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Some states have taken fire because the best 99th percentile schools
are failed because there's nowhere to improve.
Schools have incentives to do poorly the first year in order to
win awards for improvement, schools that do well are declared in
default because they have not shown improvement from their 99th
percentile ranking.
%%Best Failing
MCAS FLUNKS BEST SCHOOLS FOR NOT MEETING IMPROVMENT GOALS
http://www.boston.com/dailyglobe2/010/metro/Some_top_scoring_schools_faulted+.shtml
z47\clip\2001\01\mcasfail.txt Some top-scoring schools faulted Many
questions MCAS assessment By Anand Vaishnav, Globe Staff, 1/10/2001
"the state's top public schools - in wealthier districts such as
Harvard, Newton, Wellesley - performed so well in 1998 that boosting
scores any higher was nearly impossible. As a result, many of those
schools received an ''F,'' for ''failed to meet'' expectations. "
%%General
ACCOUNTABILITY: PASSING THE BUCK July 2000 Reason: Who Needs
Eresponsibility When There's Accountability? Sara Rimensnyder
Republicans love the word accountability, but where responsibility
means my fault, accountability means it is someone else's fault.
z45\clip\2000\09\minacc.htm Minnesota MCA accountability monster
Schools to face grades of their own State accountability plan likely
to start within month While schools will not face a financial penalty
for low test scores, they will face the prospect their name will be
on a statewide list of under-performing schools --
SELIGMAN COMPARES ACCOUNTABILITY TO VIETNAM BODY COUNT
z45\clip\2000\08\account.txt
Forbes
March 22, 1999
Can you trust the test scores?
By Dan Seligman
In the Vietnam War the
efforts notoriously featured the Pentagon demanding enemy body counts from
the troops in the field, which resulted in reports hugely inflated by
noncombatant deaths. In the realm of civil rights, the logic of
numbers-based accountability led to race and sex quotas. Similar
perversities are discernible in educational accountability.
WA DOCKS COLLEGES FOR NOT MEETING ACCOUNTABILITY
WA ACCOUNTABILITY TASK FORCE TO SPEND $132 MILLION TO REWARD GOOD,
PUNISH BAD SCHOOLS ON NEW ASSESSMENT
WASHINGTON STATE ACCOUNTABILITY TASK FORCE
TEST SCORE MADNESS DISTORTS TEACHING
%%Race
GET MONEY IF YOUR WHITES DON'T IMPROVE AS MUCH AS MINORITIES
z46\clip\2000\11\whitscor.txt
http://www.nctimes.com/news/110700/mm.html San Diego CA: north county
times School gets help for white kids scores [This is completely
wacko folks!] ERIN WALSH Staff Writer FALLBROOK ---- A North County
school district will spend $42,000 this year on an unexpected
mission: improving the test scores of white students.
##Activities (Too much)
TOO MANY ACTIVITIES FOR KIDS, NO PLAY
zip37\clip\99\18\jamp.txt
http://www.seattletimes.com/news/lifestyles/html98/over_19990918.html
September 18, 1999 Jam-packed calendars: Are children doing too much
too soon? by Barbara Mahany Chicago Tribune CHICAGO - More and more,
America's children, it seems, are reliant on the family date book, or
the color-coded calendar, or the keeping of the after-school schedule
by day of the week: "If it's Monday, it must be tap class; if it's
Tuesday, it must be karate."
##Adult education
ADULT EDUCATION NEEDS TO TEACH "NEW BASIC SKILLS"
z48\clip\2001\02\newskill.txt Idea of the Week: Adult Education for
the New Economy The
HOW WHOLE LANGUAGE AND OUTCOME BASED EDUCATION FAILED IN CA
http://www.claremont.org/gsp/gsp49.htm
#1996-49
March 15, 1996
THE DECLINE OF ACADEMIC STANDARDS IN CALIFORNIA EDUCATION
The Story Behind the Student Testing Fiasco
Just what was wrong with the CLAS test? It evaluated students more on
their feeling than their analysis of a subject. It permitted students
to take certain sections of the test in groups. It didn't require
students to write complete sentences, much less complete paragraphs.
In some cases, students could draw pictures instead of write their
answers. In short, it furthered the state's policy of eschewing basic
skills for so-called "problem solving" skills.
DEATH TO WHOLE LANGUAGE!
http://www.cde.ca.gov/cilbranch/eltdiv/2002lacriteria.html
Criteria for 2002 Language Arts Adoption
z39\clipim\2000\01\27\frame\frame.htm
\clip\99\01\edclip07.txt LA Times Thursday, January 7, 1999 Davis
Seeks to Unify Schools With Tests, Accountability Education:
Statewide system would be a departure from current practice. But
governor's plan has gaps. By NICK ANDERSON, RICHARD LEE COLVIN,
Times Staff Writers
Tuchman spent only $266,000 vs. $1.2M by Eastin, but
lost by only 7 points!
OBE EASTIN BEATS BASICS TUCHMAN BY ONLY 5 PTS
Looks like with more money and more education of the public, Tuchman
might have been able to beat Eastin. She did better than Matt Fong
who many thought stood a good chance against Boxer.
\clip\98\16\cavote.txt STATEWIDE RESULTS Thursday, November 5, 1998
San Francisco Chronicle
http://www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/1998/11/05/MN24059.DTL
Supt Public Instruction
100 % of precincts reporting
Vote Pct
(w) Delaine Eastin (i) 3,349,845 53
Gloria Matta Tuchman 2,917,071 47
lawsuit filed against Eastin
\clip\98\16\cagov.txt CA ELECTS DEMO GOV, RE-ELECTS
TUCKER-BASED-EDUCATION SLAVE AS SUPE
http://www.latimes.com/sbin/iawrapper?NS-search-set=/36420/aaaa001ht420474&NS-doc-offset=22&NS-adv-search=1&
Los Angeles Times Thursday, November 5, 1998 Davis Promises Fast
Start on Sweeping Education Agenda Schools: Special legislative
session is planned, with reading instruction, teacher training and
accountability among priorities. Note - It was republican Pete
Wilson that cut off the outcome based CLAS test and directed that
conventional tests be used while most states are still "on track"
with their tests. Candidate Tuchman was famous for opposing whole
language and outcome based education. Eastin is card carrying member
of the Tucker-Based Education crowd. By NICK ANDERSON, Times Staff
Writer
\clip\98\16\eastin.txt Education Challenge for Davis, Eastin Voters
expect Democrats to improve state schools Nanette Asimov, Chronicle
Staff Writer Thursday, November 5, 1998 ©1998 San Francisco Chronicle
URL:
http://www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/1998/11/05/MN55420.DTL
Also see Marion Joseph on her fight to
restore phonics, and the massive failure to teach a generation of
kids to how to read by literally refusing to teach children "how to
read".
http://www.seattletimes.com/extra/browse/html97/read_102297.html
The Seattle Times Company Wednesday, Oct. 22, 1997 Basics work, teachers
told Maureen Dimarco tells of California Reform Disaster
10/21/97 WA Legislature Reading Forum Realaudio linkThis
portion of the House Education Committee Reading Forum features an
address by former California Secretary of Education Maureen DiMarco.
Now with Riverside Publishing. She compares Education Reform to
responding to an earthquake.
\clip\98\17\edclip13.txt Seattle Times November 28, 1998 Colleges to
lose $1.4 million over state 'report card' by Roberto Sanchez Seattle
Times staff reporter "But rather than a pat on the back, they'll
collectively get a $1.46 million penalty for not getting a full A."
http://www.seattletimes.com/news/education/html98/acct_070698.html
The Seattle Times Company July 6, 1998 State to put schools to the
test by Jolayne Houtz Seattle Times staff reporter [first time there
is mention of question about validity of the test]
This is just quota based
education. No matter how much a bad school improves, it's not as good
as a 99th percentile school, and it's all based on a faulty test
where 4th grade assessment questions match 7th 10th or even higher
level benchmarks. Accountability
System Recommendations for consideration by the Accountability Task
Force from co-chairs Frank Shrontz and Terry Bergeson
http://olam.ed.asu.edu/epaa/v6n1.html \clip\98\10\account\account.htm
Education Policy Analysis Archives Volume 6 Number 1 January 2, 1998
The Political Legacy of School Accountability Systems Sherman Dorn
University of South Florida
mercer Island Monroe Yakima
% met reading 81% 48% 5%
% not met reading 19% 52% 95%
% required to meet 86% 61% 29%
% free/red lunch 1% 28% 88%
% enrolled last 14 mo 18% 28% 14%
% bilin/eng2nd 0% <10% 51%
% computer at home 96% 55% 12%
Source: Office of Superintendent of Public Instruction
HIGH PERFORMING SCHOOL PENALIZED BY IMPROVEMENT FORMULA
\clip\97\25\edclip9.txt 11/1/97 Lexington Herald Leader Plan would
shift KERA rewards Teachers wouldn't get the cash By Linda B.
Blackford Herald Leader Education Writer FRANKFORT - Teachers at
high-performing schools would no longer receive cash rewards under a
recommendation expected to go to the General Assembly next month.
HI SAT BLACKS TAKE ADVANCED COURSES <> MAKE ALL TAKE ADVANCED COURSES
hitest.txt Cunningham: Just because high
scorers take advanced courses does not mean you force everybody to
take advanced courses , they just drop out.
ADVANCED PLACEMENT IS FOR ALL STUDENTS OR ELSE
http://archives.seattletimes.nwsource.com/
z68\clip\2003\05\apall.txt
Local News: Wednesday, May 28, 2003
Bellevue schools chief calls on experts to assess reforms
By Cara Solomon
Seattle Times Eastside bureau
"At the heart of Riley's reform effort is one strong belief: No child
should be exempt from high standards. But it's a tough sell for
parents of struggling students." "what should make us uncomfortable
are the 20 percent of kids in our district who are not taking those
advanced classes." "
##"All Students Can Learn" :( Bad idea
http://info.doe.mass.edu/doedocs/frameworks/Mathguiding.html Guiding
Principles of Mathematics Education Mass Dept of Education 19997
Some students may ultimately progress further in their mathematical
learning than others, and learning may take different amounts of time
for different learners. However, if each student is offered an
accessible approach to learning mathematics, consistent with his
learning style and experience, then all students can learn
mathematics. This means establishing high standards of expectations
and helping students when they are struggling with mathematics.
##Alabama
Alabama reforms filled with STW language
##Alaska
aljohnson
##Block Scheduling
##Black Education
see black
see education
%%Private schools
Also see vouchers - most data show blacks do somewhat better in
private schools but not by a huge amount, and certainly not the same
as whites.
BLACKS DO AS WELL AS WHITES IN PRIVATE SCHOOLS?
z45\clip\2000\09\blackpa.txt Black Pupils Lag Despite Economic Status
NewsMax.com Monday, Oct. 2, 2000 Lower expectations appear to be
holding back black students more than do lower incomes. According to
Paul Hill, director of the Center on Reinventing Public Education at
the University of Washington in Seattle: "You can see when black kids
get into Catholic schools and schools that are highly demanding, they
generally do about as well as anybody else does." He said that poor
blacks attending non-public schools "usually end up with the same
grades, test scores and scholarships" as other students there. [Note,
there isn't any data to support this]
%%Separate
There is some call for predominantly black schools, though not as
strong a case as for black colleges. Most of the "miracle" stories of
high achieving black or Hispanic kids have been in predominantly
black settings such as Whitney Young in Chicago, Barclay School in
Baltimore. Some are just plain black separists though.
z50\clip\2001\06\blakscho.txt Black community 'needs own schools'
http://education.guardian.co.uk/schools/story/0,5500,509776,00.html
Will Woodward Education editor Wednesday June 20, 2001 The Guardian
Black-only schools should be set up so that Afro-Caribbean children
can be taught away from the institutionalised racism of the existing
education system, the London mayor's __race adviser__ said last
night. [this advisor is said to be a separatist]
##Bloom, Benjamin
##Blooms Taxonomy
Author of "Mastery Learning", and valuing feelings and behavior over
facts. Taught to give kids enough time to master everything rather
than pushing everybody through with differing grades.
From Devry University "Teaching Excellence" course 2004:
z85\clip\2005\01\bloomtax.txt
Within the undergraduate curriculum, all Terminal Course Objectives
are written at the Applications level of the taxonomy or higher.
Suggested enabling objectives (that build to a TCO) may be at the
knowledge or comprehension level but ultimately expectation of student
outcomes are at the application, analysis, synthesis or evaluation
levels.
At the graduate level higher-level thinking is demanded. Outcomes
reached should be at the analysis, synthesis, or evaluation levels.
Note - Washington preschool and k12 learning expectations are set
at higher-level thinking.
Independence Institute Homepage
Outcome Based Education: How the Governors' Reform was Hijacked
by Bruno Manno
http://i2i.org/SuptDocs/IssuPprs/ismanno.htm
\clip\97\26\ismmano\ismmano.htm
Part of this movement was "mastery learning," an educational method
popularized by Benjamin Bloom in the late 1960s, which became
widespread beginning in the early 1980s. In Bloom's words, "Given
sufficient time, 95 percent of students can learn a subject up to
high levels of mastery."(7) In other words, outcomes are primary, and
instruction, especially the time used to master outcomes, should
vary. This approach reversed the usual practice of allowing for
little or no day-to-day variation in time used for teaching different
subjects. These and other such efforts set the stage for the
watershed events that soon followed.
Art Burke [aburke##VANSD.ORG]: Bloom considered his Mastery work a
corrective to the work of Jensen and Burt, which he interpreted as
saying that individual differences are immutable.
most teachers educated after 1980 will be quite familiar with the
behaviorists' mantra: TSWBAT (*The Student Will Be Able To...*) while
having been taught to teach according to one behaviorists' template or
another
ONE-ON-ONE TUTORING WILL TURN AVERAGE STUDENT INTO MIT MATERIAL?
http://www.uoregon.edu/~moursund/Math/sotl.htm
"Dr. Dave" Moursund Professor in Teacher Education at the University of Oregon.
Benjamin Bloom's "2-Sigma" Goal. One-on-one tutoring seems to produce
a "2-sigma" gain in learning. This means that compared to a
control group with a class average at the 50th percentile, the
experimental group has an average at the 98th percentile. Students
have the capacity to learn to much higher standards.
http://home.cdsnet.net/~bonville/Education/WhoIsWhoInOBE.html
\clip\97\25\whoswho.htm Benjamin Bloom. Mastery Learning was the
original name for the process known lately as Outcome Based
Education, also known as Performance Based Education, or
Restructuring. Educational theories used in OBE are based on Benjamin
Bloom's Taxonomy of Educational Objectives. A curriculum, according
to Bloom, "...may be thought of as a plan for changing student
behavior." (p 14 of Ron Sunseri's book OBE: Understanding the Truth
about Education Reform, Questar Publishers, P.O. Box 1720, Sisters,
OR 97759) Bloom called it "Mastery Learning." Techniques for his new
style of education are based on Skinnerian behavioral psychology.
He said the mission of education is to change the thoughts, actions
and feelings of students. Bloom held that the desired outcome is
"...formulating subjective judgment as the end product resulting in
personal values/opinions with no real right or wrong answer." Bloom's
theory thus denies that there are absolute truths and it makes
everything relative. One idea is as good as another. With no
absolutes, then the goal of good teaching is to modify the "thoughts,
feelings and actions" of the student to some replacement system
supplied by the educational system. Since that system is controlled
by the government, the change is specified by the government.
%%For
##Bloom 2 Sigma
TUTORIAL INSTRUCTION DOES IMPROVE PERFORMANCE
In education there is something known
as "Bloom¹s 2 sigma problem"; holding time constant, students who are
tutored score 2 sigmas above students in (30 student) group
instruction.
##Blue Ribbon Reports
http://www.est.gov.bc.ca/psf/data/5nations/reform4.htm
\clip\97\28\blue\reform4.htm Based on available evidence, it appears
that of the five countries studied only the United States has not
instituted major reforms nation-wide.
UNITED STATES Summary
Commission on Excellence in Education report, A Nation at Risk,
1983 raises concerns regarding quality and trends of United States
education.
Carnegie study, Corporate Classrooms, focussed on need for more
1985 enterprise sector training in order to strengthen United States
competitive position.
1987 Hudson Institute study, Workforce 2000, warns of workforce
obsolescence.
Historic Education Summit meeting between President Bush and state
Governors results in development of national goals.
1989
Voluntary National Commission for Certifying Agencies created by
the National Organization for Competency Assurance.
Six National Goals proclaimed by United States President and
National Governors' Association (NGA) including 'By the Year 2000,
Every Adult American Will be Literate and Will Possess the
Knowledge and Skills Necessary to Compete in a Global Economy and
Exercise the Rights and Responsibilities of Citizenship".
NGA Committee, co-chaired by then Governor Bill Clinton, produced
1990 Educating America: State Strategies for Achieving the National
Education Goals which proposed seven strategies for the adult
education and training systems, and five strategies for the
nation's post-secondary system.
Commission on the Skills of the American Workforce report America's
Choice: high skills or low wages!, predicts dire economic
consequences unless major training reforms are adopted.
Secretary of Labor's Commission on Achieving Necessary Skills
1991 (SCANS) report What Work Requires of School defined workplace
competencies and foundation skills required for effective job
performance.
SCANS final report Learning a Living: A Blueprint for High
1992 Performance calls for reinventing schools, fostering work-based
learning, reorganizing the workplace and restructuring
education-based assessment by the Year 2000.
National Research Council report, Preparing for the Workplace:
Charting a Course for Federal Post-secondary Training,
characterized existing federal policy as inconsistent, poorly
assessed, and disconnected from the world of work.
1993
Secretary of Labor, Robert Reich, expressed "preliminary ideas"
regarding "the first stage of a lifelong learning process"
including a new form of youth apprenticeship with a related
national system of examinations and certification.
Federal legislation entitled Goals 2000: Educate America Act has
passed both houses of Congress. It, among other matters;
1994 [Image]codifies the six National Education Goals, and
[Image]creates a National Skills Standards Board.
Bracey critical of "risk" Stedman and
Smith have changed a lot. Marshall Smith, of course, is currently
Deputy Secretary of Education and fully acce pting of the lousy TIMSS
cliches and other myths that Clinton insists on
DEBUNKING A NATION AT RISK IN 1985 BEFORE BRACEY DID... The Great
School Debate Which Way for American Education Edited by Beatrice and
Ronald Gross (c) 1985 Touchstone book ***! "Weak Arguments, Poor
Data, Simplistic Recommendations" Putting the Reports under the
Microscope Lawrence C. Stedman and Marshall S. Smith [looks like
Bracey's arguments against international comparisons! they skewer A
Nation at Risk] * figure of 23M American adult functional illiterates
based on criticized 1975 study, also 1974 NAEP figures that 13% of 17
yr old are "illiterate". * Can't compare US with other nations which
test only a few who make it to elite academies. In WGermany for
example, only 9 percent of the age cohort reached their terminal year
of high school in the early 1970s compared to 75% of the US * warns
against the "new basics"
##Blue Ribbon Schools
My kids when through the first grade and kindergarten from hell, and
all I got was a Blue Ribbon school certificate for AG Bell in 1999.
MANY BLUE RIBBON SCHOOLS ARE "FAILURES"
z57\clip\2002\08\blue.txt 19 of USA's 'finest' schools are 'failing'
Mon Aug 5, 9:00 AM ET Karen Thomas and Anthony DeBarros USA TODAY At
least 19 schools dubbed the nation's finest by the federal government
over the past five years are also on this year's state lists of
failing schools, USA TODAY has found.
z47\doc\web\2001\01\bluerib.txt
Local Sovereignty Monitor, Fall 2000
School Districts Across the Country -"opt out" of Federal Blue Ribbon
Program It costs a school $100,000 [2 staff years of paperwork] or
more simply to apply for this federal award; but a new study shows
that the award is often a substitute for needed reforms. [school
boards can prohibit schools from applying]
A BLUE RIBBON FOR MEDIOCRITY
z45\clip\2000\09\bluenot.txt
http://www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/2000/09/2
9/ED74908.DTL A Blue Ribbon For Everything But Education by DEBRA J.
SAUNDERS Friday, September 29, 2000 San Francisco Chronicle, Page A29
Blue Ribbon's cutting edge can be the edge of mediocrity. Brookings
found that only 19 schools scored in the top 10 percent for students
in their socioeconomic grouping, while 17 schools -- about a quarter
-- scored in the bottom half.
z45:\clip\2000\09\bluer.txt HoustonChronicle.com --
http://www.HoustonChronicle.com | Section: Editorial Sept. 5, 2000,
6:14PM Blue Ribbon?: In measuring schools, not what it appears
A new study, just released by the Brown Center at the Brookings Institution
in Washington, D.C., and reported by the Associated Press, shows that only
about one-fourth of the schools that earned the Blue Ribbon last year earned
that distinction through academic achievement.
Blue Ribbon Awards Scam by icemom%flash.net
Date sent: Tue, 3 Feb 1998 20:06:59 -0600
To: Education Consumers Clearinghouse ##California
California nearly killed its basic skills in math and reading with
the new new math and whole language "reforms", and its disasterous
CLAS test. It is the first state to demonstrably destroy basic skills
education by state mandate. Probably the biggest and most costly
failure of education reform in the 21st century, yet reformers
continue to champion the principles of Outcome Based Education,
constructivism and performance based tests in states like Washington.
On a district by district basis, districts are adopting, and dropping
experiments with integrated science and math curriculums which
conform to NTCM and NTCE standards.
##Candidates
2000 REP PRESIDENTIAL CANDIDATES ON EDUCATION / REFORM
Only Alan Keyes is consistently anti-STW/Goals 2000
##Carlson, John
KVI host supported I200 against affirmative action, but supports
education reform and John Stanford.
link Carlson actually supports
reform?
##Catholic
Some Catholic schools are adopting performance assessment and
ed deforms.
Archdiocese of Chicago adopts performance assessment
##Carnegie Forum on the Education and the Economy
clip\97\29\carform.txt January 30, 1985
Education Week on the Web Carnegie Creates Forum To Help Shape
U.S. Education Policies By Cindy Currence [Carnegie forum on the
Education and Economy which became Marc Tucker's NCEE]
\clip\97\29\carnrev.txt January 13, 1988 [Education Week on the Web]
Carnegie Revamps and Relocates Forum on Economy and Education By
Lynn Olson [ Marc S. Tucker, the forum's executive director, has left
the corporation to launch an entity called the National Center on
Education and the Economy, which will be based in Rochester, N.Y.
The forum's 1986 report, A Nation Prepared: Teachers for the 21st
Century, quickly became one of the most-often cited documents of the
school-reform movement. Its release catapulted the forum into the
national spotlight, and turned its director, Mr. Tucker, from a
little-known policy analyst into a prominent spokesman for American
education. "
##Carnegie Unit
Traditional measure of educational accomplishment, based on time and
courses taken. Outcome / Performance based education would rely on
performance tests, not time or course requirements.
http://www.ewa.org/gloss.html (Education Week) Carnegie Unit - A
credit representing the completion of a core of high school courses.
Developed in the early 1900s to set norms for curriculum and course
time in public schools across the country, these are named after the
Carnegie Foundation for the Advancement of Teaching, which first
suggested the practice.
http://www.pass-osshe.uoregon.edu/ "This approach replaces
traditional time-based proxies for learning, such as the Carnegie
unit, with clearly specified statements of the knowledge and skills
which students must master to be accepted into any of Oregon's seven
baccalaureate-granting institutions"
http://www.arthurhu.com/index/edreform.htm#carnine
##Carnine, Doug :)
Oregon educator who warns against radical reforms without evidence
that it works, like tossing phonics. National Center to Improve the
Tools of Educators (NCITE) at the U of Oregon is one of few academic
centers critical of most faddish reforms. However, he does not openly
oppose reform movements, or condemn performance based tests in
general, only "minor corrections".
email dcarnine%oregon.uoregon.edu (Doug Carnine)
Doug Carnine is speaking in Illinois
Proof? You want proof this stuff actually works???? hhahahahahaha
\clip\98\19\LaTimes2.doc Los Angeles Times Tuesday, July 2, 1996
Ideas: Education An Expert Cautions State to Evaluate Innovations
Before Issuing Edicts By RICHARD LEE COLVIN
PHONICS GOOD, WHOLE LANGUAGE BAD, STATES GRAB CONTROL
1/20/98 - WA Legislature Work Session/Public Hearinglink Carnine speaks
out about programs that work (phonics) and don't (whole language -
phonics) 3:00 Some schools go from 20% to 80% on test scores with
phonics Doug Carnine tells about government research in the need for
phonics 34:06 Children of high wealth are exposed to 1000 hrs vs.
only 36 hrs of literacy in poor families.
ACHIEVE looks to standardize standards. Haven't discovered conflict
of interest. CA approved 6 reading teaching programs. Most do not
teach how to read, or have decodable texts. People who wrote the
standards didn't do the research. Only 10-52% of words are decodable.
They are reading material so many irregular words they can't decode
it. 1:21 Teachers complain not all students learn the same way. Is
Phonics always the best way? We can't tell which students can use
whole language. There is no harm to phonics, but there might be harm
if you leave it out. In wealthier schools, you will have a higher
success rate. In at-risk schools it's clearly more responsible to
teach phonics, research shows greater success rate.
\clip\98\03\carmin2.txt RASPBERRY PRAISES CARMINE, LOTT, DIRECT
INSTRUCTION By William Raspberry Monday, February 2, 1998; Page A19
Washington Post " Doug Carmine, a University of Oregon professor who
heads the National Center to Improve the Tools of Educators (NCITE),
tells the story to make a point about school failure in America:
Teachers, the colleges that train them and the people who determine
their curricula seem to work at avoiding learning from their
successful peers."
Faculty Home Page
http://interact.uoregon.edu/DELTA/faculty/carnine.htm
\clip\98\03\carnine\carnine.htm He is working to develop policies to
promote the use of _research-based practices_ in American schools.
Research He is particularly interested in instructional design,
technology, and _direct instruction_.
\clip\98\03\whole.htm
http://205.164.116.200/kidsource/content/whole.2.html L.A. Weekly
Blackboard Bungle: Why California Kids Can't Read By Jill Stewart
Douglas Carnine, the Oregon scholar who is advising Eastin, warns
that even though her proposals are solid, teachers, like any
professional group, cannot absorb continual, massive change without
creating an inferior product. "California," Carnine says, "is going
to suffer terribly with its continuing addiction to massive
innovation. I don't know if they can see what is obvious: that
California is the first to innovate, and the first to fail. They
don't understand the nature of change theory. California has got to
slow down. Let individual schools pick what works and prove it to
their community with test scores and visible, non-fuzzy, measurable
achievements. Stop trying to fix the whole damn world and end up
failing to fix a single school."
http://205.164.116.200/kidsource/content/whole.1.html
Says Douglas Carnine, a University of Oregon reading scholar and one
of Eastin's top consultants, "I fear that the education leaders in
California still don't see the real problem that has sent California
to the absolute bottom in reading. You cannot keep using an entire
state as an experiment. You wouldn't administer a drug to 3 million
people without testing it first, would you?"
TAD Endorsements / Related Articles
http://www.htcomp.net/tad/webdoc3.htm Doug Carnine, E.D. Hirsch,
Barbara Foorman, Louisa Moats, Connie Juel, Isabel Beck, and many
professors and teachers from Texas schools and universities have
reviewed and added to the TADD.
Real Audio WA Testimony - set standards that real kids can meet.
1/16/97 Joint Work Session with Senate Education
http://www.tvw.org/ram/019740.ram
Student standards and assessments and education accountability.
Study in another state: Psychologists, Out of 5000 cases, failure
fault was with the parents or students, not the teacher or school.
Set hard standards that are realistic, not low standards
Carnine - basics are the most important vs. Bergeson "that's exactly
what we're doing" we need basics plus, you don't need to assess for
computation since they know it by then (no, that's where you get
mult-digit multiply and long division, decimals come even later)
- Basic math is not just as important as everything else.
Basics first vs. laundry list.
Bergeson: We're assuming, not assessing for basic math skills by
4th grade, same with reading. (test has only 1 multiply, 1 divide
problem)
The assumption of the test is that you already have the math
facts.
In samples, lots of tables, proportional reasoning, but not much
computation. If you don't believe in skipping computation and giving
kids calculators, basics have to be first.
Virginia test they state how many items per category are tested.
Bergeson: says priorities were set that way. We assume that you have
basics by 4th grade.
Carnine: Most mathematicians don't like the NTCM standards
Texas: Setting performance for affluent school districts - don't challenge
the best kids. State standards won't be high enough, but norm-
referenced tests will make them work. (Texas test is pretty easy)
International Baccalaureate, Advanced Placement
National Standards have never been tested. Professionals don't like
the standards.
Hard to understand how tough standard are until test questions are seen
Need clear descriptions to domain and test items
writing May not support trait scores - scores aren't different between
spelling, comprehension, etc. Scoring for multiple traits when there's
only one score. Decide to not have teachers score test.
Students were not taught how to answer these questions.
Teachers are not taught how to score questions.
Found that reading to kids who could not read made their
scores above the reading kids.
Bergeson - math and reading are related, real genius of
state goals.
Bergeson - I didn't understand place value until I was 35.
Getting Education Back on Track According to University of Oregon
education professors Doug Carnine and Ed Kameenui, America's
elementary and secondary education system is in trouble--big spending
on fads, failure to teach the basics, little accountability for
abysmal student performance. As director and associate director of
the National Center to Improve the Tools of Educators (NCITE), they
are dedicated to getting education back on track.
\clip\98\03\track\track.htm
NCITE PROMOTES PHONICS
http://www.eagleforum.org/~eagle/educate/1997/mar97/er_mar97.html
Recent Research Supports Phonics BIRMINGHAM, AL - Two national
leaders in the fast-moving field of reading disabilities addressed
the annual conference of the Learning Disabilities Association of
Alabama that convened at the University of Alabama at Birmingham on
Jan. 31. For a synthesis of the NICHD research on reading, write Dr.
Doug Carnine, NCITE, University of Oregon, 805 Lincoln, Eugene,
Oregon 97401.
http://www-hoover.stanford.edu/research/conferences/22497.html
WHAT'S GONE WRONG IN AMERICA'S CLASSROOMS?
Participant, Hoover Institution (conservative)
http://www.netins.net/showcase/fwr/loop/l7011003.htm
\clip\98\03\carnine.txt
##Celeration
Celeration Technologies
http://members.shaw.ca/celerationtechnologies/index.html
Standard Celeration Society.
http://www.celeration.org.
Celeration is a method for
charting behavior response and is associated with B.F. Skinner. It
is associated with "precision teaching", which is operant
conditioning.
Kozloff says he hates fuzzy
math and whole language too, and has conservative friends, says it's
ok to chart improvements as feedback.
See, for example, my piece on
constructivism and my rebuttals and rants.
http://www.uncwil.edu/people/kozloffm/Commit.html]
##Center for Ethical Leadership
##CIM
##Certificate of Mastery (CIM)
AKA Certificate of Initial or Advanced Mastery
The idea for the Certificate of Initial Mastery was first advanced by
the Commission on the Skills of the American Workforce in its report
America's Choice: High Skills or Low Wages! Since its release,
Indiana, Maine, Massachusetts, New York, Oregon, Washington, and
Texas have decided to create a Certificate of Initial Mastery or a
similar certificate as one key lever for reforming education.
A new movement is to establish a "certificate of mastery" in
different fields rather than just some minimal level of performance
after so many years of study. The development of the Certificate of
Initial Mastery system was the first of the five recommendations made
by Marc Tucker's National Center on Education and the Economy's
Commission on the Skills of the American Workforce in its 1990
report, America's Choice: high skills or low wages! It is tightly
intertwined with School to Work, and OBE, and has been called on
Outcome Based Diploma.
The versions in Oregon and WA are based on NCEE proposals. Contrary
to the belief that is equal to a high standards diploma, it is
actually a 10th grade credential, which is modeled after nations like
Germany and Japan which send 11th and 12th graders to vocational
school and apprenticeship instead of to an academic school.
Oregon adds a 12th grade level credential since they evidently didn't
like the idea of using only a 10th grade standard. Marc Tucker's
concept would get rid of the 12th high school diploma, require a test
for 10th grade skills, which would permit "free 11th and 12th grade
and a free (paid for by state and federal funds) year of college)"
and completely redefine the meaning of college. No state appears to
be using the CIM to deny 11th and 12 grade to students who do not
pass.
WA's variation does not replace the high school diploma, it is
basically a credential that says you passed "proficiency" levels on a
10th grade level performance-based tdst. (Then why the heck don't you
just attach the test scores to the diploma?)
If you look under graduation requirements, tying graduation to test
scores is somewhat equivalent to a CIM, in states like Texas,
minority groups are suing to end the practice which would take
diplomas away from students who would have qualified under previous
standards. The author believes in raising standard, but NOT in
taking away from what students already get for their efforts.
Endorsement only
WA
Required for Graduation
Oregon
Texas (prop)
Virgina (prop)
Ohio (prop)
California (prop)
Required for College
Oregon
Required for Employement
Oregon (was proposed)
%%Alternative
Sailer offers alternative grade
achievement vs IQ potential, offer different levels of hs diploma
from honors down to certificate of attendence.
%%College Admissions
[[Oregon (required)
Oregon to require CIM/CAM for college admission
[[Stanford says no
Stanford U It is our
understanding that the CIM and CAM are demonstrations only of minimal
or average proficiency. They do little, I believe, to distinguish the
very best students from the rest....Please do what you can to
maintain a grading system where all outcomes are not the same. Jon
Reider Senior Associate Director of Admission Stanford University
Other responses from university:
Purdue University -- OK but not enough
Northwestern University -- Unacceptable
John Hopkins University ---- Not sure
MIT -- Unfamiliar
Wellsley -- Unacceptable
Rutgers -- Unfamiliar
University Cal. Irvine -- Unfamiliar
%%Definition
MASS VERSION IS FOR AN ELITE STANDARD
z68\doc\web\2003\06\masscim.txt
http://www.doe.mass.edu/FamComm/Student/mastery/
The Massachusetts version appears to have evolved from a 10th grade
diploma to an "honors" badge. However, it's only one more step to
requiring this sort of performance in the name of "elite standards for
all"
\clip\98\12\texstw.txt
http://www.coe.tamu.edu/~ehrd/skills/exsummry/rsrch.htm
Research Question A - What is the relationship between the high
school diploma and the Certificate of Initial Mastery?
CIM sets one standard for all students and de-emphasizes tracking.
(but it is based on middle german standard which DOES track)
Research Question B - What are the elements of successful CIM systems
in the world? How can these elements be imported to Texas? Countries
such as Sweden, Germany, Japan, Switzerland, France, Singapore have
clear sets of educational standards that all students must meet. (the
CIM is NOT a standard all must meet)
Research Question C - What relationship should the CIM have to
industry specific or advanced certifications? CIM indicates that the
student has passed a sequence of performance-based assessments
throughout their K - 10 experience . It is not indicative of the
industry specific skill level and would be a precursor to any
advanced certifications.
%%Employment
Cloning of the American Mind: Eradicating Morality Through Education
B.K. Eakman Marc Tucker's "America's Choice High Skills or Low Wages"
states that children should not be permitted to work before the age
of 18 unless they have a Certificate of Initial Mastery or are
enrolled in a program to attain it. Businesses would be obliged
through threats and tax incentives to approved workers.
Robert wagner: This is from the (WA) white paper on the Certificate
of Mastery: "Eventually the state Certificate of Mastery may be
required of public school students for a broad range of employment
and training opportunities or for admission to higher education
institutions."
%%Scholarship
Marc Tucker's original 1992 proposal would grant 10th and 11th grade
plus first 2 years of college to all who get CIM. Washington State
had a commision who recommended this in 1998.
EVEN SEATTLE TIMES DISMISSES 2YR SCHOLARSHIP FOR ALL WHO GET CIM
http://www.seattletimes.com/news/editorial/html98/highed_122198.html
\clip\98\19\schoship.txt The Seattle Times Company December 21, 1998
Editorial Increasing college access is costly, tricky, vital " This
is a hugely scaled-down version of the 2020 Commission's
recommendation, which would give a scholarship to every high-school
student who earns a Certificate of Mastery. The total cost of that,
however, would be in the hundreds of millions: 60,000 students
graduate each year. "
%%Standard
WHO DETERMINEES STANDARD FOR CIM? NCEE! A Report on the Work Toward
National Standards, Assessments and Certificates Prepared for the
Ohio State Board of Education Researched and compiled by Diana M.
Fessler December 10, 1996
http://www2.southwind.net/~educate/fessler.html New Standards
proclaims that "each state will determine for itself the rules
governing the awarding of CIMs. . ., " but then negates that notion
by adding that states will operate "within the context established by
the consortium of participating states."70 "States and districts
wishing to participate in the CIM system agree on a set of content
standards and agree to benchmark their performance standards to a
common reference standard."71 States, districts and localities will
be "permit[ted] considerable [but not complete] freedom to come up
with their own standards and examinations, providing that they are
reasonably congruent [the same] as those developed by New
Standards."72 Supposedly, states and districts, "will find it
relatively easy to comply with the technical standards that New
Standards will require its partners to live up to."73 [Note: The very
idea of New Standards presuming to permit governmental bodies [states
and districts] SOME degree of liberty to adopt standards, providing
that they are, for all practical purposes, the same as New Standards'
standards, is absurd (But WA, Ore, and Vermont are all going their
separate ways on setting "proficiency" based on "local" committes who
bookmark levels they agree on)
%%NCEE
From Florida School To Work site: http://www.flstw.fsu.edu/path6skl.html
States Begin Developing the Certificate of Initial Mastery (1994)
National Center on Education and the Economy, Publications
Department, Suite 500, 39 State Street, Rochester, NY 14614-1327,
(716) 546-7620. (Report, 12 pp., $9.95) (CLEARINGHOUSE LOAN NO.1038)
The idea for the Certificate of Initial Mastery was first advanced by
the Commission on the Skills of the American Workforce in its report
America's Choice: High Skills or Low Wages! Since its release,
Indiana, Maine, Massachusetts, New York, Oregon, Washington, and
Texas have decided to create a Certificate of Initial Mastery or a
similar certificate as one key lever for reforming education.
The International Experience with School Leaving Examinations (1994)
National Center on Education and the Economy, Publications
Department, Suite 500, 39 State Street, Rochester, NY 14614-1327,
(716) 546-7620. (Report, 12 pp., $9.95) (CLEARINGHOUSE LOAN NO.1039)
This report focuses on elements of other countries' educational
systems that the Commission on the Skills of the American Workforce
believes the United States would do well to adopt. In most
international economic-competitor nations, a clear division exists
between lower and upper secondary schools, and students are expected
to prove that they have met defined standards before moving beyond
basic education. Students complete lower secondary school at around
age 16, and in many countries their general education ends here.
Upper secondary education offers students more specialized studies,
either in intensive academic preparation for university admission or
in vocational and technical education leading to technical and
professional credentials.
The Certificate of Initial Mastery: A Primer (1994)
National Center on Education and the Economy, Publications
Department, Suite 500, 39 State Street, Rochester, NY 14614-1327,
(716) 546-7620. (Report, 20 pp., $9.95) (CLEARINGHOUSE LOAN NO.1037)
This Commission on the Skills of the American Workforce report
proposes that all American students meet a national standard of
educational excellence by age 16 or soon thereafter. Students passing
a series of performance-based assessments that incorporate the
standard would each be awarded a Certificate of Initial Mastery.
Possession of the certificate would qualify a student to choose from
among three options: going to work, entering a college-preparatory
program, or studying for a Technical and Professional Certificate.
--------------------------------------------------------------
http://www2.southwind.net/~educate/cim-tuck.html One benefit of the
CIM design is said to be its ability to guarantee that students
achieving a Certificate in one state or school district reached a
standards "substantially equal" to their counterparts in other
jurisdictions. Already six states -- Indiana, Maine, Massachusetts,
New York, Oregon, and Washington -- have enacted policy changes to
move toward a CIM system.
http://www2.southwind.net/~educate/cim-drc.html The Certificate of
Initial Mastery (CIM) was unveiled April 13 by the NationalCenter on
Education and the Economy as a "valuable new credential that would
give young adults better access to good jobs, training programs and
college,"writes THE NEW STANDARD, the organization's newsletter
(Plattner, Berkowitch).
\doc\web\97\09\cimore.txt CIM is 10th grade, CAM is 12th grade STW
version of diploma.
%%Oregon
Ore CIM/CAM college req
Ore CIM/STW PATTERNED AFTER GERMAN VOCATIONAL MODEL
THE NEW STANDARD summarizes progress in seven New Standards' sites
nationwide. Ore. leads the pack in developing a CIM. The state in
1991 mandated creation of a CIM and a Certificate of Advanced Mastery
http://www2.southwind.net/~educate/cim-stud.html
\clip\97\27\oreref.txt PRODIGY interactive personal service 08/24/94
OREGON SCHOOL REFORM GETS MIXED REVIEWS "Amber Davis echoes that
sentiment. She says students spent much of their time writing essays
describing their feelings about themselves and their interaction with
others. "
OBE Dictionary
by Bob and Barbara Tennison of Oregon
\clip\97\27\dict\dict.htm
CIM: Certificate of Initial Mastery. Based on the report America's Choice, high skills, low wages,
authored by Hillary Clinton and Marc Tucker. It is the cornerstone for the Outcome Based Education
System. The CIM is based on National Standards and requires students to pass a series of
"performance" based assessments that incorporate the National Standards. Would create a new
approach to student performance assessment for which students could explicitly prepare and would
provide multiple opportunities for success. Traditional Basic Academics are not considered important in
this program.
CAM: Certificate of Advanced Mastery. Based on the Department of Labor's SCANS report.
Prepares students to enter the world of work and requires students to choose one of six broad career
categories to study. It is the capstone of the Outcome Based Education System. Traditional Basic
Academics are not considered important in this program.
--------------------------------------------
Oregon has a Certificate of Advanced Mastery that covers 12th grade
skills
http://bbs.nclack.k12.or.us/TM/E61T101 \clip\97\27\cam.htm
Astoria High:
http://columbia-pacific.interrain.org/ahs/cim-cam.html
On September 19, 1996, the Oregon State Board of Education adopted
new academic content and performance standards for all of its
students in grades K - 12. Oregon students will now be held
accountable for meeting these new standards. As called for by the
Oregon Educational Act for the 21st Century, these new academic
standards raise the expectations that Oregon had for its students.
At the high school level, instead of the current academic standard
which allows students to graduate with only a D-minus average in 22
credit hours of classes, Oregon will now require students to prove
they are proficient in English, Mathematics, Science, the Social
Sciences (including history, civics, geography, and economics), the
Arts and Second Languages. Students will prove their proficiency in
these content areas and demonstrate that they meet the performance
standards by achieving certain scores on a series of classroom
assignments and state tests.
Assessment of students' performance on these assignments and state
tests will be measured against a set of benchmark standards at grades
3, 5, 8, and 10. Students who achieve the grade 10 performance
standards will receive a Certificate of Initial Mastery (the CIM).
Students who achieve the grade 12 performance standards will receive
a Certificate of Advanced Mastery (the CAM).
Education Reporter
June 1997
http://www.eagleforum.org/educate/1997/june97/focus.html
\clip\97\27\cimdip.htm
http://167.128.52.66/stulearn/cim/cimques.htm
\clip\97\27\cimq\cimq.htm, cimans.htm Questions about the CIM and CAM
This list includes every question submitted by the audience at the
February 13, 1997, meeting about CIM and CAM held at Crescent Valley
High School auditorium.
Students not meeting the CAM standards, would have the same options
of any student currently not meeting graduation standards by the end
of their Senior year (in other words, no diploma, and they won't be
able to get a job civilian or military that requires having a
diploma!).
