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

Misconceptions About the GOALS 2000: Educate America Act

The passage of the GOALS 2000: Educate America Act in March of 1994, heralded a new role for the federal government in its support for education. No longer would the federal role focus only on narrow categorical programs. Now, it would also promote a comprehensive approach to help all students succeed academically. This new focus on achievement grew out of a bipartisan recognition that too many U.S. students were not achieving at the levels necessary for them to succeed in the modern economy.

As the federal government carries out this new role of flexible support for state and local school improvement efforts, some misconceptions have arisen about GOALS 2000. The following outlines those misconceptions, and addresses the concerns that have been raised.

Concern:

GOALS 2000 will lead to a federal government takeover of local education.

Reality:

Section 318 of the GOALS 2000: Educate America Act makes it absolutely clear that there are no mandates, and there will be no federal takeover: "Nothing in this Act shall be construed to authorize an officer or employee of the Federal Government to mandate, direct, or control a State, local educational agency, or school's curriculum, program of instruction, or allocation of State or local resources or mandate a State or any subdivision thereof to spend any funds or incur any costs not paid for under this Act." Section 319 of the Act again clarifies that Congress "reaffirms that the responsibility for control of education is reserved to the States and local school systems."

The primary goal of the GOALS 2000: Educate America Act is to encourage local community-based actions that meet pressing educational needs, help more students achieve to higher standards, increase parental participation, and improve teaching. GOALS 2000 provides federal support for local and state reforms. The Act provides great flexibility in how states and communities develop and implement their reform plans. One of the key assurances a state must give when applying for GOALS 2000 funds is that the state will seek broad public participation in the GOALS 2000 planning process.

There are specific statements throughout the GOALS 2000 Act that nothing in the Act will reduce, modify, or undercut state and local responsibility for control of education. In addition, participation in GOALS 2000 is completely voluntary.

Concern:

Our schools will henceforth be pushed toward a philosophy known as Outcome-Based Education (OBE).

Reality:

The legislation doesn't promote any particular education philosophy or approach; that is a local decision. GOALS 2000 focuses on upgrading academic achievement and preparing students for the world of work. Each state, school district, and school determines what content it wants students to learn, and whether that content should focus strictly on core academic and basic skills or should also include other areas. The federal government will not be involved in those kinds of local decisions.

Concern:

GOALS 2000 creates the National Education Standards and Improvement Council (NESIC), which will act as a "national school board" and control what is taught in the classroom.

Reality:

NESIC was initially recommended in 1992 by a bipartisan group, authorized by Congress and appointed by Secretary Lamar Alexander, and cochaired by Governor Carroll Campbell (R-SC) and Governor Roy Romer (D-CO). The council included, among others, Representative Goodling, Senator Hatch, Lynne Cheney, and Chester Finn.

The purpose of the council was to provide an independent review of the quality of model national and state academic standards being developed by professional organizations in each discipline. These standards would be submitted voluntarily. There was no requirement that a state receive certification as a condition of participating in any federal education program, such as Chapter 1, Drug-Free Schools, vocational education, or GOALS 2000. NESIC also would not review a state's school improvement plan developed under GOALS 2000.

NESIC was to be comprised of 19 members, including educators, employers, and state and local officials, appointed by the president from nominations made by the National Education Goals Panel (comprised of governors, state legislators, Congress, and the administration), the House and Senate leadership, and the secretary of education.

Despite the carefully delineated authority provided to NESIC under the GOALS 2000 Act, many people are concerned about any national certification of standards. Upon recommendation by the National Education Goals Panel on January 28, 1995, the secretary of education has asked the president not to appoint NESIC. Discussions regarding other options for helping states develop the highest quality academic standards for children have begun on Capitol Hill and with state officials. Four bills have been introduced in Congress to eliminate NESIC. Congress will be debating these proposals later this year.

Concern:

GOALS 2000 requires the use of the national history standards recently released.

Reality:

Under GOALS 2000, states and school districts determine their own academic standards that outline what they want their children to learn. If they choose, states and communities can use voluntary national standards developed by professional organizations as models to design their own challenging standards. Several states are adopting parts of the model national standards while others are developing their own standards. National standards are voluntary. No funds are tied to the use of these standards, or of any subset of these standards. No law or regulation requires their use in any way.

Although the release of the history standards has evoked a great deal of controversy, efforts to develop voluntary national standards in other content areas, coordinated by such groups as the National Council of Teachers of Mathematics, the Center for Civic Education, and the National Geographic Society, have been well received. Drafts of these standards have been reviewed by hundreds of teachers and other concerned citizens. The standards represent what teachers and scholars believe students should know in subject areas such as math, geography, civics, and the arts by certain points in their education. The much acclaimed math standards, released in 1989, are being used in classrooms across the nation.

Concern:

GOALS 2000 will encourage the proliferation of school- based health clinics, and move schools away from the fundamental duty of education and into the provision of reproductive services.

Reality:

The focus of the GOALS 2000: Educate America Act is improving student achievement, greater parental participation, discipline and safety in our schools, better teaching, higher high school graduation rates, and greater rates of adult literacy. GOALS 2000 does not change the fact that decisions regarding school-based health clinics and the distribution of contraceptives remain a state and local responsibility. In addition, section 1018 of the Act requires that states and local communities that choose to use federal funds for health programs develop procedures to encourage family participation in such programs.

Concern:

GOALS 2000 is another burdensome federal program with a multitude of rules and regulations.

Reality:

GOALS 2000 is a "responsible block grant." It sets broad objectives and goals, but allows the states to determine the means to reach them. The Department of Education has not, and will not, issue any regulations for GOALS 2000. The Department of Education has designed a streamlined application procedure for states that cuts paperwork considerably. The initial application for states to request GOALS 2000 money is only 4 pages long, asks only for information required by law to award funds, and eliminates numerous forms.

Concern:

GOALS 2000 does not promote innovative approaches to school reform.

Reality:

GOALS 2000 encourages the creation of new innovative partnerships, and provides historic flexibility and waiver authority. For example, Massachusetts is using its GOALS 2000 funds to support the creation of 14 charter schools.

Concern:

GOALS 2000 promotes opportunity-to-learn standards that focus on inputs rather than on standards for student achievement.

Reality:

GOALS 2000 reflects an unwavering commitment to results. Developing and implementing challenging standards for what students should know and be able to do in key subject areas, and effectively measuring student performance against these standards, are cornerstones of the bill. States and school districts -- not the federal government -- will define and monitor these standards. The federal government will not be involved in monitoring individual schools or teachers.

The Act also provides for establishing opportunity-to-learn standards or strategies, which are very carefully defined to reflect the essential areas related directly to teaching and learning: quality and availability of curriculum, instructional materials, and technologies; the capacity of teachers to provide quality instruction in each content area; and the access of teachers and administrators to professional development. The opportunity-to-learn standards or strategies are intended to serve as a guide, and their implementation is voluntary.

Concern:

The GOALS 2000 Act is the result of the liberal education establishment's wish list.

Reality:

GOALS 2000 passed the Congress with strong bipartisan support, and has been endorsed by national business organizations, including the U.S. Chamber of Commerce, the National Alliance of Business, the Business Roundtable, and the National Association of Manufacturers. The GOALS 2000 Act supports an education reform agenda that was spearheaded by governors of both parties. It is a balanced bill, one that provides national leadership and some federal funds to support grassroots, bottom-up reform.

Concern:

Congress and the federal bureaucracy do not support the following basic elements of good education:

Reality:

Academic achievement, responsible citizenship, and parental involvement are essential features of the GOALS 2000 Act. There is a strong consensus that citizenship, knowledge of core academic subject matter, and parent-teacher cooperation are critical if this country is going to reach the National Education Goals. For example the third goal states: "By the year 2000, all students will leave grades 4, 8, and 12 having demonstrated competency in challenging subject matter, including English, math, science, foreign languages, civics and government, economics, arts, history, and geography, and every school in America will ensure that all students learn to use their minds well, so that they may be prepared for responsible citizenship, further learning, and productive employment in our Nation's modern economy."

This goal represents a vision for this country. It is our hope that all interested Americans -- Democrats, Republicans, parents, teachers, business leaders -- will work together to see that it becomes a reality by the year 2000.

[For more information about GOALS 2000 call 202-401-0039.]

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