Community Update

No. 21
February 1995
U.S. Department of Education

"THE AMERICAN PEOPLE KNOW INSTINCTIVELY THAT EDUCATION IS THE FUTURE"

Emphasizing that now, more than ever, education must remain a national priority, U.S. Secretary of Education Richard W. Riley testified before the House Committee on Economic and Educational Opportunities on January 12, 1995. Riley outlined a key role for the Department of Education in helping to assure that America's children receive a high quality education, but he clearly distinguished the appropriate federal function from state and local responsibilities. "Education is a national priority, but a state responsibility under local control. I believe strongly in state and local decision making."

Commending the House Committee for its bipartisan support of education improvement, Riley noted some of the prominent legislative achievements of the past two years. Such laws as the GOALS 2000 Act, the School To Work Opportunities Act, and the Safe Schools Act have helped create a framework for excellence in education, according to Riley. The Secretary pledged to continue to work with Congress in the spirit of bipartisanship.

Riley cited recent research that underscores the American public's support for investing in education. A NEW YORK TIMES/CBS poll published on December 15 found that 81 percent of respondents favored a balanced budget amendment. But when people were asked a follow-up question -- whether they favored cutting education spending as a means of balancing the budget -- only 22 percent of the people polled said yes.

"The American people know that we are in a unique time of economic and social transition," said Riley. "Our economic prosperity, our national security, and our nation's civic life have never been more linked to education than they are today as we enter the Information Age of the 21st century."

Riley reached into America's recent past for examples of how education is tied to the nation's economic success. He referred to the G.I. Bill in 1944 that sent 2.2 million veterans to college and contributed significantly to an increase in the nation's GNP. In the 1990's, Riley noted, the link between education and the economy continues: 89 percent of the jobs being created in this decade require some form of postsecondary training.

The Secretary outlined four major areas of national concern where the Department of Education plays an active role: helping to ensure national security, economic security, a responsible citizenry, and equal access to education. Riley then described the ways in which the Department fulfills its national responsibilities.

As a "clearinghouse of good ideas and catalyst for solutions," the Education Department has piloted state-of-the-art technology for teachers such as the ASKERIC program and the soon-to-be- released PATHWAYS program. Helping to define a national telecommunications policy that would link the schools to the Information Superhighway is a top priority for the Department, the Secretary said.

Providing access to higher education -- "creating the middle class of the future" -- is another way the Education Department fulfills its national role, according to Riley. Describing the new direct lending program, Riley said that 75 percent of all student aid for Americans seeking higher education comes from the federal government.

Riley spoke of how the Education Department has created a partnership with states as a third means for achieving its national mission. He lauded the GOALS 2000: Educate America Act as a model for how the partnership works to promote effective local and state reforms. "We seek to support and encourage; we do not dictate or determine local or state policy." Referring to his own experience as governor of South Carolina, Riley noted how having a strong Education Department as a voice for excellence and high standards was a boost to his state reform program.

Concluding his testimony, the Secretary summed up the education agenda of the Clinton Administration. "We need as a nation to commit ourselves to high standards, make our schools havens of order and discipline, recognize that teachers are at the heart of our effort to reach for excellence, reconnect the American family to learning, and find new concrete ways to make sure every student who can make the grade can find a way to pay for college."

FEBRUARY TOWN MEETING TO DISCUSS MAKING SCHOOLS SAFE AND DRUG-FREE

Focusing on an issue of the highest priority to students, parents, teachers, principals, and concerned citizens, the February Satellite Town Meeting will address how communities can ensure that schools are safe. The program, entitled "Safe Schools: Providing Our Children with a Disciplined and Drug-Free Learning Environment," will discuss solutions to the problems of drug abuse and youth violence in the schools.

The Town Meeting will air on Tuesday, February 21, at 8:30 p.m. Eastern time. The program will be broadcast live from the studios of Public Broadcasting member station KLRU in Austin, Texas, and will be produced with help from the Texas Business Education Committee and the Texas Association of Partners in Education. A simultaneous broadcast in Spanish will serve to take callers' questions and give answers in Spanish.

U.S. Deputy Secretary of Education Madeleine Kunin will host a panel of guests who have developed successful strategies to combat drug abuse and youth violence in their schools and communities, and have implemented programs with proven results. (Education Secretary Richard Riley will participate in the meeting via satellite.) Topics of discussion will address drug and violence problems, the role that law enforcement should play in preventive strategies and solutions, partnerships with community organizations to provide safe havens for children before and after school, and training parents and school staff to communicate with youth effectively about drugs and violence. The Department of Education produces the Satellite Town Meeting series in partnership with the U.S. Chamber of Commerce.

Sponsors of the series include Miles, Inc., The Procter and Gamble Fund, SC Johnson Wax, and the Corporation for Public Broadcasting.

Satellite coordinates are as follows ....

C-BAND: Telstar 302, Transponder 10V/Channel 19; Vertical Polarization; Downlink Frequency 4080; Audio Subcarriers 6.2 (Spanish) and 6.8 (English); Orbital Location: 85 degrees West.

KU-BAND: SBS-6, Transponder/Channel 1H; Horizontal Polarization; Downlink Frequency 11717; Audio Subcarriers 6.2 (Spanish) and 6.8 (English); Orbital Location: 95 degrees West.

To participate in the Satellite Town Meeting, you can contact your local Public Broadcasting System (PBS) member station, Wal- Mart or Sam's Club, Chamber of Commerce, or Johnson Controls branch office and ask if your group can use the facility as a downlink site. Other possible sites are local schools, public libraries, community colleges, cable television stations, universities and technical schools, government offices, hospitals, businesses, hotels, or even private residences with satellite dishes. Call 1- 800-USA-LEARN for further information or to register your participation.

SCHEDULE FOR DISCOVERY NETWORK REBROADCASTS OF TOWN MEETINGS

The Discovery Network rebroadcasts each GOALS 2000 Satellite Town Meeting on the program "Assignment Discovery." The rebroadcasts occur on Friday at 9:30 a.m. Eastern time. Here is the schedule for the remainder of the school year:

     FEBRUARY 3          "SCHOOL TO WORK:  PREPARING STUDENTS FOR
                         HIGH-SKILLS, HIGH-WAGE JOBS"

     MARCH 10            "SAFE SCHOOLS:  PROVIDING OUR CHILDREN
                         WITH A DISCIPLINED AND DRUG-FREE LEARNING
                         ENVIRONMENT"

     APRIL 7             "MATH AND SCIENCE:  EDUCATION FOR THE 21ST
                         CENTURY"

     MAY 12              "READY TO LEARN:  HOW FAMILIES AND
                         COMMUNITIES CAN PREPARE CHILDREN FOR
                         SUCCESS IN SCHOOL"

     JUNE 2              "TEACHING AND LEARNING IN DIVERSE
                         CLASSROOMS:  HIGH STANDARDS AND
                         ACCOUNTABILITY"

     (WILL AIR--UNSCHEDULED)  "LEARNING TO READ:  COMMUNITY
                              STRATEGIES FOR CREATING MORE LITERATE
                              STUDENTS AND ADULTS"

SCHOOL-TO-WORK PROGRAMS ARE FOR ALL STUDENTS, TOWN MEETING AUDIENCE LEARNS

Discussing how school-to-work programs make an essential contribution to every student's education as well as to the economic well-being of the nation, January's GOALS 2000 Satellite Town Meeting focused on the transition from school to the workplace. U.S. Secretary of Education Richard Riley and Deputy Secretary of Education Madeleine Kunin welcomed a panel of innovators in the school-to-work area who described successful programs that are built on community-wide partnerships among parents, schools, businesses, and higher education.

J.D. Hoye, Director of the National School-to-Work team -- a partnership between the Departments of Education and Labor -- also participated in the program. Ms. Hoye, who had led a statewide school-to-work strategy in Oregon, offered basic advice to communities that are looking to start programs. "It's too important of an agenda to sit back, hold back, and not be a partner in discussing what's good for all students," she said. "You have to be at the table, and you have to be a stakeholder. If you want to be there, people will welcome you."

The business perspective on school-to-work issues was represented by Marcus Clarke, Manager of Education, Training, and Development at the Ford Motor Company in Dearborn, Michigan; and Lois Ann Porter, School-to-Work Director of the Boston Private Industry Council. Mr. Clarke works with the National Employers Leadership Council, a group of chief executives from 13 of America's top corporations, who have pledged to assist both urban and rural communities with school-to-work efforts. Ms. Porter manages a highly successful youth apprenticeship program in Boston called Project ProTech, which has expanded from its original focus on health care to the financial services and utilities and communications industries.

Asked what kinds of skills students will need for the jobs of the 21st century, Mr. Clarke and Ms. Porter agreed that teamwork ranks high on the list. "Employers tell us that what they're looking for are workers who can solve problems, who have critical thinking skills -- but almost more important than any of that is their basic communication skills," Ms. Porter said.

Mr. Clarke described the essential connection between learning in the workplace and learning in the classroom. "Students really want to be successful on the job. When they find they don't have a particular tool to allow them to be successful, and they can get that tool by going back to school, it motivates them to go back to school and learn."

In a special satellite uplink from San Francisco, California, a student spoke firsthand of how his school-to-work program at the Berkeley Biotechnical Academy has been a motivating force in his life. The Berkeley program is a nonprofit partnership between the city and Miles, Inc., a health care company with operations in the area. Student Damian Kirkland told the audience that he never thought he'd pursue a career in science, but that his internship has intrigued him, and he can now envision himself as a scientist.

U.S. WORKFORCE CHANGES

     60 |      ##                    XX -- Professional
        |      ##                       ## -- Unskilled
     50 |      ##
        |      ##
     40 |      ##                               XX
        |      ##             ##                XX
     30 |      ##             ## XX             XX
        |      ##             ## XX             XX
     20 |      ## XX          ## XX             XX
        |      ## XX          ## XX          ## XX
     10 |      ## XX          ## XX          ## XX
        |      ## XX          ## XX          ## XX
      0 |      ## XX          ## XX          ## XX
        ----------------------------------------------
               1950           1989           2000

SOURCE: National School-to-Work Team

In the second half of the program, principal Mike Hryciw from Portland, Oregon, also spoke of how school-to-work programs can change students' directions in life. He leads a nationally recognized program at Roosevelt High School, where the entire four- year curriculum is built around school-to-work principles. "We could give you story after story of students who have raised their levels of expectations, set higher standards for themselves, and have gotten a real sense of relevancy to their education," Mr. Hryciw said.

Jerry Sue Thornton, President of Cuyahoga Community College in Cleveland, Ohio, shared insights about the specific ways community partnerships dedicated to school-to-work can be built. Her community college offers training to employees of businesses in exchange for the company's participation in school-to-work programs at the secondary school level.

Secretary Riley spoke of how the design of the School To Work Opportunities Act of 1994 is to have the federal government support a grass roots movement. "We can be coalition builders, but the energy and the action really have to come from the local community around the school," he said.

At the Town Meeting's close, Deputy Secretary Kunin summed up the main points of the program: school to work is for all students; programs should offer students a flexible set of career and educational options; classroom learning and on-the-job learning should be integrated; and school-to-work programs should involve the entire community -- parents, businesses, higher education, and others.

COMING TO YOUR COMMUNITY: THE FAMILY INVOLVEMENT PARTNERSHIP FOR LEARNING

With the formation of a nationwide Family Involvement Partnership for Learning, the U.S. Department of Education has embarked on an initiative to help groups unite around the promising practice of involving families in the education of America's young people. Research has shown that schools succeed when family involvement in learning is supported by all sectors of the community: businesses, community agencies, and religious groups.

The new National Education Goal dedicated to family involvement states: "Every school will promote partnerships that will increase parental involvement and participation in promoting the social, emotional, and academic growth of children." To date, more than 100 national organizations have committed themselves to develop such partnerships. Under the leadership of the National Coalition for Parent Involvement in Education (NCPIE), representatives of community organizations have been working on a strategic plan that identifies goals aiming at concrete results.

The Education Department has played a key role in encouraging national groups to join together and define specific ways to promote family involvement in learning. Last month, leaders representing a broad range of religious communities met with Secretary Riley and publicized a shared statement pledging their willingness to shape action plans that will have real consequences for families. (See reverse side for excerpts of the statement.) Chief executive officers of a number of America's top corporations have also met with Secretary Riley to discuss how they can work together on behalf of family involvement.

In upcoming issues of COMMUNITY UPDATE, we will feature further developments in the national campaign for family involvement in learning.

FAMILY INVOLVEMENT RESOURCES ARE AVAILABLE

The following resources are available, free of charge, from the U.S. Department of Education. Write to the GOALS 2000 Information Resource Center, U.S. Department of Education, Room 2421, 600 Independence Ave., S.W., Washington, D.C., 20202.

• STRONG FAMILIES, STRONG SCHOOLS: BUILDING COMMUNITY PARTNERSHIPS FOR LEARNING -- This booklet underscores why family involvement is so important in learning, summarizing recent research, and offers practical tips to parents, schools, businesses, and community groups about how to connect families to the learning process.
• EMPLOYERS, FAMILIES, AND EDUCATION: PROMOTING FAMILY INVOLVEMENT IN LEARNING -- This booklet contains profiles of exemplary business programs around the nation that promote family involvement in learning. The programs can serve as models for other businesses and can be a resource for school and community leaders who are opening a dialogue with businesses in their area.
• FAMILY INVOLVEMENT POSTER -- This full-color 20" x 30" poster features Secretary Riley's seven good practices for families.

STATEMENT OF COMMON PURPOSE AMONG RELIGIOUS COMMUNITIES SUPPORTING FAMILY INVOLVEMENT IN LEARNING

Editor's note: Leaders of more than 30 religious organizations, representing some 75 percent of religiously affiliated americans, recently met with U.S. Secretary of Education Richard Riley. They issued a statement declaring their support for the national partnership for family involvement in learning. Below are excerpts:

As members of religious communities from across the land, we join to affirm the vital and enduring role of families in the education of children. We have always regarded families--and parents in particular--as the primary teachers of children. Encouraged by Secretary of Education Richard Riley's concern for all children and his commitment to the role of families in educating children, we call upon all people of good will to stand as one with us in support of families' participation in children's learning.

Parents and guardians need to immerse themselves in the education of their children as never before. Children need the immediate and constant support of their families. But there are other voices at odds with these goals: the voices of poverty, loneliness, and fear. Because of this, there are children who do not attend school regularly, whose test scores and grades falter, who have too much idle time, and whose parents are absent, too overwhelmed or too busy to spend time reading, talking, praying, playing, listening, helping or encouraging them.

Religious communities hear this cry. It is with this knowledge and in our unique roles that we stand united in our commitment to the involvement of family members in the education of children. We believe the participation of family members in the education and spiritual development of young people is fundamental to a child's preparation for adulthood and the responsibilities of citizenship. Our nation's future depends upon a shared concern for the education of young people.

It is imperative that religious communities join together with governments, community organizations, businesses, and public and private schools in striving to provide families, parents, grandparents, foster parents, guardians, or extended family members with the information, skills, tools, and opportunities that will encourage their participation in the total education of their children, including character education. We are committed to working together to improve children's learning through family involvement partnerships.

We are thankful for the blessings of religious liberty, a sacred trust, stated in the Declaration of Independence and guaranteed by the First Amendment of the Constitution, that enables the members of all faiths to work together freely and openly for the common good. As beneficiaries of this great legacy, we pledge our support in encouraging family involvement in the education of children.

We call upon all citizens, religious communities, community organizations, and businesses to do their share. We urge family members to become actively involved in their children's education, religious communities to work to better understand and meet educational and family needs, community organizations to sponsor meaningful youth- and family-oriented activities, and businesses to adopt family-friendly policies in the workplace. Governments need to promote public policies that encourage greater family involvement in the education of all children. We challenge our society to value and nurture our children of today so that they can be productive citizens of tomorrow.

MARCH IS ARTS IN EDUCATION MONTH

Schools across the country will be holding special events in March as part of "Arts in Education Month," a sure way to break out of the winter doldrums. The disciplines of music, visual arts, and theatre will be participating, followed by dance in April with National Dance Week.

"Music in Our Schools Month," sponsored by the Music Educators National Conference (M.E.N.C.), will kick off with "The World's Largest Concert" on March 2. The concert, which will be broadcast on PBS stations nationwide, is meant to be participatory: the words and music to the six songs that are to be performed by the Lawrence, Kansas Children's Choir have been available to music educators nationwide and their students since last fall. For more information on the concert, contact Judy Reinhardt at 1-800-336- 3768.

"Youth Art Month" for the visual arts is sponsored by the Council for Art Education, Inc. Many states have Youth Art Month Coordinators who are helping schools to plan activities and events. A booklet of ideas for promoting the visual arts is also available, free of charge (single copies only). For more information on Youth Art Month, or to order a booklet, write: Laurie Doyle, Council for Art Education, Inc., 100 Boylston Street, Suite 1050, Boston, Mass., 02116.

The American Alliance for Theatre and Education (AATE) and the Educational Theatre Association are co-sponsoring "Theatre in Our Schools Month." Tony Randall is honorary Chair of the special month of events. Some free materials are available for educators, along with a packet of activities and strategies for promoting theatre education, for which there is a $15.00 charge. The packet includes posters, logos, and buttons for Theatre in Our Schools Month. Products such as T-shirts and tote bags can be ordered separately. For more information, write Karen Kay Husted, Theatre Arts Department, University of Arizona, Tucson, Ariz., 85721. The fax number is (602) 621-2412.

National Dance Week, sponsored by the National Dance Association, takes place from April 24-30. Gregory Hines is the official spokesperson. To date, 23 states are participating, and regional coordinators within each state are helping schools to plan activities. The event has a mission statement: "To encourage the growth and development of dance in America by raising public consciousness of the values, importance, and contributions of dance." Success kits are available for teachers at a charge of $25.00, but a free brochure on the week can also be ordered. Write to: Patti Goulding, 2121 Noblestown Road, Pittsburgh, Penn., 15205.

RESOURCES HELP INTEGRATE THE ARTS INTO GOALS 2000 REFORMS

• The National Art Education Association has two resources available to help art educators link up with the GOALS 2000 process. The GOALS 2000 EDUCATION REFORM HANDBOOK offers step-by-step guidance to school leaders on participating in state reforms. A resource guide of helpful materials is included. A PRIORITY FOR REACHING HIGH STANDARDS is a booklet giving an overview of how the arts fit into the GOALS 2000 vision. Both booklets are available for a $1.00 charge. Write to the National Art Education Association, 1916 Association Drive, Reston, Virginia, 22091-1590.

• The National Coalition for Music Education has created a resource for teachers entitled MUSIC FOR A SOUND EDUCATION: A TOOL KIT FOR IMPLEMENTING THE STANDARDS. The resource is available through the Music Educators National Conference (M.E.N.C.). This multimedia kit contains materials such as decals, a video, and a series of brochures with action steps for school boards, administrators, state education agencies, and parents. The Tool Kit is $32.00 for M.E.N.C. members and $40.00 for non-members. To order, call M.E.N.C. Publications/Sales at 1-800-828-0229.

GOALS 2000 STATE PLANNING PROCESS UPDATE

Forty-one states have now received funding under the Goals 2000 Act: Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Hawaii, Idaho, Illinois, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Missouri, Montana, Nebraska, Nevada, New Jersey, New Mexico, New York, North Carolina, North Dakota, Oklahoma, Oregon, Pennsylvania, Rhode Island, Tennessee, Texas, Utah, Vermont, Washington, West Virginia, and Wisconsin. In addition, American Samoa, the District of Columbia, Guam, the Mariana Islands, the Marshall Islands, Micronesia, and Puerto Rico have received grants.

To date, applications for first-year funding are pending for the Alaska Federation, Indiana, Mississippi, Palau, South Carolina, and the Virgin Islands.

For more information on your state's planning process, or to find out how you can get involved, contact your chief state school officer.

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