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ED 309 211 TITLE INSTITUTION PUB DATE NOTE AVAILABLE FROM PUB TYPE EDRS PRICE DESCRIPTORS IDENTIFIERS ABSTRACT DOCUMENT RESUME UD 026 870 The Reauthorization of Expiring Federal Elementary and Secondary Education Programs. Miscellaneous Programs. Volume 8. Hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor. House of Representatives, One Hundredth Congress, First Session. Congress of the U.S., Washington, D.C. House Committee on Education and Labor. 2 Apr 87 109p.; Serial No. 100-9. Document contains inserts using small prints. Superintendent of Documents, Congressional Sales Office, U.S. Government Printing Office, Washington, DC 20402. Legal/Legislative/Regulatory Materials (090) MF01/PC05 Plus Postage. *Educational Innovation; Elementary School Mathematics; Elementary School Science; Elementary Secondary Education; Federal Legislation; *Federal Programs; Hearings; Immigrants; *Inservice Teacher Education; *Literacy Education; Magnet Schools; *School Effectiveness; Urban Education Congress 100th; Education Consolidation Improvement Act Chapter 2; Education for Economic Security Act 1984; Effective Schools Projects; *Proposed Legislation; Reauthorization Legislation; Virgin Islands This document reports on the eighth of a series of hearings on the reauthorization of expiring Federal elementary and secondary education programs. Seven expert witnesses, including representatives of the Department of Education and professional and community organizations, gave testimony concerning a number of micscellaneous federal programs. The following positions were expressed: (1) increase funding to support building programs in the Virgin Islands through P.L. 95-561; (2) encourage the development and retention of high-caliber teachers through the Christa McAuliffe Teacher Training and Improvement Act; (3) provide literacy programs for limited English speaking immigrants through the Emergency Immigrant Assistance Act; (4) continue block grant funds for magnet school programs through the Education Consolidation and Improvement Act; (5) improve elementary science and mathematics teaching through Title II of the Education for Economic Security Act; and (6) support implementation of effective schools programs. Seven prepared statements, letters, and supplemental materials are appended. (FMW) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ****************************************************************ft****** THE REAUTHORIZATION OF EXPIRING FEDERAL ELEMENTARY AND SECONDARY EDUCATION PROGRAMS Miscellaneous Programs ,. Volume 8 HEARING BEFORE THE SUBCOMMITTEE ON ELEMENTARY, SECONDARY, AND VOCATIONAL EDUCATION OF THE COMMITTEE ON EDUCATION AND LABOR HOUSE OF REPRESENTATIVES ONE HUNDREDTH CONGRESS FIRST SESSION ON H.R. 5 HEARING HELD IN WASHINGTON, DC, APRIL 2, 1987 Serial No. 100-9 Printed for the use of the Committee on Education and Labor U.S. GOVERNMENT PRINTING OFFICE 74-778 WASHINGTON 31987 For sale by the Superintendent of Documents, Congressional Sales Office, US. Government Printing Office, Washington, DC 20402 2 CCMMITTEE ON EDUCATION AND LABOR AUGUSTUS F. HAWKINS, California Chairman WILLIAM D. FORD, Michigan JOSEPH M. GAYDOS, Pennsylvania WILLIAM (BILL) CLAY, Missouri MARIO BIAGGI, New York AUSTIN J. MURPHY, Pennsylvania DALE E. KILDEE, Michigan PAT WILLIAMS, Montana MATTHEW G. MARTINEZ, California MAJOR R. OWENS, New York CHARLES A. HAYES, Illinois CARL C. PERKINS, Kentucky THOMAS C. SAWYER, Ohio S'IT.THEN J. SOLARZ, New York ROBERT E. WISE, JR., West Virginia TIMOTHY J. PENNY, Minnesota BILL RICHARDSON, New Mexico TOMMY F. ROBINSON, Arkansas PETER I. VISCLOSKY, Indiana CHESTER G. ATKINS, Massachusetts JAMES JONTZ, Indiana JAMES M JEFFORDS, Vermont WILLIAM F. GOODLING, Pennsylvania E. THOMAS COLEMAN, Missouri THOMAS E. PETRI, Wisconsin MARGE ROUKEMA, New Jersey STEVE GUNDERSON, Wisconsin STEVE BARTLETT, Texas THOMAS J. TAUKE, Iowa RICHARD K. ARMEY, Texas HARRIS W. FAWELL, Illinois PAUL B HENRY, Michigan FRED GRANDY, Iowa CASS BALLENGER, North Carolina SUBCOMMITTEE ON ELEMENTARY, SECONDARY, AND VOCATIONAL EDUCATION AUGUSTUS F HAWKINS, California, Chairman WILLIAM D. FORD, Michigan WILLIAM F GOODLING, Pennsylvania DALE E. KILDEE, Michigan STEVE BAP.TLETT, Texas PAT WILLIAMS, Montana HARRIS W. FAWELL, Illinois MATTHEW G. MARTINEZ, California PAUL B. HENRY, Michigan CARL C. PERKINS, Kentucky FRED GRANDY, Iowa MARIO BIAGGI, New York STEVE GUNDERSON, Wisconsin CHARLES A. HAYES, Illinois THOMAS E. PETRI, Wisconsin THOMAS C. SAWYER, Ohio MARGE ROUKEMA, New Jersey STEPHEN J. SOLARZ, New York JAMES M JEFFORDS, Vermont ROBERT E. WISE, JR., West Virginia (Ex Officio) BILL RICHARDSON, New Mexico TOMMY F. ROBINSON, Arkansas PETER J. VISCLOSKY, Indiana CHESTER G. ATKINS, Massach 'setts CONTENTS Page Hearing held in Washington, DC on April 2, 1987 1 Statement of Aldridge, Bill, Executive Director, National Science Teachers Association. 92 Carnes, Bruce, Deputy UnLersecretary, Office of Planning, Budget, and Evaluation, U.S. Department of Education, accompanied by Thomas Corwin, Acting Director, Division of Elementary, Secondary, and Voca- tional Education, Office of Planning, Budget, and £valuation 12 Cooper, Eric, Chairman, Ad Hoc Committee for Effective Schooling, Washington, DC, accompanied by Dan Levine, member, Ad Hoc Com- mittee for Effective Schooling % 52 de Lugo, Hon. Ron, a Delegate in Congress from the U.S. Virgin Islands 2 Gibbs, Nona, Magn3t Program Coordinator, Flint Community Schools, Flint, MI 42 Lee, LeRoy, President, National Science Teachers Association, accompa- nied by Bill Aldridge, Executive Director, National Science Teachers Association; and June Scobee, Chairman of the Board, Challenger Center for Space Science Education, Friendswood, TX 45 Vargas, Arturo, National Council of La Raza, Washington, DC 19 Prepared statements, letters, supplemental materials, et cetera: Biome, Arvin C., Assistant Commissioner, Colorado Department of Educa- tion, chairman, National Title II Steering Committee, several charts 101 Carnes, Bruce M., Deputy Under Secretary of Planning, Budget and Evaluation, Department of Education, prepared statement of 14 Cooper, Eric J., Chairman, Ad Hoe Committee for Effective Schooling, Washington, DC, prepared statement of 56 de Lugo, Hon. Ron, a Delegate in Congress from the U.S. Virgin Islands, prepared statement of 3 Gramlich, Edward M., Acting Director, Congressional Budget Office, Washington, DC, letter to Chairman Hawkins, dated June 17, 1987 enclosing two tables 97 Lee, LeRoy R., President, National Science Teachers Association, Wash- ington, DC, prepared statement of 48 Levine, Daniel U., member, Ad Hoc Committee for Effective Schooling, Washington, DC, prepared statement of ...... ...... 65 Martinez, Hon. Matthew G., a Representative :n Congress from the State of California: Letter from Carol Whitten, dated March 24, 1987 i56 Letter to Carol Whitten, Director, OBEMLA, Department of Educa- tion, dated February 18, 1987 85 Vargas, Arturo, National Council of La Raza, Washington, DC: "Adult English Courses Pressed by Immigrants,' New York Times, October 13, 1986 31 "Alien Law Puts Strain on English Classes," Los Angeles Times, February 25, 1987 22 "Community-Based Organization's: Reaching the Hardest To Reach," Business Council for Effective Literacy Newsletter, volume 1, No 7, April 1986 34 "Immigrantsa Rush to the Classrooms," Lcs Angeles Times, Sep- tember 24, 1986 32 "Literacy in a New Language," Business Council for Effective Liter- acy Newsletter, volume 1, No. 10, January 1987 23 nu> THE REAUTHORIZATION OF EXPIRING FEDER- AL ELEMENTARY AND SECONDARY EDUCA- TION PROGRAMS Miscellaneous Programs Volume 8 THURSDAY, APRIL 2, 1987 HOUSE OF REPRESENTATIVES, SUBCOMMITTEE ON ELEMENTARY, SECONDARY, AND VOCATIONAL EDUCATION, COMMITTEE ON EDUCATION AND LABOR, Washington, DC. The subcommittee met, pursuant to notice, at 9:32 a.m., in room B-346C Rayburn House Office Building, Hon. Augustus F. Hawkins (chairman of the subcommittee) presiding. Members present: Representatives Hawkins, Kildee, Martinez, Hayes, Sawyer, Atkins, Good ling, Bartlett, and Fawell. Member also present: Representative de Lugo. Staff present: John Jennings, counsel; Nancy Kober, legislative specialist; John Smith, special assistant; Ricardo Martinez, legisla- tive analyst; and Jo-Marie St. Martin, legislative Associate. Chairman HAWKINS. The Subcommittee on Ele_ ientary, Second- ary, and Vocational Education is called to order. The first witness this morning is our distinguished colleague from the Virgin Islands, the Honorable Ron de Lugo, who promised me three times that he would be on time this morning. I see his wife has accompanied him. That is perhaps the explanation of why he is on time. [Laughter.] We are delighted to have you, Ron. We know what a great job you have been doing for the Virgin Islands in particular and for education in general. Much of what you have done has already been accepted by the committee. At any rate, we are pleased to have you with us today, and your statement in its entirety will be inserted in the hearing record; you may proceed to summarize it, and then we will open the hearing for questions. I don't know what questions we could direct to you, because there is so much general agreement on this committee with the views that you have expressed, views that are purely bi- partisan in nature. So we look forward to your testimony. (1) 2 STATEMENT OF HON. RON de LUGO, A U.S. DELEGATE IN CONGRESS FROM THE UNITED STATES VIRGIN ISLANDS Mr. DE LUGO. Thank you very much, Mr. Chairman. My purpose in being here is primarily to thank you and the other members of this committee for the bipartisan support under. your leadership that we have received for our problems in not only the Virgin Is- lands but ell of the United States territories. As I was saying to you, Mr. Chairman, when we were chatting on the floor yesterday, it is a pleasure when you can see what Federal dollars have actually done. So often, you know, we will try to help out by sending Federal dollars to solve problems that exist around the country, and so often, we wonder just how much good it did. But in the Virgin Islands you can actually see it. You can see it in the success stories of young people that came to our shores as immigrants, who under Hosier v. Evans, the court decision back in 1970, were assured of an education in this U.S. territory. But of course this was a tremendous financial burden for our territory. The school population just mushroomed because we had to take in 7,000 students, which was a tremendous portion of our student body at that time. Back in 1978, as you know, Mr. Chairman, and the Other mem- bers of this committee, your committee set up what was called the general assistance program for the Virgin Islands. That was to help us with this problem. It is a success story, but we still have a long way to go. I am very pleased that you have included the reauthorization of this program in the bill that is presently before your committee. I also want to say something on 'behalf of all of the territories: that I urge the reauthorization also of the teacher training pro- gram. This provides $2 million a year for teacher training in all the U.S. territories. Here, too, we have seen success. In my territory, the Virgin Islands, first of all, it's so important to be able to train our own teachers, to keep our own teachers, to keep our culture. In the Virgin Islands alone, sixty-six teachers have earned their baccalaureate degrees in teacher education. And over the past two years eleven teachers have been certified by the Virgin Islands Board of Education as certified professionals in their respective disciplines, and of seventy-seven teachers, Mr. Chair- man, who were trained and certified over the past six years, seven- ty-one are still teaching in the territories schools. So with a reten- tion of 92 percent, I think this is certainly a successful program that we can all be proud of. I thank you again for your support and the support of the mem- bers of your subcommittee. I will be glad to answer any questions. [The prepared statement of Hon. Ron de Lugo follows:] 3 PREPARED STATEMENT OF HON. RON DE LUGO, A DELEGATE IN CONGRESS FROM THE U.S. VIRGIN ISLANDS MR. CHAIRMAN AND MEMBERS OF THE SUBCOMMITTEE, I THANK YOU FOR THIS OPPORTUNITY TO TESTIFY ON AN ISSUE OF PARTICULAR IMPORTANCE TO ME: THE REAUTHORIZATION OF SECTIONS 1524 AND 1525 OF P.L. 95 -561 FOR TIIE PERIOD FY 89 THROUGH FY 93. SECTION 1524 OF P.L. 95-561, GENERAL ASSISTANCE TO THE VIRGIN ISLANDS, WAS INTENDED TO PARTIALLY COMPENSATE THE VIRGIN ISLANDS FOR PROBLEMS CREATED BY CONGRESS THROUGH THE PASSAGE OF FEDERAL LEGISLATION (P.L. 91-225) AND A SUBSEQUENT U.S DISTRICT COURT RULING (HOSIER V. EVANS) WHICH ADDED 7,000 NON-CITIZEN STUDENTS INTO THE TERRITORY'S PUBLIC SCHOOLS. SINCE 1979, ONLY 19.90 MILLION Du...LARS (19,899,031) OF THE TOTAL AUTIL....CIZATION (P.L. 95-561 AND P.L. 98-511) OF 50 MILLION DOLLARS ($50,000,000) HAVE BEEN MADE AVAILABLE TO IMPROVE PUBLIC SCHOOL EDUCATION IN THE U.S. VIRGIN ISLANDS. THE INTENT OF CONGRESS WAS TO CORRECT THE PROBLEMS CAUSED BY THE TREMENDOUS INCREASE IN THE VIRGIN ISLANDS SCHOOL POPULATION. ALThJUGH SOME 4 PROGRESS HAS BEEN MADE, MUCH REMAINS TO BE DONE. I WOULD LIKE TO THANK THE DISTINGUISH CHAIRMAN OF THIS SUBCONBUTTE AND MY OTHER COLLEAGUES WHO SERVE ON THIS SUBCOMMITTL FOR HELPING US. I AM PLEASED TO 13E ABLE TO REPORT ON HOW MUCH WE RAVE ACCOMPLISHED OVER THE PAST EIGHT YEARS AS OUTLINED LATER IN MY TESTIMONY AND HOPE THAT YOU WILL CON.INUE YOUR SUPPORT BY GRANTING US A REAUTHORIZATION OF THESE VITAL PROGRAMS TO CONTINUE OUR EFFORTS TO IMPROVE OUR EDUCATIONAL SYSTEM. AS A RESULT OF P.L. 91-225 AND THE HOSIER DECISION, SCHOOL ENROLLMENT HAS GROWN FROM 15,000 TO OVER 25,000. CURRENTLY, NON- CITIZEN STUDENTS LNROLLMENT COMPRISE 13.1 PERCENT OF THE TOTAL STUDENT ENROLLMENT IN THE VIRGIN ISLANDS COMPARED TO 3.2 % AND 3.5% IN CALIFORNIA AND TEXAS, RESPECTIVELY. SINCE 1970, THE GOVERNMENT OF THE VIRGIN ISLANDS HAS CO5B11TTED BETWEEN 25 TO 33 PERCENT OF ITS OPERATING BUDGET TO S:JPPORT PUBLIC EDUCATION. WITH THE ELECTION OF ALEXANDER A. FARRELLY, AS GOVERNOR, IN NOVEMBER OF 1986, THAT COMMITMENT HAS BEEN REAFFIRMED, AND THE GOVERNOR HAS STATED THAT EDUCATION IS HIS NUMBER ONE PRIORITY. IN SPITE OF FINANCIAL CONSTRAINTS, THE GOVERNMENT OF THE VIRGIN ISLANDS HAS SPENT OVER 131 MILLION DOLLARS TO DEAL WITH 5 -3- THE PHYSICAL NEEDS CAUSED BY THE INCREASED ENROLLMENT. PREVIOUS CAPITAL IMPROVEMENT PROJECTS HAVE ADDED A TOTAL OF THIRTEEN SCHOOLS SINCE 1970 THAT ARE SERVING 10,808 CHILDREN. THE 19.9 MILLION DOLLARS FROM GENERAL ASSISTANCE HAVE BEEN USED FOR THE CONSTRUCTION, RENOVATION AND REPAIR OF 220 CLASSROOMS, MAINTENANCE OF EDUCATIONAL FACILITIES, ASBESTOS REMOVAL PROJECTS, SPECIAL EDUCATION AND THE PURCHASE OF EQUIPMENT, MATERIALS AND SUPPLIES. HOWEVER, THESE EXPENDITURES HAVE NOT BEEN SUFFICIENT TO MEET THE PHYSICAL DEMAND AND, AT THE PRESENT TIME, OVERCROWDED CONDITIONS STILL EXIST. TO RELIEVE THE OVERCROWDED CONDITIONS OVER THE NEXT FIVE YEARS, THE DEPARMENT OF EDUCATION HAS PROJECTED THAT IT WILL NEED TO CONSTRUCT ELEMENTARY SCHOOLS ON ST. THOMAS TO ACCOMMDATE 800 STUDENTS, AT A COST OF 21 MILLION DOLLARS; SENIOR HIGH SCHOOL CLASSROOMS ON ST. CROIX TO ACCOMMODATE 1,200 STUDENTS, AT A COST OF 10.7 MILLION DOLLARS, AND RENOVATION AND REPAIRS AT 20 EXISTING SCHOOLS AT A COST OF 6.7 MILLION DOLLARS. THUS, IN MAJOR CONSTRUCTIONS, RENOVATIONS, AND REPAIRS ALONE, THE DEPARTMENT MUST SPEND IN EXCESS OF 38 MILLION DOLLARS OVER THE NEXT FIVE YEARS. 6 THE UNITED STATES VIRGIN ISLANDS CONSISTS OF THREE MAJOR ISLANDS AND A NUMBER OF SMALLER ISLETS AND CAYS SEPARATED BY 40 MILES OF OPEN SEA. THE 35 PUBLIC SCHOOLS ADMINISTERED BY THE VIRGIN ISLANDS DEPARTMENT OF EDUCATION ARE LOCATED ON THE THREE MAJOR ISLANDS. BECAUSE OF PHYSICAL SEPARATION, A D 13LICATION OF SERVICES, PERSONNEL, MATERIALS AND EQUIPMENT IS NECESSARY AND RESULTS IN INCREASED COSTS. TIME DISTANCE FROM THE U.S. MAINLAND ALSO RESULTS IN INCREASED COST TO PURCHASE MATERIALS, SUPPLIES AND EQUIPMENTS. ON MOST OF OUR PURCHASES AN ADDITIONAL 15 TO 20 PERCENT IS EXPENDED FOR TRANSPORTATION CHARGES. THESE ADDITIONAL CHARGES ALSO APPLY TO THE PUKIIASE OF BUILDING MATERIALS %Mal ARE USED FOR THE CONSTRUCTION OF NEW SCHOOLS AND RENOVATIONS AND ALTERATIONS OF EXISTING FACILITIES. AS A RESULT OF THESE FACTORS, THE DOLLAR DOES NOT CO AS FAR IN THE VIRGIN ISLANDS AS IT WOULD ON THE MAINLAND. A LARGE PERCENTAGE OF TIM STUDENT POPULATION OF TILE VIRGIN ISLANDS COMES FROM MORE THAN 20 CARIBBEAN ISLANDS WItH EACH AREA CONTRIBUTING ITS OWN CULTURAL, POLITICAL AND EDUCATIONAL BACKGROUND AND VALUES. THIS DIVERSITY HAS NECESSITATED THE DEVELOPMENT OF SPECIALIZED EDUCATIONAL MATERIALS TO STIMULATE THE LEARNING PROCESS. THE DEPARTMENT OF EDUCATION MUST DEVELOP A RELEVANT CURRICULUM FOR ITS SCHOOL SYSTEM IF IT IS TO INTEGRATE ALL OF ITS CHILDREN, PARTICULARLY THE NON-CITIZENS, INTO SOCIETY AS WELL-EDUCATED CONTRIBUTING MEMBERS. OUR CURRICULUM MUST bE 7 BUILT ON THE UNIQUE VALUES AND BEAUTIES OF THE MANY CULTURES OF THE CARIBBEAN AND ASSIST ALL OUR CHILDREN TO DEVELOP ACADEMIC ABILITIES AND A POSITIVE SENSE OF IDENTITY AND SELF IMAGE. WE NEED TO CONTINUE OUR EFFORTS TO MEET THIS CHALLENGE. ,EVALUATIONS OF OUR REMEDIAL EDUCATION PROGRAMS SHOW THAT THESE PROGRAMS HAVE ILND A POSITIVE IMPACT AND THA: REMEDIATION CAN AND DOES MAKE A DIFFERENCE. PROGRAM FUNDS FOR RLMEDIAL EDUCATION PROGRAMS CANNOT BEGIN TO SERVE ALL THE CHILDREN NEEDING THESE SERVICES. THERE IS A NEED TO CONTINUE TO TARGET EXTRA FUNDING FOR REMEDIAL EDUCATION.. A COMPREHENSIVE K-12 MATHEMATICS CURRICULUM, 1A1101 ADDRESSES THE NEEDS OF VIRGIN ISLANDS' STUDENTS, HAD BEEN DEVELOPED AND IMPLEMENTED IN ALL OF THE TERRITORY'S SCHOOLS. THE SCHOOL SYSTEM IS CURRENTLY ENGAGED IN WRITING A CURRICULA IN THE AREAS OF ENGLISH/LANGUAGE ARTS FOR SPECIAL EDUCATION; HEALTH EDUCATION; ENGLISH/LANGUAGE ARTS, K-12; AND SCIENCE K-12. IN ADDITION, IT IS INVOLVED IN THE PILOTING OF DRAFT CURRICULA IN SOCIAL SCIENCES, AND MATHEMATICS FOP. SPECIAL EDUCATION STUDENTS. THESE -ARE SPECIALIZED EFFORTS TO BRING OUR SQIOOLS INTO COMPETITION WITH MAINLAND CURRICULA. THERE IS A NEED TO PRODUCE INSTRUCTIONAL MATERIAL SPECIALLY GEARED TO AUGMENT THESE CURRICULA AND TO DEVELOP OTHER SUBJECT Allf.AS. 12 8 -6- TEACHING RESOURCES, MATERIALS FOE THE CURRICULUM CENTERS, AND LIBRARY AND AUDIOVISUAL MATERIALS FOR PUBLIC SCHOOL PROGRAMS ARE VITAL TO SUPPORT AND ENHANCE THE SERVICES PROVIDED BY THE EDUCATIONAL AND INSTRUCTIONAL PROGRAMS OF THE VIRGIN ISLANDS. DUE TO INCREASED STUDENT ENROLLMENT AND OUTDATED TEXTBOOKS AND MATERIALS, IT IS ESSENTIAL TO PURCHASE NEWER AND ADDITIONAL TEXTS SUPPLEMENTAL SCHOOL 11UPPLIEo WILL ALSO BE DESPERATELY NEEDED WITHIN THE NEXT FIVE YEAR PERIOD. I ASK YOU TO CONSIDER THE VIRGIN ISLANDS' POSITION IN THE CARIBBEAN. THIS WEEK WE CELEBRATE THE 70TH ANNIVERSARY OF THE TRANSFER OF THE VIRGIN ISLANDS FROM DENMARK TO THE UNITED STATES. VIRGIN ISLANDERS ARE PROUD OF THEIR U.S. IDENTITY. PART OF THAT IDENTITY IS OUR RELATION TO THE MAINLAND SCHOOL SYSTEMS AND ITS STANDARDS. WE ARE LOCATED IN THE MIDST OF NEWLY INDEPENDENT ISLANDS. FROM THIS PERSPECTIVE WE CONSIDER IT IMPORTANT TO ASSERT A STRONG U.S. MODEL. A DIRECT INDICATOR IS THE CARE WE TAKE IN THE EDUCATION OF OUR CHILDREN. BECAUSE OF THE INABILITY OF THE GOVERNMENT OF THE VIRGIN ISLANDS TO COPE ON ITS OWN WITH COMPLIANCE TO P.L. 91-225, TO EDUCATE ALL CHILDREN REGARDLESS OF CITIZENSHIP, I AM REQUESTING THE REAUTHORIZATION OF THE GENERAL ASSISTANCE TO THE VIRGIN ISLANDS IN TILE AMOUNT OF TWENTY-FIVE MILLION DOLLARS ($25,000,000) SPREAD OVLA A FIVE YEAR PERIOD. 3 9 THE FUNDS PROVIDED UNDER SECTION 1524 WILL Dv. USED TO UPGRADE OUR PHYSICAL FACILITIES TIMOUGH CLASSROOM RENOVATION AND CONSTRUCTION, DEVELOP CURRICULA AND EXPAND REMEDIAL EFFORTS. THIS PLAN WILL SERVE AS THE CATALYST TO EFFECT MANDATORY CHANGES IN OUR PUBLIC SCHOOL SYSTEM. IT IS DESIGNED TO PROVIDE ADDITIONAL TANGIBLE EDUCATIONAL BENEFITS TO OUR CHILDREN AND TO DEVELOP CHANGE IN OUR CURRENT EDUCATIONAL CURRICULUM PRACTICES. ON BEHALF OF THE PEOPLE IN ALL THE TERRITORIES, I AM REQUESTING THE REAUTHORIZATION OF SECTION 1525 OF P.L. 95-561, THE TERRITORIAL TEACHER TRAINING PROGRAM, IN THE AMDUNT OF TWO MILLION DOLLARS ($2,000,000) PER YEAR FOR A PERIOD OF FIVE YEARS TO BE SHARED BY ALL OF THE TERRITORIES. THIS PROGRAM HAS PROVED TO BE VERY BENEFICIAL BY PROVIDING A MORE STABLE TEACHING FORCE. THE PROGRAM IS DESIGNED TO BUILD THE POOL OF LOCAL TEACHERS WITH A VIEW TOWARDS REDUCING THE HAZARDOUS RELIANCE ON TEACHERS FROM THE MAINLAND. SEVERE PROBLEMS HAVE RESULTED FROM SUCH RELIANCE. MAINLAND TEACHERS ARE OFTEN NOT PREPARED TO COPE WITH THE CULTURAL DIFFERENCES BOTH IN THE ISLAND COMUNITIES AND IN THEIR STUDENTS. THE RESULT IS A PROBLEM BOTH IN QUALIFICATION AND CONTINUITY. SINCE THE PROGRAM'S INCEPTION, IN THE VIRGIN ISLANDS ALONE, SIXTY-SIX (66) TEACHERS HAVE EARNED THEIR BACCALAUREATE DEGREES 4 10 IN TEACHER EDUCATION. OVER THE PAST TWO SCHOOL YEARS, ELEVEN (11) TEACHERS HAVE BEEN CERTIFIED BY THE VIRGIN ISLANDS BOARD OF EDUCATION AS CERTIFIED PROFESSIONALS IN THEIR RESPECTIVE DISCIPLINES. OF THE SEVENTY-SEVEN (77) TEACHERS TRAINED AND CERTIFIED OVER THE PAST SIX YEARS, SEVENTY-ONE (71) ARE STILL TEACHING IN THE TERRITORY'S #111100LS. THIS RETENTION RATE OF 92 PERCENT IS INDICATIVE OF THE PROGRAM'S SUCCESS INSPITE OF THE LOW LEVEL OF FUNDING. HOWEVER, THE NEED TO CONTINUE THE TERRITORIAL TEACHING TRAINING PROGRAM IS VITAL iN ORDER TO UPGRADE THE SKILLS OF TEACHERS IN THE TERRITORIES IN THE VIRGIN ISLANDS, FOUR HUNDRED AND NINETY -SIX (496) TEACHERS HAVE BEEN IDENTIFIED AS NOT HAVING BACCALAUREATE DEGREES OR ARE DECREED BUT DO NOT MEET THE MINIMUM CERTIFICATION STANDARDS. THE DEPARTMENT OF EDUCATION /UNIVERSITY OF THE VIRGIN ISLANDS COOPERATION AGREEMENT, CAN, ON AVERAGE, TRAIN NINETY-THREE (93) INDIVIDUALS PER YEAR FROM 1988 THROUGH 1993; A RATE ESTIMATED TO MEET THE CURRENT SHORTFALL IN PROFESSIONALLY PREPARED TEACHERS IN THE SYSTEM. WHILE EACH TERRITORY HAS DEVISED VARYING PROGRAMS TO MEET ITS INDIVIDUAL SITUATION, THESE PLANS HAVE THE conmoN GOALS OF TRAINING RECRUITED TEACHERS, SPECIALISTS AND ADMINISTATORS TO UNDERSTAND AND COPE WITH THE UNIQUE CULTURAL AND SOCIAL ASPECTS OF THE COMMUNITY, AND TO IMPROVE THE TEACHING METHODOLOGY. THIS 1 tI 11 HAS RESULTED IN AN INCREASE IN TEACHEP EFFECTIVENESS AND A DECREASE IN THE HIGH 'TEACHER 1"RN-OVER RATES. IN ADDITION, THE DEPARTMENT OF EDUCATION IN THE RESPECTIVE TERRITORIES HAVE IDENTIFIED HIGHLY QUALIFIED TEACHER AIDES, PARAPROFESSIONALS, AND GIFTED SECONDARY STUDENTS AND ENCOURAGED THEM TO PURSUE CAREERS IN THE TEACHING FIELD. THE PROGRAM HAS EXTENDED EDUCATIONAL OPPORTUNITIES FOR LOCAL RESIDENTS WIO HAVE PREVIOUSLY WORKED IN THE SCHOOLS, GENERALLY AS NON - DECREED TEACHERS AND PARAPROFESSIONALS, AND HAS RESULTED IN AN INCREASE IN QUANTITY AND QUALITY OF LOCAL RESIDENTS WHO HOLD TEACHING POSITION, PROVIDING FOR GREATER CONTINUITY OF INSTMICTION. THUS, %MILE MAJOR STEPS HAVE BEEN TAKEN, THERE IS STILL A NEED FOR ADDITIONAL FUNDING TO COMPLETE THE JOB IN THE VIRGIN ISLANDS, AND I BELIEVE THIS IS TRUE FOR ALL OF THE TERRITORIES. I URGE YOU TO REAUTHORIZE THESE TWO PROGRAMS, BOTH OF WHICH HAVE A VITAL IMPACT ON THE ABILITY OF THE UNITED STATES VIRGIN ISLANDS TO EDUCATE ITS CHILDREN. G 12 Chairman HAWKINS. Thank you, Ron. Mr. Good ling, do you have any questions? Mr. GOODLING. No. Thank you, Mr. Chairman. Chairman HAwitmrs. I think the committee has expressed its ap- prcval of what you have said. We are delighted that you are highly supportive of the continuation of this program in the omnibus edu- cation bill. We look forward to your assistance when the bill reaches the floor. Mr. DE LUGO. Thank you, Mr. Chairman. Chairman HAWICINS. Thank you, Ron. The hearing today will concentrate on a munber of individual programs that will be included in the omnibus bill when it is re- ported from the committee. This is the last hearing in a series of hearings on expiring elementary and secondary education pro- grams. We hope that the witnesses will present their testimony in the most succinct way possible, so that we can have an opportunity to question the witnesses after the prepared statements have been accepted. Today the panel will consist of witnesses presenting their individ- ual views on a variety of programs. We will begin with Mr. Bruce Carnes, the deputy undersecretary of the Office of Planning, Budget, and Evaluation, of the U.S. Department of Education. He is ar cornpeulied by Mr. Thomas Corwin, acting director of the Divi- sion of Elementary, Secondary, and Vocational Education, Office of Planning, Budget, and Evaluation. Other members of the panel include: Mr. Arturo Vargas, Nation- al Council of La Raza; Ms. Nona Gibbs, magnet coordinator of the Flint Community Schools, Flint, Michigan; Mr. Leroy Lee, presi- dent of the National Science Teachers Association, who is accompa- nied by Mr. Bill Aldridge, executive director of the National Sci- ence Teachers Association; Dr. June Scobee, chairman of the board of the Challenger Center for Space Science Education, Friends - wood, Texas; then finally, Dr. Eric Cooper, chairman of the Ad Hoc Committee for Effective Schooling; and he is accompanied by Mr. Dan Levine, member of the Ad Hoc Committee for Effective School- ing. Would those witnesses be seated, please? I think the witnesses may be better to be closer to the table on my left, and over to your right, if there is no further room at this table. All right. We will listen first to Mr. Bruce Carnes, deputy under- secretary, Office of Planning, Budget, and Evaluation. Mr. Carnes, we welcome you again to the committee and look forward to your testimony. STATEMENT OF BRUCE CARNES, DEPUTY UNDER SECRETARY, OFFICE OF PLANNING, BUDGET, AND EVALUATION, U.S. DE- PARTMENT OF EDUCATION; ACCOMPANIED BY THOMAS CORWIN, ACTING DIRECTOR, DIVISION OF ELEMENTARY, SEC- ONDARY, AND VOCATIONAL ANALYSIS, OFFICE OF PLANNING, BUDGET, AND EVALUATION Mr. CARNES. Thank you very much, Mr. Chairman. It is a pleas- ure to appear before this committee and to respond to your invita- 1 7 13 tion to discuss our proposal on teacher training and improvement. I have a statement which I request be submitted in its entirety for the record, and I will summarize it very briefly. Chairman HAWKINS. Without objection, it will be so ordered. Mr. CARNES. Thank you. I am pleased to be here, Mr. Chairman, to support H.R. 1619, the Christa McAuliffe Teacher Training and Improvement Act, introduced in the House by Representatives Fawell and Gunderson, and a companion measure, S. 511, which has been introauced in the Senate by Senator Grass ley. Mr. Chairman, this bill will significantly improve the ability of our educational system to provide high-quality instruction in all disciplines to our Nation's school children. Let me briefly indicate the areas of activities that would be supported. Our proposal would authorize support for programs that would provide in-service education for teachers and administrators in order to improve their subject matter competence in teaching and administrative skills. It would provide recognition for excellent per- formance by teachers and administrators. It would provide opportu- nities for tra'..ing of teachers in the skills needed to maintain an orderly classroom environment conducive to learning. It would attract qualified persons from business and the profes- sions, including retired military personnel, into teaching. It would encourage outstanding teachers and administrators to remain in education and, as a secondary objective, improve the pre-service education of America's teachers and administrators. Let me just conclude by saying, Mr. Chairman, that I have seen programs, such as the kind that we are advocating, in operation. When I was with Secretary Bennett when he was chairman of the National Endowment for the Humanities, we created a series of programs very similar to these in the humanities disciplines. They were for elementary and secondary teachers. We saw them work. We visited a number of the programs. We were amazed at the in- tensity of intellectual curiosity and enthusiasm that we saw in the teachers in the seminars and institutes that we visited. The application volume to participate in these programs was tre- mendous. All the participants were wildly enthusiastic about these programs. In our subsequent discussions with various groups and organizations, there is none that we are aware of that has objection to any of the substance of this proposal in terms of the activities that we are going to support. Everyone knows that these activities work. They are tremendously successful. Teachers bring the renewed intellectual vitality that they get from these programs back into the classroom. They are very suc- cessful programs. I hope that the committee will look favorably upon this proposal. Thank you. Chairman HAWKINS. Thank you. Does Mr. Corwin care to supplement anything that you said, Mr. Carnes, or is just available for questions? Mr. CARNES. Yes, sir. Chairman HAWKINS. Thank you both. [The prepared statement of Bruce Carnes follows:] 74-778 0 - 1987 - 2 14 PREPARED STATEMENT OF BRUCE M. CARNES, DEPUTY UNDER SECRETARY FOR PLANNING, BUDGET AND EVALUATION, DEPARTMENT OF EDUCATION Mr. Chairman and Members of the Subcommittee: I am pleased to be here today in support Af H.R. 1619, the Christa McAuliffe Teacher Ttaining and Improvement Act, introduced by Representatives Fawell and Gunderson. A comparison measure, S. 511, has been introduced by Senator Grassley'in the Senate. p Mr. Chairman, this bill will significantly improve the ability of our educational system to provide high-quality instruction in all disciplines to our nation's school children. As you know, Mr. Chairman, a number of recent reports on the condition of American education have recommended that the training and quality of the teacher force be improved substantially in the years ahead. There are several reasons why such upgrading is badly needed. First, teachers and administrators seldom have the opportunity to receive quality inservice education or pursue research and rigorous study in order to stay current in their subject areas. Second, education has not established mechanisms for attracting and training talented people from other fields who want to become teachers. Third, many current teachers will reach retirement age in the coming decade, and we will need to attract large numbers of high caliber candidates to the teaching profession. Finally, outstanding teachers and administrators often do not receive the rewards and cecognition typically available to other professionals. a 15 The Christa McAuliffe Teacher Training and Improvement Act would support the improvement of teaching and administration in the public and private nonprofit elementary and secondary schools of the United States. We think there could be no more fitting tribute to Christa McAuliffe than to provide for the Nation's elementary and secondary school educators an opportunity to expand and deepen their subject-matter and professional knowledge and to engage in serious intellectual activity. In our decentralized system of education, the responsibility for improve- ment of teaching and teacher education lies principally with governors, chief State school officers, and other officials at the State and local levels. Yet because of the national interest in educational excellence, it is also appropriate for the Federal Government to encourage and provide some support for State and local efforts in this area. The Christa McAuliffe Teacher Training and Improvement Act would recognize this limited Federal role by authorizing support for programs to: (1) provide opportunities for in-service education of teachers and administrators in order to improve their subject matter competence and teaching and administrative skills; (2) provide recognition for excellent performance by teachers and administrators; (3) provide opportunities for training of teachers in the skills needed to maintain an orderly classroom environment conducive to learning; (4) attract qualified persons from business and the professions, including retired military personnel, into teaching; (5) encourage outstanding teachers and administrators to remain in education; and (6) as a secondary objective, improve the preservice education of America's teachers and administrators. 16 This legislation is submitted as an amendment to Title II of the Educa- tion for Economic Security Act, which authorizes the existing Science and Mathematics Education program. The bill would also replace the current Christa McAuliffe (formerly Talented Teacher) Fellowships, Leadership in Educational Administration Development (LEAD), and Territorial Teacher Training programs. We believe that a program of broad Federal support for teacher improvement is preferable to an array of narrow categorical programs that may not match the needs of individual States and communities. While we fully support the objectives of the current Science and Mathe- matics Education program, we believe it can be improved considerably by broadening its authority to serve teachers in all academic disciplines and by removing the burdensome administrative requirements--such as the formula allocation and need analysis requirements and the requirement for LEAs to obtain a waiver in order to use funds for other than science and mathematics inservice training--and funding set-asides that hamper current program operations. The Department would continue to implement projects to improve instruction in science and mathematics with funding from the Christa McAuliffe Teacher Training and Improvement Act. The bill would authorize $80 million for fiscal year 1988 and such sums as are necessary for succeeding fiscal years through 1992. Of the amount appropriated, up to 20 percent would be set aside by the Secretary of Educa- tion for projects of national significance and the remainder would be made available to the States. Of the State pornit ln: percent would be used for programs serving the Outlying Area and the schoo,s supported by the Bureau of Indian Affairs, and 99 percent would be allocated to the States, the District of Columbia, and Puerto Ric.) on the basis of tneir respective numbers 2 17 of children aged S through 17, inclusive. Any State that desires to partici- pate the 1.rcgram would submit an application, every three years, containing a description of priority areas for the use of funds under the Act and procedures that tle State wiE use tor soliciting applications and selecting projects to be funded. The State would also describe how teachers at private nonprofit schools would be assured of equitable participation in the programs and benefits of the Act. States would be required to distribute at least 90 percent of their allocations to eligible recipients (local educational agencies, institutions of higher education, private schools, -nd other public and private institu- tions and organizations) for the conduct of locally based teacher training and improvement programs. Up to 5 percent of the State's allocation could be used for State administration, and any remaining funds would be used for teacher training and improvement activities carried out at the State level. State and local activities would include in-service education for teachers and administrators to improve their subject matter competence and teaching and administrative skills;, retraining of teachers who wish to move into new subject areas; and programs for persons outside the teaching profes- sion who wish to enter teaching but lack course work in education. If State needs in these areas have been met, funds could then be used for activities to improve the preservice teacher education programs in order to attract the most academically capable high school and college students into the teaching profession. Programs to recognize excellent performance by teachers and administrators and programs for the exchange of professional personnel between education and other fields would also be authc .zed. 18 States would be encouraged to fund projects carried out by a broad range of service providers, including cooperative projects bringing together the resoures of different organizations and institutions. In addition, States would be required to give priority to improving the teaching of English, mathematics, the natural and physical sciences, the social sciences, the humanities (including foreign languages), and other academic subjects. As previously mentioned, the Secretary would be authorized to retain up to 20 percent of the appropriation for nationally significant projects of research, development and testing, demonstration, data collection, and dis semination. Sucb p:ojects might include summer institutes for advanced study by teachers and administrators; development of industryeducation exchange programs; grants to institutions of higher education to develop and test innovative teacher education programs; and model programs to train teachers in maintaining an orderly classroom environment, During my tenure at the National Endowment for the Humanities, we established a program of seminars for teachers similar to programs that could be carried out under our proposed legislation. This program enabled high school teachers to spend the summer studying under the tutelage of a distinguished college or university scholar. I personally visited many of these programs around the coniry and found that they were tremendously successful and popular with teachers. Many teachers told me that, for the first time in their professional lives, they were being treated as intellec tuals. Because the Christa McAuliffe Teacher Training and Improvement Art would make funds available under a flexible grant mechanism that can be used by the States for improvement of teaching and educational administration in all fields, it would be the best means of providing Federal support for efforts to meet the challenges of teacher quality and supply in the schools of our Nation. The Department of Education recommends prompt and favorable action on this legislative proposal. My colleague and I will be happy to respond to any questions you may have. 19 Chairman HAWKINS. The next witness is Mr. Arturo Vargas, Na- tional Council of La Raza. STATEMENT OF ARTURO VARGAS, NATIONAL COUNCIL OF LA RAZA, WASHINGTON, DC Mr. VARGAS. Thank you Mr. Chairman. Mr. Chairman, before I begin my testimony, allow me first to express the National Council of La Raza's appreciation for your leadership in ensuring that lim- ited-English-proficient children in this country are properly educat- ed. We enthusiastically support legislation which you have intro- duced, along with Congressmen Martinez, Kildee, and Richardson, which ensures that effective services for limited-English-proficient children will continue. Mr. Chairman, and members of the subcommittee, my name is Arturo Vargas, and I am senior education policy fellow at the Na- tional Council of La Raza, one of the largest national Hispanic or- ganizations. I appreciate the opportunity to appear before you to offer testi- mony on the reauthorization of the Emergency Immigrant Assist- ance Act. The National Council of La Raza supports the reauthor- ization of this program. This legislation was created to assist school districts that have been affected by changing immigration patterns. It appears that the program is accomplishing what it was designed to do: channeling Federal assistance to school districts with the greatest need, to appropriately serve the immigrant children. As this committee considers reauthorization, we would like to suggest areas in which the program can be improved to better serve immigrants in the United States. School districts that receive Federal assistance under this act are not presently required to report to the Department of Education the purposes for which the funds are used. While it appears that there has been appropriate targeting of school districts, data are not available concerning how funds are spent. We believe that it is consonant with the principles of fiscal re- spar and programmatic accountability that the Department of Es al.ation be required to collect these data and make annual re- ports to Congress. In the absence of this information, we can only speculate as to the use of the funds. But the specific needs of immigrant children and adults ere very clear. Immigrant children are typically limited-English-proficient, :nay 'r may not have had previous schooling experiences, and may have gone through the trauma of war. These same experiences are often shared by their parents. Adult immigrants are themselves often limited-English-proficient, are unfamiliar with the American educational system and process, and may consider themselves unable to participate in the education of their children. While school districts must ensure that they have the fiscal ca- pacity to serve this population, the most important use of these funds is to ensure adequate instructional programs for immigrant families. Schools should ensure that immigrant children receive ap- propriate language support and educational services. Judging by experience, war and strife may also require counsel- ing and related support from trained school personnel. 0 20 Let me add that these funds are badly needed. The Council finds it ironic that the Department of Education is requesting the termi- nation of the Emergency Immigrant Assistance Act which provides the ultimate flexibility in Federal assistance, while it is seeking to weaken the Bilingual Education Act. It is even more amazing to us that the Department of Education contends that services provided under this act can be met by other severely underfunded proirrams, such as bilingual education and Chapter 1. Language services are desperately needed for immigrant adults. Congress has appropriately focused on the literacy problem in the United States, but the literacy needs of the limited-English-pro- ficient population have not received adequate attention. It is irresponsible, as some have done, to fault immigrants and even native-born Americans who are limited-English-proficient for their lack of English proficiency. The truth is that literally hun- dreds of thousands of adults across the country are being turned away from adult English classes because of lack of resources and capacity. Mr. Chairman, I would like to submit for the record articles from around the country that demonstrate the lack of English classes for adults. Chairman IlmvxiNs. Are you requesting that those be entered for the record also? Mr. VARGAS. Yes, sir. Chairman HAWKINS. Without objection, so ordered. Mr. VARGAS. The National Council of La Raze has long been an advocate of opportunities for limited-English-proficient adults and children to become English proficient. We would like to commend Congressman Martinez for his leadership in this respect, and en- thusiastically support legislation which he has sponsored, the Eng- lish Proficiency Act, H.R. 579. The need for adult English classes for the immigrants communi- ty is further compounded by the English language anti civics re- quirements for legalization under the Immigration an ,ntrol Act of 1986. Many eligible immigrants may be prev . dr -rred from legalizing their status due to insufficient !ant, age services. Because this situation is an emergency, the Eh ni- grant Assistance Act would be an effective vehicle i dddressing this situation. Congress should seriously consider a requirement, a set-aside, or a priority in this act for the purpose of providing adult English instruction. This is needed to ensure that individuals seek- ing to adjust their status pursuant to the new immigration law are not faced with additional barriers to legalization. The committee should also clarify the congressional intent in the immigration law. The current proposed regulations limit the type of English language providers to QDE's, schools, and State-certified organizations. The instructional infrastructure to serve this popula- tion must be expanded. Community-based organizations can play a critical role in helping to meet the overwhelming need and must be included in this process. CBO's are often the most successful institutions in reaching and serving this hard-to-reach-and-serve population, and experts in the 5 21 field, such as Jonathon Kozol, and organizations deeply concerned with the issue of adult literacy, such as the Business Council for Effective Literacy, have testified to the effectiveness. Finally, I would like to address the issue of resources. The Emer- gency Immigrant Assistance Act is currently authorized at $40 mil- lion and funded at $30 million. Given the 1.agnitude of the need, this program is dramatically underfunded. While we are all cogni- zant of fiscal constraints, investing in human potential and in the future leaders of this society seems to us the wisest and most ap- propriate use of national resources. The National Council of La Raza strongly suggests that Congress expand the Emergency Immigrant Assistance Act to ensure that all immigrants are appropriately served. More information about the immigrant community in the United States is needed. Among the many organizations concerned with this population is the Ford Foundation, which has funded a two-year study to exem- ine the condition of immigrant children in the schools. This stt dy will be completed by the fall, and its finding:-. will have significaat implications for Federal policy. In summary, the National Council of La Raza recommends that Congress reauthorize and expand the Emergency Immigrant Assist- ance Art; focus the program on the most urgent needs of immi- grant families; consider a requirement, set-aside, or priority in the act for the purposes of assisting individuals who seek to adjust their status pursuant to the Immigration Reform and Control Act end comply v ith the English language and civics requirements; strengthen, not weaken, other programs which serve immigrants and limited-English-r.roficient children and adults, int:tiding the Bilingual Education Act, the Adult Education Act, and Chapter ; enact programs which effectively address the need for literacy classes far this population- such as the English Proficiency Act; and allocate significantly more funds to assist school districts in this area. Thank you for your attention this morning. [Supplemental material submitted by Arturo Vargas follows:] 2 G 22 The Los Angeles Times 16 PartI/Wednesday, February 25, 1967 Alien Law Puts Strain on English Classes By LEE MAY, Times Stall Writer WASHINGTON Many illegal alksa seeking legal residency lin- . der the new immigration law are unaware that they must gain "minimal understanding" of Eng- lish. and the requirement is severe- ly straining already overburdened language programs. education and immigrant rights officials say. Public school officials in several cities with large immigrant popula- lionsincluding 1.01 Angeles sad New Yorksay that their Eng- llsh - language programs are under- funded and beset with long waiting tats. The officials say that the programs will be unable to accom- modate the expected flow of Mimi- trants who seek legal resident status under the landmark law. INelasslita New Appllesatr We cannot respond to them," amid Gabriel Cortina. assistant su- perintendent for adult and occupa- tional education for the Los Angel- es Unified School District. "A great olaught of new stmllcants will have to wait." He said that his system has 192.000 adult students studying English at a second lan- guage and at least 40,000 on wait- ing Angel Gonzales. assistant super. intendent for multilingual services in the Houston school system, said that the 17,000 students already studying English as second lan- guage there "are putting a strain on us" and have focused needed atten- tion on a chronic problem. The fact that many immigrants do not know of the requirement aggravates the problem. Immigrant activists say. "Everybody is taken by surprise when I tell them it's required." said Linda Wong of the Modem American Legal Defense and Education Fund. Moreover, many people have complained that the federal profi- ciency tens in English are not itandardized and therdore are dif- ficult to prepare for. Currently, various WS offices are using dif- ferent criteria for language skills. The English requirement itaelf is controversial. James J. Lyons, leg- islative counsel for the Nailondl Assn. for Bilingual Ed ucatiork called it "a tremendous obstacle" to achieving legal status for many and said that It destroys "a dream that was held out" to illegal immigrants. The immigration measure. signed into law on Nov. 4 offers legal statue to illegal Immigrants who have lived continuously in the United States, except for brief absences, since before Jan 1, 1982. Also eligible are farm workers who worked at least 90 days during the year ending last May. Starting next May 5, DVS will begin taking applications In a two-step process that can lead to citizenship The law says that be- fore anyone can be granted legal status he must demonstrate a "minimal understanding of ordi- nary English and a knowledge and understanding of the history and government of the United States" or show that he is "satisfactorily pursuing a course of study" in these AMU INS estimates that 100.000 agri- cultural workers and 3.9 million other illegal immigrants will apply for legal status. It is not known how many of these people will need to study English to qualify, but activ- ists fear that the number will be substantial. In the Coachella Valley of Cali- fornia alone. 85% of the estimated 100:0 illegal immigrantsinclud- ing Middle Easterners, Mexicans and Central Americanswill need tutoring, said Ventura M. Gutier- rez, regional coordinator for the r onprofit One Stop Immigration and Education Center. Anticipating the Increased de- mind for English clauses. officials in schools and rights groups have launched educational campaigns to coordinate a response to the new law, and they are lobbying their state legislatures and the federal government for increased funding to programs that teach English to immigrants. Many talk to Feats The immigration law will pro- vide $1 billion to reimburse states for money they spend on axial services to Implement the law, but the money must cover a wide range of services. And these "impact-as- temance grants" will not start until fiscal year 1988. which begins Oct. Meanwhile, many immigrants are trying to sign up for courses that are unavailable, said Lon S. Ori.m, director of the innovative education project at La Rua. a Latino rights organization. She said that people have telephoned La Rasa. with a "great deal of concern. and, in some cases. hysteria" be- cause they cannot enroll in the programs For most of the illegal Immi- grants, private courses are not an option. activists say, because they are too expensive. For example, at Berlltz Language Centers. a Ian- gunge course coma from 8350 to $5,000. depending on the number and intensity of classes, said John Bennett, district director for sever- al East Coast states. At the immigration and Natural- ization Service, Richard Norton. associate commissioner for exami- nations, said that the agency is taking series of steps to "mini- mize the impact" of the English requirement. He said the agency is compiling "a fairly long list" of voluntary agencies that will be authorized to teach English. 23 BUSINESS COUNCIL FOR EFFECTIVE LITERACY AM= LITERAC1ft PROCUUU111PLANNE1141. IltalE111 A New-getter Rs The Busswes Cannwniy VOL 1 NO 10 JANUARY 1987 t4 Harold W McGraw. Jr Cams, McGras. Ps PstSCril 6Cit Ihn ismoe of out Nemskurr mark. BChl. thud horthda, and foanIcls me rc rather pleased about that tor tto tool cc te .Routed J domensoon on the hank to redo% e fuNtoonal Wm:ea, and that ue to tnade an impact Mus ha. happened 1n the three sears and u hole BCH can !aril, take Lred t kw much of it n .grata ing to loom no to helped Three o'imJgo there nun thou.and,otpr. lc...tonal and toitt k ct pro, Rkr. on the Todd NI to Mill., of then Know c0. rem term Otto.,' and the 'mops of ths. rob- kott Ohs core Isrn, wart too lea. UM,,n and too link suppOrtml Fortuna.Is nt scan samtonued grovah on the nun,hr of pro odeos but as otrponantls there base been real ads ances In a...ann.,. ot the need and on the ...Unlined retolsetit of mate. noes businesses and general foundation. to sup. port Ohm There ocso nothh renlainong to iv tlono host est, that corn in In-eking horthdas, arm is no wont tor 4.omplacen t Hen tt m a hem St eellt-t 1 MI the stro4k. that hale loan mad, u^hh vetsau.Jl1 as a arongerlmse lmwhoh to Leer huoldong the asklitoonal totem, ter Kos .1111 to bath ntssicd hr toad and to- mom,. And mhok nukhot ISCV1 .sltorh. are .1117/0.1 al tttelt itIonz ittnincts in tttitml and 10 .up not pros O.. to Ili held the, is perhaps an opportune haw and plat to remind ths. hustness 4.4stronOUnst, that non a Klan, LI) ,null hoothJas present to IICLI udl help tremendous's tomard a rt.urong the contsnuatIon of o4ur cork in the mmung !ear (fen 44 the hogg....1 ImItengs Chong business Is then need tor qualdoed entrs loss! morts el. The desnographoo. has mate .: a sub- slan1121 decrease in the 'moth entes keel populaloon of Jul a km ear. Jgo and ref u gees and omen:grants =none at the rate of .1 01111100J tear rCpretent a Mayet hinge on the .ornpomt Ion of the p044 44 per, oh at JtiJSk tor cm) k,e1.144, \tale .ametorne there quoreonents I0r hash coonnounnahon and In eras.) stall. arc on.reaong in nod ouch pi, evcx alb toothy taster gn,V, Mg stet c undo.- Int, kw them, lersn. to tat and hold the potr. that uoll he needed husonc-ma, .41 hase to take a more acme rok to 6,4.loporll hhoa skills and languaga onmno. non both inter oath and through 4. sternal docanrut p.m rs.r.hips a.dlsu,amd on the feature anti.. of thIsNraskthr In the monde lee the relundIsN1 of the Stator of Lamtt slant, landmark fee...P..04 hls snowed Imo Ina moment lo declare Ungloh the Metal manful lanpage hamsan a mow electoral mcton m aldsmo, and tms of thousand. of admits who cantspeas Engl.!, tome been fumed.n from me led classes throughout the 00.0110 Iremacratean and the role of Ingitsh arc mum cets much on the mauls of Asnerwarnm I9X7 began and dyes pe 111 In macaw m Kamm. and urgency ..dernotaaptac kora, draenaucath alto the prpola two and the cannon, m the conuog wars Ilw nen fresugramon a0. offers legal status or am news to inns ho can prose thew entered the l S before 1002 the lowmpanon and 'mot alumna Semler mammy. that up to 26 annum of the band hot. w mrgal ...pants rending In the toucan wall be elm* Ilw as also promdes genakus for emplom-nhoknosongh holeoltegal ahem on Or fu tote 1lanlhhnetMS karat 10 r11 hip five mum., tegans twounl of ns bordersIn reds.% work °poor untoaa la ilkgah (1. hale others pm...Manners:I it the cheap Woe of dept .M IMP," warred Amen.. Some meats autumn hooter bethee 1a. tott happen damn* that the new an mils...mai. accuse the flaa of Mut mumpaunn m renlbonseardatromant permuted toyen thew newt. brained Leah members EnsItsh-Oaly Laws In %anon*/ Catikunu teat P. a 3 to. I marpn apprised a commutormal ansendrnont &dooms In OM the off mal nate language Dew nook' argue that the 1 S Mould reenamaq inghsh Veal.% m sc..ransioPr:', mom rek-ased resrath Irs Owl 1 Departs meet of Iducamon has found that 37 percent of blahs damned as innerate don 1 speak Fahtlfsh al Metter (X tlm.e x2 pment were horn °mu& the 2I percent entered the countn mthm the pad us sears and woe a2 percent are In Ing manghboe Mods., lash a language other than Ingltalf Is pee- d...ant Ilse non staggering futdmg is that up to $n percmt al the nags Enghsh speakers %Ware arta elate n trphsh are ahrslInemott n then muse lam guar Arm/. stud, to du %annul Abelsnterfl Educammal Ropes, mob diamanufl Iowa hts cram kstis among nunantsesand hallo( those abase Inciam Atlhttere too Ironed for the cud% s urnola non tasks...ere ng adults unable to speals FndM on bo the ire t opponents /rat that newcomers that anent.m iscusang note and resort on the or mthmst language .Ed's might be &fun! <15011La cum.., of hnuted Fnpril sputum n umch 10he001 (AM put*. assastance toil Rees due is the cause Mut segment of the populanan rs gonong ask of InImptal personnel Its tone of last sears rapdh no sue and importance p to one emit.. meepatith he the am...3h,, hat aso tamed con persons mandu* ornkunmented entrann and tern cern with some ohmt cis suggesting that the pea. are entering the comfit, mem mar Upturn... ramparym mono. pro-English. much mantonnem pants come pnmanh from Ana genso Central pant nhch then equate oath natinst mammon. andSoush AtI1Cfn2 and the( mirth., and a GAPS deers for the *miss of Germans Inst. [taken leas percent of notkrumeMed mum. are Morn Mesoco and others ho tame carker mows/um 1 ,0 percenu and Central and South Amens.. noncrenn Manful!. s'Engloh4bIlt" laws m ( ahlorau and tin-often base not na.tuded proms.. Ine Munk,* Friphdm langune ontructson Ysaonnwsde the de mad toe dames far esceeds the wool. Edwoonn officials in Ins Argd1,3 RIMIJIt for event:* that up to 40 000aduc I be turned.. tram Non Om teat almut 00Dare on rat httt Inc Inglis/3 ....sea and substannall. Law numbers nor hoe been -km" because most plank mg pumps del tether en artist at* to earning wan Ines 1 hen 'lilt of at Laws emit accordmg to %far...Schwartz he 11.nor onestmator is burl mermen &sp. the fasi that "the n stem has tnokst 'mean... In cher., tbrre yews Resent mg.. funhembustratt the nak thereof. CONTENTS: BCEL Eddodal Utuacy la A New Leepaba News d Boa Tools Ot De Trade Reape For Literacy Tae Year 2000 Calmat* Literacy dcboa Aradable from BCE!. 1 2 3 3 7 7 MEL Newsletter For The Business CommtArty NEWS IN BRIEF 24 - - - - nit, and to encour.qc lout works r to panic pate For further ;Mom - nn onta,t Don IxBrechi become Director Broad int Industry Cum.! to In c Ank:111,1I1 VIS1A Likrag Cep Set Up Pnatucu. \Y.111.11 Ass.. atnn of %mad Two million dollars was recently appropri cask". 1711 M Street Va. Washington l)C steal bs Congress to VISTA for Incr.., A. 20016(20y, 429 5151 tistic in 19%7 VISTA the national ante (1014T11 agency that WI, t, 110111k of all alletwi Mos la CroiltMroN ages and economic les el throughout ;h. The Targeted 3.41 T.11 Credit proiram eountry currently has 601 ,dunks,. work schist MIMI. hard to- employ people in hams. mg in /Illiteracy Programs in 40 states The skill. while the, work at entry kr. elyotw at- om funds w di be used to establish a 1, ISM engages empliner to hire these indo Owls I atcracs Corps that would iron new comma. M ot tering k-deral ta s resin of up to40 per nits olunteers to tutor adult non readers ,ann 01 the first $6011 in n.lge carotids an The Corps will 10..)011 programs operating erroploce tor one .cif 01 work IMMIMCIN In Undef,TIM.I WU with the highest on al.,. (AC All Si percent credit on the firm entration of illiteracy and peopic hying at Of SI Inln of summer empfinment wages The below the pm coy ley el protests teaching Senate (remit agonised an amendment to reading X0-4 grade ki el to high risk won its 19;7 spending bill that would pros ide Lit ions and parentsoldoady anugedchikhrn funding for this program and Congress between the ages of 2 and ti and statewide approNfti a throe 1t-.11 CUM.) 01 the T1TC programs that encourage the des ckipment 01 as part of its las reform pw k.gc new Isttrx. atom Guidelines on the new Ill hltSeg WOO Cial Sankt Liter.,, orps w he as ai.ble this rnixuh - For TINY nuteon ,orttao Shelly Reed at The Co il Sersice Employees As.osutmn the VISTA gun con- representing ;11) Onn nOrkCIN In NCa link nes ficut AY cnue N1I, Washington DC ',end) conttnt`loncd a 9.1, the 10523 t:02) reading and nuth els of its member work ism in state government The study found that 111AS Netrassfq Pivject tasecimod print Of Ihc oliers funsitoncd hdv. Broadcasters are otters in a unique goo: ion to kscl und m ercome turners lo Wind slum, and he ion nih grade math iesel were 01111111 C2(21,15 kw :immunity .110n On 4101 out, sues as luso, skill With this is mind the 5a skins tors ,s, arcafing bona, Assoc a t ion of R roadeast mg ha. pl. nee. in 'Sc., lilt State Locatnin hoe res.-coed psemment funding tie a stud. on not Gunhs,,,ons he how tore a:h and min ate KIM 4. OR! or sough, fro, loundunon low .leschwirkers who arf too lose ftlr p support t b, props For more infix jobsasthen ills becorneoutdated The first mutton s,uu, Diane Wagner cun nG Ixal Part 01 the99dy w ill hoa`ott wodone fe'rk Off ice of Employ ce Relations Corning who on their own hoe tried to learn new Tower 23rd fine Aibans \ 122.315141 skim or wend) charged ph. These tndi 473 3019 dual will tie inteniewed to find 0111 n caught hen. what obstacles they cis 111411W litiraCY DildPeld_ countered how they implemented their d e.i The groundwork fora major federal Mere. %ions. what factors influenced then, and el loci was laid by Reps William Goodling what ad, ice they wooled gee others in their and Augustus lbw kin who recently intro- situat ion The study will then cksclop sell duced the National Fund for t nary Desel- ing themes to 111011131C workers who hate opment Act di R 56071 The bill would not yet considered retraining The project authorize SS million of seed money toward a wtli mobilize local support tw organifing re national pool of fires, funds to be main training tok forces minally in Ilse test mar tamed with plicate sormbutions The turd Lets. drawn from None, labor education .1110 would goc grants to local organiza and C111 organizations One agency in each nom for literacy achy Ines w mkt he run by sommunity will at as somdmator Once the an I1 member national board of public fig- area's needs and agenda hose been defined urns drawn ROM politics sports business local broackauers will launch an internist andedoeation Rep. Girdling and Hawkins public awareness dose on radio and tele. t will tie working on this bill as well .1 in on This wilt be boil owed by a sustained other literacy ounator, in their role as lead public sersice campaign to publisi zc the in en of the Corrgresmorial Tack force on training programs asailable in each iornmu acy For more information contact Elaine Jan 1987 r rhi C ongreional C karim.houw on the Future Ro.n1555 House Scabs *2 S Con_,. Washington DC 20515 12021 226.1.:14 Year et the Realer 1'111tiCnI Reagan ha. signed a resolution de taring 1947 the fear of the Reader en ouralt me Pro): ram ceremonies and actioties aimed at restoring trio act ot reading 10 a place oil preeminence in our (10,111).n loc. and in the 0111NaInIn %lore Man a dozen agens ics instuding the Amens an Booksellers Assosut ion and the American ihrars Association well use this slogan a. their Ws. thstne The Sun F r oug, hrw, tile has helped set up an olthf 10 plan and coordinate ear 01 the Redder J/111111n, Pnnec is at Mc regnmal and km al loci are tie log tin,C.OpCd M LI:M.& hook offices at. tilutN with the Center toe the Rook of the I (brat, of Com.ress 14 as States Cdorado Lueracy tnsn orifinues a. the oordnuting agency tor Yolunteer literacy el fort. sulc. ',lc In two .ear, the number of solar:ter program, has espanded tnini tic tot w cm. Earlier this year, .1( olneakiCoun lot I atcrasy ..1. formed with member slop inducting the Cnn ernor relipou and business katkn and others The Flonda Coalitnm is dm ekop. ing an illustrated brochure tor dosentinaticsn to client. of 1.1IIOU Ls1C .1).`en) IC, The Ni. s hare JIM,. to re. Ni new liter.., The 41.0110 people who kik. the oral dri,,7 W,1 cab ,ear are t/0.1.1I target. In Illinois, all. to the states. ick Literacy Hotline. Jumped Inxn 281 in August 10 I 451 September when the Pik. S broxkasts were aired Pennsyls ania enacted its first Adult Liter. ay Act in October maktrri S2 mdlnn oada Me fix basic skill. programs )131M de TOOLS OF THE TRADE On dnef Tixaj Resounts A Guide for .%,7 Pnyst, published by the Mellon Rank a comprehenme highly &Loki" check fist that nonproftt xgan szanonscan use to ., NW. CIIKII h IM) are tapping the full range of community ICSOUSAY1 asailable to them-not just MOM) bin also pseple Ft.' and Kr Men The publication contain. a self C121111. MUM 1.1111/1 wllh 19 questions to help an organization define its goals acsomplish meet. strength. weaknesses and needs A J. 25 SCEL New Heller Fa The Business Com Mundy Jan 1987 ....Own on mon, deal. with antanal !marl gal management. earned Ins orn. rend all a ;vat. of lundthoing in- lading the tn. and out. c4 inks dual solititathm asc to-a.r cansasdng telethons and direst nuns.. pasgro In addition. the report demobs, the morn kind. ot foundation. that exist and II key steps In all grannorlang el fro with them There arc 31.0 ctensne smiler, on people roods. .mitts and :orr.muniCa tons marketing. as ninon resourLts to be sought Other rcsoUrCrs are also discussed akir5 m to praemal tspson how louse them T o g e r a !theory of thn excel km repon con tact SsIssa Clark. SlelktnItanl. Corporaben One %Wk. Bank Ceraer Pittsburgh. PS 15154 ISI!1:.14-3275 Chit. In lorkl o a netmork that encourages COrInlaniCs ter contrIbute wuwash resources to normnini org,a notation. The program brings together corpratc donor. mall non molt' resigient working printink through rated ag.ensics it also soorthriate. tramponation, storage and do:tax:non of goods Amore the most in demand are .dusk, computers. !unwise poi's-c- tnn equipment. and Opcm incr. Literacy group seeking donate.. should contact their rascal Leued Hm Gills In kinds-v.1Np mac Compana, which mane to contribute god. should contact Susan Corrigan. Gills In hold Inc .701 N Pandas Street Aktan- dna. SA 27514 (gore ( loss.. to Read Myra n a graded Mod sontaining setts:ions from Shakes- peare. LosoCarroll Slat Twain 0 Henry and other great .miters The hook is eve- ult. arranged 6. educator Volltam Russell for both shikken and beginning adult read to It t. S lc 55 and oradabie fn. Cnw.n Publisher. Inc 275 Park Asenoc co New Nock. Y IMO woes of Notational soder,- tapes to help sewers irk lease then- sosahu ears and ;intense bask skills Among the topes COSCred arc inc .IIahIe monl and how the. sornbine to make longer word the Jas. of the meek anionsms and fetm mg sentences For informant. about the senes contact TG Tutor 7604 Branding Iron Court Bakersfield CA 91191140X1 130 4467 RI*Pi, or Adult Sew Arad( 5 is an annotated hthhography of tom' 500 stualsty in print hookmaluatollys liteanans educators and adult readers kr adult. who read at 7th grade or helms The Int inslwks general fictin. fliSsICrICs lassics and non fiction All sate gonessontain inskxIng ard other data sr al to Ithrmans The hook can he ordered for MO tr.!! m ( anadat irons Proms I AR \ 22,, I ix lid %scout 1th land 011 43115 Rind 11,41,. a sem, of men 1111great bier an Oa...Non tape with "cockle word tor mord trmsamr read ht 'known sun a. Alan Itate. Claire Bl... Disk Casett and Jam, Mason The program also Ind.'s, an untruth.n guide tor teas ter. The series is-natal* In. A1S %Woo Lan pug, Studies In One Cokordsa 'Noe soacara Fall.. MI 14 this s7IW SIC() or thadh 157 s0:.'t Ude law.. 1 Adm. Stu:m.4w grad Re soun r. Gukk tor Cureu-.. gee erred Ix the Task Force on I def.., of the L S Conference or %Low The refOrIConLan, a fCs4,1faC guide ter Mann, Clarnple 01 of :Anse ruble an affne, aCfis tin, and nuts porno of so.cesul Mena., program. a. ..ell as a lot of general resources and re earth contacts Contai L S Corterrnee ot Mason 1620 Lse Street NIA tVaslunlyton DC 20 RECIPE FOICUTERACY Martin Ilan. Urnrs111.1 now. Foe sears age Hortensia Ramo. Director of Food Seroce, at the L'ntsersity Mr.. noticed that a serious peobkm ma. brewing behold the dining room doors At least 12 percent of the L'no truly .300 Adele n work n. wire unable to read Half of them were nun fume spcalen The rest came from ru- ral communises and had link formal Nun hon Theme wows and mon were ',meal of the functionally illtterate Supers nor. claimed to have forsocen their glasses Help ens reached foe the wrong trcredeno One cook men tried to memorize I 000 recipes Clear's someihmg had tube done The, cm pioyees had wheedler domosed cc helped For Ms RAMON there neser ma. a choice A name of the Phtlippmes who had learned English as a second language herself. toe thoroughly understood the obstacles her ns.rACI had to ononac and as wets dater mined to help thou Stith adult. [hut t. ?nod deal of shame and smhhasonen assn 14i Cd with being 11111cralc ahl NC imp!. explained tool,/ cntplaneCs that there nothing to be ashamed about that we sail help them do their mod. hour RainO was afread, well LrImn 10 dialent and lacults for her creatise approah ter re., .knee ball dining Amore idler thing` she had induced a gourmet rcstaurartl is here col kge students coulddinc on tux fare men. .1. cis once a meek She also had a lot of c Terence working mtth pawl populations to ludIng job placement for S ienuanrese and Cambohan tns n tgrant and ...atonal train- ing in foist seroce for ex offenders and mernalls-retankd adults Wodong with John Slusrhead a the rhana Adult Eska-mon Center. de helped set up a re Media I cduea nen program for.. fond sCf see and boil.; empl See who stored kisser than with grade in then base In tat most mho took the 1,4 so rCd at fast grate or less IUreter the program the LnocYw. per msts mockers to takeoff two hours a dr, two days a meek to attend alas,. in one ot the campus ',mate dining room. The I thaw Adult Education Program contribute a teacher and some Materials SnaknI re Cent. tO =mites of one :11 one haunts?. nun 111Crais solunICCirs at cscr, class Eanc44,- CC, can take the course for sit semesters 111c more if necessars Son la about lots people hate enrolkd in the program with fifteen adults participaury dm semester %%oriel Morale ILA soared t,critceism down and productotts o up Ran...hate. her employee. go from pre .kind readirg lends to !ugh scho4 dtptma and the gee oral Intl of prote.oanalm arnOng ether worker on caMpu, has men as a mutt of the program Seeing then self-esteem growing t. most important to me she says I feel .cry strongly -shot no people about hoes saltiable Ines ant Ire our organs/anon I net how hard they In Rams ha. become an arneulate pokesper son ruche/cat:wand the project ...Tes has ;nen her work a great deal of stub:lay She has reCetsed owassards fwm I lh nms literacy ;mu for her outstanding and innos awe cf forts and last summer she teuttied in cute hearings She is determined totee then more progress in the vex. anal IFor nun nthrmation cancan Andrea Lynn Orr. of Pubhc Alba, Unocrany of Won.. NO7 South worths Area Room $31 Clsamp.gn IL 61A20 117 - 33311771 3 3 9 t. titiliiilliqiiiiii 'vii i WM111;111111'0 i11111,1' 11114101Witie 'IT figlp 1111 lid c.,;11, ail 110'41141Tipli le 1 ,w T' imi Applitfi 1TinoliIiii ! 1 idli Yiri 11:011: II 4111i' li Thliiiiili in iiii[1.11041111, i " it ;15 1..414 II 1 L 0 11 "dig 1 YlillW *1111011111flll Slid' !IOW !-14 ill/ 01114441 t] 7g1 tabil 'kit WE 11 1 ' ' 1 lr i/Jil i ° . 4 is g gc A gliiiiiiitUdilly i iiik. tgolti 111114! 5gligiq 1 Affloi05u41141,1 . Aqif IiIthaidtAl iilli .t `g t owl 101111110 106 y 11111Will ITIIITIwil PI1 I 11111 litililivitil lilqiiiitii 4' 1 II; 1 1 flth41 i iiriiViO ti l Iil , 1011,111R1Si11P11i11ll11i0i;4 ! i g I IhI14ilf1ii1i1ai11 l tl 10111101.1111411_14140riplIgiri 1,19(1111),til ;AWE Ifitilsj,Eil 11111;g4011-1 17i 11'1:41 I 01 I Milani/I LtUdithithil iditUrialth iIIIIII12gili'=°1 'II '1"41114"41'11 4 1. E "i ;Ili 0404 WIN ill splii 1112 01' !III/4111T. ziolivr 2 ; g4 A gerk igT6 illi 1; II tilipit < 10, i itio to gEl of A vs .61 si-offiss .ststil zsli2-1 0-1111i 441 Ii211111 1144114061414 I 11;f112101 11114 11 11.11,1R- Ill lia .11 4.11,41! 114111;11i -11 IAN! 11 ;149111 14!till 1111! 4 fol 14 lig !WI OA ill! ti 111111-t1111. ltf 11,-;it; 1-'1 CQ Cr. BcEL Newsietier Fo. The Buscress Coimuncty UTERAC .n'IIdiIack. n,nn,.aa .1.hl. (II t&n'dIk.nd II glinInicISI cntnn unCfl Ic Iil,Ihfl ent.,.aIInfl n$Cr..IcICII. Ibid n.te. Oral 15t.an'naina.Iil..pnnçlnclni hailt Ibc.aIiIIritI.clne.nan ln.in'.i.jt.n IiCc Cflfle,iuflll In edIt.., ..mncih.l Cl.., ,e,h in. hqti .,Inn'4 Jcpcn Sian k.Irin a.I'- lb. 41 iIc Inl' SI It'1 I Iacalm Rr.unc. Ik.ci.çnlw,ni in 28 Jan (957 rrqnIIrn n,aili.IC,unillalCCCCln,,.li,Cr,Cnm.C, ,.ilillar,,em brrnann ,hCLJlliI i'l hdji,n uiCinC i.uu,ed lawn. In. '..nll.Leidt..çn'IJC.II ..pnl. Cm, ii lc1CIIOitclrKnamlaNeIC.fliltl%ladnICnlIll nI I SI ,la,,e, 1,1 tiepIt.... in iI,u,i ' ICl,lir .l.Cinnmtmii. III ba15 .chnn.i. ri lu_Cia, n ,.Ial i.al.ie. amid .Jhah.alc.I. audpl..n.i..l.piardCleliianiu..n.Cp AkeyROIeFOrBll$I(mesII bi11lPice. iulln hoJIlli I In. ilonir, .nCum ha aind 4 n. fl ina.aiinn anh%.4 In. met,. I I..,hI cl,rii.t adS pin. nl,ahnk.malaidn,knic Illaiitr4C'a. I .il.,I, In bad., lt.n'aJ,au. S hn,l.m .akn p.cgfli.I' .1mb .4k, ClaInc britrirape Cn%.IflJi.m ak.. 'l"rr.nc Iirahlm'c.na ant lint .,thimu iIc lrcRIc.NflICn.(mn'ifll,n' SflllI'dIIc,Ni% II..Ifl.IlUnIilai .nknIaIn. In kcmnilnul. k.cl ..IPIadI.n(rn'.u.I.t.m. LookmqAilud The PIIbcSector .aalbclal.nJu,au..0 It. .hnh Sell un'' SSMI lm,I..Ce.Ivna,i,,t,pI.Jarni.d1n.,C,amiC, I,,um tnS.nImI.Ind, and,11nW nn'anana.,mI r.CCInC mh,na.acj. 'I icr .cnI,u. la..., .Il,n.n pal. lbaI .i,nI. Dual .,an Itch thou. III icip auc ma tnn' IleC,m.n'T, .asnt 'SIllicn OiCh.altni dn'em$'n urn.jcjaiaH SC Cn.raiIwCln'u. ,im.cje$.a, lcuhumn% 1n.,bwunuu .aIli 1140. .iI4iil he._uifl,t.. iul.u_l.mi,nJ IlCØek.mn'aI i.lkl,CnClflO.lhfllIlacIlli.C,IIn.nC.kfl. .IJid'ain.rhh.psCtaa.kkCdcInInpcnlrma. .Irlm.ncl ln'..hn.luei..apa.uc-Caccmc..OrrJ ... had.n 'daLe. .Jn'e% I'InIIk ll$eIltJ CMil'I 4i ,c.laiil, In. 101421 In tic, ICllinRll aid kick eun,Cti.1hh,hai.1CI,lIw.nd.n, IfiDuChellknP in,Il.t.Iiiit,n'1IaCfl.DIh {,ieJ,III.lI CIII n.. lnu.Ii a,aiIaHe I,. fllnear,h and nllinInpnnnl ,n'Ile.nu.t,1gI, SnIny.numl,4in.Ccie$CeI.,Za. l.MlaMhiiaiIa.4Irihhaipt,i.I.l.CklI-,,,.n Wia.ICD$,e1nafllliuwulrlamidnpnlnd Ilt.tlnla Ian I f'WkIhnhRI IlaliuflI in Sal Jane IluaC.,unuu".ia ItItalci, lii Iii. \n.uhCntnl Rcnnt.fl ,l'lICbtni ,m.aIic.aI I SI nt ufl,YNIICII ,ua.wit. 14. in IS.iIard (inept. Sk,'lIaull liii.. .nniruiaun, flllh datnuepalnnmlm '4ut'cfl4nacliflnlfl aId t', amean,n5b1 (nut.. ,i.nlurnnnnmilCi,Cne.hl .rc ,,weaVtI Idal4i In. ('le'1lam In n.,liIhflI .iI t.,& 'n. ak_u IflC In.11mn m,ddiJ,,..pmaaoum ad pmamimwnlnp -..I " i.._un.14I.fnl.IudcmiICam,ufl.UmS.nlIcCn.lmn nIndlig, a. San lien Slain tnn.Jr .,.newhumr ,IuUIuInlur a. an abate (ic' ,I,,danu .inI .4 aInnal 'ir.dc,ml.f,ann( I (iou_k. amiiI n.aCId( s , Jn.ilameV,4.wpuu_t. mlii. aufl,alnne.h .CI.la,Iia,ct IJn.tn.aann.4uapp4nuun'uuuiIiI nnan',nL3uk$.n,mnn,mm,n.iesre.h.4a$I S en..' .n'2rm..Inm &hdnnlflpan,n.Jcnalnnhnldin. n.t.t. anilln'alli aid (i.c.c.. InIb.h Inptaie e,p.if*W1I iuen'Jrd JDi,.11 I101un.amncw. act mm. InCuulI,lIn,mi,lmnlmllnmne alit Id, Celnt*ng hI'. II, ilfclinnIziilI. nCISl aim IuIJcbImMI SCI.mII. m.nn'kJ ,CeJ all-tue. III InlIne a inn In. roped. (mutt 'lb.acØIIII.(InaId cc ,nhhiii lu.inlChaliflalciidla.au$cn.Chh lag Jdumrçen.nlueu.alQleuupan, n.$a.c.p.i(enl Intl ,.c.,e 4 CcnImini...u, dnnCancdJbnI 1.4.1.141, d.r.cIIntamllnI'IanSn Icunwnc.n lall Inn. n lion (,i,cn in. hail Cl In. P.4.1m In. map. nu_afili ICln nknluenn',. IlailtS all I'palidaIuI RrIiI I ipmi,I.liJ. ,kailI finc. ,iiain Inch. pflXt%iSl(. dalatn(I' alit ,i.ilpcia,,1d 1 nc,IC.l .ih l.a ,Iail ailS InItial pm ,In,urnnl, I..? (mmunçman.c. an, loan a nIalt n.cngn'. haI,np 11Cc Ii,aJ fl.n CIh 'thor nIgmoi, lii In. llIeS* an tic fl.lI(.* laded In In. I.ebcac.ailJ aScII Iacla,. mId Ilkoak,uin,e. in. rend lOa lInIU.Ina,c.jh,. apauninleljitc naIrCcaI 'curia l.a.... an ,flI.lmuial.., irnbiiiai a, '-4411Cm add ,lnea,,h .agCa.ii. Plnlrcaunn hail an' clgluil reed 1Cc ICId. and pnclan,n in aSiullil 4n4Chiii it lIen C.pnlal.a. act in. neoil.aiu Intl in * iynnatilekdnlalknnl In add,Ce.I in In. riced In. lunc lundinI amid kirlda 1*41 II n*fflmnInifRIaiiI, t.n.t I. .a.,1C,1CI1 flInt c.a .licselwn p.amn.miu I'triflianin 114 in. I.m,C.rd i't.n.Ilecnlau.u..I.ldcdmnn.,4,lcn'Iinimldhue., in. p.onlan'a all cImIni III'S aid On S,.ain.nai i4ihai.in ISCicIaC, telh (4 hnh all gaiclncd. lnumdcd arc l.ii ml,n.,mn ,acdid.ic. I.. rant. limit. all clan' nba. an ...Inrd,d aid alaliln-3 act nnnbrt 1144*41 lInen In. liI.IIaC.rCiI lane. aid '1.mliI Cu_Ia,, ,,elaimrul (11.11 In. n.an, dnInn..ICIKInICn.n.alih,aln led ar.j,Jba nO.1Cc ,iidc,IiItihSeaiin.I, lennatcd till ,Jn.l ICCCJ. 'i licnnn,ne, act aim' ailI,lciI Cn.aI,lnt tIgriS and in. IC., all t.5Crc.nt I'. tC'l and .4k. hop ii ,niaini, n.n'dnn'n', (.4,1 an .i.,nal,aic itallhal end I.. aldin, Cn. ..lIi,nnnhaI*n', aid lisa ilauk need.I4CI.nI.cllinilnipinlnS andfllan. ..SI,a,c n'Cni.n,C the CC. .lIii, millr,amen'nctnnir.PIngI.en, ha in.m KlCC,.aiu, i..h* hered 111.1 lIe, .41 lnAniCCnlakI% a Lnu, ,Innl dIn. grintOrni aid rfl'r.iIlillm. pIllh cOd. dl lnn0l-R in. nIld.i1 in. lend I..k4liInpnb.eanjllnnl.mnJ,...clIn. ,SnlI.ili, In' jiI.*il IlarCI, J'c&ai,ig nWnr*n.CiI end pi.4n.nc*nal lii..,., adnplml'1i a hCnIa., tCC elafli CI mjRil aI.n'nd in. ,..flc. aCid (ni.JlrCg Jn.Ic ncCdace.laChi In.I't*hId,k.CIM.ic.In,I h1.alane mm ci. Cd In., pnnn'Cnn all line mmmcm (4m'iri heir l'1n',rC4Nml'1iIn.inImllld I ln4CIn. idnnl.CICIiCI,.nliriIInCiil.. CCC IiliIhCIC.mn in In. .43 a.JC.JCInaIh.IKIC1,r4,..wn. .1111 Ira. C dl In Ci. IrIS Inn AFi,aINste It. ,4Ii inicaid. ICCciln an 0,4 a. all_Itt hI cCICilCal 1n in. enc.ce .11acCh ialnid in. nflliln flrnritCJ Iii glut, pCg,,Iailinn (nIl In. ,nuuiCn dn.a.lcl ncaiiC p011.I' aC 1.111 %ICC dla,i.aunaIII a. a pel.nnIann din. p.f.lainni S l',çnL.i.m (mIni ICnIlaCI ,IicI, .4 ilnmCw.. alt In. Ii. Ian,rc.lnanluiIaniII.wpn ,ntl'.i,ih.,1Yc4.u.d S,,Cddci(m in. Iillina.. ilCnlian.,arnI S.laiina pl*4d" p.1.lni Ci In. tidal I S p.pIClaiInn "ill Ili..rI,lhI,nullI.CI ipa.cniti In.,IaCiIti aintlimin,.cnulmSCki THE YEAR 2000 Ii'. its. .,iCi di lti, ,SCCCUCS is.'n. iCSICCCiCCCCCS IflC.ifl CIC,rfl_Il CCrCrrpC lCiiCCfl pC.prCIsrImrr ,hsrc1, .CC,,lCilh.0 LI. 1' C.Ill CU'S 1k. -4' linCCninruC, 'ikpl ii ,,4CC ILICk'CI. and n,.. ci. 'LIII. lii S'C lIJr Jr Crrr.,lI,JIII UflIn In. ians planrnrr_ 'Carl .11Cc In rCChI.arCC'n.CIC aI r.crh ir.,.in. kill' in Ihs C.C.ILpI.ICs nC. .042 fl in. huilIrs I iilfCICrurCilC P..!', 1 C'nC C 4'. :11 I fl,n. .r1Cdn irl Iii \arC,'CCal \ihan.n CCI Iir,,cnsn. Ccclii ('uS. ci' Ci 01CC k.I 1kn. I'1i I ICUCCI, 'Cdi lb5 N'' It C_al' irCJ b.C'S Cl. C.iC' InJ.u.incurt.ahmghclkn'nI,I.a,hIbnCn.d,,Iu.. Ph '1 IL a,I.lCnIInPnui.,It..n.Itun.., ia,III. ,kcnIIk4rdadi.nn-aiminIh*aiIhk ,u,tecitn. C Cras CI CCCCl.C'SCC C lapt In m.i.t lu_u in. Iambi 4 IlIiull4I linen pai dCIri..rrsphr,CICJnU.. Ic Cl ,'ill Ic CCC CC'flL' Intel nnletkIo.yipe. .15,11, lu4t SI lr,a lab liii ii, .hmkJuni an ,mgnlanu a.re.i 4 Cn. put- CJCIIU..ir'SCiIi.rI..l I Clii IrIrI. us Urn. and( alail, .IIIi,nl14pflrm(iIa.n mlllnhcuuipidmlln* In, Ihan a (.1, goal ,n.hlllIuI and IICuIIll,Ifrdl, C'l CIiCICI'h ,.i II Is rh. Ic..n. II deiaullitl_SI ,fllIImlIenCIPe II.lrlOd in kIk,.cuuu nlre,h.lolCIuuh.ndl.cIopIaini. lCiIlaC' I'1'inC'1 .scrrr nh I ,.Srcir sib1 Ir ,CflC I 'I pInion. n'P*n all un.umuiel. lIaCuild in IIaIulecd. Ih,5rt..l lInInti, lillil. in lnmn% mt.lJ.ni, t.aI 1CC '' I 42 t A athluac 'Cc P.mao,d Ian1mapc and ,ln..nuI ,,lninl mi inu,m alr,lnaCI,lCC.unmcnml, pIC.11am. ' N ii, h rrLIrr4 SC n..I,'is U Ccl4lIIaIllgi.m'iklIdlnn.IplCunnl'J lnnInI,cm 'laId ain't'. gu.lnlngtnu p11.1. lndaml in It'. ,riin,I. I IrS i'Ll1 flurlilUr "I CiCCIkIn. J. p115.1* .J0n1 li,a II. a.uclal Iliwganimaue.l .11,111 ,,ln.il, IF**Iui,Il,tn lpItli 111.11, all tended iCC a, n,,rirh nih k. Clii lii,r CIr, nsIrr,Is rrI mrllni'i 6 qr 29 OCEL. Newsletter For TheBusiness Community Jan 1997 touch who an ono, phis able vo.1 in Anson Foods Co Urintrtal Roan and Pothshm9 , trta.o ilk numher teett..q, noshoi and Wanted henrys of Disambos Carotins Copy Center , Trots Meta Company , los Angeles Herald Es McDonald s Revell Once Srmlal WU/ wmAdt ° ' high ...Moil dropouts N also in,rs ase ingtothe total pool ot youth unenipl, nt Management Sohrtions . %%ono, n ill make up too thirds 01 the snektone and are no e Rs!, to he Ix...J. or Cate Miguel . , hOkAChtltd Oven!. mrcaing the need for yr, - auk! exe andllouhle oorkim, hours f . , , ICIlrelllef 10111 to none nun, I.dxwer 1 Iron, the A orklr e These !rondo mould lie 04.1COMOrib4, 11C a perrrfark Mkrits horta,... and mecca Ile number 01 if:shoats, niaker and adult The Cincronsh Post z illiterates I ,C11 r nett Lttl uorker oould nyture training hiss rho, ,oukt h hind And thgne on st.if Tom Id mot, on.tant LINA 0,1, 'c.a. Ilo of k ills Cleveland Clean, Illommahng Company . pro rev colon of the report art .natla.f frcv Jones Day Reaves sad Po- :harp fnm Namnal more of Iltamm tort girt 0 IYhyrr,.o N.V1 Ma..Pongron If( 2.(10 101 :0. :01 eh.'11,a:tonal bienn I dm anon Age"Y = pdtshorgh Press 4 -- ' 0 Ail3MICCU910- . ,1Ih, Rush Alskn %ho.7 andRetx.,, Storlo depeneenglistnboterskssonstrem 4 . a r ro Is, Riso skills nano n chili. (CM tLlIp.elAw nsountinv stork WOO n o, !unto elesitioan maint.n.anse worko OtOrof IBMs:tint ' a , draltnum heating sir tondtm,mng r / -1`,4 011121i4OVIlle.i n . , ' shank industrial m.nntenanse Ines ..mod prasti..11 nurse ma. have tool - ITautor se.retan and ws Ids r The hook bead Corporation. , . mom:lynch intrixtrtm inethfs t., Ptm 411011.41X1 Ik..1117rti e h1.110. NMI . Clem.% 15.rn INN (of C.Y.h,,ur..t.w .- Gannett ForaMshon Houston Mamie The Rocky Mountain News e, Kopars are ...MM $10 :5 Se : 1.4 w.f.,. from rho [mfr.:mai Readorrs 1,1a..arron Inn Bark..falt Road I11110, 5180. staark III- 19'11 I , , of , , . Minn, Comas./ Genets! Eleetrie Comdial 8 Dalton llookseller WPtO Radio Neireoerti Han Psalm Sento Company of New Memo The AM. ittrerace Intone ; COAT TV: Reader 3 1:114tS1 , 0 f aromermirmi CORPORATE LITERACY ACTION Atha tate and Cannata immdalson Whe117.25140 males/re Company M J Heinz Company Foundation Heat Foonelaboe Mellon Bast Midland Ross Com pary PrItsborgh Post Gazette Pittsbergh Press , U S Steel Towilatron Crel.e.Per:Yr'r Annan Express Saears Leaman ARCO AMU, TRIO P.1 SO* C0101,/ far. 0 0 V' 5 v V, c' ' 000 '02 'A" Y.,. 103011WIT Ok 'V` ' 00 GiP 4, '10,0 A:3 IBM" .102., -1 er a' ev 'e ,C Kelly Springfield Tire Company , Haluy Taylor ro Wand TeVsnologes Pratt& Whitney .0v. ^ TIMMS ...eq.., "cs....r .,sod ,5 , t 1 1 1 '03 r pee. 0 y..01 The W80..1101,100 Gas ligtt Company Ashland Odic...Janos w -4 Soun'western deli Glenn, Sur wigs The HOottJa So Gettlite townies Company , Hightower Od Company Innovations*, Dallas r -I ,C4.4 Seem Carolina Electricb Gas Company r-v- dre ":,...s.o.y..,`",,t..."`r":: :ror. LOCkhetdC0Wal.C. " " ..44 11, Charleston News Company , a 10 , ,, ,,r if3r AntentinSpttly Pn311 oa, Aar, tos. 1. SORCOrporabOri Me1101 lane s ler ' r South Central Dell a rrf 0 8,41 'f TO 0 0` e 4 .1, 'V., 0 life Issuance Pnblic Reistums [meted z r, , ye ".e.-.0.:* all ..gy 4, ...eel , 5 LonalslandAsikoad acv 711". Ramona IOC r yey., 4'..fqr C . 10 0. losAngelesChantoolCommerte ' e nee. ,r4 The Washington Journalism Center u. asgegaBISIMINIEMMEME7 9 .1 SCSI. Newsletter FO. The Su...W*5S Community ! AVAILABLE FROM BCE hue I of the BCEL Bulktin is a hot, to do-it guide for businesses thing to start up or consider cnip/mre solunteer Incr.% pro 'eels as a Na to assist literacy programs in their communities Practitioner, and plan races inthe I tell ma also find the publkati.,n we'll! Copes are available at no Lost for up to 6 and st ?..ac per cops thereafter il.wc _tot the Bulletin Developing A Ham Skills Pro- gram For lour Ott nimpkner, nvheitaled for publication b Spring Detail, Nill bar gis en in the April Newsletter I More than II° 01)1) of BC LI lea) let Fun,t.nal IIhreruo Hurts Business have i-men distributed so tar to local literas pro grants fir use in their appeal. to Num.. Ii gives .pcsit it .uggewonto huene.son hou to help and program., an insert their name, and addrevve, on the back flap Cope. are ailabk at no tent tor up to 25 and at S. a sop, thereafter BA, k issues of the Newsktter arc at affable at noel's' for orlon comes and 25, par tops thereafter %est sletter ankle, mat he rides, dated ,tithout cermisslon but must oe rc producedm shot,' A cops of the publosanon in utikh mate r al is used .hould 6. sent 10 BCH BCE.", Stare Directory of Kes Isteracs Contacts is an aid tor businesses that tt ant to explore mat toprtnidt tunaing or other help to adult liter ac, program. in their state, and sommunitte. State and total planning 30 Jan 1987 groups mat al,1 find the dire, tor, usetul RammiNIMOMIlmImaink Comes arc Ss cash SCR Directors TURNING ILLITERACY AROU An Agenda for National Acteon ,isnsists of ttto /ICU Monograph, Nhnh ass . the shut and tong term need, of the ado!, liter ass held and present re. oinnw ndoion, tor public and prnatc vibe ash, The so is as ailablc hit SRI PIONEERS & NESS' FRO \ TIERS 1. RCFL monograph ,shal..6se,sc, the role potential and limit.ot olunteer. mtumMt rg adult ill tura, Ci Inc. are SS cash \(/YTS(/'s ()RI/1 RI, (e As a small oegantratson 1e111 does net maim.n a belling stem Thus where a %harp et in 01..1 now nide, must he in que.ed in u ening and h alto/moan.) In a girdle nsent(1^l nu& o..e to RC I I S.deseas needy. he adao,1 The Baseness Council for Effective 1st. eras) n a publish, wrTorted foundation established to !osier greater sorporate at. arenes, of adult functional illiter.wv and to increase business insoltement in the Mews told IICIL of 'Ker. and .taf I interact v. rah liters, program, and plan ler. around the taunt,,- Continual', a. .c..ng their ...mule, need. and problem.- so a. to prosideguidame to the business t onimun it) on the opportunities for insoltement and tending IICIL mod. i.sawied out target> through a tar i:J ruble anon, and technical ....tanse progani Mosul taw Moot gone fs Mrs Samna ease Mom( CAN Nalninf Fem. Kuala lete N Oas(aoe,.. Mara LW. Fray 1 Aussisomas 4 Mann W WO. I , lint Reamer, ,Mahan Mahal Mame au ASH II Mtv.tol 5 (howl! II Nee 5., b.,. %Won C Ilyrts r n a !ennui hoe, (hoof heat nee. ea ei tier u,,e ie. Weald C Plan. a^ a eau e , Ake M Rua NOVI Sauer* gyros naval $ TAM 4'4- sfa &GEL Off leers & Stslf n teesw ikon. I Gad forepeaterd Oil Pend Arm Ins Nowt use/ennui Roth Wooed Mary Seett, /Mu le Business Council for Effective Literacy 1221 kentt of the Americas -35th Floor New York N Y 100201212) 512-2415 2412 a The New York Times October 13, 1986 31 Adult English Courses Pressed by Immigrants By LYDIA CHAVEZ on The demand for adult classes among non-Engl = residents of New York is so strong that thousands of people are on waiting lists, and education officials lay they could easily double their enrolment el the money and space were available. De Mike a twofold increase in classes since 1964, edrolnistrators tampered the registration lines for English classes this fall to those usually en- dured ally for tickets to a rock concert. In the end, about 17,000 people enrolled in public classes and an estimated 10,000 in classes in private sdiools. While the demand has always been greater than the available clam the number of new immigrants both legal and Hiegel is increasing, ac- cording to officials. Moreover, the new immigrants generally have less formal education than their predecessors and require a more complex array of serv- ices, Including basic education, job training and, in some cases, literacy classes in their own language to enable them to learn English. Educators said the response to Eng- lish <lasses far adults underscores the strong desire among newcomers to be- come proficient in English, at a time when supporters of a nationwide cant- le declare English the national e are arguing that immigrant groups must be forced to learn the lan- guage 'A Hunger is Lamm Eaglishl "There is a hunger to learn English, almost a desperation," said Alan Viet ner, assistant project head for the New Americans Project at the Queens Bor- ough Public Library. "To the people we serve, the classes are critical" According to one teacher, the curric- ulum should include vocabulary such as "reload" and "light indicator" so that the student will be able to perform such common jobs as operating a photocopier. State and city officials recognized the tremendous need several years ago, and in 1061 increased funds to $20 6 million a year from $5 million for adult literacy programs, which include instruction in English as a second lan- guage and basic education. Most of these classes are widely ad- vertised, but one educator said they would probably fill up quickly even U thy relied only on the community =is said that about 500,000 people in the city do not speak English fluently. The city receives more than 96,000 new immigrants a year, com- pared with 80,000 in the 1070's, accord- ing to Emanuel Tobier, an economics ProYessor at N.... York University's School of Public Administration. In addition, he said, an estimated 35,000 to 40,000 Illegal immigrants enter the city mutually. IfRe Board of Education provides . about 73 percent of the tree English classes, with the remainlog given by the City University of New York, the public libraries and community organi- sations- "We could expand a lot more In the li- braries and in community-based or- ganisations," Marian L. Schwarz, coordinator oft! e Mayor's Office of Youth Services. "Many made pro- f= for expansion that we ctaild not Resits S. Peniggi, director of the City University of New York's Literacy Program, said the program could prob- ably expand by 25 to 30 percent but would find It hard to house the new clams Flnandnit Is Problem The main hurdle in expanding, even where space is available, Mrs. Schwarz said, Is finding new sources of financ- =either the state nor the city plan a substantial increase In funds in the near future, educators said. TeeetY Years ago, educators said, adult education was a brief stage In an immigrant's acculturation. However, changes in immigration patterns and high dropout rates among the indige- nous population have compelled educa- tors to develop services beyond basic EiCclasses. ly half of the students in adult education classes come from Spanish- speaking countries, more than half are unemployed and 12 percent receive some form of public assistance, ac- cording to a report by the Ltteracy Assistance Center, an umbrella organi- zation for adult educatisn classes. In addition, there is an indigenous popula- tion of functionally interate adults esti- mated at 1 million to 1.5 million in the city. Extra Demands on Funds These new needs mean that the money for adult education must be stretched to not only meet the demand for basic English classes, but for basic education, and high school equivalency classes as welt There are also pilot programs to teach Immigrants who are Illiterate in their own language how to read and write first in Spanish or French, for ex- ample, so that It will be easier to teach them English. Judy Moser, the director for adult education programs on Manhattan's West Side, said the most difficult stu- dents to teach are those who have ei- ther spent years In the United States without learning English or those who are functionally illiterate in their na- tive language. Mrs. Perusal agreed that It was more difficult to teach an Illiterate stu- dent English, but she said that most adults were more interested in learn- ing English first before becoming liter- ate in their own language. 32 English Comes Immigrants a Rush to the Classrooms By ELAINE WOO, flora Education Wetter Alan Mendelsohn. a counselor at Evans Community Adult School in downtown Lee Angeles. u not 'ung when he says he can say No more classes" in few languages It a a message he has had to deliver repeatedly since school opened two weeks ago. This year, Evans and other adult ,p and down the state have tee, flooded with desperate pleas from thouunis of hopeful stu &nuprimarily recent inani grantswho want to enroll in classes wham English 40,000 Itelestleas In the Los Angeles Unified School Distract alone. officials esti mate that 40.000 adults will be turned away from English as a second language (ESL) classes. twice the number who were react ed last year The demand for classes uoccumrig not only down town but in the San Fernando Valley. Hollywood. the Wilshire condor and parts of South .Central Los Angeles that have attracted large numbers of noriEVish speaking mumgranu in the last few years. The surge in demand occurs ailatti an trout background of the Proposition 63 campaign. which would declare hglish to be the states official language, and is widely regarded as an antiUnnu grant measure intended to reduce support of bilingual programs and forte newcomers to learn English As the waning lists suggeri and conversations with the ESL Mu dents confirm, many immigrants already have all the incentive they need to learn English All they Plow sow ENGLISH. Page SI "4.1 s, 0., t ur igq HEi V adj- 111 111111:131 r 1111' ail wi Palipliiiiiimitsw 1111 isibilvs.Alp ill le qp P 411 11111110ilia 4N ; 2 aillilaittilliPiiinit142111 w WOW!!! irtiliqq! v.4111011,41 11 till 10) iglithith 5 i J I -At PPIMi I; loptlifigiithialbillifil 11' .1.0111p71 b$ M116N CD rg iiP1 IVitifilfrig 6-11-m-iS il;a1A.11111i 34 BUSINESS COUNCIL FOR EFFECTIVE LITERACY ustLñcUunwIMs.N*IsrIIm.Issuss AN.d.IIiSS. 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I14 honsin; Itt)tSt 1*11104 15., hi -. 14.. 104*... ho.l.d...pa,... .lhI.... .01.1.44 - 4.4.4.4 Ap.1410.. *1** .. 4I,e 1114 In 143.14... liqosnui..; l51Inln; a .hill. 1 lnp. .111 lint 1.11411.. .aS,..u10* .1*41111(1*111*101*11 (.11. 11.5111.1 lb. I'a.. sLIl. Ihes .o.[o.l th. ,l.,r*1I4. tSl..l llwl4 *04 nlA.* I). haul. .4 ...4014. .4..Mh.. S4 Wi4M1W40.fl *1011(1.414 Itl1.fl srI. tent tIde 4,1,1 ncrd, ind,,.d14. I1?0114S 0.*4I5itl4 p.*141l*l1111lin4l004 ...i..mahaa. lSOgagl..Illn.palal..s4.h. 5gaØ.I.mbtW..F...JIl10fl.n$1 Si .ui. C.tnilflunIIIc. ii otconip I lI?lCfl L11c.c711C1.tut .n.dt..1..$01dl.w,..4511454 i$.,)Ip.t 14,141111411 1s1114*11141 alt SIt) itIn.idltahl14. 11. .11 ec.Inll 10..tfll II. 511*11.1I 1*04.1. ,n*i .4 (i.fl.n.... yn.p.IaIlus I... awn. I, 1w;, Sits 1.1.14 the Iraturt ..t,,k 4.1.4 l*hl4 .1.4*0*11.4 a... 1,. ..nad01 14. Ih.lni.t.lpa.1i, 11.14 14 Sal.*.....nlh.i... ,, (fl) in this iw.. I think s,.a SaIp .4.41. .1414411? 5.1.0414t. h..fl. I.... .14.04 I...l, IlsIan .14.0.1 - 11w n . i .. b thw, 14110(514 .1111154 1 (?Ii..*l1.*4b1*14...1.4. I 0.1* l.a.... lana.... .1.4 nan I.... ,ul..4c.a...p..*kn..ia.dS..inn..a..u. lip.?.... I II *14 *111* 111111 1,14(1., ff14.1 I 1.I Ltaot.rb.,ll I*1*idl.. I(tnitl*41*.*SIfld Ion.4 aup 1) 11111111*41 htIf? - .SL...7 Ls..ig. 1 IICIEL New SInttet: Fa Thnlk,neks COrnrounity Csidersia of arms laddes At th 19115annua1 menus, the V S Corder men of Mawr. established a Ltterary Task Force. anti Mayor 9Thon Goss!. of Phala dclphts appoatted Chairman The Task Isms. tat 1th members from Heathy 110.10n. (le.eland, Columbus Houston. Neu SOIL. Neu all. Phtladflphia, and Na.hington I) C Imet 1.1month to initiate the.raing of a report on whin ollnerac) and to plan 4. fu tore agenda The feral well he the nrone pnhey statement" called for in a rt,olutton No", unnumoush h the maw. at then POO gathering It also well sene as a refer ewe for gates. antinc 41 tiet0171C td in the Weak) prohkin Plans are to dounhoe the repontoallesilesof 10,09thw more along .ith an appeal to hecnme an acti.cpan of Ow Confereme effort I-or mine Infonnainin Contact Carol Sloody Beaker S (.1e1 ere of Mayas. 1620Lte Sited N9 alb 11 Wohulgt.1.11 C :01060.021 :91, 71 41 Mora foliation Mrs* thong Mots The )amt. Inuit hiiiindaluin in San I Ian ctwss reVaill) took a nest pnvrain demean with the afiriounceilitni of three pant. Mined at inipetnia$ hum. Inosltun m ( alnomta 5100 In) wort ....ailed to I Ora.. Volun teem of Ameca tomtahlt.h a date loci of Is.c. 516.140 .ent to I auhach I tem.. A4110C110 711114 1150 11M/IMAM 6.1.01111c1 an pnomlo m Southern Cal.tomu An.1tode oclop new models for had to re. h adults and 520,000 went to the Asuttation for oarrunot. Bawd Wm ati. to donuts adult Meta j povnn. in immunity ha...1 olarlitaihni and de clop a straitif1 for c. pandlne su.h effort. thlmehout the nate Ist, twee infontutnin nintael lean Pinnace lame. Itstne I'mnanson One Market liars Steuart Stied loan Suite Ink San I ran two. ( A 9410S t. IS) 777 2244 PM Camp* toms Meal IhOje t I 11clak S Mt SI the map. joint .enure tutu tun II1S and All( o ad .ars. tn$ 1.1,44 on se, oaf front. All( and l'ils a dl au mayor do twit enure. in 1eple ni to 1.1. end otter Koff arninin$ lor los al nalsonnuu ate also undet d,,, siut,,nt Alt thate Anton. in am 11S 41.111114.111114A are ecann( up to room, final mar,. h Atom,. that will los us to linking prential lulor, and student. plograni. 01 insinashon flip .111 issue a Milton:his net,. . latttnProjettM l S a.atan tat oa manuals guidelines and other awe. 35 al. In conjunction with the antitatoe Senators l'aul Simon i 'I I and II /ohn limn/ III 11'A I still intnsium a Senate hum Resolu tent remtannin$ Sepitnibei NSA a, Adult I item) A. acne.. %I nth II l'S is pre. nil. looming a Committee of 100, made up of popular entertainer. spm figure., and neural leaders oho stall panuspne in TV spt. and spectal e.en4. Wes Inputs Saari Cloaca Arkansa. lalutarenal Tete.mon h.ct.ork wing bight) ...tamed progranutung de.eloped h) 'scrawly Lal. atonal Tele.1 .Mrs rep.. great swot.. in tt.ptkaellwtto help high school &wont. n Arkansa. can's M >h able dtpkorna In 1984 IS, NO per sn. enrolled in Peorks-t Second Chance and kit percent oft hme.hotook the dopk.nu envm passed and paduated Sian> othcr adult.. ho responded but a ere nn at a Nth enough le el to cruel the proven were plai at if suitable hats Notrarn, around the date 15 ith the result that adult nisi cation enrollment lumped from 1.1.0(11) to 2% Odd No. Pros. Mond Chance t. gds inp national w ith mom hove doeunkintaly on l'IlS hollowed Its a 141minute foe kcal sec arm telling tenets nos. lo t/110 in a new sera, of a; hall Awn Ie.., v.. that .111 he a feted h) part.. truttne nation. in then arta I lit popilittientlt pr trantImmthc Wan thnpkoketefkl Is.ndatusn Middle South none. k en 11,Cme the [Scion,' ('ons pan. ornbu.tionIngincenng the Peahod. Ikoldmg ( onnurs) and Arkansas lien tut addte toesJ lu Mots I. ward to fra..h the total budget of 5411,111111 1 d,1 LIC17111tont.1 11 ( Ilausel !hew. 11open num Al Th ISO1outh 1 kmirm. 1110 (in. a. AR '2/11211111 129 Isal 80sasse's Amnion OAT The Or ganisanon for Rehabilitation 1 'trough Training i()Itii i. the large. International non ro.monumtal ttalmne artna in the utwkl 1A/111 1111M than 110 elat .tudent.:n toned., a. r. tusk N ..atoonalaulteslan al training hoots %own Amen. an (till founded in 19:7 hot oath Low. fund. to .upprt this nmum1 but throneh bawl. em °mare. ountunut, ...non to proinorc qualits in putdh edutat.in and le, hni. al hainin, nabonall. In 11a. Inai Non., s Att.,. an URI in thaw o 1A Ins .0.1 'sill adopted adult 'stela., a. a lop ace, on its agenda and loaned the URI I arta.. la.l 1 ..n, the last Ion c od Ilk,. s pro grans. in eight Let the .1111.1.11.1 found that 111.1C...1,......00 1110 ...111(11Css 411111111MMINIMMIIMinnapkr..- 2 Apnl 1986 u a. the Le) to e.pandine sensor. Man, nen actottushaVestnee been unpkniented lot csample an clahorate audio stswl aw went. campaign was de.cloped its It enin.oluntett tunes throughout the dinnet A lot of suggested IM _ project. us. do tnhutcd to dontst chapters and to ....tilde temp. nu linfin; Nunes. °I CI pursed seat en' literacy pluming Mdie., helped coordi tuft a Inerac) Volumeet Week in liougon, noeottraedeflectoe leaching r rthod., and 11 ISalton Iloosclk, awaited OPT SS 0110 to otodust a .petal NMI( (elaium. cam paign in llontort In March OPT'. Maas) pros. hetame national cattistqn with all chapter. in the country piton pod lone. low inntattne project. In then commsmnte. jar more &tad.. conta,t Barbara Kardan at) tot Forct. Women'. Amencan (911 Ihnnet IX. 4740Ineenoll. Sune 1111, Iliou. am. TX 77027(711) 961.5739 Ns, 4- 01111.011.1.1T housalillowt....6 An. RSVP In a pa/Inch/up amone 11 I)alton 11.1,,11 et, A(114)N, and lauhnh Latta.. Action pants ol SI 2041 to iS .000 ha. c hoc n au arded to 21 project. 414 the Roues! Sento, ofunito Program. 041% Po Sin, it lautuhed in 1971 It1S1'1.11. 14 A( '110 \ I has been tmd.ed In all Lind. I of tor.111.111C onuitunn) Ito, nest set of giant. .111 pro. We seed Hoofs, to kcal RSSI, pros.. in mush "Wm adult. .111 scfSc .1111cf..)1.101l. 11..k111106(1.1 ens 1111MC 011.1111CCI An..1 pub'. ...urn... .olunteen all .11 the 4ausc of tunas. 1 0, molt intolniation iontai t Bill !lawn 114/.. Nn (....stun Asenne Stash moon ( 20s2i I Ittlt nV nIttn Ns Readies, Nor Ililuse (..c1.01 l.eiald Ilahk. mends anrswn.la nierLnf,is.nka.c isto4, robs lot all 1 llgima innulc. 1110 1111C11 an l.,nonlurul Av.0.1,111/111 plaii to la.1 le the dlnciws prohlcon ..ith a (NIX 111 the \mural In.:tote of t onc hon. rte Asso 46.1.41 null Judd three icoonal lite.... pr., .cnunu.in lkdiciala 11 IAN.. and 1161.111 i0 pat 4 0 CEL Newsletter For The Busmess Community ticipants from correctional insntutions around the ovum) The seminars a ill focus on a teaching approach that stresses building self-esteem mad! as basic skills It aill lea tore such reksant topics as [money manage ment nutrition, and health Each participant will lease the seminar with an [ndisidualle constructed management plan to help de setup a literacy program at his or her institution For more information contact William Tastes( Assistant Ihreetor Member chi, Tr.,a,iig and Contracts, Amen( an Cur =anal Association, 4321 Hanalei, Road Suite 1208, College Park MD 2074019/11 699 7650 theme Resources Operation Lift in Dallas has detetoped sent, of 10010-minute s 8kmapes ' for mall %Inch teach reading to adults at a 0 to 6thgraile lest] The sexes Readeri is being broadcast on local tele, ision 'rations using a system of alphabetie phonetics It gears instruction to visual auditor) and kin esthetic learning styles and addresses sash real life problems as how to till out a ',Asap plication or apple for 3 dns er s license Con tact Carols n Robs. Operation Lift 009 Main Street, Suite 708 Dallas, TX 75202 12141 742 7565 (kiting Yours A Pahll, its and Funding Primer fir 1'OI7p114 If ancitollettax 01141Ill :awn, is an 04 page guide offered be the Nd Council \warencss Campaign It gists ad ice on how to handle media relations use non media publicity, work with community resources tap public and pro ate funding sources write proposals, and g, r ii, Lund raising ideas It is available for $6 trom CONTACT Liter..., (enter PO Box 0826 1 meoln NI- 68501 t 4021 464 0602 1 rieracs programs ma) he able to get ne.ted help from the National A ssociatim for the Ls, hang of Industrial Resources the nation s largest gifts in kind asSIMIati NAI IR collects donations or new products Irom hundreds of corporations ;who re-seise a 1as deduction tor their contributionsi and then distributes the n ershandoe to its non prof it menthe, institutions which pas an an nual membership tee plus shipping and handling cogs (rods asailahle ins 10,141 ap plumes, arts and c rat is mats nal. audio NI, ual aids hooks °nice and paper products Cols and telephones 1 or more information contact %Al IR Ikpt I 540 I nonage Road IN) Box hie% Northfield II 6009; (1121446 0111 I urn mm,ill m rw , and tin 11, n A phn amines illiteracc as II 411,1, workers em plots,. and educators Aorkplace 36 expectations and future directions are among the topics secluded Copies arc 52 (0 each trout Order Full illinent tOrder # 1251 Nnien can Council 01 Life Insurance 1850 A Street NA, Aashington tI C 20006 Me June 1985 issue of the !intern,: (1Cor germinal Fdiliarion Is dot ot,d encircle to pnson adult basic education programs 'hat work Comes are available tor 510 limn the Correctional Lducation Aseociation 14101 20th Street NW Na-hington D C 20016 12021 29; ;120 Is The State= Plamaing i latateness Colorado lateracs Action tCLAt is now publishing a newsletter and orga raring train ing programs for local litera:c organizations IMAM. its new offices in the State Department of Educ ation CI A arranged a literacy awareness event tor Denser on the Capitol steps, with media coccrage given to speakers front the major literacy groups Llsew here in the state 10 local Mcrae) coalitions are in Nano°, stages of dee elopment 7 he Connecticut Coalition for I iterac) has appointed as its chair tormer l S Se, rc tar!, of Housing and l'rban lkseloprnent Reading ornprehengion Irvin &lean h trr Prainse edited la Judith Orasanu of the S A010 Research Institute for the Rehm oral and Social Science, anahtes a des ade tit research on how people learn to read The first third of the book "insists 01 sehol arty essays dealing with new Antics ledge about the princesses by which people learn and comprehend The fin us ism such essen hat ',ankles as the role that poor knowledge plays in understanding how test structure and Janie influences understanding and mentors how personal attributes and e eumstanees affect learning and the relation of contest to of teens a learning and Lashing The second third of the hook discusses the implications of reading research for instrus bond practise and s time uluin detclnpnlcnt The final section presents case studies of sr, schools that luso suceesstulle translate d the research findings into practice It sons ludes with cases 00 IN 0 adult Mora t programs 101 business that hose elle, cis els prepared workers in word processing and is New air treatment the book oat ailable in hard,1N er for 524 95 and in paperback for 514'75 Irom Loa rens, I Obaum Asso, it, 165 Broady* Dills dale NJ 07652 April 1986 Retmt %seed l mut: 1 ;bran Sers ice and Construction Act kinds the Libra, of Michigan has awarded literacy grant totaling $125.000 to 16 public libraries the 1 :bran nas also re tenth procided spas c tor the °like. ill Lauhash affiliate %Us higan 1 temi, The Gos crnor s Adult 1 Haas, Initialise in %swum, oordinating sec era, new adult haste stalls pnnects including a new Mos. ppi Council on Aging program a state% sik toll free Mcrae) hotline and dotn but ion ota statewide Adult I due anon Director, Twenty tine newts (rained VISTA solun teas are winking in 12 counties identified as fusing especially high IIIIInf3s rates In Texas Gocemor Mark Aline has an pounced the creation of a (rossmor s Task Force on Illiteracs located within the State Job Training CI xwd in at ing Count In Illinois pending legislatne and guber- natorial appria al of an TN 87 appmpnation state hinds% ill again be mailable for liter& protects coordinated 1% public libraries II tint, ssstcmc edue anon agencies CB0s. or soalitim, of the aline Fifes Mt Adult I ireri.ri Prograrni A Prat 'm otter t Gulag edited ho Renee Lerch, suninunr, the I endings 01 a 1,15131 studs to help litsrso programs learn about models they might emulate hi Immo, their operations and broaden their support Using (mercies, and mines data trom more thin 2110 exemplars programs the book alb It ms programs in a N34e1) 01 settings 10 see hose tbm form implement and es aluate plans for adult Incr.'s, edus Aim Programs in uommmMut based organirations state and local adult basic education programs prison !minas and ioh training programs and Protects °pi:taunt., within postseconda, ,r1 911111101, are all Vs aced In this s 011941 ben sits precut 41 NS ICIA Among the 101,16., c 411Innd are recruitment and public relations teehriumes orientation actisities and twos. ding diagnostic testing and assessment and program ci 4111411On The book ine ludes mode 1 tennis the,Ahttt and state be state profiles of Lath F00144111 used in the studs Lash scstion end with six resonimendatione look Is at ailable 101'524 95 iron, ( ant impart 0514 St.,0111 Astnik c0 Nod, N7 10106 3 li lilliflEalMill§ ltitit14174 inipg 4filili 4issquili2 1 filihVIDIIN1110i1111111iiii tliiiiii iiiiiiii lilat-iimiii g ivi ml.hilivIvilijoi le .s 11 1. i Et 10,-Alelil O, 4 111010111111.112i61011! 14114jil ittlifil ilikthl siNiii.li-1 4 ,Satioglm ,t.' lltl... 11,4 24 ;e .....22.- olv iv 144 lie5111 --..t1/1- 2; 1 Illi el" 14 1 4' 11411141 Illifer. t41111 "4 44 ilfrilthil° lb pithi ipin law. JAB FrIpi 151i-041M! isriillipril! Ig. olliTein. qcii....11121 flitip. itOmlispis 1 qfitt/41.11 hi Liolilii IllitliiHTT"011'1144 el '11'l'-'"i r_Hi.tilh'ill<hhiiiiiiilithilliiiiiM 24T5Mi 4111111314KW 4,311117,1W4 ViE12;1414.:111 'g' e.'.1 Z;4*Sttgl !" 0;7.1' 0:41q1131t '40iiiii4 SWX6142i ii a plial; i lawilt Itt5!1-ot u-aloxim IIINMAI 1 II ,i1:1111 isi ! 1 .141 t52i. .t" Ii-44 ;1ft ,1 `3 . Min.: 1i Wildribi4higlilibli7.1's Pd401111,aF 44, Drill. LL 1 Ittni-T 11111614S411: 111.14-111a. I.1-2 LL ° g121° fi A gl]141'711 t834g!Ta`2111.111..41510 1 Kt g 1 ' I inpikTi piligifial ..r..-5491111241.41- aillitipaill rip Nhin .I.A -i],!: 1: j 2-Pi "li 4E144 >4!,..i 7.14 I Wei4ig -4,= 44 ft - 1 la 2 C2 12. ;LE-. 41TEitt74,1."A7.84.4:1; .51.1a Iola. /!/.1 lost '"";: Egg s_-' . a E. tssiVirg..200 !,;-011g11-412-11-41/. 4.1111-0.1,?. og L'2 diiiii,3 tailvaiiiiihg ine;iiiiiithikahfilitii In ki ffiiiIiii .. 00 RWLPIn /1111111111111 1:1111421111411 a -- C t' Ig=1 1=i1 /.; -g [4]atd_g 22;4 Ili u$ iRs'il40;a1 1A34bVx11 $1"11121 111,q 11161,01n1 1 Iasi it91 nifil!u-1511 -" 18[0"ft g 11:-Ilt :2list 01144,11i "t its1.4 4iliEi111.1%!0,15111 190111 12? 111111; 11' 1431/1141h2J1 2q491110 gzsft <s Ss Yssj , = Av411 ut-41111= 11,3 " t] 41thiPti la" t 12 11 1 w .3 0 n2 -el 1)111011 Avii 14 i 4 /701 ,4 441; 1434allii tU4 "414 TITI+ 1P1:3611111-11riii 0P!2111";1;"Ifil! 1613;1101, 40111 1111 :4 41.74;411 h 18b1 llPfr°1 r "OH, 'ft 10142a 2/ir'414i, vateel , v.1- icw1 11., :4 12; i st g lleill;14 11110 11 444 I. 6p yj 4,1j1114Hqj 7,11htamminitabffianidshit a lima-If:4. h =EL Newsletter Foe The Busavess Community The companies and foundations listed below have either adopted adult Ineracy as a spew afro area of gram interest or told BCEL they are willing too:mucks. pozposals from the lit- eracy field within the guidelines indica:ad Geographical limas should be strictly ob- served where given Corties-Ilwar/Pre-Fae heede= The Foundation has been a reguLu supporter of Literacy Volunteers of Rochester NY) for the past few years-a nd can consider modest requests from other Rochester-am, adult lit- eracy groups For applications guidelines. write to Marilyn Helmer. Vice President. Curtice-Bums/Pro-Fac Foundation PO Box 681, Rochester. NY 14603 EigeltaMs UN Ammo Sedgy Equitable will consider proposals from na- tional adult literacy organtations. with a special =crest in basic skills for the disad- vantaged For application guidelines. con- tact Darwin Davis. Vice President for External Affairs. Equitable Late Assurance Society. 787 Seventh Avenue hew York, NY 10019 Gsartt Familstim In 1985 the Foundation granted 5641.000 to adult literacy programs throughout thee un- try An additional 5330000 has been allo- cated for 1986for compeutne local grants to community -based and v oluntary ocgariaa- nons. government agencies, school districts. libraries. and other nonprofit organizations working again, adult illiteracy in locations wbere the Gannett Company has operations Preferen, will be given to program, wild- mg to realm more adult learners and solar, teen Applications am .ailabk from the cl ic f execirise off ma of your local Gannett facility to whom your uthinisoon should be made Idle Foundation will not accept direct nihilism-oar Recommendation< will n IM he made to the Foundthon (by May 15 i by the oral CEO Submissions in ar. ormolu nay may 1 .io mom that' 510 000 for new al of 1 55 protests will toe smoldered in amounts lot to v steed half of the 1940 award Proposals will be judged on their 6 39 Inkely effectiveness and decisions will M an- rounctd in early July Maps WrierTrod Costasy Morgan Guaranty nu-tiling toconsida fund- ing proposals from adult literacy organiza- tions operating in the New York City area For further information. svelte to the Depart- ment of Community Relations and Public Affairs. Morgan Guaranty Trust Company. 23 Wall Street. New York. NY 10015 Nat Imre lust Gamy Adult literacy was a focus of giving in 1985 and w al be again in 1986 NortherTnutwdl consider proposals from Chicago-area orga- nizations w hich other provide adult literacy services or coordinate literacy resources Grants are usually in the 51.000 to 55 000 range For more:rife:manor,. write to Muytw nc Lundy. Second Vice President. Northern Trust Company. 50 5 LaSalle Street. Chi- cago IL 60675 or phone (312)444-3538 OM SW1 CWttaYt. FletileMell Among the Foundation s granting interests are social smite, education and civic im- provement projects that aim to improve the quality of life in communities throughout Rhode Island Adult literacy projects can be dered within these areasof interest The Foundation also operates a Matching Gift Program in which donations from Old Stone employees to schools and colleges are matched dollar for dollar For further infor- mation. untetoKay Low.Coordrnator,Pub- lie Sets KC Activities Committee. Old Stone Bank. 180 South Main Street. Providence. RI 02903. or phone 14011 278-2213 11 PrttsIer0 Foundation imam= of as 40thannwenary review of giv ing policies the Foundatan maul' identified turas^ as an area of special inter est Proposals will be considered from liter- acy organizations operating in Pir-stsirgh and to Allegheny County Preference is given to one time projects and seed money for new programs rather than support for ongoing op- eratiors tor ft.-ther information write to Janet Sarbaugh. Pmgram Officer The Pats- burgh Foundation. 301 Fifth Avenue Pau rough, PA 15222 OC phonc (412/ 391 5122 SOutIvete Bell Southern Bell will consider pornsals from adult literacy organizations wrong 6 c wars of North C-rolin. Smith Carolna Georgia and Florida For furthur iatorenation and guidelines % nte to John Brooks Assistant President Southern Bell 4434 South cm Bell Center Atlanta (..A 41(75 A6011986 GRAY DRUG FAIR Almost every community has .1 library and a drug store and both locales are ideal for call lag public attention to adult illiteraes GRAY DRI.G FAIR a mayor drug store chain based in Cleveland recently took a first step in a new literacy campaign by including the Ad Council s general %olunteer Against Illiter- acy ad in its April 13 newspaper reaching about 7 million American households in OH. FL. VA MD. D C PA. and NY) Fol- low-up ads % Moose, to senior c itizemand others that by naming they too canplas a Ma hot role in helping to fight illiteracy Further achy rues are planned in the near future IF. wore Woman.. coated Nana Downs. Magma & Broody. 1100 Seventeenth Slate NW, Wastuaatom.DC 2003612021466-8225 1 CONTINUING EDUCATION INSTITUTE '71, CFICIdoglinCruslhalakla Rese..mding to the need for basic skills train irg airang workik adults, the Continuing :Afternoon Institute (CEO a nonprofit on:a- nte-1ton formed in 1977 in Medford Massa- chusetts. operates several educational programs `or Boston area t--sinesses Oneof CEI s most successful ventures is as Adult Diploma Program which Arms a waking adult to cam a standard high school diploma from a private high school in Boston Since 1981 one vornpanio in the Boston arca i Blue Cr.,. Blur SInckl Bank of Boston Data General. Digital I le-emotes 111hpone CoTtratton. and tour Vt3 hopq,141 have lOrtrJa(Cd with ELI to ill-mt.:, the thp' emu Prtrgram to Inca t.mtpkAer.t. All ...rune...are ,onriut led :It v.xnpa,n premises after w of hour ( El hadintrat.sted the organize 1.0, in olio nnu the program a mrcnn¢ N As sir tampons super ions hr general o,ntatirm 11, program NJ, I hcn Aver pti tti;oil 4 illi4 42 Oli liTA WW1 lig Ogr Iss qi 3MAP Jil Witit 110 ilh06 Y1 it1 WI' Di ;1*!4) ibl 1 110!! pi 1 IiIiIhibilit4r1Pgraii.hiw hI Likailign.11W zm Hii lu um 1,1414 P ;ft is tx1 gAS iiPnr. q pi lig 1 al tfi 41 itt w&All 0121, gi lis PO PI Pi!tie 4 III Ili 4412i. ..11F. , 1 PI rt 10 uttp.0 P11814 hli gi roili ag 114hilf, ii Hind N r2" ,E2i ;-. 11 x312 A" .0%>. 4gfiri 43jq5 l X. .E lei] Eiji 01,R1 ;1',337,Es 1.01,101 HIP" MEL Newsletter For The Business Community A literate Amenca is a good Investment. fend out aecut irteraeyetegranselyese area that need lien Caine Coaktun for Literacy at toter 1400-2224813. you can also nelp by printrg Use 800 canner es yea, haze newsletters or posong it on erVore Rift. OWNS. BcEL s Sitar Duet tors 14 Ars / ti. nuts Cow. tt wdlb r updated :ht. month Copley arc Si each prepaid ICRWAG 11 IJTERAO AROVVI) Art Awala F er %arum.' 1s II On 00,,N 01 Iwo BO I monographs which ahst, the re- of the adult loess held and pk,cra reco-imeNLY4ort. for publis and pn sale schtOr atom The km is SIO Picas, scrod prepayment died. to [WEL sy ith sous stoner order 41 PIO% t t RS.1 '011 them:. ibstential and Imity ol solurteery in yonhning adult illnersby Copes are 5. 'A/ cash and should to prepaid w Ith sour ntwn order Fun, 'tonal lihtenes horn Biome. I. leaflet for loyal !stem, pros..rams m use to then tundralong elforty It gory ypeyilly susgestions to booms,..n hos. to help 661p Fort adult tuoc progyant. rtaxicht surpis can tie pros dud at NO 6,4 but due to diems demand there t for large orders Bayl. owes 01 the RO1 dente are as al labk at no. oht tor up to 24 cope. sod at 25e oath rus postage ch.:matter NOTTS 06. 01601..R16.6 Asa mai orgarassaca 16CFJ. doe a. onsa.a a When Nam Than .herta ch.; immoNedry...cot check meat ...may yams or. KET ts nonprofit aad EN- ^6Yata N. NI weed no, by Wed Ilse BuSaachs Council for F.fftWit e Lit. cracy is a pubhcly.wpportcd foundation established to foster greater corporate areness of adult functional illiteracy and to increase business Inyolsemcnt in the literacy field BCEL officers and staff interact stash !HMG) programs and plan nets around the country-connnually assessing thenactottres needs. and prob- lezny-so as to pro, idc responsible ad, lee to the business cern:runny on the man,- mimes for twir insobiement and fund- ing BC11. s aork is earned out largely through a sreed publications and techni- cal asogary:e program Apol 1986 Ka Own:tors las CNN". kart fart Muth Earn ,rssar7C., Nana Mom II Sem ON Lary 116. acte Fora Maccliat. ii r Na 6.1o. CA. NY., NY. 61 MG. is J. Yeeta: that. 1. aleCt ..vt.s.kun WA. C rum nc Ca. C. F Pa. (OM E NNW Ne Cf. VNY e.6.yra. Cy am PIN NoakIC Mastssm, NCO aaer N. ". man' sorr. ,04 rvy San. Sm. 'urn:- Am.. TYNAN. M..ta Toe BCD. Ottmers NY. VI Wt. r,.. ON Lay Vet GISfetgeWn r, ,r1 We- BCB. Stall Illesiness Council for Effective Litany 1221 Avenue ere ArsentaS-3511 FOG( New York N Y 10020 (2121 512-2415 2412 8 42 Chairman HAWKINS. Thank you, Mr. Vargas. The next witness is Ms. Nona Gibbs. Ms. Gibbs. STATEMENT OF NONA GIBBS, MAGNET PROGRAM COORDINATOR, FLINT COMMUNITY SCHOOLS, FLINT, MI Ms. Gums. Chairman Hawkins, and members of the House Sub- committee on Elementary, Seco, dary, and Vocational Education, I am Nona Gibbs, magnet program coordinator for the Flint Commu- nity Schools. I appreciate the opportunity to appear and present testimony on behalf of the reauthorization of magnet school assist- ance program introduced by Flint's Seventh District Congressman Dale E. Kildee. Chairman HAWKINS. Ms. Gibbs, would you please pull the micro- phone a little closer so that we may hear you a little better? Thank you. Ms. Gums. Congressman Kildee is a former Flint teacher and has demonstrated his concern for education and for his constituents through the introduction and support of numerous measures that benefit the Seventh Congressional District. We sincerely appreciate that support. The Flint Community Schools, located in the heart of the Na- tion's upper midwest industrial corridor, is Michigan's second larg- est K-12 school district. The district's 52 schools serve a population of 159,000 city residents with a variety of programs one of the more important of which is the magnet program. The student population in Flint is approximately 30,000. Magnet options for ti,ese students are available in seventeen elementary schools, five addle schools, and five senior high schools. As early as 1973, the Flint schools took a leadership role, consist- ent with our community education concept, formed school-commu- nity advisory councils composed of parents, business represents, agency and school personnel, and other citizens. The major task was to assist the board of education in establishing a workable plan that would help desegregate racially identifiable schools while pro- viding all Flint students with the opportunity for equal education. Following an intensive six-month planning effort that involved the efforts of more than 5,000 people, the Flint schools in the fall of 1976 implemented its voluntary education specialty desegregation plan. The district purchased buses and invested $2.5 million in new educational programming, equipment, personnel, and reconstruc- tion of buildings. However, in spite of the ongoing negotiations with the Federal Government, the district was cited by the Department of Health, Education and Welfare as being in violation of Federal guidelines. The dispute culminated in a consent decree, agreed to by the Jus- tice Department, being issued on April 29, 1980. The Federal ESA funds which had been held in escrow were released in 1980. Flint received Federal funding for a two-year period until the change to ECIA block grant funding in 1982-83. Since block grant funds were shared with many other worthy programs, the amount of money available for desegregation was considerably less than ESA and less than was needed. d.7 43 I became co )rdiaator of Flint's program in 1982, at the time of the change to block grant funding. I have had an opportunity to watch the decline in financial resources due to budget cuts at the local level an I reduced funding each year from the State. The magnet programs have been on a strict diet for the last four years. Staff has been trimmed as close as it can get. Only minimal curriculum development has taken place in three years. Human re- lations in-service for new employees has not been available, and money to use for recruitment and advertising is at a minimum. Only the momentum gained from two years of Federal funding and from the strong commitment of district employees to strive for ex- cellence have helped to sustain and maintain quality during this time. In spite of all the budget cuts that have been necessary in the last few years, the Flint board has remained committed to the stand that they took in 1980, in keeping with the intent of the board of education's stand on their desegregation promise to HEW to operate a voluntary plan in good faith and to assure our ongoing pledge to strive for the highest quality education program possible. During the tenth year, 1986-87, of Flint's magnet program, the board of education authorized a comprehensive evaluation review. This review included the history of the program, a summary of the results of surveys given to staff, students, and parents, and recom- mendations for improvements and/or changes in the program. The following are taken from the conclusions drawn from the staff, parent, and student survey: The continuation of magnets has strong support among magnet parents and students and has general approval with staff members, even those not directly in the operation of magnets. Since the need to continue magnet program operation is still present and the sup- port for continuing them also is there, it seems clear that within the limits of available resources, a continuing need to refine and develop them is evident. One need expressed by parents, students, and some staff is for more publicity about magnets and renewed efforts to recruit stu- dents into tl,e program. No substantial promotion has been under- taken since the 198182 school year due to lack of funds. With the express need to expand and enhance our magnet pro- gram, the Flint district has applied for a grant through the magnet assistance program. At this time, we are waiting to receive official word regarding our application and expect to receive written notifi- cation by May 1, 1987. Without the support of the Federal ESAA funds, Flint's magnet program would be at risk. The magnet schools were designed to meet the needs of Flint stu- dents a decade ago. Societal factors have changed the student popu- lation of Flint, and along with tnis change has come a new set of student needs. The city has high unemployment and the ongoing threat of plant closings. The community is faced with the chal- lenges of a high crime rate. All of these factors affect the school district and the educational process. Flint has many successes from the past on which to build. It has committed, dedicated people willing to try bold, new approaches in both educational programming and in community relations. The proposed revitalization plan embodied in the magnet assistance 44 program grant application will help to meet the ;needs of this changing community. It will revitalize the magnet programs with a mass media campaign to reach the community, especially young parents, improve teacher effectiveness and understanding, strengthen present programs and curriculum, add new programs to meet the needs of today's students, address the issue of safety in the schools, and improve school-community relations. Ii, has the po- tential to build on the success already achieved. After attending the national magnet school conference in Mil- waukee, Wisconsin, in May of 1986, the first in seven years, I came away with the perception that across the country magnet programs are viewed as positive. With all of the shortcomings and challenges, magnets are the best alternative for providing an integrated educa- tional setting. Support for the programs may have been passive or cautious in the 1970's but is very strong today. As indicated, support for magnets is very strong in the Flint community. For the most part, our plan has been successful. It has resulted in an improved racial balance in the schools named in the consent decree. In order to keep our commitment to the community and our moral obligation to provide excellent educational opportunity for all students, we will need the continued financial support from the Federal Government. In 1986-87, the second year of the magnet assistance program, 44 grants were awarded in 21 States. Of the $75 million allocated for these programs, the grants ranged from the largest of $4 million to the smallest of $214,000. Grants were awat ed to large cities and small towns and rural areas. Examples of large cities are New York, Milwaukee, Chicago, Pittsburgh, Seattle. Small cities: Macon, Georgia; Montclair, New Jersey; Grand Rapids, Michigan; National City, California; and Grambling University High School. Because of magnet programs, cities like Buffalo, New York, and Memphis, Tennessee, have been successful in bringing significant numbers of students back from private schools. The research find- ing of a New York State magnet research study indicat s that when magnets are initiated, the following are the positive results: improved achievement, lower dropout, increased attendance, and increase in parent involvement. Mr. Chairman, magnet programs are a very important part of the Nation's educational scene. On behalf of the Flint board of edu- cation and the Flint community, I recommend the reauthorization of H.R. 5, the School ImprovemerA Act of 1987, and the continu- ation and increase in funding for magnet programs. Again, I want to express my appreciation for the opportunity to speak to you on behalf of this very important program. Chairman HAWKINS. Well, thank you, Ms. Gibbs. The next witness is Mr. Leroy Lee, president of the National Sci- ence Teachers Association. Mr. Lee. 45 STATEMENT OF LEROY LEE, PRESIDENT, NATIONAL SCIENCE TEACHERS ASSOCIATION, ACCOMPANIED BY BILL ALDRIDGE EXECUTIVE DIRECTOR, NATIONAL SCiENCE TEACHERS ASSO- CIATION; AND JUNE SCOBEE, CHAIRMAN OF THE BOARD, CHALLENGER CENTER FOR SPACE SCIENCE EDUCATION, FRIENDSWOOD, TX Mr. LEE. Mr. Chairman, members of the Subcommittee on Ele- mentary, Secondary, and Vocational Education, on behalf of the National Science Teachers Association I would like to thank you for this opportunity to talk with you about what we consider to be a very critical need. You have received written testimony which I would like to enter into the record. Chairman HAWKINS. Without objection, so ordered. Mr. LEE. During my brief remarks, I would like to summarize this written material, and the summary, I should warn you, will reflect my preparation as a teacher and my 27 years of teaching experience. Title II of the Education for Economic Security Act came about as a result of evidence on a crisis in science and mathematics edu- cation. It was designed to stimulate State and local efforts to im- prove science and math teaching. Even with this relatively low level of funding, evidence indicates that it was successful. More effort is needed. A recent survey, for instance, has shown that only 15 percent of the elementary teachers feel qualified to teach science. The use of the lecture in secondary education science classes has increased 11 percent in eight years. This would then in- dicate that the importance of the laboratory has decreased. 75 percent of the science teachers in grades 7 through 9 are not able to meet the NSTA standards for certification in their subject field. Based on personal experience with Title II, based on my travel during this last year and talks with teachers throughout the United States, based on discussions with science supervisors, we recommend several components for Title II. In my discussions, informal discussions, with other science educa- tion organizations, we have found to the best of our knowledge that there is no group that is supporting the administration bill. We have not formally surveyed them, but from an informal survey we believe that every major national science education association would support the components that we have listed. I will stress some of these, and again it will reflect my back- ground. Within the realm of teacher training, we see three needs and three groups: There is a need to take excellent teachers, teachers that are proven and are teaching out of their major field of studywhich is fairly common; they are assigned outside of their major or they are assigned outside of their grade levelit is important that these people are trained in the subject matter in which they are' icing and in the area in which they are not trained. The second group of te9.1-iers, primarily is elementary but some secondary, teachers who are teaching science without even having any introductory college science course. They are teaching on the 46 basis of their high school education in science. With the number of lower-division colleges, two-year colleges, community colleges, it would seem that this need could be easily met. Another group of teachers in need is those with out-of-date sub- ject matter and out-of-date teaching techniques. A second recommendation is to develop programs to recruit mi- norities and women into teaching. As you know, they are vastly underrepresented at this time, and with the changing demograph- ics, it is even more critical that we bring them into the teaching profession. Another area of recommendation are the matching grants for purchase of equipment. Many schools have equipment which was purchased during the NDEA, the National Defense Education Act time. Since then they have not been able to systematically upgrade or replace. I am not advocating buying them equipment. I am advo- cating the incentive to upgrade. A fourth area are leadership workshops for elementary school principals. There is evidence, ample evidence, that a principal that has been trained in leadership will promote science education in their school. A fifth component recommendation has to do with small grants to teachers. Title II has stimulated local activities. Yesterday I was at a hearing in which Everett Williams, the superintendent of New Orleans, indicated that through Title II he was able to send teach- ers from New Orleans to professional meetings for renewal. He went on to say that with the tremendous oil problems they have in Louisiana, without Title II that could not have been done. I have been involved in intensive leaderships under Title IL I have seen teachers work from 8:00 in the morning till 10:00 at night and complain because they had to take time out for meals. I have also seen teachers from small schools be gathered together to form small networks. From my personal experience with teachers, then, from my back- ground, I cannot really stress enough the importance of Title IL Teachers like National Science Foundation programs. But the Na- tional Science Foundation programs, as perceived by teachers, tend to be for the very few teachers. But more importantly, they are perceived by teachers to be programs by colleges for teachers. And cynically, many will say they should have been offering the courses in the first place and it wasn't until funding came along that the universities would do it. In contrast, teachers feel that Title II is for them. They feel it is a program over which they have input, a program over which they have some control, and thus they feel ownership. In my estimation, it is a program that reaches and feeds the grass-roots level. Title II does work. Jt's cost effective. It's accepted by teachers. It's wanted by teachers. And it's needed. In closing, a final recommendation. The Space Shuttle Challeng- er mission was an educational mission in addition to the scientific. It was more than a teacher in space. The Challenger carried three experiments, as had some other shuttle flights, of an NSTA compe- tition sponsored by NASA, student experiments. You may recall the first one, which was a bee flown, from a student from Minneso- 51 47 ta. Thousands of students involved in that particular program were watching that flight. In addition, members of the crew had a reputation among teach- ers as being involved in and reaching out to students and to educa- tion associations. An appropriate way to honor the Challenger crew and the spirit of the mission would be to name a Title II act the Challenger Mission Fulfillment Act for the Improvement of Science and Mathematics Teaching. Again, thank you for this opportunity to talk to you. [The prepared statement of LeRoy Lee follows:] 59 48 PREPARED STATEMENT OF LEROY R. LEE, PRESIDENT, NATIONAL SCIENCE TEACHERS ASSOCIATION, WASHINGTON, DC The Need for Title II. Title II of the Education for Economic Security Act came about as the result of solid evidence on the crisis in science and mathematics education and the importance of education in these subjects to the Nation's national security and economic competitiveness. 3eginning in 1981 a series of research reports, studies, and reports of national commissions established conclusive evidence that the nation faced a crisis in science and mathematics education. There had been a severe drop in the number of persons preparing to teach science and math in the high schools; students were taking very little or no science or math, but still could graduate from high school; the subject matter offered in high schools had been designed mainly to prepare the 7% or so who would become scientists and engineers, and it was not interesting, useful, or appropriate for the 97% who would go on to work in other technical fields or would become doctors, lawyers, industrial workers, or teachers; there were massive numbers of science and math teachers who were teaching out-of- field. Fortunately, most were sae:1.m teachers teaching in one or two fields for which they lacked preparation, rather than being non-science teachers teaching completely out of field. All of thet.e problems had combined to produce a generation of scientifically and technically illiterate citizens, and, as a result, our economic competitiveness and national security were severely threatened. The Educatiob for Economic Security Act was a response to this national crisis. Title II, originally authorized at $200 M was the block grant component. It would stimulate state and local efforts to improve science and math teaching. All of the evidence indicates that the program was remarkably successful, especially given the very low level of funding. Still, it had many deficiencies, but almost all were attributable to the low level of funding. Other problems involved burdensome needs- assessments, when there were plenty of studies and evidence of a national crisis, and strict formulas which failed to target the funds adequately or to enable grants to aggregate when otherwise too small. Evidence continues to mount which shows that the science and mathematics areas are most critical and in need of Federal Intervention. There is no evidence of a problem in other fields except a few specialized areas which are not as tightly connected to our national security or competitiveness. For example, Iris Weiss, in her 1985-1986 Survey, found that the percentage of teachers using the lecture rather than hands-on activities has increased in the past 10 years. In 1977, 74 % used the lecture; in 1985-1986, that had increased to 83 %. She also found that 75% of the grade 7-9 science teachers in the U.S. failed to meet NSTA's standards of certification in their subject matter preparation. Also, some 50,000 elementary school teachers had never had a college course in science. Her landmark study conrirmed the fact that the so-called reforms we hear so much about are more public relations gimmicks than reality. Very serious problems remain, and many are becoming worse. For example, a 1985-1986 NSTA survey found that some 7,000 high schools offered no physics last year, 4,000 offered no chemistry, and 2,000 did not even offer biology. Almost one third of all high school students are being taught science or math by teachers who are not qualified; these are otherwise well qualified science or math teachers who are teaching in their second or third field. NSTA found that most science teachers teach at least three different subjects, and, for example, 12,000 of the 19,000 pnysics teachers in the United States teach only one class section of physics. What are they teaching in the other four sections? Biology, Chemistry, and mathematics, areas for which they are often unqualified. Similar findings were observed for chemistry and biology teachers. There is a strong need to reauthorize Title II for science and mathematics education and to fund the act at a much higher level than before. 1 53 49 The Administration's Bill. The Administration's bill, introduced on March 16, 1987, fails badly to respond to national needs or priorities; furthermore, it is a poorly disguised attempt to simply cut the budget for education try repealing other acts. In essence the Administration bill, titled, the Christa McAuliffe Teacher Training and Improvement Act", would, among other things, repeal the Christa McAuliffe Talented Teacher Fellowship Program, the Territorial Teacher Training Program, and the Leadership in Educational Administration Program, all important, well-targeted programs which met important national needs. In the face of evidence that Title II funding of only $79 A last year was inadequate to the problems facing science and mathematics, the Administration's bill would broaden the areas of support to include teachers of all subjects and all administrators. Funds already stretched to low amounts would be spread so thin as to have no effect whatsoever. Spending scare federal dollars on programs without documented need is especially counterproductive. The deficiencies in the Administration bill are so numerous, it would take far more space than permitted here to detail them all. The act rests on erroneous assumptions, nonexistent evidence, and offers inappropriate solutions. For example, it is well-known that teachers from non-science or non-math fields cannot be retrained for science or math teaching without a minimum of two years of full-time study. This places the cost of such retraining at not leas than $20,000 per teacher. Preparing even a minimal number of say 10,080 such teachers would cost $200 M, more then double the annual authorization for the several dozen program components in the act. The heavy emphasis on school administrators to maintain an orderly school environment" seems far from a federal responsibility. When did the Federal government get into the business of training teachers and administrators to maintain discipline? We would assert that good discipline is a natural consequence of renewed student interest that comes from having a competent science or math teacher in the classroom who has the resources for laboratories, field trips, and something other than outdated or inappropriate materials which encourage disinterest and poor student behavior. The Powell act has no support from any of the dozen or so well-known science or math education organizations; nor has it the support of the teachers through NEA or AFT. While it is certainly true that you cannot solve a problem by throwing money at it, the only place that has been tried is in the defense budget. And you surely cannot solve the problems without money, as evidenced by the worsening of the crisis in science and mathematics education during the period of declining funding. The Challenger Mission Fulfillment Act. The proper way to honor the Challenger crew is to reauthorize Title II at an appropriate level of funding, and help the states and local school districts address the crisis in science and mathematics education. The Challenger Mission was a scientific and educational mission. There were three student experiments on the ill-fated Challenger. Those experiments were the result of a student competition carried out by NSTA under contract with NASA. With our closeness to this, and other Shuttle missions, the National Science Teachers Association strongly supports the Challenger Center for Space Science Education, created to assist our nation's schools with the difficult task of formulating and implementing space science training programs. Title II support could in part help teachers of earth and space sciences through support to the Challenger Center's Space Life Station Learning Centers, and we would hope that the language of the Act would convey this as one emphasis. It is therefore most 2 50 appropriate that Title II have the name, The Challenger Mission Fulfillment Act foT the improvement of mathematics and science teaching." Whatever the form of the final Title II act, the NSTA urges that this name be part of it. Recommended Title II Components. In discussions with state science supervisors from several of the larger states, there is very strong support for narrowing the focus of Title II to just science and mathematics. There is also concern about the excessive expenditures under the previous authorization for computers. The greatest need is for programs to improve the teaching ability of science and mathematics teachers and to provide resources. Subject matter knowledge for the second and third teaching fields is especially important at the high school level, and introductory course work is essential to the preparation of a large fraction of the elementary school teachers who have never had a course in science or mathematics. Because of the paucity of instructional materials needed to educate those who do not aspire to careers in science or engineering, there is a need for materials development fundin?. At the L:rce and local levels, funds ahould be used to provide teacher training: * in actiemic year and consecutive summer inservice programs for teachers of high potential who are teaching out of their major or minor fields of preparation or in grade levels for which they are not adequately prepared; * in evening and Saturday academic year, and summer programs of subject matter for elementary and secondary school teachers who are teaching science or math subjects for which they themselves have never had an introductory course. Surveys show that this program is needed by a very large number of teachers/ * inservice workshops and institutes on subject matter and applicable teaching techniques offered by schools, school districts, colleges and universities, and non-profit associations c: organizations, like the Challenger Center, to enhance the currency of science and math teachers in their major Fields or preparation; * training principals to be instructional leaders for science and mathematics instruction; * providing funds to local education agencies for small grants projects for individual teachers to undertake projects to prove their teaching ability or the instructional materials ./ed in their science or math classrooms. In addition to the above teacher training activities, the Title should have State administered programs: * for competitive grants for exemplary programs to improve math and science teacher training and education. The Challenger Center teacher training activitiez is an example of an appropriate State supported exemplary program. Other programs might be at colleges or universities or within school districts. * special programs to recruit minorities and women into math and science teaching; * curriculum evaluation, development, and modernization, in coordination with other States and Federal of lrts; * state-administered small grants program to teachers for innovative ideas to improve instruction in their classrooms. 3 5 5 51 At the ' level, funds *should be provided for: * matching gran," for the purchase of appal,f.s and non- expendable supplies to increase opportunities for hands-on or laboratory experiences in science and mathematics. This is especially important, given the recent evidence that there is a movement away from direct experience to book learning without adequate direct experience first. start-up funding for magnet schools in math and science which are designed to attract young people proportionately from among majority and minority groups, and between males and females; * leadership workshops for elementary school principals to facilitate their ability to improve the science and mathematics teaching in their schools. The nation is moving toward a crisis 'f major proportions in terms of scientifically and technically trained personnel. This t.:isis is a direct consequence of a peculiar demographic situction. The nation's secondary school population began a decline in 1977 and reached its low point in 1983. It is now just starting to increase, and will rise sharply in 1990-1991. At the same time, the 18-24 year old population is declining and reaches its low point in 1991, just when we most need teachers, scientists, technicians, and other well trained workers to enter the fields. This is because we also have a huge number of older teachers and other professionals who will be retiring in the next five to ten years. All of these factors combine to make that period one of great crisis and concern. Mr. Aldridge, as President of the Commission on Professionals in Science and Technology (formerly the Scientific Mazipuwer Commission), in addition to his regular job as Executive Director of the NSTA, will host a national conference on this impending crisis here in Washington next Fall. This Title II addresses the science and mathematics component of the crisis only if funded at a high enough level. Thus the $400 M per year is in no way excessive; it is at the level which, with adequate increases at the National Science Foundation, can address the impending crisis. One result of the NSTA survey ,showed that some 17,000 of the 24,000 high schools in the United States offered no earth or space science courses last year (1985-1986). It is for this reason that the Challenger Center for Space Science Education is so important. If the Center cannot be directly supported within Title II, then it is urgent that the Charter legislation for the center, with the full $10 M of funding be enacted as soon as possiole. If we fail to enhance this aspect of education, we have no hope of pursuing our long range national goals of space exploration, and the United States will soon become a second rate nation in the space race, perhaps even having to depend upon other nations to launch our own satellites. Aspirations regarding SDI would even be more futile. It is time that the United States reenter the race for economic competitiveness and exploration of space while maintaining our national security. Enacting Title II with provisions and at the level recommended here will move us a long way toward those goals. 4 SS 52 Chairman HAWKINS. Ti .. Mr. Lee. The next witness is Dr. Eric Cooper, chairman of the Ad Hoc Committee for Effective Schooling. May I, in presenting you, Dr. Cooper, also express the apprecia- tion of the Chair for the terrific job that you and your colleagues have been doing in addressing the problem of evaluation. One of the problems before this committee is the need for evalua- tion of programs to help us decide which should be renewed and which should not be renewed, and which should be expanded and supported. I think that you and your colleagues have done an ex- cellent job. I know that you have worked ad hoc on a purely unoffi- cial basis. But I think that the results of the work of you and your distinguished colleagues will be looked upon by this committee with great interest. I wish to take this opportunity to commend you for the contribu- tion that you and your colleagues have been makikig, and we look forward to the final study that you will submit to this committee. I car i.ssu you that, without objection, the record will be kept open so that the final study, when completed, will be made a part of the official record. [Retained in subcommittee files.] Chairman HAWKINS. At this time we look forward to your testi- mony. STATEMENT OF ERIC COOPER, CHAIRMAN, AD HOC COMMITTEE FOR EFFECTIVE SCHOOLING, WASHINGTON, DC, ACCOMPA- NIED BY DAN LEVINE, MEMBER, AD HOC COMMITTEE FOR EF- FECTIVE SCHOOLING Dr. COOPER. Thank you, Mr. Chairman, for your comments. Mr. Chairman, and members of the subcommittee, my name is Eric Cooper, and I am an associate director at the College Board. I thank you for this invitation to testify, and I appreciate the work you have been doing in support of education. At this point I would like to submit my written testimony into the record. I am appearing today not as a spokesman of the College Board or to support a College Board position but, as you indicated, as the co- chairman for the Ad Hoc Committee for Effective Schooling. This committee has emerged out of the work conducted by the National Conference for Educating Black Children. In addition, I am a member of the Select Committee for Educating Black Children. My testimony today reNcts the ongoing work of the Ad Hoc Committee for Effective Schooling in relation to the identification of evaluation criteria that can be employed to identify effective schools. The recommendations in my written testimony reflect the initial efforts of the committee, as you suggested, and should not be considered a complete or exhaustive list of such criteria. However, it is ironic that in a few short years of addressing these problems of evaluation, we have gone from "A Nation at Risk" to "students at risk," that, in fact, students who are dependent on schools for learning are indeed at risk, for it is suggested in news- papers, magazines, and educational literature that the data suggest s 7 53 that many of the Nation's students are not learning, in spite of the support we are giving them. Some of the data are, in fact, frightening because of the potential impact they portend for the Nation as a whole. For an example, number one, it is estimated that 17 million Americans are func- tionally illiterate; Two, that one out of three Americans may not be able to read newspapers or other printed materials for comprehension; Three, that one million students are estimated to drop out of school each year; Four, that by fourth grade many students have reached their plateau in reasoning skills; Five, that 50 percent of those students retained in schools, given the 50 percent dropout rate in many urban high schools, 50 percent of those students retained, or 25 percent, may not be able t3 read at the fifth or sixth-grade level when they reach the twelfth grade; Sixth, that in 1980, 55 percent of black youth ages 18 to 21 years of age had graduated from high school, compared to 71 percent of white males and 76 percent of white females; And lastly, in terms of iny data, that only one in 20 17-year-olds in school read at the adept level, as defined by the National Assess- ment of Educational Progress. We need as a Nation to remain cognizant of the implications of these data, and we need to accept the fact that those children most dependent on the schools for their academic success are falling fur- ther and further behind in achievement and in obtaining the op- portunities for becoming productive and active members of this so- ciety. The loss and potential waste of human lives is incalculable and should serve as a warning signal to policy makers. In order to pro- vide effective schooling, an institution must set high expectations, not onl) a the students served but also for its administrators and its teachers. These expectations must apply equally to students who are con- sidered academically gifted and those who are considered educa- tionally at risk. While equality in outcomes may not be possible, there is no place for differential opportunities or expectations for our students. In stating that an institution has high expectations for the stu- dents it serves is not enough for effective schooling. These expecta- tions must be stated in concrete terms and in ways that can be ob- served and assessea. Sadly, many of the Nation's school systems have chosen to assess students on minimum skills rather than the functional competencies required for adequate performance de- manded by the employers who strive to fill positions with graduat- ing students who can comprehend, think, and reason. There is a need to move away from our present-day focus on basic skills and instruction, which focuses on students acquisition of minimal and often disjointed skills, toward one that stresses comprehension, reasoning, and cognition in all subject areas, all grade levels, and all schools and for all students. With the current focus on basic skills instruction in many Chap- ter 1 programs and in other school-based efforts, students are pri- marily being asked to pass items on exams which assess how well gs 54 they memorize or recall a large number of facts presented in the context of subject matter instruction. Yet the recent reports on reading and writing produced by the National Assessment of Edu- cational Progress document well the fact that the average perform- ance of students in comprehension in higher-level tasks of educa- tion is simply not adequate if we are to meet the needs of this Nation. Therefwe, for effective schooling to become a reality, our schools must set and hold students to higher expectations of performance on tasks which demand comprehension and thinking skills In line with this focus, I am pleased to see in H.R. 950 the statement which stresses the encouragement of programs to assist eligible stu- dents beyond competencies in basic skills. But to set in place these expectations on improved comprehension and thinking by students, effective schooling requires the use of nontraditional evaluation in- struments which will provide a wedge for introducing into the schools instruction focused on comprehension and 'binking. Specific examples have been identified by the J 4 Hoc Committee for Effective Schooling. These examples are neither complete or ex- haustive, but are based on a belief that effective schools are humane and creative problem-solving institutions that actively engage students to become capable of full participation in a free so- ciety which needs intellectually capable citizens. Now, the evaluation criteria that we have been working on, and this is just a cursory list of our initial work, are as follows: One, we need to focus on assessment of educational outcomes based on process measures, such as work samples, direct writing, samples, and holistic measures of compn Aension. Specifically, tests which sample discrete skills rather than engage comprehension, writing, and computing processes should not be relied upon as indi- cators of educational progress, as is presently being done in most of the States in this Nation. Attempts to legislate improvements in education through mini- mum competency testing programs fall short for students, especial- ly students who are at risk, because they focus attention on lower- level discrete skills at the expense of comprehension, problem-solv- ing, and the expression of ideas orally and in writing. The second recommendation of this committee is that there should be frequent monitoring of students progress toward out- comes by classroom teachers using a variety of both formal and in- formal techniques; Three, we need to begin to assess a supportive school climate by using rating scales and interviews conducted not only by the educa- tors but also by trained students themselves; Four, clear statements of school goals and expectations based upon higher-level performances by students is critical, other com- ponents of effective schools as identified in the literature, and the use of graded homework to help support parental instructional intervention is critical. In the area of indicators of equality, we need to consider the fol- lowing: attendance rates for at-risk students which equal or exceed that for the entire school; retention and completion rates for at- risk students which equal or exceed that for the entire hool; and 59 55 progress toward educational goals and expectations for at-risk stu- dents which is equal to that made by all students. Mr. Chairman, I again thank you for this opportunity to express concerns regarding H.R. 950 and hope that the Ad Hoc Committee for Effective Schooling can be of some assistance to your delibera- tions. I would be glad to answer any questions that you or your committee might entertain. Thank you. [The prepared statement of Dr. Eric J. Cooper follows:] 69 PREPARED STATEMENT OF ERIC J. COOPER, CHAIRMAN, AD Hoc COMMITTEE FOR EFFECTIVE SCHOOLING, WASHINGTON, DC EVALUATION AND EFFECTIVE SCHOOLING Mr. Chairman and members of the subcommittee, I thank you for this invitation to testify and appreciate the work you have been doing in support of education. I am appearing today, not as a spokesman for the College Board, or to support a College Board position, but as the co-chairman for the Ad Hoc Committee for Effective Schooling. This committee has emerged out of the work conducted by the National Conference for Educating Black Children. In addition, I am a member of the Select Committee for Educating Black Children. My testimony today reflects the on-going work of the Ad Hoc Committee for Effective Schooling in relation to the identification of evaluation criteria that can be employed to identify effective schools. The recommendations in my written testimony reflect the initial efforts of this committee and should not be considered a complett, or exhaustive list of such criteria. The strength of our Nation is a direct function of the ability of our schools to educate -- majority as well as minority, women as well as men, children as well as adults. All students served -- all students educated. This is not only a goal, but a necessity. An institution that provides "effective schooling" is one that is able to maintain sustained progress towards national expectations, goals, and priorities for all students. 61. 57 Evaluation and Effective Schooling In this definition, it is important to note that a school with a 'good" reputation may not be an effective school. The difference between the two relates to the concept of progress and whether or not all students are well served. To some, "good schools" develop high levels of achievement for a certain portion of the students served. Effective schools, on the other hand, hold to a higher standard. They sustain high levels of growth for all students. The recent reports on reading and writing produced by the National Assessment of Educational Progress document well the fact that the average performance of students on the process outcomes of education is simply not high enough to meet the needs of the Nation. The Nation is still at risk. Therefore, for effective schooling to become a reality, our schools must set and hold all students to higher expectations of performance on the process outcomes of education In order to provide effective schooling, an institution must set high goals and expectations, not only for the students served, but also for its administrators and its teachers. And these goals and expectations must apply equally to students who are considered academically gifted and those who are considered educationally at risk. While equality in outcomes cannot be guaranteed, there is no place for differential opportunities or expectations for students. Stating that an institution has high expectations for the students it serves is not enough for effective schooling. These expectations must be stated in concrete terms -- in ways that can be observed aAd assessed. And as an integral part of effective schooling, student progress towards these expectations must be monitored continuously -- by measures of valued educational outcomes as well as by P 2 58 Evaluation and Effective Schooling quantitative and qualitative indicators of success. An example of the former would be the periodic assessment of student ability to write through the use of direct writing samples. An example of the latter would be evidence that the retention rate for at risk students was as high as the retention rate for the academically talented, Because we are not doing well enough in schooling the gifted and the average student, and because many of the compensatory education programs as implemented today are counter-productive, I want to talk about educational processes that have been shown to produce results. These processes are found in what has been termed effective schools. In stating that measures of valued educational outcomes must be used to monitor student progress, it is important to define what is meant by "valued educational outcomes". Education is not simply the acquisition of subject matter knowledge -- the facts and figures. Effective schooling involves the processes of education -- the processes needed to actually solve problems, read with comprehension, and develop an idea in writing, for example. And measures of these processes, rather than of the discrete skills and facts, must be used to assess student progress towards these valued outcomes. Effective schools use a variety of assessments to determine instructional needs not only in terms of current problems, but also with respect to the need for attaining those levels of performance required to function effectively in the future. According to NAEP, however, only 1 in 20 seventeen-year-old students can read at the "adept" level. It is obvious that we need to know what must be done in the future in order to plan her new and higher levels of performance. 59 gvaluatlon and Effective Schooling Pace 4 In order to ensure that instruction is fulfilling student needs, appropriate tests that are in accord with real-world outcomes and teacher-directed and student-centered instruction should be used. These tests should repeatedly show that students in all classrooms and at all ability levels are making satisfactory progress toward the ss.ated goals and expectations. They should demonstrate that students are successful on those optimally difficult learning tasks that ensure growth. While it is important for teachers to use tests to monitor instruction, it is very important to distinguish these tests from those which show that students are making progress toward valued educational outcomes. These outcome measures should be used for the purpose of redesigning the curriculum and teacher-directed instruction so that ever increasing progress is made towards the bottom line -- towards attaining valued outcomes. Two statewide testing programs stand out as exemplars in terms of their use of measures that focus on the process outcomes of education rather than the discrete skills and facts of education. In Connecticut and New York, outcome measures are used that permit the assessment of student progress towards expectations -- absolute expectations set in terms of functional needs of the State and the Nation rather than relative needs set in relation to the average performance of students on tests that are only norm-referenced. In drawing attention to the processes to solve problems, read with comprehension, and develop an idea in writing, for example, we must take note of the fact that effective schooling requires that students be engaged in productive learning experiences, not simply time-on-task. Furthermore, teachers must be sensitive to the needs P4 60 Evaluation and Effective Schooling and abilities of the students served in order to engage them in productive learning experiences in the classroom. This means that the materials used to deliver instruction must rot be so easy as to create boredom, nor too difficult to create frustration. In effective schools, all students must have a demonstrable opportunity to develop cognitive processes to comprehend, think, and compute. This means that students should be actively engaged in a mixture of interactive and teacher-directed instruction for a significant portion of the school day. All students should also have an opportunity to learn in the content fields and such opportunities should be integrated with the development of processing capabilities. While the curriculum may be enriched for the gifted, it should not be trivialized for those who are at risk or who are more dependent upon tic school for their development. Finally, effective schooling requires that teachers be sensitive to the art of classroom questioning, listening well to student responses and providing constructive clues and feedback to facilitate the learning proces). While the above generalities hold for institutions that provide effective schooling, there are a number of additional requirements for institutions that serve high-risk students -- students who are almost solely dependent upon schools for the development of the processes of education. The educational attainments of disadvantaged students, who are disproportionately black, Hispanic, American Indian, and poor serve as a barometer to f!.:tomine whether a school is engaged in effective sct.z.viing. If a school cannot produce as much progress towards national goals and expectations for these students as it does for the educationally advantaged, then the school cannot be considered as one that provides effective schooling. 61 Evaluation and Effective Schooling To provide effective schooling for the educationally disadvantaged, a school must assign some of the best teachers, allocate a disproportionate amount of resources, and maintain the smallest class size for these students. Anything less, and the educationally disadvantaged will not be able to sustain progress towards the acquisition of the processes of problem solving, reading with comprehension, and developing an idea in writing, for example. Finally, to sustain progress, particularly for at risk students, attendance should be high and the school should aggressively resist the transferring of students in and out of classrooms for pull-out programs, unless they are fully and productively coordinated with regular classroom instruction. Effective schooling requires that concrete and marageable plans be in place for starting off a school year with complete programs and a fully professional staff ready to teach. The school year is too short to waste time on start-up processes and it is especially important to make sure that the at risk students are served with the best staff from the very start of the scnool year. Furthermore, throughout the school year, the amount of time students are actively engaged in the learning process is critically important. Effective schooling requires the systematic upgrading of instruction so that it is in accord with the state-of-the-art in instructional fields as documented in various professional reports such as the NIE report entitled, Becoming A Nation of Readers. Teachers and administrators who provide effective schooling are critical consumers of educational books, computer software, and other products, making sure that they have been validated for instructional use. Because these products overwhelmingly determine the nature of instruction, those involved in effective schooling 62 ivaluation and Effective Schooling frequently acquire updated products to support efforts at upgrading themselves. By way of summary, schools that provide effective schooling are humane and creative problem-solving institutions that engage students in academic learning processes which enable them to become capable of full participation in a free society that needs intellectually capable citizens. Evaluation indicators and criteria that can be employed in identifying institutions that provide effective schooling can be grouped under three major headings: (1) indicators of efficacy, (2) indicators of qua'lity, and (3) indicators of equality. Evaluation criteria for identifying effective schools are: A. Indicators of efficacy, such as -- 1. Assessment of educational outcomes based on process measures such as work samples, direct writing samples, and holistic measures of comprehension. Specifically, tests which sample discrete skills rather than engage comprehension, writing, and computing processes should not be relied upon as indicators of educational progress. Attempts to legislate improvements in education through minimum competency testing programs fall short for students, especially students who are at risk, because they focus attention on lower-level discrete skills at the expense of comprehension, problem-solving, and the expression of ideas orally and in writing. 2. Frequent monitoring of student progress towards outcomes by classroom teachers using a variety of formal and informal procedures. 63 Evnlustion_ind Effective Schooling B. Indicators of quality, such as -- 1. A supportive school climate. 2. Clear statements of school goats and expectations. 3. Other components of effective schools as identified in the literature. C. Indicators of equality, such as -- 1. Attenoance rates for at-risk students which equal or exceed that for the entire school. 2. Retention and completion rates for at-risk students which equal or exceed that for the entire school. 3. Progress toward educational goats and expectations for at-risk students which is equal to that made by all students. If these indicators are tv be achieved we must not ignore the importance of teachers In the planning, decision- making, and evaluation process of educating children. Do not depend on top-down mandates to improve instruction. Effective implementation of instructional reform requires a mixture of school-level decision-making and top-level direction-setting, with emphasis on on-going, building-level staff development and initiative focusing on how instructional improvements will be defined, implemented, and modified. Teachers must be deeply involved as scholar practitioneers in determining, through collegial decision-making, how improvements are shaped and delivered. Kr. Chairman, I again thank you for this opportunity to express concerns regarding H. R. 950, and hope that the Ad Hoc Committee for Schooling can be of some assistance to your deliberations. I would be glad to answer any questions that you or your committee would entertain. Chairman HAWKINS. Thank you, Dr. Cooper. Does Dr. Levine have any additional comments to make? Dr. Levine? Dr. COOPER. No, he doesn't have at this point. Chairman HAWKINS. He does not. I see. Thank you. Dr. COOPER. I would like, however, Mr. Chairman, to request that the written testimony prepared by Dr. Levine be submitted into the record. Chairman HAWKINS. Without objection, so ordered. [Prepared statement of Daniel U. Levine follows:] P') 65 PREPARED STATEMENT OF DANIEL U. LEVINE, MEMBER, AD Hoc CommrrEE FOR EFFECTIVE SCHOOLING, WASAINGTON, DC Mr. Chairman and members of the Subcommittee, i thank you for the invitation to talk with you today and appreciate this opportunity to dis- cuss possibilities for alleviating the plight of low-achieving, at-risk students in our big cities. First, I want to briefly emphasize that the problems involving low achievement among at-risk students in urban areas are indeed severe and will not be solved without vigorous action at every level of government. Data collected by the National Assessment of Educational Progress (NAEP) in 1984 indicate that the average reading proficiency score of thirteen-yedr-old students whose parents had no education beyond high school and who attend public schools which are more than sixty percent poverty and sixty percent minority in "disadvantaged urban areas" is 229. (OisadNdntaged urban areas are defined as those which have 200,000 or more people and are high on welfare and unemployment.) The national average is 258, and the average for all thirteen-year-olds attending schools in "advantaged" urban areas is 275. The score of 229 for disad- vantaged students attending heavily povert,iminority schools in disadvan- taged urban areas is almost the same as the score registered by nine-year- olds who attend schools in advantaged urban areas. In addition, the average score for thirteen-year-olds in heavily poverty/minority schools is considerably below the "intermediate" level of 250 which the NAEP defines as characterizing readers who can "search for, locate, and organize the information they find in relatively lengthy passages." The standard deviation of NAEP reading scores is approximate- ly 35. This means that only about ten percent of urban thirteen-year-olds attending disadvantaged urban schools with heavily poverty/minority enroll- ment have scores as high as the average student in advantaged urban schools with lower poverty/minority enrollment, while only about ten percent of thirteen-year-olds in advantaged urban schools relatively low in poverty/ minority enrollment have scores below the average student in disadvantaged urban schools with high poverty/minority enrollment. There thus is rela- tively little overlap between the two groups, and a large proportion of urban students attending public schools high in poverty/minority enroll- ment are not acquiring reading skills adequate to learn well in high school. Data collected by the NAEP also indicate that the reading proficien- cy score for seventeen-year-olds attending schools in disadvantaged urban communities (266) is slightly below that for thirteen-year-olds in advan- taged urban communities (268), and that the reading proficiency score of black Americans 21 to 25 years of age (263) is also below the score for thirteen-year-olds in advantaged urban communities. The low reading per- formance of black students (as well as other children and youth concentra- ted in urban poverty areas) is related to a recent GAO report indicating that black youth between the ages of sixteen and 24 who graduated from high school but did not go to college were no more likely to be employed than those who did not graduate. Nov can we begin to address the problems of low achievement in urban areas more successfully in the future than has been true in the past? As you know, a comprehensive answer to this question would require several , 7 -) 66 volumes. Instead of trying to provide such a response in a few minutes, i will endeavor to identify a few of the most important themes, guide- lines, and criteria that must be taken into account in order to make urban school improvement efforts more successful. My remarks will be organized under the headings "Resources", "Organizational Arrangements", "Testing", "Secondary Schools" and "Preparation of Administrators." A more extensive discussion of these and several other topics is provided in the paper which Dean Eugene Eubanks of the UNKC School of Education and I prepared for the Committee. RESOURCES Experience, common sense, and some research support the conclusion that significant additional resources generally are required to substan- tially improve the achievement of students attending poverty schools in big cities. Among the major categories in which expenditure increases generally are required are the following: class size, supervisory and technical assistance personnel; instructional materials and supplies; and specialized personnel such as librarians and counselors. Due to time limitations, I will limit my comments today to the class size component. Class size. Whether class size reduction results in improved achievement has been a long and tortuous controversy among education researchers. Without recapitulating the history of this controversy, I can report that there is now some consensus for the conclusion that substantial changes which reduce class size below the fifteen-to-twenty range can improve achievement provided that such reductions are taken advantage of to modi- fy and improve instructional practice. Beyond this common sense conclu- sion, several recent studies support the emerging and interrelated con- clusions that the number of low-achieving students may be more important than the number of students per se, and that classes with a relatively high proportion of low achievers must be small if the average teacher is to function effectively in this difficult environment. It is true that substantially increasing expenditures for class size reduction and other improvements at poverty schools does not and will not automatically result in improvements in instruction or student performance. Resources can be increased far beyond the average level in a school district, but little or no improvement will take place unless they are used to bring about fundamental changes in instructional methods, organizational arrangements, and other aspects of education. It Is also true that there are some poverty schools which already have an adequate level of resources and are much more dependent on changes in their utilization rather than additional increases if improveme^t is to occur in achievement. Some New York City schools, for cAwIple, h Je rela- tively large resources available through various 1,ca7, state, and federal sources, and may not require additional money to bring about substantial improvement. In our experience, however, such schools are much more the exception than the rule nationally. ORGANIZATIONAL ARRANGEMENTS During the past fifteen years I have devoted a considerable amount of time to studying, visiting, and otherwise learning about effective poverty schools at which average reading or math achievement is much high- 71 er than other similar schools. One of the most important characteristics which distinguishes these successful poverty schools is that they have unusually effective arrangements for teaching low-achieving students. One particularly critical aspect of organizational arrangements in big cities involves coordination of the regular instructional program with compensatory resources such as Chapter 1. The modal approach for providing compensatory education is to "pull" students from regular classes for special assistance, but many or most pullout arrangements unfortunately are not working effectively because they are poorly coordi- nated with regular instruction, reduce accountability of regular teachers, create confusion and disruptive movement throughout the school day, and otherwise detract from effective delivery of instruction. New York, Kansas City, and some other urban districts have made large improvements by reducing or eliminating pullout, and many other districts must either emulate their example or find ways to implement pullout more effectively, if academic achievement is to be substantially improved at urban schools TESTING Achievement patterns in many big cities indicate that much emphasis is being placed on improving students' performance in "basic" rudimentary skills that are easiest to teach and test. In addition, such skills are easiest for students to learn and not only help keep them "occupied" with worksheets and workbooks but also tend to bolster their sense that they are accomplishing something in school. It is difficult for teachers and students to resist this tendency, particularly since emphasis on higher- order skills calls for more sizable classes with a high proportion of low achievers. Data on achievement trends in big cities support the conclu- sion that much progress is being made in teaching low-level skills, but deficiencies in higher-order skills are still severe. Worse, testing practices frequently reinforce destructive tendencies to overemphasize lower-order skills, For example, state or district tests in some locations specify a large number of sub-skills that are supposed to constitute "reading", but instruction in these sub-skills frequently only helps students select the correct multiple-choice response on a test but not actually read with understanding. When such t "sts are impos:d as the standard for performance across a diverse set of schools, students in middle-class schools generally perform well and move quickly to instruc- tion in more important higher-level skills, while students at poverty schools in the inner city get mired in a repetitive cycle narked by learn- ing, etting, and re-learning of narrow sub-skills. Testing can be an engine for improvement rather than a generator and re rcer of destructive emphasis on lower-order skills in the inner city. Am( , the viable options available to administrators, policy-makers, and other school officials are to emphasize components of standardized tests that deal with the relatively most important higher-order skills, or to use tests, such as the Degrees of Reading Power, that are designed explicitly to assess performance on dimensions other than rote mastery of narrow sub-skills. It will be unnecessarily difficult to wean teachers and students from emphasis on rote learning so long as performance is assessed on the wrong learning measures. 68 SECONDARY SCHOOLS At the senior high and intermediate (i.e., jui.ior high or middle school) levels, the conclusions set forth above regarding resources, organizational arrangements, and testing also apply, but problems in reforming secondary schools are more severe than those encountered at the elementary level, and therefore workable solutions require even greater change in traditional practice. Several conclusions regarding successful reform of secondary schools vita a high proportion of low- achieving, disadvantaged students are enumerated below. 1. Urban secondary schools enrolling many low achievers require fundamental structural change. Productive structural change can include such possibilities as creation of "school within-a-school" units, estab- lishment of "Institutes" or "Centers" that allow students to concentrate on studies in which they are particularly interested, and arrangements for teaching across subject areas to emphasize common theme., in English, social studies, math, science, and other subjects. Parenthetically, I should add that successful structural change of this sort typically requires an increase of twenty to thirty percent in per pupil expendi- tures. 2. To carry out major improvements in structure, staffing, and instructional approach, secondary schools generally require at least one support per.on for every nine or ten teachers. SElport staff can include a variety of positions such as administrator, su, cvisor, counselor, sub- unit director, program coordinator, specialist in curriculum and /or instruction, staff development specialist, or technology specialist. Successful organizations in business and industry, health care, military services, and other fields typically have one support person/supervisor/ technical consultant for every eight-to-ten employees. It is hard to understand why people believe hat schools, which have increas4ngly complex and difficult objectives to carry out, can function effectively with a much smaller amount of leadership, supervision, and technical support. PREPARATION OF ADMINISTRATORS Pre-service and in-service preparation of administrators must be substantially strengthened or the effective schools movement probably will ehrash around without having a systematic national impact Serious efforts to improve administrative leadership necessarily will include the following interrelated components: a) paid internships at both the pre-service and in-service stages; and b) opportunities to gain first-hanc. familiarity with instructional arrangements, operational procedures, climate improvement efforts, and other aspects of education at unusually effective schools. Such familiarity .rith effective practices can be obtained through a combination of internships, mentor programs for new or potential administrators, collegial study arrangements through which admin- istrators visit and analyze each other's schools, and other means. 73 69 CRITERIA FOR MOAN SCHOOL REFOILW Based in part on the preceding dismosion. one can begin to identify criteria th _may prove useful in guiding urban achool improvement efforts at the local level and in providing external assistance to make gulch efforts feasible and successful. Some of these criteria may be stated tentatively as follows: I. Urban school improvement and reform efforts must have sufficient resources to address issues involving clams size. provision of supervisory and technical-assistance personnel, and other impera- tive needs. if the performance of disadvantaged, at-risk students is to be substantially improved. 2. Urban school reform efforts must specify and bring about improve- ment in organizational arrangements for teaching low-achievers, particularly with respect to coordinatior of Chapter i and other external assistance with local funds. 3. Testing- and therefore evaluation- must emphasize mastery of the most important learning skills such as comprehension in reading and problem-solving in math, with a consistent focus on applica- tion. thinking. and learning-to-learn rather than rote memoriza- tion and regurgitation of low-level skills. 4. Reform efforts to help at-risk students in urban secondary schools must emphasize structural change such as establishment of "school-within-a-school" units. 5. Provision must be made for systematic improver nt of pre-service and in-service training of principals and other administrators, through such mechanisms as intensive internships and other opportunities for gaining first-hand familiarity with productive and effective practices regarding improvement of organizational and instructional arrangements and school climates. Mr. Chairman, I thank vou again for this opportunity to talk with the Subcommittee. and will be happy to answer questions. 70 Chairman HAWKINS. The Chair would likes to commend the wit- nesses. You have not only presented us w'.11 a lot to consider, but also you have been very concise and very articulate in your views and recommendations. I would like to ask Mr. Carnes a question. I don't know whether you would be the one to answer this question. If not, you may simply indicate that you were merely presenting the views that you presented today in connection with the adminstration's propos- al.Several of the witnesses have indicated that many of the pro- grams that they were recommending today, in particular the immi- grant program and the magnet school program, were either sched- uled for elimination or for zero funding. I am not so sure just what the justification is for that recommendation by the department. Are there reports or studies that they have made, or is it merely for budgetary considerations? As I say, you are speaking, I believe, on behalf of the adminstration. If you would care to comment on it, it certainly would be helpful. Mr. CARNES. Yes, I would be very happy to answer that. Chairman HAWKINS. Magnet schools, as I understand it, is being recommended for level funding. Mr. CARNES. Absolutely. Chairman HAWKINS. And the immigrant program, for zero fund- ing; is that correct? Mr. CARNES. That's correct, Mr. Chairman. We are strong advo- cates of the Magnet Schools program, and we recommend that pro- gram to you every bit as strongly as Ms. Gibbs did. We believe that it has proved itself to be very successful both in its ability to im- prove the overall quality of education and to assist in desegregation efforts. Beyond that, let me talk about immigrant education just for a second. Again we have recommended the elimination of funding for this as a separate program, on the grounds that most of the serv- ices, if not all the services, provided under this program are also provided for in other programs that are funded by Congress in, for instance, Chapter 1 or bilingual education. To that extent, there is a question of overlap between immigrant education activities and these other programs. For that reason, we are recommending that this particular set-aside be eliminated. Chairman HAvixim3. Usually, when reference is made to the con- iinuation of programs with funds from other programs, that simply means that they are not even considered in the other programs be- cause there isn't enough money to go around. So the result has been, wherever these programs are consolidated with other pro- grams, they not only lose identification but they also lose their funding or else they must compete with other eligible groups that are equally concerned about the reduction in the funding. So we end up not continuing the program or else placing the persons ben- efitting from a program in competition with other needy groups. So it just seems to me that we have to look at it for what it is, and that is simply an attempt to wipe out Federal programs rather than to continue them. Mr. CARNES. Well, I take your point on that, Mr. Chairman. But I would also observe that, by and large, the activities that are sup- 7 5 71 ported here are also supported in other programs that the depart- ment funds. As you know, we are requesting increases in the Chap- ter 1 program in the neighborhood of $200 million, which is a sig- nificant increase. To the extent that there is that overlap, then we think that, given the increases that we are proposing, that these activities will be sustained, given the fact they are already being performed. Chairman HAwxngs. Isn't it true that the $200 million increase is not really an increase because it doesn't really take care of infla- tion? Mr. CARNES. No. it is more than the rate of inflation. Inflation in the past year was less than two percent, and the increase that we are proposing is approximately five percent. Chairman HAWKINS. Well, according to theCongressional Budget Office, they have indicated that it is only an inflation increase and not a real increase. But even stipulating that it is in any way an increaseand I think I am being very generous in saying that it is an increaseit would be so negligible that it certainly would not take care of the programs that are being shifted to other programs, particularly when none of the other programs for the most part are being increased. You certainly aren't increasing the immigrant program, for ex- ample, when you are eliminating altogether the funding of it. So none of that money is being transferred over to any of the other programs that you vaguely refer to as being able to take care of this issue. Mr. CARNES. Well, based on our current services estimates, the increase needed for Chapter 1 to cover inflation in FY 1988 is $54 million over the current level. We are proposing an increase of $200 million, or $146 million beyond the amount needed to cover inflation increases. We further believe that the additional funding for Chapter 1 more than offsets the $30 million reduction in the other. Chairman HAWKINS. But when we really get down to it, are we talking about fewer children being served or more children? The need is building up constantly in the meantinza, so even getting away from what may or may not be enough to cover the cost of inflation, we still have greater need for these programs. There P.rq many more pool people today than in 1980. There are many more children who are poor today and who are in need of these special programs today than in 1980. By any stretch of the imagination can we say that we are any better off now, in terms of funding, than we were in 1980. As a matter of fact, taking inflation over a long period of time and not dealing with a single year, we are much worse off and fewer children are being served. Is that a true statement or isn't it? Mr. CARNES. Well, I guess we are just going to have to disagree on this, Mr. Chairman, because the numbers as I presented them are the numbers as we see them. And what we are proposing is an increase of 2.5 times the rate of inflation, an increase that more offrqs the reduction we are proposing in immigrant education. That in itself represents an increase. To me, a $200 million in- crease, less an increase of almost $60 million for inflation, plus $30 million for immigrant education is a net plus. I mean, you add it / 72 up, we'd still come out a net plus, _aid that's the way the numbers work. Chairman HAWKINS. Well, this is the first time you have advo- cated an increase, which I commend you on that small move. Mr. CARNES. We have advocated an increase in this program very, very atrongly all year. Chairman HAWKINS. Chapter 1? Mr. CARNES. Yes, indeed, sir. Chairman HAWKINS. Are you saying that Chapter 1 has been in- creased since 1980? Mr. CARNES. No. You said that this was the first time that you had heard that we were advocating an increase, and I said that cer- tainly when Secretary Bennett appeared- Chairman HAwKiNs. In Chapter 1? Mr. CARNES. Yes, sir. Yes, sir. This year we advocated an in- crease very strongly. Chairman HAWKINS. Well, I know this year you did, and I com- mend you on that. Mr. CARNES. I just am responding to your question. Chairman HAWKINS. But isn't it true that Chapter 1 has been de- creased since 1980 in constant dollars? Mr. CARNES. Well, I don't have the figure before me since 1980. But I might also point out that the funding levels that have been provided for Chapter 1 have been the levels that Congress has ap- propriated. Now, we have not sought to reduce Chapter 1, and we are indeed now proposing to increase it. Chairman HAWKINS. Well, the Congress itself has resisted the President's budget constantly since 1981 and has been more liberal than what has been recommended by the President. Isn't that so? Mr. CARNES. Well, we have not requested a reduction in funding for this program for over five years. Chairman HAWKINS. But you are not keeping up with inflation. That's the point. Mr. CARNES. Well, my point just now was that we are proposing an increase 2.5 times the rate of inflation. Chairman HAWKINS. Well, we are commending you for that one time. Mr. CARIES. I can't go back and reruest increases for prior years. Chairman HAWKINS. Well, let me get onto something else. Thank you very much for your answer. Mr. CARNES. Tha zk you. Chairman HAWKINS. Mr. Vargas, under the program, the Immi- grant Assistance Act, you had indicated that in the context of the ovcrall underfunding of programs benefitting immigrant children, that there has been a serious attack on the problems of immi- grants. In that connection, you mentioned the Bilingual Education Act and Chapter 1, both of which have been severely underfunded, according to the record. With respect to the Bilingual Education Act, which is certainly one of the controversial issues before this committee, does La Raza support a 3 continuation and expansion of that act, or would you in any way wish to take any position on the efforts of some people to revise that act and open it up for so-called alternative programs? Have you taken any position on that issue? .7 73 Mr. VARGAS. Yes, sir, we have. We enthusiastically support H.R. 1755 without any reservations whatsoever. We do not support any alteration in the present funding mechanism, the way the percent- ages are set aside. In respect to the funding of the program, Title VII this year :las been recommended for level funding. As you pointed out with Chapter 1, the increase in Chapter 1 was an inflationary increase. There was no such increase for bilingual education. So with the elimination of emergency immigrant assistance we will be placing an even greater burden on these programs that, as it is, are not serving the entire population in need. Chapter 1, I believe, serves somewhere between 40 to 50 percent of the population in need, and bilingual ed much, much less than that. Chairman HAWKINS. Well, do you think that bilingual education can assume the responsibility of any other program, including the immigrant program, with the current funding level? Mr. VARGAS. We believe that, as it is currently written, and espe- cially as in the bill that you have introduced, it has the potential to do that, but not at its present funding level, no, sir. Chairman HAWKINS. What has been the experience of your orga- nization with respect to the operation of the Bilingual Education Act? There has been a suggestion that much more discretion should be given at the local level for alternative programs, taking the money, obviously, out of the total funding for the Bilingual Education Act. Do you consider that it has succeeded or that other programs offer greater opportunity of success than what has been done under the Bilingual Education Act? Mr. VARGAS. Well, sir, since the Bilingual Education Act was re- authorized in 1984, we believe that it has been very successful in its mission to educate limited-English-proficient children. We be- lieve that, as written, it is almost at its optimum in serving these children, that the use of native language is important for educating these children. We look at research and other experiences in which native lan- guage is not used, where academic gains by children were not as great, and perhaps there were very little, if any, academic gains for these children. We believe that these children deserve the best edu- cation that they can receive, and we believe that research and practice has shown that that type of education requires the use of native language. Chairman HAWKINS. Thank you. Mr. Bartlett. Mr. BARTLETT. Thank you, Mr. Chairman. My question is for Sec- retary Carnes. Secretary Carnes, I know you are here testifying on other cate- gorical programs, but if I coul-1, I would like to revisit the issue of bilingual education. As you know, in the past Secretary Bennett has expressed his willingness in general terms to support an increase in bilingual education funding should additional flexibility be built into the law. It seems to me that now is the time to reduce the general sup- port to more specific terms. So my question is: As we face this markup next week, is the de- partment willing to, and does it in'nd to work with the committee '7 74 to provide some assurances of an iirease in funding for future budget years for bilingual education? Should we achieve some flexi- bility in bilingual education, which is a very, very important com- ponent of this as far as whether the administration is willing to ad- vocate that? Mr. CARNES. Yes, Mr. Bartlett. The administration, the Secre- tary, will support an increase in funding for bilingual education in 1988 and beyond if increased flexibility is provided in the Bilingual Education Act for alternative programs. I am not going to go into a litany of stories of recent calls that we have had about whether there is funding for alternative programs. But let me say we would support such an increase in 1988 and beyond, and I think that if the program is opened up to allow greater opportunities for people proposing alternative ways of teaching bilingual educatior., that we in fact will seek an increase ourselves. Mr. BARTLETT. Mr. Secretary, I would comment to you and to the other members of the committee that when le face the markup next week, I think that the committee does have some important decisions to make with regard to the education benefits to children, and it is gratifying to know that the administration will not only support, but actively seek additional funding. It is not my intention, nor would it ever be my intention, to take any kind of a hard or an inflexible position of all or /everything that I want or anyone else wants, and I think that the key to the success of bilingual education will be that the committee take a hard look at achieving some middle ground or some balance. I am a supporter of bilingual education and have been all my life. I believe it is a successful program. I do think, from my obser- vation of school districts around the country and in the southwest n particular, that while bilingual education has been a very suc- cessful program at the Federal level over the last couple of dec- ades, that bilingual education in the last ten years or so has been even more successful at the local school district and by State law. In my judgment, both California and Texas and other States have a superior State law than at the Federal level. Perhaps it took the Federal Government to get us started, but once we got started, I think we have achieved some substantial success. I was raised in the sink-or-swim immersion environment of south Texas in the 1950's, and I am suggesting to you that we never will and never should go back to that sink-or-swim immersion. But at this point I think we can allow the Federal programs to catch up, to some extent, to some State programs. So what I think that the committee should consider, and I will be working with other members of this committee and already have, would be to not make the program wide open but some additional flexibility with regard to alternative instruction, exchanging that for some additional funding, which is desperately needed; so that traditional bilingual education curriculums does not suffer in any way and in fact their position would be improved, blend that with a preference for smaller classrooms, again in keeping with many State laws, Texas, California, and others, which demonstrate that when you use other kinds of curriculum other than traditional bi- lingual education, the TBE, that a smaller classroom has a great 7 75 deal of positive impact on the student, combine that with a curricu- lum that is designed to achieve fhency within a three-year period of time for that student, while requiring that the student keep up with other core subjects. It seems to me that rather than have a very difficult emotional argument and politicizing the issue, that this committee has a re- sponsibility to depoliticize the issue and to return it just simply to the educational needs of the students. I look forward to working with you and with La Raza and with LuLac and with some of the other organizations that are interest- ed, as well as with members of this committee. I yield back the balance of my time, Mr. Chairman. Chairman HAWKINS. Thank you. If the gentleman would yield. Mr. BARTLETT. I would yield to the chairman. Chairman HAWKINS. I would return to the question that you ask, which I think goes to the heart of what this committee is faced with next week. Did I understand that Dr. Carnes replied that the Administration would ask for additional money over and above the current level, if flexibility was provided? Is that your understand- ing? Mr. BARTLETT. That is my understanding. Actively support it. Chairman HAWKINS. I don't know what they mean by "flexibil- ity." Mr. BARTLETT. And depending on what we mean by "increased funding," I suppose. [Laughter.] Chairman HAWKINS. Well, any dollar, dollar for dollar over the current level, I would assume, would be additional money, would it not? Mr. BARTLETT. Yes, sir. Correct. Chairman HAWKINS. The reply was that they would seek addi- tional flexibility. My understanding is that the law already pro- vides a 50-50 split of any additional money, which means that al- ternative programs would have available 50 percent of each dollar over that amount. Now, is that my understanding correct? Mr. BARTLETT. Mr. Chairman, I would say that the chairman is correct on both counts. Chairman HAWKINS. Is thai. the administration's position? Mr. BARTLETT. The current lawand in working with Mr. Kildee in the last session, we developed a law that should have worked to achieve both flexibility and additional funds, but, Mr. Chairman, it didn't, for a variety of reasons defy logic and rational behavior. But it didn't, and so what I am buggesting is we are all here interested in making the program work for the benefit of students and achiev- ing both increased funding and additional flexibility without a wide -open sense. So the administration, as I understand, said that they would ac- tively support additional funding should w' the same time achieve some additional flexibility. And as I unoerstood his answer, they would give active support. Chairman HAW KINS. Let me call then on Mr. Kildee. I think he is next in order anyway. Perhaps he would like to clarify. 76 Mr. CARNES. If you would like to hear from the adminstration on that point. Chairman HAWKINS. Mr. Carnes? Mr. CARNES. Yes, it is true that every additional dollar beyond the current level would be split 50-50, but it is only up to e cap of a maximum of 10 Arcent of the total funds. That still is capped at a very low level for alternative programs. That cap is currently at 4 percent, but after you hit the $140 million target, then every dollar beyond that is 50-50 for alternative and TBE. What we are suggesting is that 10 percent is still a very tight cap. However, movement is what we are looking for, certainly, and if there is flexibility in the program beyond its current limitations, then we will be actively seeking and promoting increased funding for the program. Chairman HAWKINS. Well, let me yield to Mr. Kildee. Mr. KILDEE. Two points, Mr. Chairman. I am puzzled a little bit. First of all, the 10 percent. You have within your hands right now, or the administration does, the ability to get more flexibility by asking for more dollars. That's 10 percent, up to 10 percent. But that 10 percent is actually 17 percent of the instructional dollars. So that is, I think, significant flexibility. I am puzzled, though, because in the Immigrant Education Act, the bilingual aspect of that, Act you have total flexibility, and yet you are asking for zero funding in the area where you have total flexibility. I am puzz'ed by that. Mr. Bennett could not quite answer that when I posed the same question to him. Mr. CARNES. Well, I will hazard a reply to that one if you like, Mr. Kildee. Mr. KILDEE. All right. Mr. CARNES. Immigrant education provides for more than bilin- gual education. Mr. KILDEE. I understand that. Mr. CARNES. It is essentially general support. Mr. KILDEE. Right. But within the bilingual aspect of that Act you have total flexibility. Mr. CARNES. But there is no way of correcting what is going on with the immigrant education money as to whether it's going to bi- lingual education or anything else. It is basically general operating support. Mr. KILDEE. Well, I am puzzled again, too. You are asking for the same amount this year, level funding. Mr. CARNES. In bilingual. Mr. KILDEE. Yes. And then you are asking for zeroing-out of im- migrant education and refugee education, which receives approxi- mately $4-5 million where you do have the flexibility. Let me ask you, thoughif I may, Mr. Bartlett--you said, in 1988. Are you referring to fiscal year 1988, or are you going to ask for it in 1988 for fiscal year 1989? Mr. CARNES. In 1988, when the President submits the 1989 budget, if the law has been amended to provide for greater flexibil- ity, we will be proposing an increase in funding. Mr. BARTLETT. Would the gentleman yield? Mr. KILDEE. Yes, it's your time. 77 Mr. BArrtzrr. Perhaps I can help a bit because it does seem to me to be an important component, and I aai sure that the adminis- tration would consider as part of the package supporting increased funding for fiscal year 1988 in the current budget year that we are considering. Mr. CARNES. That's correct. MT: BARTLETT. Thank you. Mr. Kn.nn. For fiscal year 1988? Mr. CARNES. We are locked into a position right now, but you wouldn't see us yelling about an increase even in 1988. Mr. BAwarrr. Well, I would also hope we would see your active support. Mr. CARNES. Yes. Mr. Bramsrr. If in fact we have a package that is not extreme on one side or the other, but if we have a package in which we have a general agreement. And if the gentleman would continue to yield just a moment. Mr. KILDEE. It's still your time. Mr. BARTLETT. I believe it is your time, but I will be very brief. Chairman HAWKINS. You have sufficient time. We will adu it. [Laughter.] Mr. BARTLETT. The gentlema.: from Michig, and I were active in constructing that package, and we were very hopeful that it would result in the increased funding. And in every appropriations year, the gentleman from Michigan and I have gone to the Appro- priations Committee and V4 P have asked and demanded and re- quested in the strongest terms the administration to request addi- tional funding for bilirrnal education. I guess what I am just suggesting is that it didn't work, and though it was the best of intentions and the best plans, it didn't work. So now it we are reauthorizing bilingual education, I think we ought to attempt a different approach that achieves the same results or similar results as what the gentleman and I worked on before. I yield back to the gentleman from Michigan. Mr. VARGAS. Mr. Chairman, may I address the issue of flexibil- ity? Chairman HAWKINS. Yes. Mr. Kildee has the time, if he would yield. Mr. KILDEE. Do I have the time now? Chairman HAWKINS. We will give you tbP additional time, Mr. Kildee. Mr. KILDEE. Thank you. Mr. VARGAS. I understand the issue of flexibility and I under- te,nd the issue of political compromise, and that is an issue. But for a while I would like to step into my role as an educator and address what I believe to be the real issue here. It is not flexibility, but it is whether what type of education we will be providing for the children who are limited-English-profi- cient. If we look at research, at practice, the use of native language has proven to be very effective, more effective, in teaching English, transmitting English acquisition and academic subject matter to children. R2 78 So the issue is not flexibility but whether we will be providing that type of education, the best education we can to children. Mr. KILDEE. The GAO report indicates, too, that these methods that we have been funding have been working very well. What bothers me a bit is very often we can select in Government what we want. But the GAO has indicated, with regard to some of the claims of those who want more flexibility, that their claims as to the inadequacy of the traditional methods are not valid at all. Mr. Carnes, I really commend you to read the GAO report. It is very, very supportive, I think, of the effectiveness of the methods we have been funding. Mr. CARNES. I have read the report. Mr. KILDEE. Okay. Thank you. Mr. Chairman, if I may continue. I want first of all to express my regret at the fact that I was not here at the beginning of the meeting. My presence was required at a Democrat whip meeting where we planned the program and strategy for next reek. But I want to welcome to this committee Ms. Nona Gibbs, from Michigan, who is in charge of the magnet school program in Flint, Michigan, a program that has really had tremendous community support. It has worked very, very well. Twenty-seven schools are involved in that magnet school program. I just have a couple of questions of Ms. Gibbs on that. Ms. Gibbs, in Flint, only the elementary schools were cited in the consent decree which required the desegregation efforts. How does this affect the funding for the middle and high school magnet pro- grams? Ms. GIBPS. Well, going back to when we first began with the mandate from the community that we devel ,p the magnet pro- grams, the local board went ahead and developed magnet pro- gramselementary, middle school, and high school. The funding that we have been receiving through the Federal grants and the ECJ block grant have only been for elementary, so that it has fall... on the district to fund the middle school and high school pro- grams. So that puts a real strain on the local budget. In the meantime, our community has become hooked on magnet programs. There is a network among our high school students where if we were to take away a high school program, we would probably have a real problem in our community. So it has put an additional burden on our Flint board of educa- tion and our local budget. So I guess we are saying that the fund- ing from the Federal level for the elementary would ease that level. Mr. KILDEE. Thank you very much. You know, it's interesting that when I get all over that city every other week you find not only acceptance of magnet school programs; but in Flint among the parents and the children you find a great enthusiasm for it. They ar.: anxious to get into a certain school and it has been very, very helpful, v :ry productive. Let me ask you this. As you know, I introduced the magnet school reauthorization again this year, H.R. 1896, with strong bi- partisan support. If Flint were to receive a grant, and we are hoping that they will receive a grant for school year 1987-88, if Flint were to receive Federal assistance for magnet schools for this R 3 79 coming school year, what specific improvements would you make in the program'? Ms. GIBBS. Well, we haven't been able to provide publicity about our program and get that out to the community. We have a net- work, an informal network of publicity which works fairly well. But we have new people moving it o the community, and young families. We would like to be able e send that information out to all the communities so that they all have an equal opportunity to avail themselves of it. We had a recruitment process that served us well in the initial stages of the development of the program. Now our needs have changed, and we need to refine that recruitment process. So we would look toward developing a recruitment process that could be done during the year rather than in the summer, so that we could get families to visit the schools, get inside the schools, to see the value in some of our schools where we have difficulty recruiting students to those schools. We have a need for additional staff. We have had to cut back staff members such as a math and science specialist in a math and science school. We were not able to reduce and cut back a French teacher in a French magnet. You have to have a French teacher. But one of the cuts that had been made was to cut back the math and science specialists. Well, now we would like to reinstate that because we have a con- cern from the community. They make a sacrifice of putting, their child on a bus and going across town, and if we are not able to de- liver the unique services and special services in that school, that school then is not different from their home school. So an addition- al st< member, that would address, I guess, something in the light what Dr. Cooper addressed in his testimony. With respect to identifying the learning styles of children who have special needs and look to instructional methods that would meet that learning style rather than to try to continue on with some of the kinds of methods that we have been trying to use in the past, which is to more or less pigeonhole students into the way we think they should learn And we would like to assess the way they do learn and adjust oa, teaching methods to that. We have a technological learning center, that when we had funds originally and put in the machines and computers and so on, we had the state of the art. But that was 1980, and computers have come a long way in the seven years. So we would need to update our equipment and materials in our programs. We have not been able to ha, funds to do human relations kinds of activities. We have new bus drivers, new cooks, new teach- ers, new principals. We are in need of going back to the drawing- board with staff development in the area of human relations and in the area of curriculum because we learn more from the research every year in the area of instruction, and so we need to constantly be updated and improve those methods. This funding would help us to do some of those major activities. Mr. KILDEE. Thank ycu very much. I really appreciate your coming to Washington to deliver your testimony. As I say, I have looked at magnet school programs through the country, spoke to the group in Minneapolis last year, and have been impressed with p 4 80 the importance of the magnet school program, and I am really im- pressed with the one we have there in Flint. I again reiterate that when the bill was dropped into the hopper, we had strong bipartisan support for the hill, and I think we are going to get it reauthorized as well again this year. Thank you very much. Thank you, Mr. Chairman. Chairman HAWKINS. Mr. Martinez. Mr. MARTINEZ. Thank you, Mr. Chairman. Mr. Chairman, I am going to use my time to make a couple of observations and comments to Mr. Carnes, because I have already asked the question of the department, and I would like to insert in the record the letter that I sent to the Department of Education and the response I got. Basically, there is one very important aspect to it. In our letter we asked for any evaluation or studies of Emergency Immigration Education Assistance Act. The response we got back, as mentioned in the preceding response was: Neither we nor the States have as yet the necessary data to make an evaluation. Now, I don't know how you determine that a program is overlap- ping. And I admit that in some instances it might be overlapping to a certain degree, but there are reasons for that. But how do you come to the conclusion that the program can be eliminated? Basically, the program was started because of the impact of legal and then after a Supreme Court decision illegal immigrants were making on local schools. Since the local schools in most jurisdic- tions have no control over immigration policy or immigration con- trol, they felt that the Federal Government should step in and pro- vide that assistance there, and that is what actually happened in 1984. The problem was that people in the DE have put their blinders on, they are headed for the tunnel, and as usual their position is, "Don't confuse me with the facts. My mind is made 'in." Bilingual education is primarily for American citizers who have problems with the English language. There are 28 million Ameri- can citizens who are Spanish-speaking and do not speak English as their first language. They are citizens, and have the right and, as in the Lau v. Nichols decision, are entitled to a quality education. Bilingual education has two purposes in mind: one, to make stu- dents English-proficient, and two, to make sure they get a quality education. I think that is where it remains. Where the Emergency Immigration Education Assistance Act had, as well as language one of the reason they could use the money, other reasons, too: materials, supplies, transportation, et cetera, et cetera. I think there are two different animals, and you are comparing apples and oranges here, and I think that you really get into a false premise that just because a program is overlapping, that they are duplicative completely and that one should be eliminated and the other will pick up the slack. Going back to the arguments that the chairman made, whether or not the increase in money is taking care of more than just the increased cost of living, the fact is that there simply would not !..)e, in that amount of funding, sufficient monies for that what the P5 81 Emergency Act is supposed to be performing; that is, relieving the impact of stress created on local school districts by the impact of increased immigration, legal and illegal. But more than that, back to the question of bilingual education which has been bought up, I was a product of an immersion pro- gram. And la me tell you something abortt the flexibility in that program, we got flexibility. Only 5 to 15 I Jrcent of the total popu- lation of geed is Leing served. So I suggest to you that all those other children that are in those other programs, in those immersion programs, dependent on the school district and whether they want to stick those kids into Eng- lish classes where they're supposed to be the language expertise to teach them English, believe me, it does not work for everyone. It works for very few. Those students that are outstanding and would learn regardless of what was provided for them, those students that have a mental ability, are able to succeed excel in anything. But the bulk of the people that grew up with me didn't succeed to the extent they should have in life and have had to settle for unskilled labor jobs and when the basic skills are left out. Those people are the same age I am and they're out without a job and without an education because they can't be trained for the new high-tech service-oriented society we are becoming. And they are at a great loss, and they are a part of that 17 million functionally il- literate people that we talk about, and yet we won't open our eyes and see. We just won't open our eyes and see. I don't think the person that has the loss of sight is as blind as the person that has full sight but still refuses to see the facts. Bi- lingual education for the majority of the bilingual children or the children whose English is a second language need that native-lan- guage instruction. And don't tell me about it's a crutch and they've got to get out in a year or two years. I think if you were really serious about anything, you would be serious about evaluation. Your department can" wen evaluate this program. You say it's because the States don't aave the informa- tion. Well, California provided the information to you, and there are other States that have. We have talked to Florida, and Florida has the information. It simply hasn't been requested. Everyone we have talked to, it hasn't been requested of them. We visited the Prince Georges County schools, and it looked like the Title VII monies were being used for the same program as the immigrant assistance, but when you look a little closer, the Title VII monies are being targeted for U.S. citizens and the immigrant education monies are targeted for the immigrants. Maybe we need a definition or an amendment to the law that says those monies will be used exactly as they are being used there. Whatever the need be, I think we have to provide that need before we start elimi- nating the funding fo. that program. Thank you, Mr. Chat -man. Chairman HAWKINS. lir, Hayes. Mr. HAYES. Thank you, Mr. Chairman. I do want to apologize for not hearing all the testimony of the witnesses. I have some con- cerns, though, with a couple of matters that have already been dis- cussed while I have been in attendance. P6 One has to do with the magnet schools, which I think too has been a very successful program. And I understand the administra- tion's position, Mr. Carnes, is to at least continue. Mr. CARNES. We are a strong advocate of the Magnet Schools program, Mr. Hayes, and we support continued funding for that program. Mr. HAYES. The current level of funding, do you think that would permit increasing the number of magnet schools? Mr. CARNES. We think that the current level of funding will permit an increase in the number of magnet schools, because the way the program is structured, the program supports new schools every couple of years. It is not the intention of the Federal Government to provide on- going, continual support to magnet schools. We would like to help communities start magnet school programs, get them up and run- ning, and then they need to run them on their own. They should not be programs that the Federal Government supports in perpetu- ity. So what we want to do is move the money on to other local- ities. Mr. HAYES. Because there is a need for the expansion of this suc- cessful program. I can only think of my area, in Chicago, there is a very limited number of students that can attend these schools, and I think that the opportunities should be made available by an in- creasing number of schools for other kids to attend the schools. Mr. CARNES. Well, some of the most successful programs, of course, have been started ler...ally rather than with Federal money. And I don't want to downplay the role of the Federal Government here. Like I said, we are very supportive of this effort. But there are many, many success stories. We see them every day in the paper about people lining up days in advance to enroll their chil- dren in magnet rxhools, and it's a testimony to what a high quality education will do for people. It will attract people from everywhere across towns, across cities, across counties. It's a great program. M-. HAYES. Now, the other area of "oncern that I would like to direct at least some attention to has to do with the quality of teach- ers and the number of teachers. There is a decline, according to statistics I have read and heard, in the number of blacks and mi- nority teachers. I think they only represent somewhere about 7 or 8 percent of the total number of teachers. That is critical when it comes to educating students. I notice that in your statement, in which you support H.R. 1619, the Christa McAuliffe Teacher Training and Improvement Act, you say, "A number of recent reports on the condition of American education has recommended that training and quality of the teach- er force be improved substantially in the years ahead." You then state some reasons. You say, "Education has not estab- lished mechanisms for attracting and training talented people from other fields who want to become teachers." You say also that, "Many current teachers will reach a time and age," which is true, "in the coming decade when we will need to attract large numbers of high-caliber r'indidates to the teaching profession. Finally, out- standing teachers and administrator3 often do not receive the re- wards." 83 What do you mean rewards? Is that monetary, or what are you talLing about? Mr. CAR14F.S. It can mean monetary. It can also mean nonmone- tary rewards such r.t.s recognition and honor from their colleagues. Mr. HAYES. Do you agree that one of the incentives to attract people into the profession might be that we take a serious look at a Federal floor when it comes to salaries to qualified teachers? Mr. CARNES. Absolutely not. Mr. HAYES. You don't agree with that? Mr. CARNES. Absolutely not. Mr. HAYES. I am not talking about at the Federal minimum of the $3.35 level either, you know. [Laughter.] But you don't agree with that? You don't think we need that? Mr. CARNES. There should be no minimum. Bad teachers, poor teachers should not be paid anything. Mr. HAYES. I said "qualified." Mr. CARNES. Well, in any case, it is not the Federal Govern- ment's business to assure minimum salaries for teachers. Mr. HAYES. We may have to take a serious look at that if we want to attract qualified people to the profession, even as they enter the school level to become teachers. The salary level as it is today certainly is not attractive to a lot of people who want to become teachers. And we need them. Mr. CARNES. Well, I am not going to dispute this point with you, but in terms of shortages, I just don't think that all the data bear you out there. I think, in addition, that the data that we are seeing in terms of the caliber of college students who are declaring teaching as their first choice for a profession has gone up in recent years. I just think that the evidence shows that in fact we are doing better there, not worse. Mr. HAYES. I see your suggesting, to bear out your authorizing the support ofprograms to improve the teaching level, all the six, I think, suggestions that you make, none of them mentions an in- crease in the salary structure for teachers. Mr. CARNES. Right. Mr. HAYES. So that indicates that you certainly in your state- ment bear out your conviction in your thinking. Mr. CARNES. Look, I am talking in my statement about a Federal program. We do believe that good teachers should get compensated accordingly, and in many cases, maybe most cases, should be get- ting better pay. We think that less competent teachers should be getting less pay. But we are not arguing that, therefore, the Federal Govern- ment's responsibility is to step into the affairs of lo,alities and States and tell them the minimum they have to pay their teachers and how they have to reward their teachers. The salary question is none of the Federal Government's busi- ness. Mr. HAYES. Well, I don't know. I don't agree with you. I am not saying it's their business. But as we allocate money, and we admit in front that the system needs improvement and one of the ways to improve our educational system is to get better teachers, better qualified teachers, and in order to do that we have to make it 84 somewhat attractive, I am saying that in order to reach that objec- tive, we have to think in terms of at least the monetary value of having people there and increasing their salary levels. Now, I don't say it's the Federal Government's responsibility. I know you say in here, "In our decentralized system of education, the responsibility for improving our teachers and teacher education lies principally with Governors, thief State school officers, and other officials at the State and local levels." Now, this is your posi- tion.But I think the Federal Government has to think about helping these people in those categories if they are really sincere about im- proving our educational system, which we say in front needs to be done, in the first part of your statement. Thank you, Mr. Chairman. Mr. MARTINEZ. Nit. Chairman. Coairman HAWKINS. Mr. Martinez? Mr. MARTINEZ. Yes. I had neglected to ask that the letter that I wrote to the Department of Education asking for the various types of information, and their response, be submitted for the record. Chairman HAWKINS. Without objection, so ordered. Mr. MARTINEZ. Thank you. Chairman HAWKINS. Thank you.. [The material referred to follows:] COWAITTIT ON 10 UCATION AND LATION COMMON 51.41C01.61111 TIN pelOy/At OrrDeflYwHIS SUSSOUTATTIT ON %l,61.O0 '. SISONOARYANOVOCATIOAN. MACAW, SUIICOTATAITH OH MIST tOuSAHON GOVIWAdlf t OPERATIONS SubcoaammIl CA C.OVWWWW ACIWIT45 WOO 111.04f011CO SVOCOOokOltfl OII lMr10IINNt *00 HODSHIG SEUCT COMMITTit ON COACHED YOUTH AND TAMIUTS 85 Congrosz of tbe Rotates 740110 of ittpraitutattUtt ani..-dyingtatt. ink 20515 MATTHEW G. MARTINEZ Ms. Carol Whitten Director. 0.B.E.B.L.A. Department of Education 300 7th St. Sw. Rm. 421 Washington, D.C. 20004 Dear jr. Whitten: 30,.. CAHN. ColMOout, DITTY TO wAsHADHotly161 US 110o4 Of flifolf ,o1014 Woloroolloo DC 20515 (202I 225-5464 cs,ec. 01101 1717 W. Moo Ihooilffsto CA 11.640 17131777 -7701 February ls. 1907 T am writing on behalf of the House Education And Labor Committee to request information on the Emergency Immigrant Education Assistance Act (PL 9R-511). We are reauthorizing many of the major education programs early thi' year, and we need the following information for reauthorization purposes. AR you know, the Emergency Immigrant Education Assistance Act (EIEAN) funds educational services such as English language instruction. bilingual educational cervices, and special materials and supplies for immigrant children. In addition, EIEAA monies can be used for both basic instructional services which are attributable to the nresence of immigrAint children and training of needed personnel. We would like to get information on RIEAA appropriations to the local school districts in each of the 29 states receiving these monies. Also, we would like a funding breakdown for each of the types of service provided in the ElEAA brogans (ie.., the amount anent on training of personnel, etc.). We are also interested in any evaluations or studiew of the Emergency Tmmigrvint Education Assistance Act,ade by the Office of Bilingual Education or othexa. Finally, we would like information on the relationship between local spending of Bilingual Education hot monies end Emergency Immigrant Education Assistance Act monies. Since tnese rrogrems arm two distinct programs that were set up to help two ,'ifforent sets of children in local school districts, we would be interested in What safeguards are in place to prevent local school distrtcts from using the muniem in these programs for a single purpose. Again. any evall tions or studies would be extremely helpful. Thank you ror your help, and we look fot ward to your earliest response In this matter. Rincermly, C RTT Member. Subcommittee on Elementary, Secondary and ooc-tional Education c.c. The Honorable Augustus Hawking 90 86 UNITED STATES DEPARTMENT OF EDUCA rioN WASHINGTON DC 20102 MAR 2 4 Elai Honorable Matthew G. Martinez Subcommittee on Elementary and Vocational Education U.S. House of Representatives Washington, D.C. 20515 Thank you for your letter of Felruary 18, 1987 in which you requested information on the program funded under the Emergency Immigrant Education Act (EIEA). There are four areas that you expressed interest in. I shall .ddress each one of them in the order as they appear in your letter. 1. EIEA appropriations to local school districts. We do not have comprehensive information on the actual amount of each subgrant that the State education agencies (SEAs) made to local educational agencies (LEAs). The California Department of Education did send us a copy of a report on Emergency Immigrant Education Program for 1984. which contains detailed information on the distribution of subgrants. Since California received more than a third of the total EIEA funds, both the financial and programmatic information contained in this report will help address your concerns. A copy of the California report is enclosed. 2. Funding breakdown for each of the types of services provided. The EIEA was enacted in 1984. The first year grants were awarded to States for use in school year 1984-1985, Typically the first year funds were used to start the program. For most schools lull operation of the EIEA began in school year 1985-1986. The third year has not yet ended. Because of the newness of this program. most States have not had time to collect data on the typer of services provided by each school district. Based on contGcts between our program staff and the EIEA State cooruinators, almost all the school districts use the English as a second language (ESL) approach in language instructions. 3. Evaluatioa or studiel of Emergency Immigrant Education Act. As mentioned in the preceding response, neither we nor the States have as yet the necessary data to make an evaluative study. Q. 87 Page - 2 Letter to Honorable Matthew G. Martinez 4. What safeguards are in,place to prevent local school districts from using the monies in the EIEA and Bilingual Education Act programs for a single purpose. The EIEA program is a true formula program. Funds are distri- buted based on numbers of children. The SEA and LEA have considerable discretion in the use of the funds. Congress has enacted the Single Audit Act of 1984 whiea requires a comprehen- sive audit of the grantaa's use of all Federal program funds. At that time any inappropri te expenditures wouli be identified and disallowed. The LEA or SEn would be required to reimburse any disallowed costs. I hope the above fully address your concerns. Should you have any other question, please let me know. Enclosure Sincerely, Carol Pandas Whitten Director Office of Bilingual E acation and Minority Langlages Affairs Q 88 Chairman HAWKINS. Mr. Atkins. Mr. ATKINS. Thank you, Mr.. Chairman. I just have a few ques- tions for Mr. Carnes, if I might. Mr. Carnes, I represent Framingham, Massachusetts, which is the original home community of Christa McAuliffe, also the home of Framingham State College, which is her alma mater and also the school founded by Hoz ace Mann as the first teacher training school in the country. One of the things that has been particularly puzzling to us is that last year, the Congress passed in the higher education amend- ments the Christa McAuliffe Fellowships, which were enormously well received around the country, but then the administration put those in a rescission list. It created all kinds of confusion for people who had been planning to apply for those fellowships. I am wondering if you could give me a status report on where those are and when people might expect to be able to apply for them? Mr. CARNES. Surely, Mr. Atkins. As you know, what the adminis- tration did upon the tragic death of Christa McAuliffe and the other astronauts was first to propose a memorial program in her honor. We set up a program that totaled $1 million. We are rnortly going to announce and in fact we are going to award $2 million to provide opportunities for teacher training this spring and summer. Mr. ATKINS. That is the money that was appropriated by the Congress? Mr. CARNES. This one is funded under the Secretary's discretion- ary fur ds. He is devoting $2 million of his discretionary funds to programs in honor of Christa McAuliffe which he established. The program that you are tall.-ng about was formerly titled the Talent- ed Teacher Fellowship program, and that program received an ap- propriation of $2 million this year for the first time. The status of that program is that the NPRM, the proposed rules, will be pub- lished in May, and awards will be made in June. Mr. ATKINS. So how about for the Secretary's discretionary pro- gram, when will those awards be made? Mr. CARNES. Those awards are scheduled to be made on roughly the same schedule. Applications are already in. We have had a tre- mendous number of very good ap_ .ications. That's why we doubled the amount of money that we were going to put into it, and those awards will be announced, I expect, within the next several weeks, but surely I would say in less than two months. Mr. ATKINS. I see. And you don't see any problem in getting ap- plicants for the 1987-88 academic year, in light of the delays in the announcement? Mr. CARNES. No. I don't see problems in that. In fact, our expec- tation is that we will get a good number of applications, just as we did with the applications for the program that the Secretary estab- lished. Mr. ATKINS. How many applications did you get for the Secre- tary's program? Mr. CARNES. My recollection is it was well over 650. I just don't have those numbers at my disposal, but I will provide them for the record. Mr. ATKINS. Okay. 93 89 [The information follows:] [Some 383 applications were received, ofwhich 367 were eligible.] Mr. ATKINS. I would encourage you. I know those regulations are presently before OMB. Mr. CARNES. Right. Mr. ATKINS. I would encourage you to get those out. I think there has been an enormous amount of confusion among people who are very enthusiastic about the program. I will have to say that I am a little confused that the Christa McAuliffe scholarships were put on a rescission list by the adminis- tration, aml then the Secretary chose to take $2 million of his dis- cretionary funds to set up the same program. It --ould seem if you are going to use your own discretionary money for a program, it seems somewhat puzzling that you would want to rescind the money that Congress appropriated for it. Mr. CARNES. But we had already decided, prior to any rescission list, that we were going to allocate the Secretary's discretionary funds for a competition in honor of Christa McAuliffe. We made that decision prior to submitting the budge,, to Congress and prior to making a decision on the Christa McAuliffe Talented Teacher program. So, prior to that de,:ision we had already allocated our own resources to that. Now, what we are propos' ig this year is that we adopt the same proposal, the same activit ,o that are supported in the Christa McAuliffe program that you are talking about and include it in our larger teacher training program. It will support precisely the same activities, only a lot more of them. Mr. ATKINS. But your program that you are proposing would be a reduction of how many million dollars over the present level of effort in teacher training? Mr. CARNES. If you leave aside the LEAD program, which is a program that is designed to train administrators in business prac- tices- - Mr. ATKINS. Well, how about if we include all the training? Mr. CARNES. You can't include that because it's not a teacher training program. It's not a teacher training p rogram at all. It is a training program in management skills. If you exclude that pro- gram, then the funding level for what we are proposing and what currently exists is almost identical, within $2 million or $3 million. Mr. ATKINS. But $2 million or $3 million less.. Mr. CARNES. That's correct. Mr. ATKINS. All right. And if you do include the LEAD program, how much less is it? Mr. CARNES. If you want to include the LEAD program, which doesn't go to teachers anyway. then it's $11 million. Mr. ATKINS. Then it's $11 million less. Mr. CARNES. But the teachers are not getting that money anyhow. Mr. ATKINS. I guess the problem is thatand I know, in talking with people who are planning to go into teaching at Framingham State College and the school administrators and teachers in schools around my districtthat there is a res.1 confusion about the admin- istration's policies in education and particclarly teacher training, 94 90 and ',hat it seems to these people that the more fervent the rheto- ric of the administration, of the Secretary and the President, that the more often they're in a classroom, the more cuts that are coming in funding for education. It has gotten to the point where teachers that I talk to are afraid to see the President in a classroom, much as they think that Mr. CARNES. I doubt that, Mr. Atkins. I seriously doubt that. Mr. ATKINS [continuing]. It sends a national m e Mr. CARNES. That is certainly not what happened in Columbia, Missouri. Mr. knurls [continuing]. Because what happens when the Presi- dent leaves the classroom and the TV cameras leave, that it means another round of cuts in education. It is a kind of a nasty bait-and-switch operation, that you get the visibility and you get the rhetoric, but you're not getting the tools to do the job. Specifically, if I can go beyond teacher training, I also represent the City of Lawrence, Massachusetts, which has as a percent of its population the highest number of immigrants, new immigrants coming into the city and being absorbed on a regular basis, and it is a city that has virtually all of their systems, the educational system that has to absorb several classes a month in new immi- grant students essentially, that has other requirements on virtually all of the city services, and they desperately depend on the Emer- gency Immigrant Assistance Act. This is a system that has made a commitment to integrating these new immigrant students into the English language as quickly as possible, mainstreaming them not just as a matter of philosophy but as a matter of absolute necessity. They are struggling in every way imaginable. They have been able to avoid having to have a busing program that would have been enormously disruptive there because of the availability of Federal magnet schools. They almost feel as though there is some perverse sense on the part of the administration in terms of the educational policies, that it seems to them that the systems that are in the greatest need, the systems for whom each dollar of Federal expenditure means the most per student in terms of increased educational opportunity, are the ones that are being specifically targeted by this budget, that the teachers who teach in those schools are being targeted, the classrooms that are receiving the emergency immigrant assistance money are being targeted, and the students who manage to gradu- ate from the high schooland it is a very small number of them are targeted in terms of their abilities to go on to postsecondary education. It seems almost like a "reverse American dream," that the people come in and the harder you work and the more you try to follow a part of the American dream or the American experience, the less the Federal Government is willing to be a partner with the States and the localities. Mr. CARNES. Let me respond to a couple of things there, Mr. Atkins. You know, I think better of your teachers than you do, I really just find it hard to believe, but maybe it is true that teachers in Massachusetts or in your district would be sorry to see the Presi- dent come. 9 5 91 Mr. ATKIN& Well, they are sorry, if I could- - Mr. CARNES. No. You are the one who svici that they would be sorry to see the President come. Mr. Aricirrs. They are sorry because they kr 'w that it is inevita- bly followed by a cut of some program or anc . r that is absolutely essential for them being able to improve the quality of education and to do the very things that the President has exhorted them to do. Mr. CARNES. As I have testified before, we are a strong supporter of the MagA.Gt Schools program. X testified, as Secretary Bennett did at great length before this committee, to explain the rationale for how we derived our budget. What you are saying is "let's fund everything, more, more, more; let's fund everything, everything's nice." What we are saying is that we do not have the resources to fund everything, everything that is nice. We have to make decisions about what are the essential things that need to be funded. And what we are suggesting is that when you draw up your list of prior- Ries Me. Arms. Could you just tell me why is Emergency Immigrant Assistance not on that priority list of things? Mr. CARNES. You were not present for the long colloquy that the chairman and I had on the Emergency Immigrant program. I would be happy to go through that with you again. The reason we are not funding that is that we ^-e providing far in excess of the funding that we are proposing to reduce. In that program we are proposing far in excess of that funding level in the Chapter 1 program. Now, the Immigrant Education Act program primarily provides general operating support. It is riot targeted specifically on the needs of immigrant children. That's the way the thing is struc- tured in the statute. What we are saying is that these children have specific, concrete needs Let's meet those needs through the existing programs that we have, and we have provided an increase 2.5 times the rate of inflation to do that. Mr. Arms. But what has happened is that if you look at the funding level, it's a pea-and-a-shell game, that there is less money overall for education and it's an old game of putting everything in one pot and then saying it's in there and there's more for every- thing, so that you name a Christa McAuliffe Fellowship and then -rou take money away from teat:I^er training; you say that the mergency Immigrant Education :Assistance Act isn't targeted well nnugh and then you teke it away from these schools that are des- perately in need of this money and ar , using it very, very well by your own admission in all of tne reports that you have. I think there is just a tremendo"s amount of confusion out there at a time that localities and that States al. pouring in very, very scarce resources that they have into education at a time that the Federal rhetoric has never beer e;reater in terms of the importance of education to our economic eurvival, and we have this inverse proportionanty in terms of Federal willingness to have any kind of partnership in these programs. Mr. CARNES. That is just simply not true. Mr. ATKINS. Well, it's true if you look at the numbers. q6 92 Mr. CARNES. It's not true. Mr. Ammis. I think the numbers speak louder than the words. The numbers are less. Mr. CARNES. The num:aers are more. Mr. ATKINS. Are you telling me that the administration's overall numbers for support of education Mr. CARNES. I thought you were talking about activities to sup- port children who had special language needs. I am telling you that the money that we are putting in there is an increase. Now, if you want to talk about higher education, we can talk Pllout that. If you want to talk about vocational education, we can tali,. bout that. Mr. Aungs. No, but what you are doing is you're saying that We're taking the money out of other pots that go to these same schools and then saying that we're giving more for emergency im- migrant education. All I know is that very specifically for the funds for the Law- rence school system, that the teachers in those classrooms that are 50, 60, and 70 percent immigrant kids, many of them new immi- grants, that those teachers are going to have less by way of Federal resources when you add it all up in their classrooms. Mr. CARNES. Not true. Not true. Mr. ATKINS. Thank you, Mr. Cheirman. Chairman HAWKINS. Mr. Sawyer. Mr. SAWYER. Thank you very much, Mr. Chairman. Let me shift down the table a little bit, if I might, please, sir. Chairman HAWKINS. Are you going to include anything with ref- erence to science? Mr. SAWYER. Yes. Chairman HAWKINS. Because we had wanted to question the wit- nesses, but I knew that that ..--as an area in which you were specifi- cally interested, and I did not do so. Since you weren't included, we yield additional time to you to do so. Mr. SAWYER. I appreciate that, Mr. Chairman. I thought it im- portant, as we are looking at making the choice between funding things that are nice and funding those things that are really funda- mentalthat are critical to our national standingthat we come a little more to grips with one of the points that Mr. Lee touched on. I was wondering if you might expand on how demographic changes are going to affect the teaching of math and science in the future? In the past, we have witnessed a kind of boom-and-bust cycle of national concern over math and science instructions. The data we are reviewing seems to reveal deeper, more structural problems. How can Title II keep to overcome that? Mr. LEE. I think the first part of this I will defer to Bill Aldridge, the executive secretary of the National Science Teachers Associa- tion. STATEMENT OF BILL ALDRIDGE, EXECUTIVE DIRECTOR, NATIONAL SCIENCE TEACHERS ASSOCIATION Mr. ALDRIDGE. Thank you. As we have pointed out in the written testimony, there are clear indications of a crisis of enormous proportions coming in the period from about 1990 to 1995. SOme of those changes have already 93 begun, and in fact relate directly to some of the discussions that I have overheard here in regard to the bilingual programs and for the immigrant programs, because you can talk about increasing the funding. But in fact when you look at per-child basis, that population at that level is increasing at an enormous rate. So if you take a per- person estimate, you will find that it is substantially lowersupport. But that, of course, isn't our concern here; we are concerned about the science and math component. The Title II bill that has been introduced expands what had been $80 million$79 million, actually, last year for science and math, an area that was critical to the national security and competitive- ness of this countrynow expands that to cover teachers, adminis- trators, and everybody else and represents a reduced funding level of about $10 million. The demographics are such that if you look at the period from 1990 to 1995, at the very time when the 18-to-24-year-old popula- tion, the people who are going to have to enter the schools to teach, who are going to have to enter industry and are going to have to become scientists and lawyers and every other type of occupation, when that population is at its lowest point, that's when the need is going to be the greatest. The reason for Federal intervention is when the States and local Governments cannot manage a problem. The demographics, the critical need to improve our technology and our scientific base of the population, all argue for Federal intervention. All of the sur- veys of data that we have available indicate that that need rests mainly in the areas of science and mathematics. It certainly does not rest, for example, in general or for school administrators and so forth, and you certainly don't improve a problem by spreading out what is already inadequate support for science and math and spreading that among the entire population and then cutting the level of support. I would assert that the administration's bill is simply an attempt to cut the education budget by $10 million and represents nothing more than that. Mr. SAWYER. How can we use Title II to focus the benefits of the dollars that are available to us? Mr. ALDRIDGE. Well, you've done that. I believe in our written testimony we have outlined a number of very specific programs that address the evidence which exists on need. You must do some- thing about classes that are taught by teachers that have never in their lives had a course in the subject which they are teaching. That is not a very healthy situation for our science and technology base. You know, if we don't do something about it, are going to have the Russians launching our satellites for us. We can't even seem to get a satellite tip. Mr. SAWYER. Or the Japanese launching Toyotas. [Laughter.] Let me shift gears one more time, Mr. Chairman, if I might. At a time when there is some confusion about what is more and what is less, could you comment from a teacher's point of view on the benefits of the current structure of the Secretary's discretion- 94 ary program? Maybe I will just leave this open for all the wit- nesses. Mr. LEE. I am not sure if I can answer your question. Would you ask it again, please? Mr. SAWYER. Well, Mr. Atkins just went through a considerable colloquy about the relative benefits of discretionary program. Mr. LEE. Okay. I wasn't sure ii that is what you were referring to.Mr. SAWYER. From a teacher's point of view, from the point of view of one who has to deal with both the rhetoric and the reality; could you comment on that discretionary program and whether you see room for improvementor other kinds of efforts to yield the kind of focus that you talked about in your testimony? Mr. LEE. I think it is important to have focus. Certainly, publici- ty is one type of focus. But publicity doesn't necessarybring action. And we have seen some publicity focus. I think, from a teacher's point of view, the first few times it hap- pened, I think I can speak very personally, I was very pleased. After a few times, it is kind of "Here we go again, let's see what's really going to happen." And I will have to go back to Title II as a specific example of focus again, and I can only say from my experience that the focus that has taken place with Title II where teachers feel ownership and they do feel ownershipit is down at a level where they have a voice in it and they feel very strongly about it. Mr. ALDRIDGE. May I comment, Mr. Chairman, and help in that response? The discretionary part of the funds, the current part of a at, appears to be functioning very well. There are indications in the proposals by the administration, however, that some of that will not be addressing areas of important need. I always worry about the ideological influences that appear to be impinging on the Secretary's office and feel much more comforta- ble myself when that money is being distributed directly to the States or the LEA's, where they have a greater sense of what the problems are and can deal with them more appropriately. Mr. CARNES. Mr. Chairman, Mr. Sawyer, could I tell you what we spent the discretionary money on this year and you can judge for yourself how ideological it is? We had $7,200,000 in discretionary money for math and science, of which we spent $1.8 million, which was a required set-aside, to fund projects in critical foreign lan- guages. We spent $1 million for an educational television series, "Voyage of the Mimi." We spent $1 million for an educational television series on math. We spent $1.25 million on "Three-Twe-One Con- tact!" We spent $250,000 on a NAEP transcript study, and we spent about $2 million on the Christa McAuliffe Fellowship program for teachers in science and math. Mr. SAWYER. Good. Mr. Chairman, may I have one final question that I might ask? At a time we are trying to get as much bang for every buck we spend, the most fulfilling cooperative program that we can manage are critically in their own right, could you comment on the rela- tionship between Title II funding for math and science and pro- grams at NSF? 95 Mr. LEE. Very much so. I h;.-..ve to preface this by saying that NSF has provided a tremendous amount of support for me person- ally over the years, and without NSF support I would not be here now because they actually did a lot of my training. However, the support that I have seen from the Title II in the State of Wisconsin, specifically from my experience, has been much more cost effective. I have seen people come together with the sup- port ofprofessionally come together in that it has been during the day; it hasn't had to be during the night. They've had subs, so they professionally came together and then voluntarily extended their time beyond. In some of the NSF funds, not all of them but in some of the NSF funds, as you know, they are stipends to pay people to do things. And there are large cuts, if you will, from the university that takes off and does the teaching. I have seen a lot of the Title II activities in Wisconsin where the teachers are doing it free be- cause they believe in it as teachers that are teaching teachers on sub pay. They are not requiring extra pay to do A. It is a very cost- effective program. Mr. SAWYER. Thank you. Thank you for your indulgence. Chairman HAWKINS. Could I ask the department to furnish to the committee the amount of discretionary money that the Secre- tary has under Chapter 2? Mr. CARN)Z. Under Chapter 2, not Title II? Chairman HAWKINS Chapter 2, elementary and secondary funds. Mr. CARNES. Chapter 2 discretionary funds. Yes. Chairman HAwicrtis. You can furnish it later if you don't have it now. Mr. CARNES. It is $29.3 million, of which approximately $28 mil- lion is earmarked for particular set-asides in the law. In terms of the money over which the Secretary has discretion, that runs in the neighborhood of &bout $1.5 million. All the rest is earmarked. Chairman HAWKINS. $1.5 million funds that are not earmarked. Mr. CARNES. That's correct. Chairman HAWKINS. Is that the answer? Mr. CARNES. Yes. Chairman HAWKINS. Thank you. Also, the Chair would like permission to have inserted into the record, since this is the last day of the hearings on the elementary and secondary education reauthorization, a complete set of charts showing the Federal funding in the Department of Education. I have before me here the Committee for Education Funding chart, which tracks all Federal funding since 1980. This chart shows the amounts of the budget requestf. from the administration year by year against the actual approp:.iations by Congress and what the current services funding should be to maintain the cur- rent services. The three lines represent those trends, the lower one being what the administration requested, the middle one what was actually appropriated by Congress, and the top one what we should have appropriated if we had wanted to maintain current services. This question of who is lying and who isn't lying keeps coming up, and I think the record should indicate what the actual truth is against all of the allegations being made. 10 0 96 I would like also to ask that the chart which has been submitted by this committeewhich individuals may say represent special in- terest groupsbe verified by the Congressional Budget Office, and let us hae before the committee when we begin the reauthoriza- tion, the actual facts as to whether or not Federal funding has kept pace with and exceeded, as it should have, inflation over a period of time. So we will have that information before us verified. Without objection, that will be done and placed in the record in this hea..-ing. [The material referred to follows:] 1 0 1 CONGRESSIONAL BUDGET OFFICE U.S. CONGRESS WASHINGTON, D.C. 20515 June 17, 1987 Honorable Augustus F. Hawkins Chairman Committee on Education and Labor U.S. House of Representatives Washington, D.C. 20515 Dear Mr. Chairman: In response to your request, we have examined the chart (Table 1) sent by your staff on the historical Department of Education funding levels. The chart compares the 1980 actual funding level for the Department of Education adjusted for inflation with both the President's request and actual funding. CBO has prepared Table 2 which shows the same trends in funding for the Department of Education as Table 1. The actual funding levels differ because of the treatment of reappropriations and transfers which occur after the initial appropriation and the President's request levels differ slightly de,ending on whether the levels are the original or amended request. The CBO chart reflects all final actual funding levels after reappropriations and the original President's request level. If you have any questions please contact me or have one of your staff call Deborah Kalcevic (226-2S20). With best wishes. cc Honorable James M. ?_fords Ranking Minority Member Sincerely, "695 Edward M. Gramlich Acting Director 02 Tate I. IN BILLIONS 24 FEDERAL FUNDING IN THE DEPARTMENT OF EDUCATION ...... ....00... 72.48 2 2 ...0." ..00' .00".. ...0*. ...0".." 20 110 .... ri .0" . w" estts"5 ......... 19.58 ov.- .. .. ... ....0' 1 8 ....0.N""*"".. 17.98 17.78 .. ..0`''.. 1:86............".". 's91Rit4115748 00 4,6 1 6 .00'.... , 15.58 15.5s 22 '''' 4,.., ow 14.78 15.48 .., e'" 14 14.06 14.4s 13.58 ib..... 4D444 ato.,,,, ........... 41 ,VEsTs jge 12 10 TY'S) o7PRCPRIATICf6 ADJUSTED IT On (s-f'20-srV3 C0901,10 9.98 FY 1980 FY 1981 Co.slirra Fat EDUCATION rum% (mow 12, 1937) FY 1FS2 FY 1983 FY 1%.4 FY 1985 FY 1936 FY 1987 FY L933 EDUCATION FUNDING LEVELS FY 1980 FY 1988 103 88o 1,19% PralESTER rale 2. Department of Education Historical Federal Funding Fiscal Years CI 1110 FOilli Ian Ilfd he the ttl-U Pre Heller tovesstail kept IfIlte, Iley 1117. 104 + Meal Fogel 0 killdeers beteg 100 Chairman HAWKINS. Mr. Fawell, I didn't know that you had come in. I am sorry. Mr. FAWELL. Yes. I apologize, Mr. Chairman, for not being able to be here to listen to the testimony. I won't take any time of the committee to propound questions, but I shall read certainly all of the testimony that has been submitted. Again, I apologize for not being here sooner. Chairman HAWKINS. Thank you. Mr. CARNES. If I could thank Mr. Fawell for introducing our bill, the Christa McAuliffe Talented Teacher Training and Improve- ment program. We think it is a first-rate bill. Chairman HAWKINS. Well, you have a very good author, and we will give him every possible consideration, I can assure you. Mr. FAWELL. Thank you. Chairman HAWKINS. If there are no further questions, may the Chair thank the witnesses for a very lively and important and con- structive hearing. I think that it is a fitting climax to a number of hearings, and we will be working with each and every one of you. Thank you. That concludes the hearing. [Whereupon, at 11:35 a.m., the subcommittee was adjourned.] [Additional material submitted for the record follows:] 105 101 TITLE!! STEERING COMMITTEESUMMARY: STATE CONTRIBUTIONS TO IMPROVING MATH & SCIENCE STATR STATE EXPENDITURES 1985-86 1986-87 MATH & j98S-86 78.900 SCIENCE 1986.87 COLORADO 84.000 FLORIDA 23,000,000 23,000,000 5,000 5,000 MARYLAND 18,000 4,500 18.000 22,000 MINNESOTA 300,000 20,000 0 0 N. CAROLINA 25,179.500 20,179,500 119,000 119,000 TENNESSEE 3.501629 4,062,124 735,125 648,827 VIRGINIA 477,595 716,444 ? ? 3.30-87 Compiled by Arvin C. Biome, Assistant Commissioncr Colorado Department of Education Chairman, National file II Steering Committee 1 n 6 ... HIGHER EDUCATION 1 MAILEUK77i5ELW,..U.DS.A.SAIMAL SURVEY ESTIMATED NUMBER OF I EACHERS A S I UDEN TS RECEIVING SERVICES IN 1985 86, AND ESTIMATED NUM3EROF TEACHERSNEEDINGRIFITHERINSERVICE I I I TEACHERS RECEIVING SERVICES STUDENTS IMPACTED TEACHERS NEEDING FURTHER INSERVICE STATE MATH SCIENCE FOR LANG MATH SCIENCE FOR. LANG MATH SCIENCE FOR LANG Alabama 300 45000 495 Dist ol Columbia 57 10 0 2925 600 0 Kentucky 230 354 647 0 so 27490 19850 45530 448,0 01 7500 Maryland 221 laminas 101 382 209 2318 13082 16283 IlAssIsslppi 550 490 0 5500 4900 0 2201 2500 750 New Jersey 182 509 500 15041 14943 37500 North Camilla 1092 1333 0 134025 164150 0 27000 30000 31055 North Dakota 33 186 86 2025 8810 4010 Mode Island 270_ 265 0 21600! 21800 0 3500 602 12711 508 8285 0 3850 T u 377 1452 150 35530 130485 TOTALS 3113 5628 1295 266304 449190 .0793 42513 41293 35655 Notes 1) In adduon lo the states Isled above, Idaho, Incline, Kansas, Maine Montana. ONo, South Carolina and Wyoming also responded, but not In a form madly adapted o this compoe 2) Many 04 the states responding left blank the 3rd nra)ot area of Inquity, *Teachers Needing Furth., InsrvIce,* some designating this area to be the province of the State Do pt of Ed (K12) 3) Una state served 20.000 teachers vdth computer science. I amps IM 400.000 students, with 45.000 leachers sal needing Internee In this area 3-30-87 Compiled by Arvin C. Biome, Assistant Commissioner, Colorado Department of Education Chairmen, National Title II Steering Committee .1 n7 ,. TARYISECONGARY 1 1 STATE RESPONSES TO TITLE II NATIONAL. SURVEY ESTIMATED NUMBER OF TEACHERS 41 STUDENTS RECEIVING SERVICES IN 1985 86, AND ESTIMATED NUMBER OF TEACHERS NEEDING FURTHER NISERVICE 1 1_ TEACHERS REfAIVING SERVICES STUDENTS IMPACTED TEACHERS NEEDING FURTHER1NSERVICE STATE MATH SCIENCE FOR, LANG MATH SCIENCE FOR LANG MATH SCIENCE FOR LANG Alabama 4046 3340 0 200250 151500 0 5270 6000 Arizona 1581 775 21 57746 56066 650 5872 4596 427 Arkansas 14:1 2432 0 35300 60800 0 5826 7040 6423 Caltornla 385 815 86 9625 20847 2165 7000 7000 7000 Colorado 2010 3299 25 82596 142341 12665 4431 3761 457 Connocticut 5272 3818 380 131800 95450 9500 6050 4390 436 Delaware 780 685 0 27495 26485 0 1767 1907 196 Georgia 5353 3614 0 138697 93644 0 61821 5235 0 Idaho 264 868 0 5808 24966 0 424 6844 0 Indiana 700 950 75 21500 29500 1000 2100 2850 ISO Iowa 261 275 0 cannot access Impact no way to assess Kentucky 4321 4374 24 250490 288530 2200 5800 5500 245 Lo, sans 6431 4589 0 416968 320571' 0 11502 13345 0 Maine 915 689 0 41450 32775 0 6891 8818 526 Maryland 1647 1838 50 108425 112575 6405 Mnnesota 3759 4965 0 79715 106055 0 6877 8879 0 Msslsslppl 1218 917 16 40323 31269 967 2200 2500 750 Mssoud 4786 5278 357 176686 ,11345 0 6302 7299 66, Nebraska 1322 1181 53 66462 62528 3060 32`0 3450 240 New liamasNre 2244 1862 140 83370 75545 11900 34.5 3413 145 New Mexico 1105 756 5 28037 38102 515 3166 4075 299 North Carolna 1765 1053 143 140425 105350 17375 27000 30000 31055 OhIo 347 340 0 57505 56150 330 Oklahoma 852 848 5 49300 43000 625 4525 4400 1150 209on Rhode Island 1705 2335 0 49275 2350 0 2997 4332 95 1422 1433 125 68150 59225 11825 6187 6176 7481 South Carolina 2605 1783 49 106000 47000 3000 16000 150001 ISO 108 O Co3 STATE 0 TEACHERS RECEIVING SERVICES STUDENTS IMPAC iED TEACHERSNEEDINGFURTHERINSERVICE I MATH SCIENCE FOR LANG MATH SCIENCE I-OR. LANG MATH SCIENCE FOR. LANG I Tennessee 41',1 C IN DEVELOP. 4103 127 31 0 158377 IN DEVELOP. 151193 2909 8708 5916 790 Texas 3175 0 IN DEVELOP. 107388 0 Virginia 850 737 2 15450 15325 7 11245 12281 882 Washington 2406 1784 12 116470 78329 911 7704 8065 232 West Virginia 707 916 0 39750 52250 0 1050 1215 235 Wisconsin 12412 12561 0 509458 509458 0 13250 14000 1700 ml M 3000 1850 0 II 56500 54000 0 2400 3350 200 B. Indian Affairs 44 44 0 1020 1020 0 6512 rVa rVa I I TOTALS II 82178 77237 1599 III 3370423 3209529 880021 201894 319105 61333 Notes: 1) In addition to the states listed above, the District of Columbia, Kansas. Montana New Jerse , North Dakota and Pennsylvania also responded but not In a form readily adapted to this compose 2) Five Mates re ed Corn er Science as a fourth subject area' Teachers recmving inservice/1408; Students Impacted/62,995 one state not res ndi ); and Teachers ne^di b. :tier InservIce/29.138 (2 states not respond O rP