A r c h i v e d  I n f o r m a t i o n

A biweekly look at progress on the Secretary's priorities

Table of Contents Telecommunication Discounts... Budget Agreement Helping All Children... Community Service NAEP Science Results Credits

TELECOMMUNICATION DISCOUNTS FOR SCHOOLS, LIBRARIES APPROVED Schools & libraries will receive technology discounts totaling up to $2.25 billion annually, thanks to a unanimous May 7 vote by the Federal Communications Commission (FCC) accepting the bipartisan recommendation of its Federal-State Joint Board on Universal Service. Under this recommendation, schools & libraries will be eligible for discounts on telecommunication services (such as phone service), internal connections (bringing technology into classrooms), and Internet access. These discounts will range from 20% to 90%, depending on poverty & geographic location. The average discount is expected to be 60%. Secretary Riley called it "a day to celebrate" while pointing out that approval of the E-rate is not only "a great opportunity, but also a great responsibility.... We must show that it really makes a difference in the classroom, & that means helping students to learn the basics & other core subjects to high standards." (For the Secretary's full statement, as well as the Vice President's remarks, please see: http://www.ed.gov/news.html#pr & http://www.ed.gov/PressReleases/WhiteHouse.html) Over the next few months, the Department will work with the education community, the private sector, and the fund administrator to develop an easy-to-use application process for schools & libraries seeking the discounts. Details on the application process, which could begin as early as this fall, will appear here in the coming weeks. Meanwhile, schools & libraries may prepare for it by assessing their current resources & future needs, & developing & refining their own technology plans. As noted last week, the FCC is offering 2 listservs for updates & communicating with other educators about ways telecommunications can be used to improve learning (http://www.fcc.gov/learnnet or learnet@fcc.gov). Also, PBS is offering a videoconference on June 3 from 1-2:30 (Eastern time), "Maximizing Your E-Rate: Making the Most of New Telecommunications Discounts for Schools & Libraries." For more information, please see: http://www.pbs.org/learn/als/programs/live/erate.htm (or call PBS at 1-800-257-2578).

BUDGET AGREEMENT On May 2, the President & Congress announced a bipartisan budget agreement that would mean a significant increase in education funding next year (fiscal year 1998). The agreement, which would balance the federal budget by the year 2002, would support 2 new education initiatives -- the America Reads Challenge & tax incentives for postsecondary education. Under the agreement, families sending their children to college would receive $35 billion in tax savings over the next 5 years. The maximum Pell Grant award (to individual students) would rise from $2,700 to $3,000. There would be no legislated cap on Direct Loans (as a percentage of student loan volume). This agreement marks the first step in eliminating the budget deficit. Congress must next pass a "budget resolution" to affirm the targets & assumptions in the agreement & to set more detailed targets for tax savings & discretionary spending for 1998-2002. The House & Senate Budget Committees are scheduled to mark up their versions of the budget resolution this week or early next week. Over the next few months, Congress will be working with the White House to enact legislation -- a reconciliation bill with tax & mandatory spending provisions & annual appropriations bills -- to implement the details of the agreement. Details will be provided as they become available.

HELPING ALL CHILDREN REACH HIGH STANDARDS On May 7, committees in both the House & the Senate agreed to a proposal for reauthorizing the Individuals with Disabilities Act (IDEA), the 22-year-old law that guarantees a "free, appropriate" public education to 5.8 million youngsters with disabilities. Secretary Riley praised the strong, bipartisan agreement & the balanced approach of the proposal at a press conference. He declared that it has "the full support of the President" and noted that, under the proposal... "Parents of disabled children...will be more fully involved in placement decisions, & they will get report cards on the progress their children are making as frequently as the parents of non-disabled children. Parents will also have the satisfaction of knowing that the regular education teachers who teach their children will now be part of the team developing & reviewing the child's educational program -- the IEP [Individualized Education Program]. This should give disabled children more of an opportunity to succeed in the regular classroom. "I am also pleased that the agreement makes a strong statement about expectations & high standards by including these young people in state & district assessments, with appropriate accommodations where necessary. "The agreement expands the authority of school officials to protect the safety of all children in the classroom. Parents of disabled children & non-disabled children alike need to know that school officials can act quickly to avoid situations that involve weapons & drugs that can put children in harm's way. Yet, this agreement still retains the essential rights & protections for children with disabilities. The bill also makes clear that educational services may not be terminated for any child with a disability. "Schools districts will get financial relief because of new cost-sharing provisions, & there will be less paperwork for teachers, school districts & states. We also clarify the requirements for providing services to children whose parents voluntarily place them in private schools. "Finally, this agreement...will help us heal the divisiveness that has grown up over the years that sometimes has divided the parents of disabled children & school authorities. I believe everyone, for example, will benefit from the new mediation mechanisms to resolve disputes between parents & school officials. As a result, I think we will be able to get back to a strong focus on the teaching & learning process; to making sure that all of these young people -- disabled & non-disabled -- reach their full potential." The Secretary's *full* statement is at: http://www.ed.gov/news.html#pr

COMMUNITY SERVICE 93% of 6th through 12th graders who were asked to volunteer actually did, compared with 24% of those who were not asked, according to a study released last week by the Department's National Center for Education Statistics (NCES). At the time of the interview, 49% of the students reported being involved in community service during the 1995 & 1996 school year; 26% said they participate regularly. The most important factor in student participation appeared to be whether schools arranged or offered community service. For more information, please see "Student Participation in Community Service Activity" highlights: http://nces.ed.gov/pubs97/97331.html

NAEP SCIENCE RESULTS Last week the Department's National Center for Education Statistics (NCES) released the first National Assessment of Educational Progress (NAEP) reporting on students' *science* performance state-by-state. Science scores for one grade level -- 8th graders -- were reported for 40 states, the District of Columbia, Guam & Department of Defense (DoD) schools. Nationally representative samplings of 4th & 12th graders also took the science assessment, which asked every student to conduct at least one "hands-on" experiment, as well as answer essential science questions. The hands-on component proved especially challenging. For example: In the 4th grade floating pencil task, just over 25% of the students could distinguish salt water from fresh water & give a totally complete explanation. Another 45% gave a partial answer. In an 8th grade salt solution task, about 40% of students carried out the measurement completely & successfully; another 37% carried it out, but at a "less than complete" level of performance. 12th graders were asked to separate 5 components in a mixture & explain how they did it. About 1/4 of the 12th graders were able to give a complete response explaining the steps that led to the separation of all components in the mixture. Another 32% described how to separate 3 of the 5 components. For more information, please see the "NAEP 1996 Science Report Card for the Nation & the States" at: http://nces.ed.gov/NAEP/96report/97497.shtml

Have a comment or suggestion on ED Initiatives? Please send it to Kirk Winters in the Office of the Under Secretary at kirk.winters@ed.gov.

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