplans that would cut across tradi-tional bureaucratic boundariesand focus instead on clients' needs .

States should also provide "sta-ble, predictable, adequate, andequitable funding to fulfill thestate-level youth-service and edu-cation plans," it argues .

works through a strategic-plan-ning process .•

Create an accountability sys-tem that includes a provision forstaff and board training . "•

Advocate on behalf of stu-dents and schools in the commu-nity and among other- units ofgovernance .These four functions-vision,

structure, accountability, and ad-vocacy-will help local, electedgovernance bodies avoid activitiescounter to educational improve-ment, such as micromanagementof school district affairs," the re-port says.

The report also suggests thatboards require teachers and ad-ministrators to participate in pro-fessional-development networksthat expand their knowledge .

The 23-member task force in-cluded representatives from anumber of state school boards' as-sociations, as well as the leaders ofthe black and Hispanic caucusesand the council of urban boards ofeducation The task force met six

ty participation

times and reviewed 67 articles•

Establish a structure that re- and reports, as well as consultingflects local circumstances and outside experts .

~~ L5

Vision and StructureThe report notes that the

N.S .B .A . in 1992 adopted a policystatement outlining four major re-sponsibilities of local schoolboards. It urges boards to:• Set a vision for education-in-

cluding the adoption of goals andoutcomes-with broad communi-

Court Blocks Accrediting Agency's Reprimand of Gary DistrictBy Peter Schmidt

An Indiana state court lastweek blocked a regional accredit-ing organization from reprimand-ing the Gary school system for itsgovernance problems .

A Lake County Superior Court

judge ruled that the North CentralAssociation of Colleges and Schoolshad denied the Gary school boarddue process when it determinedthat the board's power strugglewith the districts superintendntviolated N.c .A- standards.Judge James Danikolas enjoined

the nonprofit N.C.A ., which institu-tionsbelong to on a voluntarr basis,from taking action to formally clas-sify the district's schools as havingbeen warned of possible accredita-tion

^loss.Heconcludedthatsuchac

tionwould cause the district irepa-rable injury.

If the Gary schools were listed by rthe N.C.A. as "warned," the judgesaid, their graduates would find itmore difficult to get into college orobtain scholarships, and the schoolsystem could encounter problemsin maintaining state accreditation .

An official of the private associ-ation, which accredits more than7,000 educational institutions in19 states, said last week that heknew of no other case in which amember had sought, much less ob-tained, a court ruling challengingthe actions of his organization'sleadership ."We hope the board has not

boxed everybody in" said Ken F .Gose, the executive director of theN.C.A., who argued that the court'sinjunction could prevent his orga-nization from granting the districta routine renewal when its ac-creditation expires .

Benjamin R Coleman, the school.board's president, last week hailedthe decision as protecting the dis-trict from interference by a mem-bership organization that tried toloom "bigger than life ."

`"They have no authority overus," Mr. Coleman said. "As boardpresident, I kind of got the feelingthey came in to whip us into line ."

'A Serious Breakdown'

members. A majority of the newmembers have been locked in apower struggle with Superinten-dent James Hawkins, who was se-lected by their predecessors.

The standards of the N.c .A- holdthat a member district's superin-tendent and governing boardshould have a working relation-ship that enables them to be effec-tive and that the board should re-frain from interfering with the`administration of schools .

The accreditingassociation has"no authorityover us . I kind

of got thefeeling they

came in to whipus into line ."

∎Benjamin R. Coleman

President of the Gary. Ind., School Board

After reportedly interviewingabout 60 people from the districtand community in October, athree-member investigative panelfrom the N.C.A . state office con-cluded that "a serious breakdown"in superintendent-board relationshad caused the Gary district to

An N.C.A. report submitted to the breach N.C.A. standards and wasdistrict in December said the detracting from the quality of thegroup's Indiana office decided to in- district's educational programs .vestigate the school system after re- The investigative team said aceiving complaints from people coalition of board members hadwithin the district of problems that "gone beyond their school boardcould prevent Gary schools from role as policymakers" and was in-meeting N.C.A. standards. terfering in personnel decisions,

The school board had switched in staff supervision, and other areasJune 1992 from members who were of administration that should be.-;-+ .el }_ f},o -__ fn ela,.w1 1.4 fn f}ie minorinfanrlenf

The teamn also concluded thatthe board majority had hinderedthe districts operation by strictlyinterpreting state law to force thesuperintendent to get prior ap-proval of personnel moves andcontracts of more than $5,000 .The N.C.A. was set last month to '~

consider the Indiana office's recom-mc'ndation to formally place the six ^Gary high schools accredited by theorganization on warning for theschool year. If the district failed tocorrect the problems cited, the rJschools could be stripped of accredi-tation

Cafter one academic year.The board last month voted 4 to '

2 to sue to block the rbange in itsstatus. IShares Information With StateThe N.C.A . sent its correspon-

dence to Superintendent Hawkinsand directed that any appeals >must come through him. Mr . Cole- ' \man said the board voted in Febru-ary to direct Mr . Hawkins to ap-peal, but the superintendent tookno such action.Mr. Hawkins was out of the of-

fice last week and unavailable for "comment.

~~"We will not have due process if f.

we have to go through our accus-ers to appeal," Mr . Coleman said .

The judge, in ruling in favor ofthe board, held that the N.C.A. con-ducted its investigation withoutaffording the board representa-tion by counsel, an opportunity toconfront or cross-examine wit-nesses, notice of the substance ofthe complaints, or an opportunityto appeal the investigators' find-ings and conclusions .

Because the N.C.A. shares infor-mation with the Indiana Depart-ment of Education, its findings po-tentially could cause the district tolose state accreditation, the judgesaid. Moreover, the judge said, achange in Gary's accreditation,once made, could not be reversedbefore affecting the college plans ofof lead nne m~rlnQtinn niece

EXCERPT FROMWILLARD W. GARVEY ,NATIONAL CENTER FORPRIVATIZATION, LETTERTO PRESIDENT REAGAN,APRIL 6, 1984 REPRIVATIZATION :

"PRIVATIZATION IS NOW`AN IDEA WHOSE TIMEHAS COME'. THEKNOWLEDGE,COMMUNICATION, ANDCOMPUTER INDUSTRYCAN MAKE POLITICALREPRESENTATIVESOBSOLETE,

E~, .~cational Forumon Russia

Spons-ered by the South ShoreCharter School

Seplemher10,1994Cohasset,

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irtroduncin of Rusnuan GusisBy Dr, V,., a ter H khrison, mem. , ber of Eftafd -af Trusteesof So,-. ,:

Cna,!Nr School

(Description. Dl

and edbcatjcv . .!n RussiaBy Nor Owlyka Pm.9a Petrovska,,fa .. Elena Pebovskaya,Tatia , a Pehm kaya S 05 AM w . '(evq iny R ado,Den .

OweVion @ - d a -mas MA Ussa

South Shor?

P.-esentaGc .-- iBy Tlrn

C'~,iai-.nan of Boar^ c:i

A.dn-w-wst , .3tc)r

Queshony 0 .1 wsv :,~ - s

Crjoqef Schnni

Schedule of Everfs

VIMInwo

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natio-ja` moan m P . . : ' :?I°. Vanv7sbal Ccovelmn! & .cwnt a'SWkk

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THE RUSSIAN ALPHABET(With English Pronunciation)-

33 C"racters Ran Buyk .-,-VdinF.er

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C-cvipE-: : ;n for SFholazship at SuffolkUniversity, n@tiona .' rankea n Putnam Mathematical Compe k tion . Student alSuffol-K Univers -ty majoring in Computer Engineering and Compoer

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Anna Peyovskaya

Anaa 11MYOMCMI!,Winner of the Mcscow Cornpe- Y--, n for Scholarship at Suff;o!k,

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Elena PeUovskaja

Q11MI]MIAWS

Liaison beween Russian secondary schools and South Shore ts>anrrSchool, former secondary school teawer and admAshatm in Moswo:

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Technological &InternationalConnections

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Weekly parent involvement & inputDaily use of experienced practitioners from the colr)munity

Students progressing at their own paceDaily student writing & reading

RE_~qular Student reflection, team work & initiativeExtended school day & year

Sharper focus on basic academic disciplinesFu!I integration of technology into every aspect of schoolIntegrated career competencies with academic disciplinesCentral use of projects to help motivate & integrate learning

Mutual respect & weekly student self-governanceDaily Successes & mistakes are seen as part of learning

Community service learning & citizenshipwork to external c-Iteria, judges & certification

Student exchanges around the country & the worldRegular public exhibitions of mastery

Paid apprenticeship', as reward for academic achievementAll staff .each & few full time staff

l iidhly responsive public/private school leadership

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CAREERCOMPETENCIES

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Career AwarenessI ?t: ;omPete nclesCommunity ServiceService Learning

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Site -BasedEnterprises

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Environmental Projects

Study Solutions To Pond PollutionDevelop ACEC Management Plan

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Keep Frail Elders In Their HomesEarly Childhood DevelopmentIncrease Access For Disabled

Blue Ice International NewsletterShare Projects Internationally

\

Economic Development In Hull

\ EntreprenelJrship Projects__

NIYouthF3uild : RenovationsPublic Access ProjectsBeautification Protects

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LiteratureWritingGrammar

VocabularyForeign Language

HistoryGeographyPhilosophy

Current EventsArts

Physical Education!

chrnggr zfrr Su.mmaty

t • 7th-Kith Grades in 95-96

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Add One Grado 9196 & 9/97 iScie 11th & 12th n 94 .94

AQAL EMICDISCIPLINES

MathematicsNatural SciencesPhysical Sciences

TechnQlQgyHealth

Computer Systems

Support

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irnall mints in 94 95f UII $UI)f'n:" In 9`S-913App,c,;ttiuns Ncw Accepieid

FLder Iiostels & -`Community Education

Cr)mmun!ci Lion Apprentices in 94 95Lnvlrunrnental Appren!ic:es In 9495Human Sorvio Apprilntiues m 134-135

5a!iirda>: Fnrlchrnent Prograrrts in 94-95 Entrnproneu, ship Apprenticesn JrA-9

V, catlnn c

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Menthty IntergPneratiOnalSemlnalS in 94-95

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With Interflatlorla! Guests

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