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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
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
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.
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
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., ''
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 '
-5-
I996 National Education Sr-rmrnir
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
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
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:
"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:
-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
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)
-11 -
1996 Natioual Eclucatiou Sutntnit
sþend in their seats, but not how much goes into expecæd n lea'n mrugh. Alnwst futlf of
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+)
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
rernedfuil ckxsrooms.
Source: Public Agenda's Assignment Incomplete: "Kids in France, Germany and IaÞan &re not
The lJnfinished Bæires of Eùrcatìon Refom (ry95)
-tt-
I99 6 National Etluc¿lti orr Surnmit
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
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.)
-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.)
-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 ;
-tf-
1996 Natioual Educatiotr Surntnit
-18-
199 6 N ¿rtiolra I E.iucati()t-ì Surnt mit
-20-
rù(/aldemar Rojas
Keith Geiger James A. Kelly Margaret D. Moore Marc S. Tücke¡
N atiøul Eùrcation Associatim N aiawl Bwd fu P roþsional PnrcíÞaLJreGibsm SuÞsinænÅmt, S m Frmisco NaionalCmts on\durnim
TrchingStmÅød: Elemuq Sdwo|Neuaðø UrufudSchoolAuníct urdtheEcuwny
IG¡lV' Herø Stanley Russ
gtgintørlent, MeEm:Thiffivi[e Shirley Malcom Robert G. Monison Charlene Tumer.Johnson
AwimnAssæíuimfu FmþRawchCmwL StaæSmrulm,Arkmæ Michigan N eidlbuhood. P artw sHp
'Sehúl- Dístrict, Wíscoßín t)æ
Advøwtof Scírc Robert B. Schwartz
DavidW. Hombeck James E On, III Sandra H. \Øelch
Henry Marockie UNUIv{CoqÞ./ ThePwChqttøbleTius P ullic Broadcuting 51 stm
SuØitúil¿mt,
P hilaàelpLø P ublrc S chook S øæSuþqin¡aàent of Schools, NatiavlN)iarceof Bwires
Albert Shanker - ' Luther S. Williams
W6t Virgznia D eþdrüMx of Eàrcation
Pamela AdamsJohnson Hugh B. Price AreímFedøotimof TucJws NationalScircFwúnim
lotua Public Tèleqision John R. McKeman, Jr. NuiadUrbnlzagæ,lrc.
Lewis C. Solmon
McKmEntøprkæ,lrc. Diane Ravitch Thz Millcn hstidtæ fu J ob aú
Lisa Graham Keegan NewYorl<Uniwsít1 SÞ ecial InuitÊd. G uÊst :
Supøintnìznt of Pul:lic btstrc tim, Richard P. Mills Cop¡¡ølFomaim
Arizua D eþartrent of Eùrcation C mmis siw of Edrcation, N ew Yorlt
Lauren Resnick-' Richard W. Riley
NwStaúmds Søetml,U.S.DeÞøttwt
of Eùraion
Suuurr'9ó rVeaslt¡ The Cattar cøtducts resear ch DenvetCO 80702-347? Fx:202-289-2875 New Sr¿¡¡oanos
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CeNren, Iuc. Vashington, DC 20002 Studies Division) Phone; 212-68ó-6610
96 Morton Sueet Phone:202-336-7002 Narro¡qaL A¡-rraNcr or An h¡stntnwu tlvough whicll A twl.y ofit, rcnpætisan rcesdr
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Fax:212.633-8804 ?07 17th Street Wæhington, DC 20005 urd oppþ creative ledershiP n r æ fm grwþs m drc.a¡ion kyus.
Suite 2700 Phone: 800-787-2848 st¿æ ijss.
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