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1 99(r N ati..',naI E.ltrcati t-rt'i Strtltl it

Govemor Tommy Thompson of Wiscoroin (left), Louis V. Gent¡rer, Ji, Ðd Govemor Bob Miller of Nevada

"We could debate ideas for dnys and weeks. Instead,let's act'. Let's take rislcs.

Let's start to make change haþþen. There has to be a'starting þoint for

change, ffid here it is ."


Louis V. Gerstner, Jr.
Chairman and CEO
IBM Corporation
Contents

5t¡ndard+ A¡sr¡¡¡m¡t, A¡tsu¡l¡lilitf


THERE Is IN AMERICA today a sense of urgency about rndftrimlogg ......'... :...'..... -....,.. -' -l
A series of actions úrat will ¡aise x-rz
educational reform. Students in many other countries academb sta¡rda¡ds, establish assessrnenæ
.

æd accounability for strdent performance'


outperform Americans in tests of basic ski||s. Our and improve school technotogy a¡e tmder
way as a resiiit of drc r99ó National
I
will not meet any of the key
schools and students Educati,onSummit. : .

hlirg ........... ;.'..;... :..... -..6


academic goals set at the start of this decade'
Statamenr

Excerpts from the r99éNational Education


Summit Policy Statement.
Corporåte leaders question how much longer we can
Ierhnolo¡g: Eduration'¡
-ûrr¡t Equrlhef -. . t0
compete effectively in a global economy Examples of the best in x1¡ z:teãhnology'
were on display during the Sumrrit.
Participanæ saw eleven demorutrations
Believing that educators and students need higher picked as the most impressive from among
8o proposals. The demonstration products

instructional standards as a prerequisite to achieving and projects were selected by the Center
for Children and Technology, a New York'
based nonprofrt research and ev'¿luation grorp.
academic goals, Governors and business, education
Summaris¡ of 1995 llati¡nrl [du¡ation Sunmit
and community leaders met in Palisades, New York Briefing Maleri¡l¡ .. ' . .. . . . . . . . . ' .. . ' .. . .. .. 14
îbelve papers were commissioned to
in March for a N ational Education Summit' .prepare
Govemors and business leaders
for the r996 National Education Summit'

Their mission: To start a national effort to establish These papers address the implementation
of high academic standards, asses¡ment
and accountability and thê potential
high academic standards, assessment and account- of technology'

ability and impfove rhe use of school technology as 1996 National tdutation 5unmit Attende$ -. 20

a tool to reach high standards. ffe¡oul¡e¡:


Edu¡ation St¡ndard¡ anú l¿:hnolog¡ . .. . ... .. ll

This newsletter summarizes the proceedings of the


r996 National Education Summit. It provides ideas
and facts that educators, parents and community
leaders can use to move these policies to reality as they

establish higher academic srandards in their schools.


AcrroNs that will establish x. r z assessments to measure academic achieve- Publit Eeporting.
A sERrEs oF
academic standards, assessments and account- ment, and accountability systems. The The Governors and business leaders

Governors will reallocate funds to imple' agreed to be accountable for progress in their
ability for sruden¡ performance, and improve
ment standards and provide educator profes- states toward student achievement in co¡e
the use ofschool technology to reach high stan-
dards are under way as a result of the r99ó sional development' infrastructure and new academic subjects. An annual report by an

National Education Summit. Commitments technologies to meet the goals' external, independent, non-governmental
group will measure each state's progress in
to action came from 4o Governors and 49
corporate executives who attended the meeting Business Prattites. setting standards, improving the quality of

on March z6 arrdzT at the IBM Corporation's Business leaders within one year will require job teaching, incorporating teihnology, support'

Executive Conference Center in Palisades, applicants to demonstrate academic achieve- ing innovation and improving student
New York. ment through transcripts, diplomas, and port- achievement.

Within weeks of that meeting:


lnformation 5haring and
Terhniral Assistance.
Þ TheNationalGovemors'Association
The Govetnors and business
Executive Committee adopted
leaders agreed to work together-
a proposal to create a non'govern-
mental organization to serve as a on a voluntary basis to pool

clearinghouse for standards infor' information resoutces and


expertise a¡rd to designate bY
mation and benchmarks and Public
this summer an extemal, inde-
reporting. The Executive Committee
pendent, non- governmental
recommendation will be presented
for endorsement by all Governors at
entity to facilitate their work
NGA'S annual meeting in July. This
and provide guidance and
follows commitments unanimously information to interested
states and school districts.
approved by the Governo¡s and
business leaders at the Summit' In individual states the
Governors and business leade¡s
) State-level Education Summits,
agreed to a variety of activities
aimed at focusing business and
govemment attention on the issues, - including to\¡/n meetings'
hosting educators at businesses
were planned in states from Alaska
to help them understand work-
to Nevada, New York to Georgia,
place needs, and organizing
and New Jersey to Florida'
state-level Education Summits -
> The Business Roundtable and other to help continue momentum at
national business grouPs have a state and local level.
begun work to make education
standards, assessment and accountability folios. They also will consider the quality of a The Summit came about following IBM CEO

the number one issue for its membe¡s. state's academic standa¡ds and student Logis V. Gerstner, Jr.'s speech at the National
achievement levels a high priority factor in Govemors' Association (NGA) rgg5 annual
lmplementing 5tandards' meeting. Gerstner and NGA Chairman
determining business location decisior¡s. And
The Governors committed to establish in Governor Tommy Thompson of Wisconsin
they committed to develop and help imple-
each of their states within two yeârs interna- agreed there was a need for Govemors and busi'
ment inexpensive and easy-to-use technology
tionally competitive academic standards, ness leaders to act on K- r 2 education standards,
products and services to support teaching.

-t-
1996 National Educarion Summit

"I think the major imþact of the


Summit for teachers is that we can
feel like we haq)e some allies in the
war on ignorance. Students know
there is not much required of them,
and when teachers do there i.s an
outcry. Noq, they can see it is not
jus.t: teache:rs who exþect them n be
' educated. We must make it clear
that a diplorn& means something.
I think things haq)e gone so far
afield that we are forced to rea,ct like we did when the Russians launched
Sputnik. There is more of a sense of wgencJ."

Joyce A. Ellio.tt
English and Speech Teacher,
Joe T. Robinson High School

Former President George Bush convened Summit participants emphasized that Speaking during the second day of the
the last Education Summit in r989 at they are not trying to dictate what or how Summit, President Clinron told parricipants,
Charlottesville, Vrginia. The Governors ar students should leam decisions that right- "I accept your premise; we can only do better
that session endorsed six broad national
-
fully should be made locally by educators and with tougher standards and better assess.
education goals to be reached by rhe year parents. Rather, they said, the urgency of ment, and you (Governors) should set the
zooo, But by 1995, only six Governors who generating momentum for reform convinced standards. I believe that is ábsolutely right.
had attended the 1989 meeting were still in them to play a more active role in promoting And that will be the lasting legacy of
office and, based on the progress to date, the an education policy emphasizing high acade- this conference."
nation's schools and siudents will not meet mic standards.
President Clinton, who participated in the
any of these goals.
rþ89 Education Summit as Governor of
do markedly better on average compared communi[y by ptoducing graduates with
Arkansas, said setting standards is the foun-
higher academic, problem'solving and com-
dation for every other strategy' "Here in to those districts that are poorer and
munication skills.
r99ó, you're saying you can have all of the burdened by many of our social problems"'

goals in the world, but unless somebody real- Miller said. "If we are committed to high- "!üe'll teach (students) how to be marketing
ly has meaningful smnáards and a system of lighting the performance discrepancies people," Gerstne¡ said. "\üe can teach them
measuring whether you meet those stan' between student'to'student, school'to' how to mânage balançe sheets' Vhat
dards, you won't achieve your goals' is killing us is having to teach them to

That is the enduring gift You have read and to compute and to communi-
5et up verg clear guidelines
given to America's schoolchildren and on what kids should learn
cate and to think'"
5upport for 5tandards Broad
to America's future.t' an¡l teachers should teach
Across All 6rouPs
in everg subiect
Summit participants saw eleven tech'
in the nology demonstrations conducted by
-F_. j., ''

Business executives have a stake


t1¡.: .'.:7 ':]i'. -.]}

c;Gúî,tuiá" ' . ;,,-,- '' SzVo':. '


srudents and teachers highlighting
x-rz standards issue because students r. rll
86
graduating from high school must cutting-edge instructional and admin'
have mastered core academic subjects istrative applications. The demonstra'
in order to analyze problems, propose tions were selected as the best from
solutions and communicate clearly - more than 8o ProPosals.
skills increasingly in demand for jobs
Technology has a key role in the stan'
today and in the next century. But the
dards and assessment movement' the
business executives and Governors
Cnp¡srreN PARENTS Governors and business leaders noted
shared concern that students, parents :-': '':: " ,
Acrsr8l¡5 ','
: '',4' in the policy statement' They said they
and educators too often aim too low' ?8
' ¿;l! i .:.
"are convinced that technologY,
Acrs 36-54 84
"standards drive excellence' \le're '84 if applied thoughtfully and well'inte'
talking about something that's very grated into a curriculum, can be uti'
ambitious setting high standards, Dr¡p SourH 83 lized as a helpful tool to assist student
-
telling our kids theY have to do Mro:rSour¡r 8¡ learning, provide access to valuable
bette¡ because we know theY can do information and insure a competitive
better," said Governor ThomPson'
Nonrgrest
. f'-'- '":
Pi edge for our workforce." They also
MlovBcr .:. 79.
"Imagine the reaction if our Olympic said in the policy statement that they
Wrsr 8r
athletes were able to finish no better would support educators in overcom-
WlÚ Areiw Eçen ftm ùP Pubtrc Schøl (tqg+l
than r3th or r4th this summer in J**, Publi" Ag".dâ, F;ñ¿ Thi¡€s F;ßt;
ing barriers that impede the effective
Atlanta," he added. "That's about use of technologY, such as Planning
where we are in education. Our Olympic school and district-to-district, we must and acquisition, high costs, lack of school
athletes have standards by which to measure be equally committed to providing the teôhnology policies, resistance to change
their success. Many of our schools don't have technical support and resources to our and "most important, the need for staff
standards." disadvantaged regions. This is the only way development and cur¡iculum change'" !
we can ensure all children will reach their
It is important that high academic standards full potential." Fu alist of Gouemor , bwíness leaðets anÅ educators uho
2o'
apply to all students, according to Nevada a¡ænÀed tlæ 1996 NationoJ Ed.rcation Sumit, see Þage

Governor Bob Miller, Vice Chairman of the Corporations do not want K-r2 schools to
For ke1 excerpts from the 1996 National Educacion Summit
National Governors' Association' become vocational schools, acco¡ding to PoIíc1 Søtement, see the uticle on þage 6 '

Gerstner. To the contrary, schools could bet'


"lt doesn't take a crystal ball to predict the ter serve their students and the business
affluent suburban school districts will

-5-
I996 National Education Sr-rmrnir

Excerpr ftom the 19 96 Nuiml EdrcøtimSømmitPolicl Søæmt


The full text of the Policy Statement is available on the Sumnít
Woild \)qide lfeb site: htç://ww.summitg6.ibm.com
The full text of the Policy Statement also wæ published in the
April 3, r99ó isue of EdrcatimWleek.

Policy Statement Charß


Course for Future
rN NovEMBER r995,the National Education Goals Panel

marked the progress made in achieving the goals at the

mi{point between the time they were established and


the year zooo, when they are to be achieved. The report

shows some positive developments, but it is clear that, at

the current pace, we will not meet these goals in any


area. The report also shows that limited information is

being collected to help us understand how students are

perfrorming. While we remain committed to implement

at the state and local level the education goals adopted

by Governors following the Charlottesville Summit in

ryi8g,itisc1earthatsimp1ysettinggoalsisnotenough.
Exceçts ftom the ryg6 NatiauJ Edrcuion Srmmit Poþ Søtmt

Whg we have tome together dards, benchmarking these standards to the tion and integration of technology into
...Students must be challenged to perform at highest levels, and accurately assessing stu- classrooms and schools; the high costs of

higher academic levels and be expected to dent academic performance is a state, or in acquiring, developing, and maintaining
demonstrate mastery of core academic sub- some cases a local, responsibility, depending it; the lack ofschool technology policies;
jects. In addition to basic skills, all individu- on the traditions of the state' \ü'e do resistance to change from individuals both

als must be able to think their way through


the workday, analyzing problems, proposing
solutions, communicating, working collabo-
ratively and managing resources such as time
and materials.

.,.Governors and business leaders must


assist state or local school districts in
developing assessments to measure student
achievement and to use such assessments
as measurements for providing students
and parents with continuous feedback
about student performance and specific
areas where students may need some
extra help. Finall¡ we must put in place the
technology, professional development oppor' From left: John L. Clendenin, Chairmm and CEO, Bellsouth Corp.; Govemor Terry E. Braruad of lowa; Govemor Jarires B Hunt, Jr. of
North Ca¡olina; and Frmk Shrontz, Chaimm and CEO, The Boeing Co'
tunities, and curriculum that will enable
both parents and communities as a whole to within and outside the education system;
not call for a set of mandatory, federally
hold their schools accountable.
prescribed standards, but welcome the and most important, the need for staff devel-
savings and other benefits offered by cooper' opment and curriculum change.
Explirit expettations and
âtion between states and school districts and
school atcountabilitg
the opportunities provided by a national Whg we believe in the use 0f standards to
...Academic standards clearly define what
clearinghouse of effective practices to improve student ath¡evement
students should know and be able to do at itwill:
improve achievement' Ve endone these efforts þcar.rse we believe
certain points in their schooling to be con' > help all students learn more by demanding
sidered proficient in specific academic areas.
Terhnologg to give students the knowledge higher student proficiency and providing
...However, standards and assessments are and skills theg will need in the workplate effective methods to help students
necessary tools to inform and direct our . cannot reach higher standards without
..rü(/e achieve higher standards;

work; not an end unto themselves. Without developing new approaches and strategies to
> pròvide parents, schools, and communi-
a cleararticulation of the skills ñeeded, spe- help students, teachers, and parents. While
ties with an unprecedented opportunity
cific agreement on the academic content not a silver bullet, technology is one impor-
to debate and reach agreement on what
students should be learning, clear goals for tant tool to accomplish this.
students should know and be able to do;
what needs to be accomplished, and authen-
Governors and business leaders need Þ focus the education system on under-
tic and accurate systems to tell us how well
to support educators in overcoming the
schools and students are doing, efforts to standable, objective, measurable, and
barriers that impede the effective use
improve our schools will lack direction. well-defined goals to enable schools to
of technology. Such barriers may include
work smarter and more productively;
¡ùØe believe that setting clear academic stan- the complexities of planning for the acquisi-

-f-
Exceçs fron the rggíNadøwlEdwtiø Sumnir Poþ Søtmt

Þ reinforce the best teaching and educa-


tional practices already found in class-
rooms and make them the norm; and pro-
'vide
¡eal accoirntability by focusing
squarely on results and helping the public
and local and state educato¡s evaluate
which programs work best.

What we rommit to do
...This summit is intended to demonstrate -
to parents, students, educators, and our
constituents - our strong and nonpartisan
support of efforts to:

set clear academic standards for what


students need to know or be able to do in
core subject areas;

assist schools in accurately measuring str:dent


progtess toward reaching these standards;

make changes to curriculum, teaching


techniques and technology uses based
on the results;

assist schools in overcoming the barriers


to using new technology; and

"students are going to know that outstanding hold schools and students accountable
for demonstrating real improvement.

þerf ormance in the classroom Leads directly to What sperilir actions we willtake
better jobs and economic oþþortunity . That I¡¿pr-¡rørsrrNc SrarqoaRos.
As Governors, we commit to the develop'
connection has not been clear in the þast. Our ment and establishment of internationally
competitive academic standards, assessments
objective is to make it clear in the future." to measure academic achievement, and
accountability systems in our states, accord-
ing to each state's goveming structure, with'
John E. Pepper
in the next two years.
Chairman and CEO,
Procter and Gamble
Busr¡¡nss PRacrlcps.
As business leaders, we commit to actively
support the work of the Governo¡s to
improve student performance and to develop

8,-
-
Excerpt from the rygíNatiøøJEdacation Summít Poþ Søtænt

coalitions of other business leaders in our progress made by both states and businesses tion resources and expertise to move our
states to expand this support. A, ,u.h *. in meeting our stated commitments... Third, states forward on this agenda, \(/e also
will clearly communicate to students, ¡eports will be released at a high profile tele- commit to designate an external, indepen-
parents, schools, and the community the vised media announcement in each state, dent, non.gove¡nmental entity to facilitate
types and levels of skills necessary to meet and we will work to coordinate the release our work together on these issues and
the workforce needs of the next century and nationally to help focus public awâreness on provide guidance, help, and information to
implement hiring practices within one year this critical issue, interested states and school districts, Finally,
that will require applicants to demonstrate I¡.rF oRÀ4anrow Su,q.R¡Nc aN o we commit to giving high prioriry to promot-
academic achievement through school-based T¡cn¡¡tcal Assrsr¿Ncp. ing professional development of educators,
records, such as academic transcripts, As Governors and business leaders... rü7here including effo¡ts to improve instructional
diplomas, portfolios; certificates of initial appropriate and useful, on a voluntary basis, methods that use new technologies to help
mastery, or othefs as appropriate. we commit we commit to work together to pool informa- students achieve high standards.,, I
to considering the quality of a state's academ-
ic standards and student achievement levels
as a high priority factor in determining
business location decisions.

Puslrc Reponrt¡¡c.
As Governors and business leaders, we
commit to be held accountable for progress
made in our respective states toward improv-
ing student achievement in core sub¡ect
will establish an external.
areas. First, we
independent, non-governmental effort
to measure and report each state's annual
progress... To review student academic
progress, we will explore the use of a reliable
benchmarked assessment. Second, we will
produce and widely distribute in each of our
individual states an annual report showing

"This isn't, only about stendords and assessments for the sake of makingmore
measurements. This is about training, helping, and giuingkids a clear
target, and a learning exþerience that helps them reech that t,erget. . .
You (business leaders) haq.te got to tell us. . . what kind of skill leq,tels do we
haue to have in order to comÞete in that worlÅ?"

Roy Romer
Governor of Colorado
1996 N ational Edr-rcation Sutnrnit

TECHNOLOGY:

Education's "Gre at Eq.ralizeî"


TECHNOLOGY WILL PLAY an impo¡tant role in ) improveãccess to the best instructional
helpiig students develop the skills they will methods and materials;

need to be successful in the workplace' say


Govemors and business leaders who attend- give families greater access to teachers
ed the National Education Summit' and schools;

Examples of the best in r-rz technology


were on display during the Summit' provide students with the hands'on
Participants saw eleven demonstrations experience they will need to compete

picked as the most impressive from among 80 successfully in the workPlace;

Students demomtrate innovative technology during the Summit.


proposals plus r6 instructional software
products. The demonstration products ând find and reinforce the best uses of tech'
projects were selected by the Center for nology and make them the norm;
Children and Technology' a New York-based
nonprofit research and evaluation group' serve as a driving force for innovation
(Fo¡ a list of the demonstrations' see below.) and creativity;

I.n their policy statement' GovernoÍs and


business leaders say they believe that new offer teachers access to speciâlized
uses of technology in schools will: support, collegial relationships, and pro'
fessional development; and

) CoVls xtch æ åesigmng afelÅ sødan roms,bosed m tJæ wkof


strations, conducted
(School of Mucation md in Anørctiu,hclP míÅile ACOT's tbæ lobota¡oty schooß.
primariþ by teachers and
Polic¡ Northwstem chool stuÅen* dev eIaP b æíc
students, exemplifred the Social s
) lv¿c¡ PnocrssrNc ron
potential for technology Universit¡ 2115 North skÃk ml Pre.algeha corceþts rns
Trac H
Good things happen Cqmpus Drive, Evanston, uithæclvnlngy.
to help schools reach high (James Madison Uníversity,
when "education stake- IL ó0208; 847 '467'2405)
standards in four a¡eas. College of Integrated
holders - teachers, par' CoVis, uhÍch is ¿ shmtform of Staff and P¡ofessional Science and Tèchnology,
ents, school boards, tech- "C ollabu atiue Y ßÆIizatiuft i' Hanisonbu¡g, VA 22807;
nology developers, digitai Teathing and [Ea]n¡ng Development
tzrches miàÅle andhigh school 540-568-2761)
content providers and
Þ Crassnoou, lnc. stuÅents meæaologl atd mui' Þ Aprr¡ Crnssnoovs or Thß innw ative softw u e heþ s
others - agree on the (245 Fifth Avenue, Suite rof,rßeîttL scíerce bJ usíng o Tovonnow (ACOT) miãàle mdhigh school æathss
objectives for technologY 1901, New York, NY 10016; sedæ of cunPutø.br{,ed tooLs. Taac¡¡sn Dev¡roru¡nr atd stuÀmæ ínvatigate Þhen$ft'
in their school or system," 212-545-84@)
Þ Mrnorr-Scsoor Cr¡rras m úøt ue uuaþ notírcfuÀed
says Jan Hawkins, director
Cmenþínueindnzm (Apple Computer Inc., in scimce clrs¿s . Te achøs use
of the Center for Children Maru¿uatrcs rHRouGH
of sclrools, ùæse comþuta-bæed Govemment Affairs, 1667 tløt ue ui$nal dtø
and Têchnology' Focus on Aprrrc¡rroNs Pnol¡ct írnages
wøkpltce sinuÀatiut ærch K Sreet NW, Suite 410, fr on recmt rcseffi ch in bíolog¡,
student achievement was (MMAP)
pr obløn- s olvíng by challznglng Vashington, DC 20006; earth ml sPrce science, PhYsics
(lnstitute fo¡ Resea¡ch
a distinguishing cha¡acter- midlle ntlhigh school satdcnæ
and Leaming, 2550 Hanover
202-466-7092) anà chønistr¡ ø àeueloP new
istic found in the technol- withquestiou srch uhw to Edrcatms leam frorn otller edu' ways of Presenting ckssic laus
ogy demonstrations at the Street, Palo Alto, C A93404;
hande adtffculthotel grest u catús hN to intzgrate Prrctical of sciare.
Summit. Chosen from 80 475.614-7900)
ulvtlw a to ø shoulà be appæù teclvnlogl aþÞbcatim in cl¿ss'
proposals, these demon' Imginat)v e r eal+ uIÅ ¡n oj ects,

-10-
) provide new ways for students to work a curriculum, can be utilized as a helpful tool
at their own Pace. to assist student learning, provide access to
valuable information and insure a competi'

"We will be inadequate in our response tive for our workforce. It can be used by
edge

ro the competitive education challenge if we trained educators in classrooms and other


do not integrate technology into the class' places students leam, such as in libraries, in

room," said John Clendenin, chairman and museums, and at home' Interactive learning
CEO, Bellsouth Corp. "The jobs we're hir- enables parents and educators to find new
ing for are technology'driven. If we don't to help students improve academically,
,ù/ays

apply technology during the school year, while helping students learn to use the tools George MC. Fisher, Chaimm, Proídent md CEO' EastmKoclak

how can we expect our graduates to acclimate that are being used not only in today's high'
to the jobs they aspire to holdl" 'Wisconsin technology workplaces, but increasingly
Gov. Tommy G. Thompson, chairman of the in any workplace." knowledge-intensive industry .riro
"*0r"""
National Governors' Association (NGA) new technologies, according to a repolt by

and the Education Commission of the The Governors and business leaders the Center for Children and Technology.
States, added, "Technology is the great committed to help educators overcome George M.C. Fisher, chaírman, president,

equalizer between school districts, making barriers, including planning for the acquisi' and CEO of Eastman Kodak called that find'

sure all our children have access to a high' tion and integration of technology ing "astonishing, but true."

quality education." Similar views were in schools, the high cost of acquiring and
expressed in the following excerpt from the maintaining technology, the lack of school "lt must be equally disturbing to all
Summit Policy Statement: technology policies, resistance to change, the Governors here, who know they can't
and the need for staff development re-engineer and transform government
"We are convinced that technology, if and curriculum change' Those'barriers without applying modern technology,"
applied thoughtfully and well integrated into combine to make x'rz education the only he said. I

Þ LasN¡r mnonre¡.wuk. hdzliuas Þ tVrero ¡on L¡enntNc Daa má stuìmc wa¡k are swed Academic Programs, 3912

prímu1 soøce mtøials tn (IBM Resea¡ch, P.O. Box 218' ín diettà Þu tfolto s tlnc Þr es ent Bergen Tumpike, Union City,
(TERC LabNet,2607
Massachusetts Avenue, stulcnu m,Å. ærchøs, urÀ also Kitchewm Road, Yorktown amuhireliaPícune of t)v sw NJ 07087; 201-348- 5ó?1)

ínfmtion Heights, NY 10598; dent's ohílìties for administratø s TheUnimCitl schnols,


Cambridge, MA 02140; Ieæ edrcotæs shøe
onwrhingtlwuæ aùhow to 9r4-945-2t38) andparmæ. Itwæ Paitedin tJv o yedoñnantly btitw district
6t7 -547-o+30)
Thß s of tw u e helPs ærchu s, dehnreuatiryn wirlt. .. with aluge at+islc enrollmcnt,
LøbN e t l¿ts ærchs s dnm)o a¿ øhmeotJw subjects þ roing
pum* anð.mntus reuieu u uþed with Bell Arlandc anð.
public ðmnain softwue, uticles tJæ mts. l> Asssssugxt ron
anÅeuahatz stuÅmtwuk odw corÞuate Þartnîs to
anàbsson Plarc. h also ues ùæ Sr¿rooenos
) N¿rron¡ r D rc rr¿ r iùæ wlule stuÀms Ìestrrctffie ißlrrctim an¿
Intemet to sewe u m elzcnonic and sharc
(IBM Rsearch,30 Saw Mill
Lrgnanv ínægraæ æchnolngy. The resuk
reeting þlrce for t,ooo þimry cmPleæ multi-faceæd
(Library of Congress, 101 River Road, Hawthome, NY
hts been a drmtíc íffießeín
urd secutlary school mtÀ uti gtouÞ frojects.
10532;914-784-6603)
Independence Avenue SE, achi¿u engnt te st scú es.
scierce ærchqs Aøolfu aidinesillmt
Vashington, DC 20540;
Administration and 6sesrrnú, tÀis software giuæ i:',:: :: -,1::.:.-
:,, -' .
:,
; :.' ;,:. ;,'.
202.707.080s)
æachss rcæss tobcal, søæ and
. :,'::
.:,r., ::':r ,.- . j '-
5thool/Home/ Mml of ù1uætholùngsof Management ;. l'
'"..:.,
..:
tj. .. .=i..
natianal e drcanawl s ønlar ds ;
the Libr ø1 of C ongres s æ e
Iommunitg tonnettions Þ I)rcrr¿r Ponrrorlo atÅ s tulent w ark tho¡ íllwtr aøs
--,-: _:
, : :j

rcw auailnbln on rJæ Inæret.


Þ AnrsEucs Thz digítlthhq flrales it PnoJscr rctzry at díffuent lzuels.
(The Kennedy Center for the (Coalition for Essential
possibbfor hotres and schools
Þ U¡rox Crrv
Perfoming Arts, Washington, Schools, Brown Unive$ity,
ø have free æcess to hisørical (Union City Board of
DC 20566-00 1 ; 202- 416'887 3) P.O. Box 1969, Providence,
dnmrenæondmaorcI Education. Office of
Ars?dge ß arctiorcL mts ínfor' cultural teuwes.
RI 02912; 401-8ó3-3384)

-11 -
1996 Natioual Eclucatiou Sutntnit

One-third of corþc¡rate econontists surweyed m

ry95 sad that thetr fums were avaattermg


pr oblerns in fnrlíng ski\ed labu.

Source: Nøjon¿l ,4s sociation of Buíres Ecanmists , Industry


Suruey (rqgó)

Tlw Aneican Management Associatjcvn

Gl\/fÐ estimaædthøtm ,ggz, th" aueruge

cost þer ucirwe receiving remedtatian wu $z 44.


C)nþ foø'pucent of Anæricanlrusiræsses þro-
uiàzd rerædial troining m r g\g . By r g94 , that

figurehad jumped tn zo þercent.

Source: Am¿ric¿n M anagenent Association (tgg+)

"B) committing ourselues to local srundards,


Eight uLat of tÊn Amencaß say rhat acaÁemic
we're saying thnt wdre going to clwnge the anrent stmdrnds m e no low m ptblir schpok in tfuir
situation that me&sures how much time students oum cofiLmwúty atd that 1 amgsters ar e rwt

sþend in their seats, but not how much goes into expecæd n lea'n mrugh. Alnwst futlf of

Anericntu (qz Þcrcent) say ahigh schaol


their heaÅs."
diploma does not guarantÊe mastery of euen

Tommy G. Thompson
basic skilk.
Govemor of \Tisconsin
Chairmân, National Source: Public Agenda, First Tfungs Fmt; WIwt Awiøgls
Govemors' Association EOea frm ùe Public School Gqs+)

;\ "Suþþort from gouernment and business leaders is

h
essentia]¿, Without it, we c&n't set end meet the
¡
t,'
t
',(
higher acaÅemic stanÅnrds weknow we need."
W'
\,
Waldemar "Bill" Rojas (øtri/d¡
Superintendent,
San Francisco Unified School District

-t2-
,,1
belieq)e this meeting wiII be historic . Here in r 996
you are saying that you can haue all the goals in
the world, but unless somebody has meaninsful
i

søndards and a system to me&sure whether you


I
t.
I

meet the standards, Jou won't arhieue the goal's,"


t
I
I
P¡esident Bill Clinton with Nevada Governor Bob Miller and
AI&T Chaimm md CEO Robe¡t E. Allen (fa¡ right)
President Bill Clinton

Mare tlwn holf of U . S. marh cbssrooms are

dommaæd by elenwntøry antlwætic øpîcs ; ten


'

percmt of ÍJ .5. ei&ù grade nullh Þrogt6:ms øre

usøtti.oþ remedìal antllnwtic 1rogruns -


cunpcaeð. tn cotmtries ltke F r ance, J ap an'

Thailan¿ enÅ Belg¡tnn where tlwe are tw

rernedfuil ckxsrooms.

Source: United States National Raearch Centeç


The Thirl Intemational Mathematic and Sciences Study,

Matlwrutks anl. Scí¿nce Cuniculn ø¡l'Stnulards'


An Intcnøtiuwl C omPæism (996\

SeueninænAmcrirarc (7r þucent) say

JowTgsters *iß "Þoy mnre aitentiÐn Ø their

schaol work ud saldy hørder" øul 7z þercent

say rhat y owtgstcrs vnll " artt uþ le&nt møre"

if stnúards areclemer and morengorous.

Source: Public Agenda's Assignment Incomplete: "Kids in France, Germany and IaÞan &re not
The lJnfinished Bæires of Eùrcatìon Refom (ry95)

sma,rter than American kids. They simþly haue


greater exÞectetions þl"aced uþon them, We owe it
to our children to Þuthigher acaÅ,emic standnrds in
place. If we don't, we wiLIbe xeahing their future
arld robbing them of theír ability to comþete."
Bob Miller
Govemor of Nevada
Vice Chairman, National
Govemors' Association

-tt-
I99 6 National Etluc¿lti orr Surnmit

Summaries of L996 National Education


Summit Briefrttg Materials
Twelve pape¡s were commissioned to prepare Standards, at least initially, should concen- Standards initiatives should be undertaken

Govemors and business leaders for the r99ó trate on the traditional academic disciplines: primarily at the state level.
National Education Summit. These papers namely, reading, writing, mathematics,
States should recognize schools that improve
address the implementation of high academ- science, history geography and literature.
student performance and intervene in
ic standards, assessment and accountability
Standards should be clealand concise, schools that persistently fail to improve
and the potential of technology. Following
challenging but realistic. student performance.
are brief summaries. Unless noted, full text
versions of each ofthe papers a¡e available
on the r996 National Education Summit Prncrwracp oF AcE Cononr'l7no Thxe ,q.ND PASS
rü(/orld \íide \feb site: AnvaNcpo SusJscr-SppcIrIc ExaurNArIoNS
http://www.summitg6. ibm.com
6o
High Academir 5tanda¡ds and 5¡hool Befo¡m:
Eduration leader¡ Speak 0ut
(Preþmed. b Sue wíth Evan Springi 37 þagæ.)
5o
.Lelnwvr

Fourteen education leaders, representing diÊ


ferent political viewpoints and professional
experiences, were interviewed about high 40
academic standards and school reform.
There was general agreement about what
needs to be done:
3o

High academic standards - defined as a com-


mon core of learning for all public school
students, with measu¡es of performance
based on that common core - are essential to
school reform.

IO
High academic standards would substantially
help all students - including minoritíes
and the poor - reach higher student achieve-
ment levels.
ENclewo Fn¿Ncr Grnve¡¡v Isn¡nr Jaran US
Standards alone are insufficient - to be &War¡s Baccalau¡Éal Abitur Bagrul llniversilu Advanced
[nlrance- Placemenl
relevant, they must be related to reforms in A-level lxaminalions Ixaminalions
examinalion
testing, teacher education and teaching
Sowce Britton,Edwa¡dD. andRaizen,smta A;ExøninhgtlæEmlnaias: AnhúñaaliorûICrznþüßonof Scimceuú
practices and the allocation of resources. Matlwna¡ics Exønhwnrrr for Cùegeåollr,¿ Sudøß Ggg6)

-14-
Students who perform well in minimal basic skills, ftuants sporring
high school should be rewarded in diplomas alongside youngsters who
terms of employment prospects Pr<r1rr;.srrl.s trt ruisc ttncl cnttnce ucutlantic worked hard, announcements ofyet
or college admissions. another educational "fad" - reflect
.sf r¿ir¿l¿rrrls (ri e suþþ()i-re ¿l br all gror"Lps
economic anxiety, fears of moral
Annotated Bibliographg irr rr.,rrg/rlr e1,,¿n l)erce1Ì¡¿¿g¿.s. For erntrt¡r/c, decay, and â perception that many
ieaders are out of touch.
(Prepard fu
59 pages)
Sue lzhmum and. Alzxandra N eel; suþþo1'L for retlttiring gttotl coitlltlLIn¿
oJ' E.nglish Lrs u stútlLl(tr¿ 1'or /il,qh sch,rr,/ Teachers broadly support a variety
The bibliography is an overview of proposals to raise and enforce
of more than z5o books, documents, g'a(lttatioll r'(¿?.rgd.s J'ront 8o to go Þercent academic standards, but their
reports, handbooks, monographs, 1'eg(¿r¿11d.\-s of u,hcthcr rc-\/)oiì¿lcnr.s endorsement is less vigorous than that
brochures, pamphlets, and articles of the public or community leaders.
received in response to a request
orc frorll No¡rÀ or St.¡rrrli, u-hcther thcy
from the planning committee to dïc ro?t,rg t¡¡" ,tltl , trhcthcr úte ,- are 5tandards Mean Business
national and state organizations and
A.fi'icarr-Anreric¿ri.r, u,hite, or ti'a(liü()nol (Prepuedby NeLson Smíth far tlvNaioul
individuals to submit publications Alliurce of Bwíress; r9 p4ges.)

related to the topics of the r996 Chri.s¿iarr þrrrnr-s.


IØhen job openings are announced,
National Education Summit. S,'rrr..rl'¡il.lr -.r.n.1.,,i¡r.t'lir¡t¡r.i-¡r'r:\\,Â.¡¡.\;n,i.,¡,r.1:il'..r1r',¡¡¡
tir¡ l)r¡i'/r, rc/r,,.,1 ir,¡q¡)
applicants line up by the hundreds.
Yet managers say they can't
Americans' Views on standards
find people to fill jobs. The mis-
(Prepared b¡ ! olun lmwølv and I em I olvsm ol
match between skills required
Publicfuaút; j4Pagæ.)
and skills available generates huge
This report by Public Agenda, a nonprofit, Support for academii standards seems costs for industry. Some, like the cost of
nonpartisan research organization, analyzes to be virtually "unbudgeable." People sup- remedial training in basic skills, are clearly
Americans' attitudes about raising and port raising stândards even when it is elearly related to school-system underperformance.
enforcing higher academic standards in pointed out to them that some youngsÈèrs Others are less obvious, but also resuk from
public schools. Based on this review, it will be denied diplomas or kept back lax educational standards: the cost of exten-
is clear that: in school. sive testing and screening needed to identifii
qualified job applicanrs because a high
There is nearly universal support for the idea Americans rhink that higher and clearer
school diploma no longer guaranrees ade-
that public schools do not currently demand academic standârds are every bit as impor-
quate skills; fees paid to temporary agencies;
enough from students. tant for inner-city children as for children
and overtime costs generated by high
from more affluent neighborhoods.
Support for academic standards is high among turnover. Corporate taxes also suppott a
all demographic and ideological groups. Some of the public's chief complaints about range of public.sector costs. These costs are
the schools - youngsters graduating without not only fot x.tz education, but for college-

-15-
199 6 N ational Eclucatiotr Sutntn it

level remediation, welfare, incatceration, Expectations are lower for both high school PueLlc.
and othe¡ consequences ofschool failure. graduates and for college'bound students in France's curriculum and the exâms based on

Setting educational standards calibrated to the U.S. than in most other countries. it are available at virtually every bookstore.

workplace needs is the first step toward After yearly exams are conducted, there is
ending this inefficiency. Standards- World-¡lass Perlormante: Edu¡ation Standard¡ public discussion of the questions and results
in much the same way as U.S. citizens dis'
driven refo¡m is the best way to equip in Other Nations
students for the opportunities offered of New
cuss the Super Bowl.
(PreÞnedb An¡ Ba¡thwìck onl Kue Nolan
by the new economy. Sta¡futds; cþ¿{les,)
RrooRous.
This report by New Standards - a collabora- Standards that will contribute to improving
Mathematics and 5¡ien¡e [ur¡itulum and student achievement must set a perfor'
tion of the Leaming Research Development
Standards: An lnternational Iomparison mance expectation that sets a challenge to
Center of the University of Pittsburgh and
(Preþnedb tlæ UniæÅ Søæs Nanorul Rø,earch Ceater, the National Center on Education and the high peformance.
Third Intat:øitiuøl Matlmtotics anl Scirues Study -
TIMSS; ¡S Þøe¿s.)

Among the findings of intemational mathe.


matics and sciences studies:
Gnowr¡{o DrsseusrecrloN u/ITH Puauc Scnoors
The U.S. mathematics and science
curriculum is less demanding than that
of high-achieving countries. There are
fewer classes in algebra, geometty' and
calculus, with an over-emphasis on arithmetic
6real deal of conlidence/quile a
and remedial arithmetic. lol of confidence

All countries have content standards for


mathematics and science classes, some
of which (like the U.S.) are issued at
the state and local level. However, in 85olo (S owcet G a)hþ Oryanization)

of the countries, there is a formal, required


link between the standards and instruction.
Hrcu Sraxrs.
Economy, in partnership with states and
The most distinctive characteristic of the
The U.S. is among the r5olo of countries large urban districts - examines the
highly-regarded French and German systems
for which instruction is not driven by standards in place in other countries. The
is that doing well on the (French) baccalau'
the standards. conclusion is that there are six qualities of
reate and (German) abitur really matters.
The mathematics curriculum in the U.S. a "world-class" education standards system: 'The
results on these assessments decide
does not give mlrch attention to any one Specrrtc. students' access to different education
topic. Although gains in achievement are Specificity is the hallmark of the standards and training.
greater in topics focused on by a country's found in the Japanese national curriculum.
curriculum, curriculum in the U.S. remains
lwclusrvr.
For every subject, the standards define pre'
Historically, U.S. schools were among the
unfocused, dividing its attention among cisely what content must be covered.
first to provide secondary schooling for all
many topics and focusing on none.

-16-
are either beginning or in the midst of the Education 5tandards, Assessment, and
srudents. Many have argued that this is why
standards-setting process. This report pro' Arrountahilitg in the 5tates
,rhe U.S. fares poorly in international com'
'parisons. In fact, research shows that other vides illustrations of a number of ways stan' (PreÞared. b ¡fu N ationd G øuernor' Associa¡iuu t 4 Þøgs.)

countries have caught up with and even sur' dards have been designed by the States.
This document provides a state-by'state sta'
passed us in terms of retaining students
tus report on education standards, assess'
.throughout the years of secondary schooling. Performan¡e Stairtlards: How 6ood
ment systems, and accountability mecha-
is 6ood Enough?
MBasun¿¡rB. nisms in the states. The data ¡eflect
(Pîeþaîed bf Aftn Borthwíck ud Katz Noltn of New
Standards that cannot be counted do noÈ primarily the findings of surveys conducted
Stand¿rds; zl Þøses.)
count. The cot\rses of study for the Victoria by the Council of Chief State School
certificate of education in Australia set very Most states have established programs to Officers (CCSSO) and the North Central
clear requirements for students working to develop standards for what students should Regional Educational Laboratory (NCREL)
earn it. Similarly, French students studying know and be able to do. Contenc standards during 1995. The first chart provides an
for any of the national examinations know are limited as tools to assist in improving stu- overview of state progress on standards,
in advance what the exam will look like and dent performance. Qualiry of performance or assessment and accountability. Three addi'
the criteria that will be used in grading. "how good is good enough" is fundamental' tional charts present more detailed informa'
to the idea of standards' Performance stan- tion in each area.
ludging Standards in Edu¡ation Heform and dards make content standards operational'

State Standards: A Selective Iomparison They transform inert statements of content Terhnologg in Education: Transitions
into aptive expectations for performance' (Prepared.by JonHawkirc, Cntet fot Children
(Prcparcd. fu tlv Courcit fm Basíc Edacatìan; 6s Þøces.)
and Teclvølo gy, E duraion D eaeloytnent C ntcr ;

The first part of this detailed 65' 16 þases,)

page report outlines criteria and a


l(/hile computer technologies have
coherent approach to standards' In Ft'nnce, Get"inctrr, I-srael ancl.laþnt't, been available to schools in substan'
based education reform. It focuses
'
I of snrcIents talie udvctncatl
tial numbers for about fifteen years,
on the first step to reform: develop' betu'a¿n '/, and
we are now in a period of transition
ing the content standards that edu- fc.sts irr 1n(tt1rc111íLtic:; ¿il¿l .scicirc e, ttttcl n1olc for technology in education. Rapid
cators and the public use to identifr
advances in telecommunications and
what students should learn. The
than 9o l.,et'cent u'hc¡ takc rh¿ r¿.sr þa.s.s. lrr
multimedia technologies combine
second part, "State Standards: A ¿lre Ll.S ., coln[)ct1'(Ible Aclt'ancecl Placanent
with national consensus about the
Selective Comparison" presents the
(AP) exan'ts are tak¿n b1' onlr 6.6 percent need for higher standards of achieve-
range of standards currently in use
ment in schools to present new chal-
or development across the country. oi ùe -st?¿c{c?lr.s rmtl. rtnlt altottt 66 perceitt
lenges. This is a time of transition in
Latest reports indicate that 49 rt'ho f.t/<c tltc tcsf /rnss. three ways:
states and the District of Columbia
\,ure. li¡¡ti,rr, l. lu rr.l l''n,l lì'r:, rl :( rrt \" 1:\"r1ì"rrì¡r ¡ir'
Jlr,ilni¡!¡¡¡,r¡,: .\r¡ Ji¡t¡¡rl¡¡¡,n,il (l,rir!J!rr¡i¡¡1 "/ \L ¡jiri! ¿{¡Ì1 ll{lì!ìll!i¿¡!r
I:i rrrrlrtaair ¡r ( ì,llu-l'ì,t¿rl] -\lr¿l¡¡it' t ¡ t-lu6)

-tf-
1996 Natioual Educatiotr Surntnit

Tiansition from primarily stand-alone hard.


ware in schools to connectivity - linking CunnrNr SreNoenns roo Low GnNrnal Punuc
computers throughout schools with commu'
nications technologies and to resources tigher slandrrds lhin are rf lujry.d,¡jog¡,. ' '
Set
1ow '8lt%
around the world; ,uù¡tsludenl¡ should tnm ¡nàle eble:iò'do!n lhe ::l
tasicrubiects-forpromolao;iíolrgnlaro'i lel ,

Transition from primarily isolated skills'


practice to integrating technologies as tools Academic slandards are 100 low and kids aren't
expected lo learn enough
throughout the disciplines to achieve highér
standards of education and to enable more
effective teaching; { ùigfi schqol diploma¡s n0 güâr¡ntrtliaittrdtgpical
iludenl has learned lhe:basits . ,:ì :. ' ':: ::' ' : '

Transition from inadequate preparation


of teachers to support for all teachers to
Souræ: Public Agenda, Awirøre' Vius on S:øn.Åníðs $9fi)
learn how to use technologies effectively
throughout their everyday teaching and for
self-directed staff development. a paper copy can be ordered by sending
its full potential. To realize the potential of
technology to support high performance, it is an e-mail message with your name and mail'
lssue Erief: Terhnologg and Edutation ing address to: ibmgives@vnet.ibm.com
of paramount importance that policy make¡s
Standards or by writing:
and educators rethink teaching and leaming
(Pr eÞmed bJ N atiruL G wms' Assocíntím, Edrcanon together with technology putchases.
Poþ Studæs Dusian;7 Þages )
CoRpona.re Surponr PnooRairls
Technology can be a powerful ally in the lerhnologg for Sthool fleform IBM ConronarroN
quest to reform schools. Higher standards (Prepued.fu IBM Caryoøæ Supput Progtarc ; 1 4 Þ¿¡g6') Old O¡chard Road
Armonk, NY i0504
mean that all students need to master basic
The paper ¡eviews examples of technology
skills as well as become adept at thinking
as a tool to improve classroom practice'
analytically, solving problems, and commu'
direct instruction, performance'based assess'
nicating clearly. Computers, telecommuni'
ment, professional development' school'
cation, and interactive cable are among the
community links and adminisration and
many technologies that have immense
management. Barriers to the effective use
potential to help schools reach higher stan-
of technology include: cost; knowledge
dards. Yet, the sad truth is that schools are
of technology; professional development;
technoiogically impoverished. Equally dis'
equity; and poor practice. This paper is not
turbing is the fact that when technology is
available from the 1996 National Education
present in schools, it is all too often used
Summit World \7ide líeb site. However,
with styles of teaching that fail to maximize

-18-
199 6 N ¿rtiolra I E.iucati()t-ì Surnt mit

1996 lr]ational Education Summit Participants:

PúrnmiwContmin¿eMen.}r'ls DsL¿wan¡ Mlcr¡tc¡r¡ Or¡ro Vl¡.orNl¿


Gov John Engler Gov. George V. Voinovich Gov. George Allen
Gov. Tom Carper
CovsnNons: A. AlfiedTâubman DlightH. Hibbard Richadl. Sharp
JohnA. Krol Chaim, Pruidøx H1¿CEO,
TommyG. Thompson, WI P re sident ænd CEO, DuP mt Fwn¿sandjhoinffi, Chaimm, Cítuíntwti B ell, lrc.
TheTairmCmPøny CírditcitJ StrÍæ,|rc.
Bob M¡ller, NV Flonrne O xla¡r oue 'lüTesnrr¡c:ro¡q
M¡ssrsslppl Gov. Frank Keating
RoyRomer, CO Gov. Lawton Chiles Gov Mikelowry
Gov. Kirk Fo¡dice \ü. Vayne Allen
Dr. Jack B. Critchfield KerryKillinger
Terry E, Branstad, IA Che?ntmffiÅCEO, Roger Malkin CharmømdCEO,
Chaim, Presídmt màCEO,
F knida Pro gras C u P ontion Choim,DekaanÅPire Phillips Petrolam ConPæq
MI WashingtmMuual,Irc.
John Engler, IntàConPmy
ORBcoN
James B. Hunt, Jr., NC
G-poscre
Mrssounr 'Vssr V¡ncr¡¡e
Gov. Zell Miller Gov. John A, Kitzhabe¡ Gov, Gaston Caperton
Gov MelCamahan
BusrNrss Lreo¡ns: Roy Richards, Jr. JeromeJ, Meyer John R. Hall
ChdmadCEO, Sanford N. McDonnell Chninw mÅCEO,Tekumix Chúnw ffi¿ CEO,,^ßllal¿ lrc.
l,ouís V. Gentner, Jr.
SøthwteCmpøry ChaitmanBnsínæ,
Choimm md CEO, IBM C mP uation Pr¡¡Nsvtve¡¡t¿
McD onrell D oufiæ C ovÞüatíffi IírscoNstN
RobertE. Allen lnano Gov.TomRidge Gov, Tommy G. Thompson
N ps n¿s xa
Chainm màCEO, lif€fT Gou Philip E. Batt PaulH. ONeill
Gov E. BenjaminNelson James S. Haney
Barbara L. Wilson
Directm, Chaim, ãt¿ CEO, Præídmt,
JohnL. Clendenin VicePraident, US\Yest
' John Gottschalk ALCOA WiscmínMmufæuners øÀ
Chohnonm¿CEO, Commiutim PrsidmtøIÅCEO, Cmmsce
BellSuthCarPuaiut Omha WuIÀ-HeøJd ContPmy RHoor IslaNo
'lØvo
]llr¡¡ors Gow LincolnAlmond Ir¿ ¡ rq o
George M. C. Fishe¡ Npv¡oe
Gov. Jim Edgar Stanley P. Goldstein Gov Jim Geringer
Chaím, Prsídøt M¿CEO, Gov. Bob Mille¡
EættwnKodøkCunPæry Richard C. Notebaert
ChnimøLCEO, JackWold
ChaimmdCEO, Anwíæch Elaine Wynn MebrileCaPvation PrædntandCom,
Dir ectrn, Mirage Ræus, lnc WolðOíIProwiæ,Inc.
John E. Pepper I¡cnraN¿ SourH Cetolr¡t¿
Chaimmof theBwd N¡w H¡vpsrlln¡ Gov. David M. Beasley
øùChief Exeutiqe, Gov Evan Bayh
The Prcaø B G mrùle CønPan1
Gov Stephen Menill G. LarryWilson Resurce partkiPønæ:
Stephen L. Ferguson
Exec. Y iæ P¡eidmt ønd CEO, Alan F. Beane Chaim, Prsident and CEO,
F¡ankA. Sh¡ontz CEO,Ayi¿Thffiul PolþMønagmtSystøre
ChsirnmüùCEO,
CookCru6Irc. John L. Anderson
Teclmlogiæ,lrc- Cciþurali{n
TheBoeíngcmÞarLf
NzuAmøønSchools
Iow¿ Sourn Daxora DeæIoÞMtCüFratìon
New Jrnsrv
Gov. TerryE. Branstad
Gòv. Christine T. \?hitman Gov. lVilliam J. Janklow Michael Brandt
Panicipmtsby stoæ: l,eonard A. Hadley Supaintentntof Sdwls,
ArthurF. Ryan Gilbert F. Amelio
ChaimwtmdCEO, Chcímo¡|Ohio
Chainm and CEO, The PruÀffidal Chaif,tmxúCEO,
ro MnymgCupatim
A i^s hwmeCønPanlof fuwíæ AppleCønPnø,lrc. Lynne Cheney
Gov. Tony Knowles Ka¡¡sas Nrw Mrx¡co r rssBr ArcímEntøþriselrctiwæ
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