A Nation at Risk: the Imperative for Educational Reform. an Open Letter to the American People

DOCUMENT RESUME

ED 226 006 SP 022 191

AUTHOR Gardner, David P.; And Others TITLE A Nation At Risk: The Imperative For Educational Reform. An Open Letter to the American People. A Report to the Nation and the Secretary of Education. 'OSTITUTION National Commission on Excellence in Education (ED), Washington, DC. SPONS AGENCY Department of Education, Washington, DC. PUB DATE Apr 83 NOTE 7.1400. AVAILABLE FROMSuperintendent of Documents, Government Printing Office, Washington, DC 20402 (Stock No. 065-000-00177-2, $4.50). PUB TYPE Viewpoints (120) -- Information Analyses (070) Reports - Evaluative/Feasibility (142)

EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Academic Achievement; Academic Standards; Backto Basics; Comparative Education; Competency Based Education; *Core Curriculum; *Educational Assessment; Educational Improvement; Educational Needs; *Educational Quality; Elementary Secondary Education; Federal Government; Futures (of Society); Government School Relationship; Higher Education; High School Graduates; Low Achievement; National Programs; *Outcomes of Education; Public Education; Relevance (Education); *School Effectiveness; Teacher

0 Education; Technological Literacy; Time Factors (Learning); Underachievement IDENTIFIERS *National Commission on Excellence in Education ABSTRACT This report: (1) investigates the declining state of the educational system in America, as measured by high school student performance in the United States and other countries; (2) identifies specific problem areas; and (3) offers multiple recommendations for improvement. The five major recommendations arrived atappear, respectively, under the headings: content, standards and expectations, time, teaching, leadership and fiscal support. Recommendations pertaining to content include the strengthening of high school graduation requirements by establishing minimum requirements for each student of: (a) 4 years of English; (b)3 years o mathematics; (c)3 years of science; (d)3 years of social studies; and (e) one-half year of computer science. With regard to standards and expectations, schools, colleges, and vniversitiesare encouraged to adopt more rigorous and measurable standards and higher expectations for academic performance and student conduct. Four-year colleges and universities, in particular, are advised to raise their admission requirements. In order to improve time usage, the report advises that more time should be devoted to students learning the "New Basics," which may, in turn, require a longer school day,or a lengthened school year. Seven ways to improve teacher preparation and to make teaching a more rewarding and respected profession are listed. Six implementation guidelines are suggested for improving educational leadership and fiscal support. Appendices contain: (a) charter of the National Commission on Excellence in Education;(b) schedule of the Commission's public events: (c) list of commissioned papers; (d) list of individuals who testifiedat Commission hearings; (e) list of other presentations to the Commission; and (f) notable programs. (JM) 1 1 I r1 %

, TAW OrContents Letter of Transmittal iii Members of the NationalCommission on Excellence in iv Education 1 Introduction 5 A Nation At Risk 37 Appendices Appendix A. Charter 39

Appendix B. Schedule of theCommission's Public Events 42

Appendix C. CommissionedPapers 44

Appendix D. Hearing Testimony 49 Appendix E. Other Presentations tothe Commission 61

Apper,dix F. Notable Programs 62

Api)endix G. Acknowledgments 64 65 Ordering Information

11 littlerof Thutsmittal April 26,1983- Honorable T H. Bell Secfretary of Education U.S. Department of Education Washington, D.C. 20202

Dear Mn Secretary: created the NationalCommission onExyicein Education On August 26, 1981, you iyAmerica to you and tothe and directed it to present a report onthe quality of education American people by April of1983. chair this endeavor and onehalf of the members of the It has been my privilege to Nation at Risk: The Imperative Commission it is my pleasure totransmit this report;A for Educational Reform. American education and to Our purpose has been to helpdefine the prOblems afflicting for scapegoats. Weaddressed the main issues as we saw provide solutions, not search niatters in any detail. We were them, but have not attempted totreat the subordinate report regarding boththe forthright in our discussionsand have been candid in our strengths and weaknessesof American education. have discerned inAmerican The Commission deeplybelieves that the problems we understood and corrected if thepeople of our country,together education can be both enough andtre courageous with those who have publicresponsibility in the matter, care enough to do what is required. "t leadership in having askedthis diverse Each member of theCommission appreciates your examine one of the centralissues wh.ch will define ourNation's group of persons to throughout the course of our future. We especiallywelcomed your confidence deliberations and your anticipationof a report free ofpolitical partisanship. provide leadership in this It is our collective and earnesthope that you will continue to dissemination atld full discussionof this report, and byencouraging effort by assuring wide by the the country. We believethat materials compiled appropriate action throughout major resource for all persons Commission in the course ofits work constitute a interested in Americaneducation. served our and I sincerely appreciatethe opportunity to have The other Commissioners in Education, and ontheir country as membersof the NationalCommission on Excellence behalf I remain, Respectfully, "a David Pierp nt Gardner Chairman Membersof theNadonal Commission on Excellence inEducation

David P. Gardner(Chair) President University of Utah and President-Elect, Universityof California Salt Lake City, Utah Yvonne W. Larsen(Vice=Chair) Immediate Past-President San Diego City SchoolBoard San Diego, California William 0. Baker Chairman of the Board(Retired) Bell Telephone Laboratories Mut-ray Hill, New Jersey

, Anne Campbell Former Conunissioneraftducation State of Nebraska Lincoln, Nebraska

ill Margaret S. Marston Emeral A. Crosby Member Principal Virginia State Board ofEducation Northern High School Arlington, Virginia Detroit, Michigan Albert H. Quie Charles A. Foster, Jr. Immediate Past-President Former Governor Foundation for Teaching Economics State of Minnesota St. Paul, Minnesota San Francisco, California Norman C. Francis Francisco D. Sanchez, Jr Superintendent of Schools President Xavier University of Louisiana Albuquerque Public Schools New Orleans, Louisiana Albuquerque, New Mexico

A. Bartlett Giamatti Glenn T. Seaborg University Professor ofChemistry President and Nobel Laureate Yale University New Haven, Connecticut University of California Berkeley, California Shirley Gordon Jay Sommer President National Teacher of the Year,1981-82 High line Community College Foreign Language Department Midway, Washington New Rochelle HighSchool Robert V. Haderlein New Rochelle, New York Immediate Past-President National School Boards Association Richard Wallace Girard, Kansas Principal Lutheran High School East Gerald Holton Cleveland Heights, Ohio Mallinckrodt Professor ofPhysics and Professor of the History ofScience Harvard University ambridge;Massachusetts Annette Y. Kirk Kirk Associates Mecosta, Michigan

0 V Introduction Secretary of Education T. H.Bell created the National Com- mission on Excellence inEducation on August 26, 1981,di- recting it to examine thequality of education in theUnited States and to make a report tothe Nation and to him within 18 months of its first meeting.In accordance with the Secre- tary's instructions, this reportcontains practical recommendations for educationaliMprovement and fulfills theCommis- sion's responsibilities underthe terms of its charter. The Commission wascreated as a result of the Secre- tary's concern about "thewidespread public perception that something is seriously remissin our educational system."So- liciting the "support of all who careabout our future," the Sec- retary noted that he Armsestablishing the Commissionbased constructive criti- on his "responsibilityto provide leadership, cism, and effective assistanceto schools anduniversities." The Commission's chartercontained several specific charges to which we have givenparticular attention. These included: ffi assessing the qualityof teaching and learningin our Na- tion's public and privateschools, Colleges, anduniversities; those of El comparing Americanschools and colleges with other advanced nations; college admissions re- 0 studying therelationship between quirements and studentachievement in highschool; which result innotable O identifyingeducational programs student success incollege; degree to which majorsocial and educational ID assessing the affected student changes in the last quartercentury have achievement; and' if we problems which mustbe faced and overcome O defining of e),ccellence inedu-. are successfullyto pursue the course cation. particular The Commission'scharter directed it to pay and we have done solargely by fo- attentipn to teenage youth, given to the cusing on high schools.Selective attention was to higher educa- formative years spentin element* schools, We refer those tion, and to vocationaland technical programs. interested in the needfor similar reformin higher education to Council on Education,To° the recent reportof the American of Higher Education. Strengthen the Quality has relied in In going about itswork the Commission the main upon five sourcesof information: a varietyof ed- o paperscommissioned from experts on ucational issues; representatives o administrators,Wild-let's, students, N public groups, parents,business of professional and testified at leaders, public officials,4nd scholars who eight meetings of theft.1.1 Cominission,six public hear- panel discussions, asymposium, and a N ings, two of Nseries of meetings organizedby the Department Education's RegionalOffices; o existingysesof problems ineducation; Concerned citizens, Jeachers,and admin- o letters from on istrators who61unteered extensive comments problems and possibkies\in Americaneducation; and 1 i t \ 2 -41.111111011111111110 .

,) 0 descriptionso4otable programs ,and promising ap-, proaches in education. trouble "lb these public-mindedcitizens who took the their own ex- to share their concernswith usfr equently at thanks. In pense in time, money,and effortwe extend our and taken-their all cases, we havebenefited from their advice suggestions is, views into account; how wehave treated their grateful of course, our responsibilityalone. In addition, we are foundations, busi- to the individualsin schools, universities, and communities throughoutthe United ness, government, to the States who provided thefacilities and staff so necessary success of our manypublic functions. of The Commission wasimpressed during the course regarding its activities by thediversity bf opinion it received views,.. the condition of Americaneducation and by conflicting abput what should bedone. In many ways,the membership.of diffvence of the Commission itselfreflected that diversity and opinion during the courseof its work. This report,neverthe- of good will CPA less, gives evidencethat men and women goals and on ways to pursuethem. agree on common topics of The Commission's charter,the authors and commissioned papers, a listof the public ev,ents,and a roster appendices which of the Commission'sstaff are included in the complete this volume.

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.AII,regardess..OfiOCe01Cba ss orec000mia st,q1us,:.areeft titled -0 gfçiir chdnoe.and. to tholools forci,orelopinq-heir individudi' ',powers;of mrhd and, spirit.: to,I:he urmost: promisa medns at, d11chil- dren by Viayeorlheir owhef- fotscomPetefltYOuidect- cdn hopeto Ottain.,thema- tur andinfor'pecifucdmerit needed toseduregainfwl dnd toll man- a. employrient. age:their ownlivOs, ther6oy serving notphly Their QW11in- terests buralsp the- pr. ressof 'socie-yitself. A Nation At.Risk Our Nation is at risk.Our once 4nchallengedpreeminence in innovation is commerce, industry,science:and technological world. This being overtaken bycompetitors throughout the and report is concernedwith only one of the many causes dimensions of the problem,but it is the one thatundergirds the Anlerican prosperity, security,and civility. We report to Americiti people that while we cantake justifiable pridein what our schools and collegeshave historicallyaccomplished well-being of its and contributed to theUnited States and the people, the educationalfoundations of our society are pre- sently being eroded by arising tide of mediocritythat threat- people. What was un- ens our veryfuture -as a Nation and a imaginable a generation agohas begun to occurOthers are matching and surpassing oureducational attainments. If an unfriendly Ibreign powerhad attempted to im- performance that pose on Americathe mediocre educational eNists today, we might wellhave viewed it as ah actof war. As ourselves. We it stands, we haveallowed this to happen to achievement made have even squanderedthe gains in Student have dis- in the wake of the,Sputnikchallenge. Moreover, we mantled essential support systemswhich. helped make those committing an act of gainS possible. We have,in effect, been unthinking. unilateraleducational disarmament. Our society and itseducational institutions seem to and of the have lost sight of thebasic purposes of schooling, them. high expectations anddisCiplined effort needed to attain seeks to gener- This report, the resultof 18 months of study, fundamental ways and ate reform of OUTeducational system in schools and colleges of to renew theNation's commitment to of our land. high quality throughoutthe len,;..a and breadth That we have compromisedthis commitment is, upon reflection, hardly surprising,given the multitude of often con- schools and flicting demands we haveplaced on our Nation's colleges. They are routinelycalled on to providesolutions to personal, social, andpolitical problems thatthe home and We must other institutions eitherwill not or cannot resolve. understand that thesedemands on our schoolsand colleges often exact an educational cost aswell as a financial one. On the occasion of theCommission's first meeting" President Reagan noted thecentral importance ofeducation in of American life when he said:"Certainly there are few areas American life as important to oursociety, to our people, and to report, there- our families as ourschools and colleges." This people as it is a fore, is as much an openletter to the American report to theSecretary of Education. We areconfident that what is right the American people,properly informed, will do for their children and forthe generations to come. The Risk when Amer- History is not kind to idlers.The time is long past of natural ica's destiny was assuredsimply by an abundance enthusiasm, and by our resources andinexhaustible human civiliza- relative isolation from themalignant problems of older tions. The world is indeed oneglobal village. We live among gompeti- determined, well-educated,and strongly motivated with them for internationalstanding and tors. We compete ideas of our markets, not only withproducts but also with the posi- laboratories and neighborhoodworkshops. America's with tion in the world may oncehave been reasonably secure It is no only a few exceptionallywell-trained men and women. longer. The risk is not only thatthe Japanese makeautomo- than Ainericans and havegovernment biles more efficiently just ,that the subsidies for developmentand export. It is not efficient steel South Kor.eans recentlybuilt the world's most 6 the mill, or that American machinetools, once the pride of world, are being displaced byGerman products. It is also that these developments signify aredistribution of trained capabil- ity throughout the globe.Knowledge, learning, information, interna- and skilled intelligence arethe new raw materials of tional commerce and aretoday spreading throughoutthe and world as vigorously as miracledrugs, synthetic fertilizers, blue jeans did earlier. If only tokeep and improve on theslim competitive edge we still retainin world markets, we must dedicate ourselves to thereform of our educational systemfor the benefit of allold and youngalike, affluent and poor, majority and minority. Learningis the indispensableinvestment required for success in the"information age" we are entering. Our concern, however, goeswell beyond matters such as industry and commerce.It also includes the intellec- knit to- tual, moral, and spiritualstrengths of our people which gether the very fabric ofour-society. The people of theUnifg States need to know thatindividuals in our society whodo not possess the levelsof skill, literacy, and trainingessential to this new era will beeffectively disenfranchised,nOt simply from the material rewardsthat accompany competent performance, but also from thechance to participate fullyin our national life. A high level ofshared education is essential to a free, democratic society and tothe fostering of a commoncul- ture, especially in a countrythat prides itself onpluralism and individual freedom. For our country to function,citizens must be able to issues, often reach some commonunderstandings on complex on short noticeand on the basis ofconflicting or incomplete evidence. Education helpsform these commonunderstandings, a point ThomasJefferson made long ago inhis justly fa- mous dictum:

I know no safe depositoryof thezultimate powers of thesociety but the peoplethemselves; and if we think them notenlightened enough to exercise their control with awholesome discretion, the remedy is not totake it from them but to inform their discretion.

7 Part of what is at risk is thepromise first made on this status, continent: All, regardlessof race or class or economic are entitled to afair chance and to the toolsfor developing This their individual powers ofmind and spirit to the utmost. promise means that allchildren by virtue of their ownefforts, competently guided, can hope toattain the mature and informed judgment needed to securegainful employment and to their own in- manage their ownlives, thereby serving not only terests'but also the progress ofsociety itself. Incicators of theRisk have been The educational dimensionsof the risk before us amply documented intestimony received by theCommission. For example:

O Internationalcomparisons of studentachievement, completed a decade ago, revealthat on 19 academic tests American students were neverfirst or second and, in comparison withother industrialized nations, were last seventimes. illit- O Some 23 millionAmerican adults are functionally erate by the simplest testsof everyday reading, writing, and comprehension. o About 13 percentof all 17-year-olds in theUnited States can be consideredfunctionally illiterate. Func- tional illitetacy among minorityyouth may run as high as 40 percent. o Average achievementof high school students on most standardized tests is nowlower than 26 years ago when Sputnik was launched. o Over half thepopulation of gifted studentsdo not match their tested abilitywith comparable achievement in school. o The College Board'sScholastic Aptitude Tests(SAT) demonstrate a virtually unbrokendecline from 1963 to

8 1 4it 1980. Average verbal scoresfell over 50 points and average mathematics scoresdropped nearly 40 points.

O College Boardachievement tests also revealconsis- tent declines in recent yearsin such snajects as physics and Englih. O Both the number andproportion of students demon- strating superior achievement onthe SATs (i.e., those with scores of 650 orhigher) have also dramatically declined.

O Many 17-year-oldsdo not possess the"higher order" intellectual skills we should expectof them. Nearly 40 percent cannot drawinferences from written material; only one-fifth canwrite a persuasive essay; and only one-third can solve amathematics problem requiring several steps. O There was asteady decline in scienceachievement scores of U.S.17-year-olds as measured bynational assessments of sciencein 1969, 1973, and 1977. O Between1975 and 1980, remedialmathematics courses in public4-year colleges increasedby 72 percent and now constituteone-quarter of all mathematics courses taught in thoseinstitutions.

O Average testedachievement of studentsgraduating from college is also lower.

O Business andmilitary leaders complain thatthey are required to spend millionsof dollars on costly remedial education and training programsin such basic skills as reading, writing, . spelling, andcomputation. The De- partment of the Navy,for example, reported tothe Commission that one-quarterof its recent recruits cannot read at theninth grade level, theminimum needed simply to understandwritten safety instructions. Without remedial workthey cannot even begin, much lesscomplete, thesophisticated training essential in much of the modernmilitary. 9 , i These clef ciencies come at atime when the demand is accelerating rapidly. for highly skilledworkers in new fields For example: o COmputers andcomputer-controlled equipment are penetrating every aspectof our liveshomes,facto- ries, and offices. o One estimateindicates that by the turnof the century and millions of jobs willinvolve laser technology robotics. host of other o Technology isradically transforming a occupations. They includehealth care, medicalsci- production, food processing,construc- ence, energy of tion, and the building,repair, and maintenance in- sophisticated scientific,educational, military, and dustrial equipment.

Analysts examining theseindicatOrs of student per- made some formance and the demandsfor new skills have Hurd con- chilling observations.Educational researcher Paul cluded at the end of athorough national surveyof student achievement that within thecontext of the modernscientific that revolution,"We are raising a newgeneration of Americans technologically illiterate In asimilar vein, is scientifically and National Science John Slaughter, aformer Director of the Foundation, warned of "agrowing chasm between asmall sci- ill-informed, in- entific and technologicalelite and a citizenry deed uninformed, onissues with a sciencecomponent." But the problem does notstop there, nordo all ob- the same way. Some worrythat schools may servers see it the emphasize such rudiments asreading and computation at comprehension, anal- expense of otheressential skills such as Still others ysis, solving problems,and drawing conclusions. that an over-emphasis ontechnical and occupa- are concerned the arts and hu- tional skills,will leavelittle time for studying civility, and de- manities that so enrichdaily life, help maintain velop a sense ofcommunity. Knowledge ofthe humanities, technology if they maintain, myst beharnessed to science and just as the hu- the latter are to rmain creative and humane, technology if manities need toe informedby science and 10 1 6 they are to remainrelevant to the humancondition. Another conclusion. 'analyst, Paul Copperman,has drawn a sobering Until now, he has noted:

Each generation ofAmericans has outstripped its parents in education,in literacy; and in economic attainment. Forthe first time in the history of our country,the educational skillsof one generationwill not surpass; will notequal, will not even approach,those of their parents. the average It is important, of course,to recognize that , knowledgeable than edrzen today is bettereducated and more lithrate, and the average citizen of ageneration agomore science. The exposed to moremathematics, literature, and of our country and positive impact of thisfact on the well-being the lives of our peoplecannot be overstated.Nevertheless, colleges today is not as the average graduateof our schools and well-educated as the averagegraduate of 25 or 35 years ago, completed when a much smallerproportion of our population of this fact like- high school and college.The negative impact wise cannot be overstated. Hooe andFr stration show only the Statistics and their interetation by experts Beneath them surface dimension of thedifficulties we face. that characterizes lies a tension beweenhope and frustration about edumtion at everylevel. current attitudes and college We have heard thevoices of high school of leaders of students, school boardmembers, and teachers; of parents industry, minority groups,and higher education; could hear the hopeevident in their and State officials. We descriptions of commitment to qualityeducation and in their hear the in- Out'Standing programs andschools. We could also growing impatience withshoddi- tensity of their frustration, a that walks of Americanlife, and the complaint ness in many schools and col- this shoddiness is toooften reflected in our threatens to overwhelmtheir hope. Jeges. Their frustration of frus- What lies behind thisemerging national sense personal expec- 11 tration can be described asboth a dimming of I 1 3 tations and the fear oflosing a shared visionfor America. and the On the personal level thestudent, the parent, is not being cad' ig teacher all perceivethat a basic promise high school, kept. More and more youngpeople emerge from predicament be- ready neither forcollege,nor for work. This continues its rapid comes more acute asthe knowledge base shrinks, and new expansion, the numberof traditional, jobs jobs demand greatersophistication and preparation. On a broader scale, we sensethat this underfoneof frustration has significantf;olitical implications, for it cuts political and economic across ages,generations, race's, and that the public willde- groups. Wehave come to understand and political leaders actforcefully and mand that educational have al- effectively on these issues.Indeed, such demands national pre- ready appeared and couldwell become a unifying only if we occupation. This unity,however, can be achieved for scape- avoid the unproductivetendency of some to search goats among thevictims: such as thebeleaguered teachers. On the positive side is thesignificant mo.vement by po- solbtionsso far' litical and educationalleaders to search for centering largely on thenearly desperate needfor increased support for theteaching of mathematicsand science. This movement is but a start onwhat we believe is alarger and improve teaching more educationallyencompassing need to geography, eco- and learning in fieldssuch as English, history, this movement nomics, and foreignlanguages. We believe reform and excel- must be broadenedand directed toward lence throughout education. Ekellence in Ecucation At the We defme 'excellence" to meanseveral related things. the level of the individuallearneK it means performing on push back boundary of individual abilityin ways that test and personal limits, in school andin the workplace.Excellence characterizes a school orcollege that sets highexpectations possible to and goals for all learners,then tries in every way society help students reach them.Excellence characterizes a prepared that has adopted thesepolicies, for it will then be to the through the education andskill of its people to respond people challenges of a rapidlychanging world. Our Nation's 12 to achieving and its schools andcollegesmust be committed excellence in all these senses. We do not believe that apublic commitment to excel- reform must be made atthe expense of lence and educational of our a strongpublic commitment tothe equitable treatment high-quality diverse population. Thetwin goals of equity and §chooling have profound andpractical meaning for our econ- permit one to yield tothe omy andsociety, and we cannot other either in principle orin practice. 'Ib do sowould deny live according to their young peopletheir chance to learn and generalized ac- aspirations and abilities. Italso would lead to a hand or commodation to mediocrityin our society on the one the creation of anundemocratic elitism on theother. Our goal must be todevelop the talents of all totheir and assist fullest. Attaining that goalrequires that we expect all students to work tothe limits of theircapabilities. We should expect schools tohave genuinelyhiglistandards rather and encourage than minimum ones, andparents to support their children to makethe most of their talentsand abilities. The search for solutions to oureducational problems learning. The task must also include acommitment to life-long and must be of rebuilding our systemof learning is enormous million properly understood andtaken seriously: Although a each year from our and a half new workersenter the economy will still make schools and colleges, theadults working today 2000. These up about 75 percentof the workforce in the year into the workforce,will need fur- Workers, and new entrants Nation ther education andretraining if theyand we as a are to thriveand prosper. The LearningSociety ever-accelerating competitionand change in the In a world of danger, and of conditions of the workplace,of ever-greater for those prepared tomeet theni, ever-larger opportunities goal of creating a educational reformshould focus on the is the commit- Learning Society. At theheart of such a society values and to a systemof education that af- ment to 4 set of minds to full fords all members theopportunity to stretch their capacity, from earlychildhood throughadulthood, learning Such a society has as abasic more as theworld itself changes. 13 only be- foundation the idea thateducation is important not goals but also because of whatit contributes to one's career general quality of one'slife. cause of thevalue it adds to the educational op- Also at the heart of theLearning Society are institutions of portunities extending farbeyond the traditional and colleges. Theyextend into Nimes learning, our schools and and workplaces; intolibraries, art galleries, museums, the individual science centers; indeed,into every place where and mature in workand !if,- in our view,formal can develop for learning schooling in youth isthe essential foundation learning, one's throughout one's life.But without life-long skills will becomerapidly dated. In contrast to the idealof the LearningSociety, how- education means doing ever, we findthat for too many people the minimum work necu garyfor the moment, thencoasting its first quarter. through life on what maylave been learned in But this should not surpt se usbecause we tend to express largely in terms of our edu6tionalstandards :knd expectations And IN Lere thereshould be a co-. "minimum requiremert, but instead an herent continuum oflem: wc have none, chwork quilt. Manyindividual, ofte r. rent, outdated pa heroic, examples ofschools and colleges of great soak confirm the vitality merit do exist. Ourfmdings and testimony but their very of a number of notableschools and programs, shaped by tensions distinction stands outagainst a vast mass academic and vocational and pressures thatinhibit systematic achievement for the majorityof students. In somemetropoli- literacy has become thegoal rather than the tan areas basic enrollments is of starting point. In somecolleges maintaining rigorous aca- greater day-to-day concernthan maintaining the ideal of academicexcellence as the demic standards. And the board primary goal of schooling seemsto be fading across in American education. Thus, we issue this call toall who care aboutAmerica teachers, adminis- and its future: to parentsand students; to colleges and industry; trators, and schoolboard members; to and military leaders; togovernors and to union members members of Congress State legislators; tothe President; to officials; to members oflearned and scientific and other public concerned citi- societies; to the print andelectronic media; to zens everywhere.America is at risk. 14 1111.11.11111.M.111111.----- _

We are confident that America canaddress this risk. If the tasks we set forth areinitiated now and our recommendations are fully realized over the nextseyeral years, we can expect reform of ourNation's sch9ols, colleges,and universities. This would also reversethe current decliningtrenda trend that stems morefrom weakness of purpose,confusion from of vision, underuse of talent,and lack of leadership, than conditions beyond our control. The Tools atHanc the essential raw materialsneeded to It is our conviction that ea reform our educational system arewaiting to be mobilized through effective leadership: to be de- o the naturalabilities of the young that cry out veloped and the undiminishedconcern of parents for the well-being of theirchildren;

othe commitment of theNation to high retention rates, in schools and collegesand to full access toeducation for all; that su- othe persistent andauthentic American dream perior performance canraise one's state in lifeand shape one's own future; o the dedication,against all odds, thatkeeps teachers erving in schools andcolleges, even as therewards thminish; o our betterunderstanding of learning andteaching and the implications of thisknowledge for school practice, and the numerous examplesof local success as a result of superior effort andeffective dissemination; scientists, State o the ingenuityof our policymakers, solu- and local educators,and scholars in formulating tions onre problems arebetter understood; education is an in- o the traditionalbelief that paying for human Tesources that vestment in ever-renewable 15 are more durableand flexible than capitalplant and '20 equipment, and theavailability in this countryof suffi- cient financial means toinvest in education;

0 the equallysound tradition, fromthe Northwest Ordi- nance of 1787until today, that theFederal Govern- and other re- ment shouldsupplement State, local, educational goals; and sources tofoster key national businesses, and 0 the voluraaryefforts of individuals, parent and civic groupsto cooperate instrengthening educational programs.

fhese raw materials, combinedwith the unparalleled the educational organizationsin America, offer us array of public, pri- possibility to create aLearning Society, in which universities; voca- vate, and parochialschools; colleges and libraries; science tional and technicalschools and institutes; institutions; and corpo- centers, museums,and other cultural offer opportunities and rate training andretraining programs choices for all to learnthroughout life. The Public'sCommitment for education is the Of all the tools at hand,the public's support In a message to aNational Academy ofSci- most powerful. commented ences meetingin May 1982,President Reagan on this factwhen he said: This public awarenessandI hope public ac- tionis long overdue. ...This country was built on American respectfor education. .. . Our challenge now is tocreate a resurgenceof that thirst for educationthat typifies our Na- tion's history.

The most recent (1982)Gallup Poll of thePublic'SAlti- supported a theme hides Toward thePublic Schools strongly steadfast in their belief heard during ourhearings: People are that education is themajor foundation forthe future strength They even considerededucation more impor- of this country. system or the strong- tant thandeveloping the best industrial 16 estilitary force, perhaps becausethey understood educa- that education tion ase cornerstoneof both. They also held -is "extre dly important" toone's future success, andthat public educ tion should bethe top priority for additionalFed- eral funds. h ucationocCupied first place among12 funding categories coris idered in thesurveyaboVe health care, wel- selecting public ed- fare, and milit defense, with 55 percent flcation as one bf their firstthree choices. Very clearly,the education as public understands theprimary importance of civil soci- the foundation fOr asatisfying life, an enlightened and ety, a strong economy,and a secure Nation. At the same time, thepublic has no patienCe with un- demanding and superfluous highschool offerings. In another survey, morethan 75 percent of all thosequestioned believed every studentplanning to go to collegeshould take 4 years of sci- mathematics, English,history/U.S. government, and each oft for- ence, with morethan 50 percent adding 2 years public even eign language andeconomics or business. The students who supports requiring muchof this curriculum for -;s the do not plan to go to college.These standards far exceed strictest high school graduationrequirements of any State to- of all but ,a day, and they also exceedthe admission standards A handful of our most selectivecolleges and universities. Another dimension of thepublic's support offers the prospect of constructivereform. The best term tocharacter- Citizens ize it may simply be thehonorable word "patriotism." know intuitively what someof the best economistshave chief en- shown in their research, thateducation is one of the that gines of a society's materialwell-being. They know, too, and helps education is the commonbond of a pluralistic society tie us to other culturesaround the globe.Citizens also know in their bones that the safetyof the United Statesdepends prin- people, to-, cipally on the Wit, skill, andspirit of a self-confident essentialespecialiy in a day and tombirow. Itis, therefore, period of long-term decline ineducational achievementfor government at all levels toaffirm its responsibilityfor nurtur- capital. ing the Nation's intellectual and be- And perhaps mostimportant, citizens know world lieve that themeaning of America to the rest of the today. Amer- must be somethingbetter than it seems to many for icans like to think of this Nation asthe preeminent country / 7 41) a benefits for all man- generating the greatideas and material decline in in- kind. The citizen isdismayed at a steady 15-year industry after an- dustrial productivity, as onegreat American wants the other falls to worldcompetition. The citizen hearings and by country to act on thebelief, expressed in our should be the large majority-in theGallup-Poll, that education at the top of theNation's agenda. Fincings declines hi educationalperfotniance are in We conclude that in the way the large part the result ofdisturbing inadequacies findings that educational process itself isoften conducted. The follow, culled from a much moreqxtensive list, reflect four im- expecta- portant aspects of theeducational process: content, tions, time, andteaching

Content, Findings Regarding currie- By content we mean the very"stuff of education, the Com= ulurA. Because of our concernabout the curriculum, the school students mission examined pattern§of courses high 1976-81. On took in 1964-69 comparedwith course patterns in the basis of theseanalyses we conclude:

o Secondary.schoolcurricula have beenhomogenized, diluted, and diffused tothe point that they nolonger have a central purpose.In effect, we have acafeteria- desserts style curriculumin'which the appetizers and Students can easily bemistaken for the main courses. have migrated fromvocational and i.ollege prepara- tory programs to"general track" coursesin large numbers. The proportionof students taking ageneral program of studyhas increased from12 percent in 1964 to 42 percent in1979. with exten- o This curricularsmorgasbord, combined where sive student choice,explains a great deal about intermediate alge- we fmd ourselvestoday. We offer bra, but only 31 percentof our recent highschool graduates complete it; weoffer French I, but only13 percent complete it;and we offer geography,but Only- 18 26 16 percent complete it.Calculus is available in schools enrolling about 60 percent ofall students, but only 6 percent of all students complete it.

0 Twenty-five percentof the credits earned bygeneral track high scl students arein physical and health eduCation, work eXperience outsidetheschool, remedial English and mathematics,and personal service and development courses,such as training for adult- hood and marriage.

Findings RegardingExpectations We define expectationsin terms of the level ofknowledge, abilities, and skills schooland college graduatesshould possess. They also refer tothe time, hard work,behavior, self- discipline, and motivationthat are essential forhigh student achievement. Such expectations areexpressed to students in -several different ways:

G. 1)3, grades, whichreflect the degree towhich students demonstrate tbeir mastery ofsubject matter;

O through highschool and collegegraduation requirements, which tellstudents which subjects aremost important; by the presence orabsence of rigorousexaminations requiring students todemonstrate their masteryof de- content and skillbefore receiving a diploma or a gree; O by collegeadmissions requirements,which reinforce high school standards;and by the difficulty of thesubject matter student§ con- front in their texts andassigned readings.

Our analyses in eachof these areas indicatenotable deficiencies: o The amount ofhomework for high schoolseniors has decreased (two-thirds reportless than 1 hour a night) 19 27 achieve- 'and grades haverisen as average student ment has beendeclining. in math- O In many otherindustrialized nations, courses ematics (other than arithmetic orgeneral mathematics), biology, chemistry,physics, and geograpliy start in grade 6 and arerequired of all students.The time spent on thesesubjects, based on classhours, is about three times that spentby even the mostscienceL oriented U.S. students,i.e., those who select 4 years of science and mathematicsin secondary school. o A 1980 State-by-State surveyof high schoolAiploma requirements reveals that onlyeight States require but high schools to-offerforeign language instruction, Thirty- none requiresstudents to take the courses. and 36 five States require only1 year of mathematics, require only 1 year ofscience for a diploma. o In 13 States, 50 percent ormore of the unitsrequired graduation may be electiveschosen by for high school the sub- the student. Giventhis freedom to choose stu- stance of half or moreof their education, many dents opt for lessdemanding personalservice courses, such asbachelor living. o "Minimum competency"examinations (now required the "mini- in 37 States) fall shortof what is needed, as mum" tends to becomethe "maximum." thuslowering educational standards forall. co2eges in the United O One-fifth ofall 4-year public States must accept everyhigh school graduatewithin the State regardlessof program followed orgrades, thereby serving notice tohigh school studentsthat they can expect to attendcollege even if they do not school or follow a demanding courseof study in high perform welt colleges and O About 23 percentof our more selective universities reported thattheir general level ofselec- tivity declined during the1970s, and 29 percent reported reducing thenumber of specifichigh school 20 2 courses requiredfor admission (usuallyby dropping foreign language requirements,which are now speci- fied as a condition foradmission by only one-fifth of our institutions of higher education).

0 Too fewexperienced teachers and scholars arein- volved in writing textbooks.During the past decade or 'so a largenumber of texts have been"written down" by their publishers toever-lower reading levels in response to perceivedmarket demands. 0 A recent studyby Education ProductsInfOrmation Exchange revealed that amajority of students were able to master 80 percentof the material in someof their subject-matter textsbefore they had even opened the books. Manybooks do not challenge the students to whom they areassigned. o Expenditures fortextbooks and otherinstructional materials have declined by 50 percentover the past 17 years. While somerecommend a level ofspending on texts of between 5and 10 percent of theoperating costs of schools, thebudgets for basal texts and related materials have beendropping during the past decade and a half to ally 0.7percent today. Findings Regarding Time Evidence presented to theCommission demonstratesthree and stu- disturbing facts about the usethat American schools dents make of time: (1)compared to other nations,American students spend much lesstime on school work; (2)time spent ineffectively; in the classroom and onhomework is often used students develop and (3) schools are notdoing enough to help the willing- either the study skillsrequired to use time well or ness to spend moretime on school work. is not o In England and otherindustrialized countries, it 8 unusual for academic highschool students to spend hours a day at school, 220days per year. In theUnited State's, by contrast, thetypical school day lasts6 hours and the school yearis 180 days. 21 2 learning how to cook o In many schools,the time spent school diploma and drive counts asmuch toward a high as thetime spent studyingmathematics, English, chemistry, U.S. history, orbiology.

o A study of theschool week in theUnited States found provided students only17 hours of that some schools the aver- academic instructionduring the week, and age schoolprovided about 22. found that o A California studyof individual classrooms becauSe of poor managementof classroom time, some of the in- elementary studentsreceived only one-fifth struction others receivedin readingcomprehension.

o In most schools,the teaching of studyskills is haphaz- students ard and unplanned.Consequently, many without disci- complete high schooland enter college plined and systematicstudy habits. Teaching Findings Regarding the academically The Commission foundthat not enough of being attracted toteaching; that teacher able students are improvement; that the preparation programsneed substantial whole unaccept- professional working lifeof teachers is on the teachers exists inkey able; and that aserious shortage of

bottom o Too many teachers arebeing drawn from the quarter ofgraduating high schooland college, students. preparation curriculumis weighted heav- O The teacher the ex- ily with courses in"educational methods" at taught. A survey of pense of coursesin subjects to be indicated that 41 1,350 institutionstraining teachers teacher can- percent of the timeof elementary school reduces didates is spent ineducation courses, which the amount of timeavailable for subjectmatter courses. of teaching is only O The averagesalary after 12 years 22 3 1) $17,000 per year, and manyteachers are required to supplement their incomewith part-time and summer employment. In addition,individual teachers have little influence in suchcritical professionaldecisions as, forexample, textbookselection. 0 Despitewidespread publicity about anoverpopulation of teachers, severeshortages of certainkinds of teachers exist: in the fields'of mathematics, science, educa-, and foreign languages;and among specialists in tion for gifted andtalented, language minority,and handicapped students. 0 The shortageof teachers in mathematicsand science States reis particularly severe.A 1981 survey of 45 vealed shortages ofmathematics teachers in43 States, critical shortagesof earth sciences teachersin 33 States, and ofphysics teachers everywhere. 0 Half of thenewly employedmathematics, science, and English teachers are notqualified to teach these subjects; fewer thanone-third of U.S. highschools offer physics taught byqualified teachers. ?ecommencations both immediate In light of the urgentneed for improvement, set of recom- and long term, thisCommission has agreed on a mendatia,s that theAmerican people can begin toact on now, and that that can be implemented overthe next several years, there is little promise lasting reform.The topics are familiar; mystery about what webelieve must be done.Many schools, districts, and States arealready giving serious andconstruc- though their plans may tive attention tothese matters, even differ from ourrecommendations in somedetails. We wish to note that werefer to public, private,and valuable national parochial schools andcolleges alike. All are similar to those recom- resources.Examples of actions mended below can befound in each ofthem. 23 aspira- We must emphasizethat the variety of student appropriate con- tions, abilities, andpreparation requires that Attention must be tent be available tosatisfy .diverse needs. directed to both the natureof the content availablekind to the students, for ex- needs of particularlearners. The most gifted accelerated be- ample, may need acurriculum enriched and, yond even the needsof other students ofhigh ability. Simi- students may require ,educationally disadvantaged larly, individual tu- special curriculum materials,smaller classes, or Neverthe- toring to help them masterthe material presented. less, there remains a commonexpectation: We must demand the best effort andperformance from allstudents, whether they are gifted or lessable, affluent ordisadvantaged, whether destined forcollege, the farm, or industry. that Our recommendations arebased on the beliefs everyone canlearn, that everyone isborn with an urge to learn which can be nurtured,that a solid high schooleducation learning will is within the reach ofvirtually all, and that life-long and for equip people with theskills required for new careers .. citizenship. Recommencotion A: Content State and local high schoolgmduation We recommend that all stu- requirements .be strengthenedand that, at a minimum, foundations in the dents seeking a diplomabe required to lay the curriculum during Five New Basics bytaking the following ofEnglish; (b) 3 years of their 4 years of highschool: (a) 4 years mathematics; (c) 3 years ofscience; (d) 3 years ofsocial studies; science. For the college-bound, and ( e) one-half year of computer stmngly recom- 2 years of foreignlanguage in high school are mended in addition tothose taken earlier

Whatever the student'seducational or workobjectives, for knowledge of the New Basicsis the foundation of success and, therefore, formsthe core of the the after-school years education in these modern curriculum.. Ahigh level of shared performing arts and Basics, together withwork in the fine and spirit of our cul- foreign languages,constitutes the mind and 24 in- ture. The followingImplementing Recommendations are tended as illustrativedescriptions. They are includedhere to clarify what we mean by theessentials of a strong curriculum. Implementing Recommendations

1. The teaching of Englishin high school should equip graduates to:(a) comprehend, interpret,evaluate, and use what they read;(b) write well-organized,effective papers; (c) listeneffectively and discuss ideas intelligently; and (d) know ourliterary heritage and how it enhances imagination andethical understanding, and how it relates tothe customs, ideas, and values of today's life andculture. 2. The teaching ofmathematics in high school should equip graduates to: (a)understand geometric and al- gebraic concepts; (b) understandelementary probabil- ity and statistics; (c) applymathematics in everyday -,- situations; and (d) estimate,approximate, measure, and test the accuracy of theircalculations. In addition to the traditional sequenceof studies available for college-bound students, new,equally demanding mathematics curricula need to bedeveloped for those who do not plan to continuetheir formal education immediately. 3. The teaching ofscience in high schoolshould provide graduates with anintroduction to: (a) the concepts, laws, and processes of-thephysical and biological sciences; (b) themethods of scientific inquiryand rea- soning; (c) the applicationof scientific knowledge to everyday life; and (d) the socialand environmental implications of scientific andtechnological development. Science courses must berevised and updated for both col- the college-bound andthose not intending to go to lege. An example of suchwork is the AmericanChem- ical Society's "Chemistryin the Community" program. 4. The teaching ofsocial studies in high schoolshould be designed to: (a) enable students toa their places and 25 ,

possibilities within the largersocial and cultural structure; (b) understandthe-broad sweep of bothancient and contemporary ideas thathave shaped our world; and (c) understand thefundamentals of how our economic system works andhow our political system functions; and (d) grasp thedifference between free each of and repressive societies.An understanding of these areas is requisite tothe informed andcommitted 1 exercise of citizenship in ourfree society. 5. The teaching of computerscience in high school should) equip graduates to: (a)understand the computer as an information, computation, andcommunication device; (b) use the computer inthe study of the otherBasics and for personal andwork-related purposes; and(c) understand the world of computers,electronics, and related technologies.

In addition to the NewBasics, other importantcurric- ulum matters must beaddressed. ordinarily 6. Achieving proficiencyin a foreign language requires from 4 to 6 yearsof study and should,therefore, be started in the elementarygrades. We believe it is desirable thatstudents achieve suchproficiency because study of a foreignlanguage introduces students to non-English-speakingcultures, heighlens awareness andcomprehension of one's native tongue, and serves the 'Nation'sneeds in commerce,diplo- macy, defense,and education. provide stu- 7. The high schoolcurriculum should alsO dents with programsrequiring rigorous effortin sub- and jects that advancestudents' personal, educational, occupational goals, such asthe fine and performing arts and vocationaleducation. These areascomple- ment the New Basics,and they should demandthe same level ofperformance as tne Basics. leading to 8. The curriculum inthe crucial eight grades the high school yearsshould be specificallydesigned to provide a soundbase for study in thoseand later English language development 26 years in such areas as 3 4 skills, and writing, computationaland problem solving science, social studies,foreign language, and the arts. These years should foster anenthusiasm for learning and tal- and the developmentof the individual's gifts ents. 9. We encourage thecontinuation of efforts by groups such as the AmericanChemical Society, theAmerican Association for theAdvancement of Science,the Modern LanguageAssociation, and the National Councils of Teachers ofEnglish and Teachers ofMath- ematics, to revise, update,improve, and make available new and more diversecurricular materials. We applaud the consortia ofeducators and scientific,industrial, and scholarlysocieties that cooperate toim- prove the schoolcurriculum. RecommencationB: Stancarcs ancExoectations We recommend thatschools, colleges, anduniversities adopt and higher expecta- more rigorousand measurable standards, conduct, and that tions, for academicperformance and student requirements for ad- 4-year colleges anduniversities raise their educationally with mission. This will helpstudents do their best challenging materials in anenvironment that supportslearning and authentic accomplishment. Irnplementing Recommendations

1. Grades should beindicators of academicachievement so they canbe relied on as evidenceof a student's readiness for further study. raise their 2. Four-year collegesand universities should appli- admissions requirementsand advise all potential cants of the standardsfor admission in termsof specific courses required,performance in these areas, and levels of achievement onstandardized achievement tests in eachof the five Basics and,where appli- 27 cable, foreign languages. . ' Lo 3. Standardized testsof achievement (not to beconfused with aptitude tests)should be administered atmajor transition points from onelevel of schooling to another and particularly fromhigh school to college orwork. The purposes of these testswould be to: (a) certify the student's credentials;(b) identify the need for remedial intervention; and(c) identify the opportunity for advanced or acceleratedwork. The tests should be administered as part of anationwide (but not Federal) system of State andlocal standardized tests.This system should includeother diagnosticprocedures that assist teachers andstudents to evaluate student progress. 4. Textbooks and othertools of learning andteaching should be upgraded andupdated to assure more rigorous content.We call upon universityscientists, scholars, and membersof professional societies,in collabo- ration with master teachers,to help in this task, as they did in the post-Sputnik era.They should assist pub- willing i:iublishers indeveloping the products or . lishtheir own alternativeswhere there are persistent in adequacies. States and 5. In consideringtextbooks for adoption, school districts should:(a) evaluate texts andother materials on their ability to presentrigorous and challenging material clearly;and (b) require publishers to furnish evaluation data onthe material's effectiveness. 6. Because no textbookin any subject can begeared to the needs of all students,funds should be made avail. able to support textdevelopment in "thin-market" areas, such asthose for disadvantagedstudents, the learning disabled, and thegifted and talented.

7. To assure quality,all publishers shouldfurnish evidence of the quality andappropriateness of textbooks, based on results fromfield trials and credibleevalua- , tions. In view of the enormousnumbers and varieties

28 ,, 0 0 of texts available, morewidespread consumer information services for purchasers arebadly needed.

8. New instructionalmaterials should reflect the most current applicationsof technology in appropriate curriculum areas, the bestscholarship in each discipline, and research in learning andteaching. Recommencation C: Time We recommend thatsignificantly more time be devotedto learning the New Basics. Thiswill require more effective useof the existing school day alonger school day, or alengthened school yeclK

Implementing Recommendations 1. Students in high schoolsshould be assigned far more homework than is now the case.

2. Instruction in effectivestudy and work skills,which areessential if school and independenttime is to be used efficiently, should beintroduced in the early grades and continuedthroughout the student's schooling. 3. Schoddistricts andState legislatures should strongly consider 7-hour school days, aswell as a 200: to 220-day school year. 4. The time availablefor learning should beexpanded through better classroom managementand organiza- tion of the school day. If necessary,additional time should be found to meetthe special needs of slow learners, the 'gifted, and otherswho need more in- structional diversity than- canbe accommodated during a conventional schoolday or school year. 5. The burden onteachers fot maintaining,discipline should be reduced throughthe development of firm and fair codes of studentconthict that are enforced 29 consistently, and by consideringalternative class- :, 3 - the needs of rooms, programs,and schools to meet continually disruptivestudents. policies with clearincentives and sanc- 6. Attendance time lost tions should be used toreduce the amount of through studentabsenteeism and tardiness. burdens on the teacherand related in- 7. Administrative to add trusions into the schoolday should be reduced time for teaching andlearning. grouping of students, aswell as pro- 8. Placement and guided by motion and graduationpolicies, should be instruc- the academic progressof students and their tional needs, rather thanby rigid adherence to age. Recommencation D: Teaching consists of seven parts.Each is in- This recommendation to make teaching tended to improve thepreparation of teachers or rewarding and respectedprofession. Each of the seven a more solely as an im- stands on its own andshould not be considered plementing recommendation.

be required to 1. Persons preparingto teach should meet high educationalstandards, to demonstrate an aptitude for teaching, and todemonstrate competence universities of- in an academicdiscipline. Colleges and be judged fering teacher preparationprograms should criteria. by how well theirgraduates meet these should be in- 2. Salaries for theteaching profession creased and shouldbe professionallycompetitive, performance-based. Salary, market-sensitive, and be promotion, tenure, andretention decisions should evaluation system thatincludes tied to 'a effective be re- peer review so.that superior teachers can warded, average onesencouraged, and poor ones either improved orterminated. 30 3o 3. School boards shouldadopt an 11-month contractfor teachers. This would ensure timefor curriculum and professional development, programsfor students with special needs, and a moreadequate level of teacher compensation. 4. School boards,administrators, and teachersshould cooperate to develop careerladders for teachers that distinguish among the beginninginstructor, the expe- . rienced teacher, and the masterteacher.

5. Substantial nonschoolpersonnel resources should be employed to help solve theimmediate problem of the shortage of mathematics andscience teachers. Quali- fied individuals including recentgaduates with mathematics and science degrees,graduate students, and industrial and retired scientistsCould, with appropriate preparation,immediately b gin teaching inthese fields. A number of our leadinscience centffs have the capacity to begin educatingnd retraining teachers immediately. Other areas ofcritical teacher need, such as English, must alsobe/addressed. , 6. Incentives, such as grants anloans, should be made available to attract outstandinstudents to the teaching profession, particularlyip those areas of critical shortage. i , I 7. Master teachers shouldbe Involved in designing teacher preparationprogams and in supervising teachers during their probationary years.

31 Recommencation E: Leacership ancFiscal Supporr We recommend thatcitizens across tlw Nation holdeduca- tors and elected officialsresponsible for providing theleadership necessaiy to achievethese reforms, and thatcitizens provide the fiscal support and stabilityrequired to bring about thereforms we propose.

Implementing Recommendations 1. Principals andsuperintendents must play pcrucial leadership role in developingschool and community support for the reforms wepropose, andschool boards must provide themwith the professionalde- velopment and other supportrecfuired to carry out their leadership roleeffectively. The Commission stresses the distinctionbetween leadership skills in- volving persuasion, settinggoals and developing community consensus behindthem, and managerialand supervisory skills. Althoughthe latter are necessary, IVQ believe thatschool boards mustconsciously develop leadership skills at theschool and district levels if the reforms we propose aretb be achieved.

2. State and local officials,including school board members, governors, andlegislators, have .the prima)), responsibility for fmancing andgOverning the schools, and should incorporate thereforms we pro5pose in their educational policiesand fiscal planning. Government, in cooperationwith States 3. The Federal of key and localities, shouldhelp meet the needs groups of studentssuch as the gifted andtalented, the socioeconomically disadvantaged,minority and language minoritystudents, and the handicapped.In combination these groupsinclude both national resources and theNation's youth who are most atrisk. 32 4(1 Federal Government's role = 4. In addition, we believe the includes ,several functions ofnational consequence that States and localities alone areunlikely to be able to meet: protectingconstitutional and civil rights for students and school personnel;collecting data, statistics, and information abouteducation generally; supporting curriculum improvementand research on teaching, learning, and the managementof schools; supporting teacher training in areasof critical shortage or key nati maineeds; and providing student financial assistance and researchand graduate training. We believe the assistance of theFederal Government should be provided with a minimumof administrative burden and intrusiveness., 5. The Federai Governmenthas ihe primary responsibility to identify the nationalinterest in education. It should also help fund and supportefforts to protect and promote that interest.It must provide the national leadership to ensure That theNation's public and private resources aremarshaled to address theissues discussed in this report.

6. This Commission calls uponeducators, parents, and public officials at all levels toassist in bringing about the educational reformproposed in this report. We also call upon citizens toprovide the fmancial support necessaryto accomplishthese purposes. Excellence costs. But in the long runmediocrity costs far more. America CanDo It of Despite the obstacles anddifficulties that inhibit the pursuit superior educational attainment, weare confident,with history as our guide,that we can meet our goal:The American *educational system has respondedto previous challengeswith remarkable success. In the19th century our land-grantcol- training that leges and univerSitiesprovided the research arid developed our Nation's naturalresources and therich agricul- tural bounty of theAmerican farm. From the late1800s ed- through mid-20th century,American schools provided the 33 ucated .workforce needed toseal the success of theIndustrial 41 Revolution and to provide themargin of victory in twoworld wars. In the earlypart of this century andcontinuing to this very day, our schoolshave absorbed vast wavesof immi- grants and educatedthem and their children toproductive citizenship. Similarly, the Nation'sBlack colleges have provided opportunity and undergraduateeducation to the vast majority of college-educated BlackAmericans. More recently, our institutionsof higher education have provided the scientistsand skilled technicianswho helped us transcend the boundariesof our planet. In the last 30 years, the schoolshave been a major vehicle forexpanded social opportunity, and nowgraduate 75 percent of our young people from high school.Indeed, the proportion ofAmericans of college age enrolled inhightx education is nearly twicethat ofJapan and far exceeds othernations such as France,West Germany, and the Soviet Union.Moreover, when international comparisons were lastmade a decade ago, the top9 percent of American studentscompared favorably in achievement with their peersin other countries. In addition, many large urban areasin recent years report diat average studentachievement in elementary schools is improving. More and moreschools are also offeringad- vanced placement programsand programs for giftedand talented students, and more and morestudents are enrolling in them. We are the inheritors of a pastthat gives us every rea- son to believethat we will succeed. A Worc toParents anc Stucents The task of assuring the successof our recommendations does not fall to the schools andcolleges alone. Obviously,faculty members and administrators,along with policyrnakers and the mass media, will play acrucial role in the reform of the educational system. But even moreimportant is the role of 'parents and students, and tothem we speak directly. To Parents You know that you cannotconfidently launch your childreninto 34 today's world unless they areof strong character andwell- educated in the use of language,science, and mathematics. They must possess a deep respectfor intelligence, achievement, and learning, andthe skills needed to usethem; for set- ting goals; and for disciplinedwork. That respect must be ac- companied by an intolerance forthe shoddy and second-rate masquerading as "good enough." You have the right to demandfor your children the best our schools and colleges canprcMde. Your vigilance and your refusal tobe satisfied with less thanthe best are the imperative first step. But yourright to a proper educationfor As surely as you your childrencarries a double responsibility. are your child'sfirst and most influentialteacher, your child's ideas about education and itssignificance begin with you. You must be a living exampleof what you expect yourchildren to honor and to emulate. Moreover, youbear a responsibility to participate actively in yourchild's education. Youshould encourage morediligent study and discouragesatisfaction with mediocrity and the attitude that says"let it slide"; monitor your child's study; encouragegood study habits; encourage ypur child to take moredemanding rather than lessdemanding courses; nurture yourchild's curiosity, creativity,and confidence; and be an activeparticipant in the work of theschools. Above all, exhibit a commitmentto continued learningin your that excel- own life. Finally,help your children understand lence in education cannot beachieved without intellectual and moral integrity coupledwith hard work andcommitment. Children will look to their parentsand teachers as models of such virtues.

. To Students withhold You forfeit your chancefor life at its fullest when you your best effort inlearning. When you give onlythe minimum to learning, youreceive only the minimumin return. Even best ef- with your parents' bestexample and your teachers' forts, in the end it is your workthat determines how much and how well you learn. When youwork to your full capacity, you skills that will enable you can hope toattain the knowledge and to create yourfuture and control yourdestiny. If you do not, others. Take hold you will have yourfuture thrust upon you by dedication of your life, apply your giftsand talents, work with 35 4 3 yourself and and self-discipline. Havehigh expectations for - convert every challengeinto an opportunity. A Final Word This is not the first or onlycommission on education, and some of ourfindings are surely not new,but old business that now at last mustbe done. For no one candoubt that the United States is under Cifallengefrom many quarters. Children born today can expect tograduate from high school in the year 2000. Wededicate our report not only to these children, but also tothose now in school andothers to come. We firmlybelieve that a movementof America's schools in the direction calledfor by our recommendationswill lives in a far prepare thesechildren for far more effective stronger America. Our final word, perhaps bettercharacterized as a plea, the im- is that all segments of ourpopulation give attention to plementation of our recommendations.Our present plight did current not appear overnight,and the responsibility for our will situation is widespread.Reform of our educational system equally take time and unwaveringcommitment. It will require widespread, energetic, anddedicated action. For example, we call uponthe National Academy ofSciences, National Science Ser- Academy of Engineering,Institute of Medicine, vice, National ScienceFoundation, Social ScienceResearch En- Council, American Council ofLearned Societies, National dowment for the Humanities,National Endowment forthe for Arts, and other scholarly,scientific, and learned societies their help in this effort.Help should come fromstudents themselves; from parents,teachers, and school boards;from offi- colleges and universities;from local, State, and Federal cials; from teachers' andadministrators' organizations; from industrial and labor councils; andfrom other groups with interest in and responsibilityfor educational reform. that is It is their America, andthe America of all of us, addressed. It is at risk; it is to eachof us that this imperative is by our willingness to take upthe challenge, and ourresolve to world will be either see it through,that America's place in the secured or forfeited.Americans have succeededbefore and so we shallagain. 36 Appenfflers Aooendix A:Charter NationalCommission on Excellence inEcucation

Authority Part I) 20 U.S.C. 1233a. The Commissionis governed by the provisions of 20 of the General EducationProvisions Act (P L. 90-247 as amended; U.S.C. 1233 et seq.) and the FederalAdvisory Committee Act (P L. 92-463: of 5 L'.S.0 Appendix D which setforth standards for the formation and use advisory committees. Purpose and Functions The Comussion advises and makesrecommendations to the nation and to Commission is the Secretary of Education.To carry out this mission the charged with the followingresponsibilities:

(1) lb review and synthesizethe data and scholarly litera- schools, ture on the quality oflearning and teaching in the nation's colleges, and universities, bothpublic and private, with special concern for theeducational experience of teen-age youth;

(2) lb examine and to compareand contrast the curricula, standards, and expectations of theeducational systems of several advanced countries with thoseof the United States;

(3) lb study a representativesampling of university and college admission standards and lowerdivision course requirements with particular reference to theimpact upon the enhancement of have quality and the promotion ofexcellence such standards may school aca- on high school curriculaand on expected levels of high demic achievement;

(4) To review and to describeeducational programs that are recogrmized as preparing studentswho consistently attain higher than average scores in college entranceexaminations and who by meet with uncommon successthe demands placed on them the nation's colleges anduniversities;

(5) lb review the majorchanges that have occurred in American education as well as eventsin society during the past quarter century that havesignificantly affected educational achievement; 39 4 6 (6) lb hold hearings and toreceive testimony and expert ad- lev- vice on efforts that could andshould be taken to foster higher col- els of quality and academicexcellence in the nation's schools, leges, and universities;

(7) 'lb do all other things needed todefine the problems of and the barriers to attaining greaterlevels of excellence in Ameri- can education; and

(8) To report and to makepractical recommendations for action to be taken by educators,!loge officials, governing boards, parent§, and others having a vitalinterest in American education and a capacity to influence it forthe better

Structure The Commission consists of at least12, but not more than 19, public members appointed by the Secretary.The Secretary shall designate achairper- Commission in- son from among themembers. Among its menthers the cludes persons who areknowledgeable about educationalpro-grams at ed- various levels and are familiar withviews of the.public, of employers, of ofredu- umtors, and of leaders of a rangeof professions regarding the status education cation today, requirements for thefuture, and ways the quality of for all Americans can be improved. A quorum of the Commission is amajority of appointed members. Terms of service of members endwith the termination of the Com- mission. Hearings on behalf of the Commission maybe held by one or more members with the authorization ofthe chairperson. The Commission may establishstanding committees composed ex7: the re- elusively of its members. Eachstanding committee complies with Each quirements of applicable statutesand Departmental regulations. for committee presents to theCommission findings and recommendations establishment of a action by the fullCommission. Timely notification of the and committee and any change therein,including its,cliarge, membership, frequency of meetings, will be madein writing to the CommitteeManage- established by the ment Officer. All committeesact under the policies Commission as a whole. Management and staff services areprovided by the Executive Di- rector who serves as theDesignated Federal Official to theCommission and by the National Institute ofEducation.

Meetings the The Commission meets approximatelyfour times a year at the call of Chairperson, with the advance approvalof the Secretary or the Designated agenda and is present or represented at 40 Federal Official who approves the .11 4 the call of their all meetings. Standing&gnmittees meet as required at Chairperson. All Chairperson with the concurrenceof the Commission As- meetings are open to the public except asdetermined otherwise by the of all sistant Secretary for EducationalResearch and Improvement. Notice and records meetings shall be given to thepublic. Meetings are conducted, and Department of proceedings kept. inaccordance with applicable laws regulations.

Compensation Act and other appli6- In accordifnce with theGeneral Education Provisions honorarium of $100 ble laws, Commissionmembers shall be entitled to an Their per diem and travel per day for officialbusiness of the Commission. expenses will be pit.,in accordance with FederalTravel Regulations. Annual Cost Estimate including com- Estimate of the direct cost foroperating the Commission, studies, but pensation and travel expenses formembers as well as costs for of excluding staff support, is$332,000. Estimate of annual person-years administrative sup- staff required is 16. Estimateof direct annual costs for $453,000. The National port, staff and staff perdiem and travel expenses is and research Institute of Education willprovide additional administrative assistance to the Commission.

- Reports months from the In addition to its fmal report:which is expected eighteen March 31 of initial meeting, the Commissionsubmits to the Congress by list of the names each year an annual reportwhich contains as a minimum a dates and places of the and business addresses ofthe members, a list of the Commission meetings, the functions of theCommission,, and a summary of is trans- activities and recommendationsmade during the year. Such report The Commission mitted with the Secretary'sannual report to Congress. appropriate. A makes such other reports orrecommendations as may be the Committee copy of the ammal reportand other reports is provided to Management Officer.

Termination Date its It is estimated that the time necessaryfor the Commission to complete insure the comple- activities and report is at least18 months. Therefore, to thic Commission termi- tion of the report, theSecretary determines that nates not later than two yearsfrom the date of this Charter. APPROVED:

Secretary 41 Date 4 Aapendix B:Schedule of the Commission's PublicEvents Pbce Host(s) Event Date(s) Washington. D.C. Full Commission Meeting October 9-10, 1981 Washington, D.C. Full Commission Meeting December 7, 1981 Washington, D.C. Full Cnmnfissiiin Meeting February 25, 1982 Stanford University Donald Kennedy, President HearingSdence, March 11, 1982 Stanford, California Stanford University Mathematics, and Technology Education J. Myron Atkin, Dean Graduate School of Education Stanford University

I louston Independent Raymon Bynum, Texas State HearingLanguage and April 16, 1982 , School District Commissioner of Education Literacy: Skills for I foubton, Texas Academic Learning Billy R. Reagan, General Superintendent I louston Indep2ndentSchool District

The University of Thomas Erlich, Pi ovost Panel Discussion April 30. 1982 Pennsylvania The University of Pennsylvania Performance Philadelphia, Expectations in Pennsylvania American Education Georgia State Alonzo Crim, Superintendent I fearingTeaching and May 12. 1982 University Atlanta Public Schools Teacher Education Atlanta, Georgia Sherman Day, Dean School of Education Georgia State University

Barbara Hatton, Dean School of Education Atlanta University

also attended a number ofsubcommittee meetings In addition to these public events,the Commission members of 18 months. and worksessions over the course 43 Place I lost ( s) Event Date(s) Washington, D.C. Full Commission Meeting May 25, 1982 Roosevelt University Rolf Weil, President HearingCollege June 23, 1982 Chicago, Illinois Roosevelt University Admissions and the Tmnsition to Post- John Corbally, President Secondary Education John D. and Catherine I MacArthur Foundation Chicago

Thomas Day, President July 30, 1982 San Diego State SymposiumThe Student's San Diego State University Role in Learning University California Richard Atkinson, Chancellor University of California San Diego

University of Rhode Frank Newman, President Panel Discussion August 27, 1982 Island University of RhOde Island College Curriculum: Kingston, Rhode Island Shape, Influence, and Assessment St. Cajetan's Center Robert Andringa, Executive I leafingEducation for September 16, 1982 Denver, Colonido Director a Productive Rolein a Education Commission of the Productive Society States Denver

Robert Payton, President September 28-29, New York, New York Full Commission Exxon Education Foundation 1982 Meeting Exxon Corporation N New York, New York Derek Bok, President HearingEducation for October 15, 1982 Harvard University Cambridge, Ilarvard University the Gifted and Massachusetts blented Patncia Albjerg Graham,Dean I larvard Graduate School of Education

Washington, D.C. Full Commission Meeting November 15 16, 1982 Washington, D.C. Full Commission Meeting January 21-22, 1983 Washington, D.C. 43 Full Commission Meeting April 26, 1983 , r) 0 Aopendix C:CommissionedPaoers Paper Authons) "Twenty-Five Years of American Joseph Adelson Education: An Interpretation" The University of Miethigan,Ann Arbor "A Summary Report on theEducational Systems of Catherine P Ai les the United States and theSoviet Union: Comparative Francis W. Rushmg Analysis" SRI International, Arlington,'Virginia "Excellence and Equity in AmericanEducation" Alexander W Astin University of California, LosAngeles "The American Freshman,1966-1981: Some Implica- Alexandcr W Astin tions for Educational Policyand Practice" University of California, Lo'sAngeles "Demographic Change and Curriculum:New Students Herman Blake in Higher Education" University of California, SantaCruz "University Entrance Examinations Richard I. Brod and Performance Expectations" The Modern LanguageAssociadon New York, New York Nicholas Farnham The International Council onthe Future of the University New York, New York William V Mayer Biological Sciences Cul riculumStudy Boulder, Colorado Robert A. McCaughey Barnard College, New ThrkNewYork "An Analytic Comparisonof Barbara B. Burn Educational Systems" Christopher H. Hurn University of Massachusetts,Amherst "Secondary Public Schools in Philip Cusick Michigan State University, EastUnsing America" "An Overview of ScienceEducation Paul De Hart Hurd in the United States and Stanford University, California Selected Foreign Countries"

"Academic Work" Walter Doyle University of Texas at Austin Paper Autbor(s) "Some Ideas About StudentCognition, Motivation and Kenneth Duckworth Work" (A Critique of theSympositun on The Sthden('s 1..niversity of Oregon. Eugene Role in Learning)

"A Comparatii'e Reviewof Curriculum: Mathematics Max A. Ecksteni in the Secondary Schoolsof Queens College City of AwYork and International Studies Five Countries" Flushing Susal me Shafer Arizona State University."rempe Kenneth Travers University of Illinois, Champaign-Urbana "A Review of Effective SchoolsResearch: Implications Eleanor Farrar for Practice and Research" The I Iuron Institute Cambridge, Massachusetts Matthew B. Miles Center for Policy Research New York, New York Barbara Neufeld The Huron Institute Cambridge. Massachusetts "A Little Light on theSubject: Keeping General and Zelda Gamson Liberal Education Alive" University of Michigan. AnnArbor "Certification and Accreditation:Background, Issue William E. Gardner Analysis, and Recommendations" University of Minnesota,Minneapolis John R Palmer University of Isconsin, Madison "What Is Learned in Schools.Responding to School "I'homas L. Good Demands, Grades K-6" , University ofNfissouri-Columbia "Schooling in America: SomeDescriptive ahd Explan- Thomas L. Good atory Statements" Gail M. Hinkel University of Missouri-Columbia "Time, Content and Expectations asPredictors of Donald B. Holsinger School Achievement in theU.S.A. and Other Devel- State l.'niversity of NewYork. Albany oped Countries: A Reviewof IEA Evidence"

"Charting Directions forPreservice Teacher Educa- Kenneth R. Howey Minneapolis tion" University of Minnesota, 45 Author(s) Paper "A Cross-National Perspective onAssessing the Qual- Torsten Husen University of Stockholm, Sweden ity of Learning" "Time on Task: A Research Review" Nancy Karweit Johns Hopkins University Baltimore, Maryland "Academic Standards in theAmerican Community Col- Howard London Bridgewater State College lege: Trends and Controversies" Massachusetts "Motivational Factors in SchoolAchievement" Martin L. Maehr University of Illinois, Champaign-Urbana "The Extent of Adoption ofEffective Schools Pro- Matthew B. Miles Center for Policy Research grams" New York, New York Eleanor Farrar Barbara Neufeld The Huron Institute Cambridge, Massachusetts- "A Review of Effective SchoolsResearch: The Mes- Barbara Neufeld sage for SecondarySchools" Eleanor Farrar The Huron Institute Cambridge, Massachusetts Matthew B. Miles Centerfor Policy Research 41, New York, New York "College Press andIudentFit" William Neumann Syracuse University, New York "Achievement and Quality of StudentEffort" C. Robert Pace Uhiversity of California, Los Angeles "Intelligence, Motivation and theQuantity and Quality Irvey L. Prokop of Academic Work and TheirImpacts on the Learning San Diego Unified School District of Students: A Practitioner'sReaction" (A Critique of California the Symposium on TheStudent's I?ole i» Lear»ing)

"Standards, Curriculum, andPerformahce: An Histor- Lauren 13, Resnick University of Pittsburgh, Pennsylvania ical and Comparative Perspective" 46 r v oo Author(s) Paper

Daniel P. Re Snick < Carnegie-Mellon University Pittsburgh, Pennsylvania "Educational ExcellenceThe SecondarySchool- Frederick Rudolph College Connection and Other Matters:An Historical Williams College Williamstown, Massaenusetts Assessment" "College Admissions and the Transition toPostsecond- Clifford Sjogren Standards and Practices" University of Michigim, Ann Arbor ary Education: "Intelligence, Motivation and t.:ndemicWork" (A Cri- Richud E. Snow Student's Role in Stanford University, California tique of the Symposium on The Learning)

"Understanding Intelligence: What's in Itfor Educa- Robert J. Sternberg Richard Wagner tors?" Yale University, New Haven,Connecticut "Motivating Students to Learn: A LifelongPerspec- Deborah Stipek University of California, Los Angeles tive" "The Values Learned in School:Policy and Practice in Judith Torney-Purta Univer5itv of Maryland, College Park hidustrialized Countries" yh achwille .) Michigan State University, East Lansing "The Years Between ElementarySchool and High Beatrice Ward - School: What Schooling ExperiencesDo Students John R. Mergendoiler Alexis L. Mitman Have?" Far West Laboratory for Educational Research and Development San Francisco, California "The Faculty Role in EducationalExcellence" Jonathan Warren Educational Testing Service Berkeley. California "Value Added and Other RelatedMatters" Dean K. Whit la Harvard University Cambridge. Massachusetts ."Inservice Education" Sam J. Yarger Syracuse University, New York 47 , :t Paper Authorisi of 'The Changing AmericanChild: The Perspective Herbert Zimiles Educators" Rank Street College ofEducation ,New York. New York after July 1983 (SeeOrdering Intormatioa Comnussioned papers will beavailable ui the ERIC system

1983: Also available throughthe ERIC sytitein afterluly "A-Study of High SchoolTranscripts, 1964-1981" Clifford Melt= National Institute of l:du on Washington. D.C. Aooenc Ix D:Hearing Testimony Science, Nathematics,and Technology Education D.C. H. Guyford Stever, NationalAcademy of Sciences, Washington, Bernard M. Oliver, Hewlett-PackardCompan3 Palo Alto, California Coun- Henry L. Alder, University ofCalifornia, Davis, representing the cil of Scientific Society Presidents Sarah E. Klein, Roton MiddleSchool, Norwalk, Connecticut, representing the National Science TeachersAssociation Harold D. Taylor, Hillsdale HighSchool, San Mateo, California, representing the National Council ofTeachers of Mathematics , John Martin, Palo Alto UnifiedSchool District, California Ruth Willis, Hamilton Junior HighSchool, Oakland, California Sam Dederian, San FranciscoUnified School District, California Leroy Finkel, San Mateo CcointyOffice of Education, California Olivia Martinez, San Jose UnifiedSchool District, California Robert Bell, General-ElectricCompany, San Jose, California Judith Hubner, representing theGovernor's Office, State of California Robert W. Walker, De Anza-FoothillCommunity College District, Cali- fornia Nancy Kreinberg, Lawrence Hallof Science, Berkeley, California Robert Finnell, Lawrence Hall ofScience, Berkeley, California of California, Berkeley, representing Marian E. Koshland, University . the National Science Board the Alan M. Portis, University ofCalifornia, Berkeley, representing Education Committee of theAmerican Physical Society the U.S. Leon Henkin, University ofCalifornia. Berkeley, representing Commission on MathematicalInstruction John Pawson, Edison HighSchool, Huntington Beach,California Alan Fibish, Lowell High School,San Francisco, California Jtiliet R. Henry, representingthe California Teachers Association Jess Bravin. Board of Education,Los Angeles, California

Frank Oppenheimer, Exploratorium,San Francisco, California Leigh Burstein, University ofCalifornia, Los Angeles Judy Chamberlain, CupertinoUnified School District, California California Michael Summerville, FremontUnified High School District. Ted Perry. San Juan UnifiedSchool District, California University, California Paul DeHart Hurd, Stanford 49 Elizabeth Karplus, Campolindo HighSchool, Moraga, California 50 Louis Fein, Palo AltoLearners Association, California Bob McFarland, representingthe California Math Council California Katherine Burt, CupertinoElementary School District, Leo Ruth, California EngineeringFoundation New York Gordon M. Ambach, StateEducation Department, Albany, Oklahoma City, James L. Casey, StateDepartment of Education, Oklai,oma California Carolyn Graham, JeffersonElementary School, Burbank, Marcy Holteen, Ambler,Pennsylvania Berkeley, Howard C. Mel and Kay Farwell,Lawrence Hall of Science, California Jean Phillips, Thousand Oaks,California California Simon Ramo, the TRW-FujitsuCompany, Redondo Beach, City, Gerhardt W. Reidel, Universityof West Los Angeles, Culver California Richmond, Carl L. Riehm, Virginia StateDepartment of Education, Virginia John H. Saxon, Norman,Oklahoma California Thomas 0. Sidebottom, InteractiveSciences, Inc., Palo Alto, Karl Weiss, NortheasternUniversity, Boston, Massachusetts Jan West, Oroville, California Related Activities inthe Bay Area Site Visit Lawrence Hall of Science University of California, Berkeley Howard C. Mel, Director of Education and Tour of the Paul and JeanHanna Collection on the Role the Archives and Library atthe Hoover Institution,Stanford University Dinner with business,education, and community leaders Sponsored by the Chamberof Commerce of the United Flora States, Western RegionalOffice, and the William and Hewlett Foundation Language and Literacy:Skills for Academic Learning - Richard C. Anderson, Universityof Illinois, Champaign-Urbana Margaret Smith-Burke, NewYork University, New York Donald Graves, University ofNew Hampshire, Durham Eileen Lundy, University ofTexas, San Antonio Ray Clifford, Defense I-anguageInstitute, Presidio of Monterey, California Lily Wong-Fillmore, Universityof California, Berkeley

50 ) s-, <, Victoria Bergin, Texas Edwation Agency,Austin Alan C. Purves, University of Illinois,Champaign-Urbana Delia Pompa, Houston Independent SchoolDistrict, Texas Olivia Munoz, Houston Independent SchoolDistrict, Texas James Kinneavy, University of Texas,Austin Betty Von Maszewski, Deer Park IndependentSchool District, Texas Claire E. Weinstein, University of Texas,Austin Patricia Sturdivant, Houston IndependentSchool District, Texas

June Dempsey, University of Houston,'lexas, representing the Ameri- Col- can Association ofCommu»ity and Junior Colleges, the Western lege Reading Association, and theNational Associatio» for Remedial and Developmental Studies inPostsecondary Education Jane Porter, College Board, Austin,Texas Kay Bell, Texas Classroom 'leachersAssociation, Austin, Thxas Judy Walker de Felix, University ofHouston, Texas Barbara Glave, University of Houston,Texas, representing the Houston Area Teachers of Foreiga,Language Dora Scott. Houston Independent SchoolDistrict, Texas, representing the National Education Association andthe Texas State Teachers Association, Houston Georgette Sullins, Spring IndependentSchool District, Texas Renate Donovan, Spring BranchIndependent School District, Thxas

Gordon NI. Ambach, State EducationDepartment, Albany, New York Jo Bennett and Jean Parochetti, AlvinCommunity College, 'texas Sharon Robinson, National EducationAssociation, Washington, D.C. Dontild L. Rubin, University of Georgia,Athens, representing the Speech Conmmnication Association Robert N. Schwattz, University ofHouston, Texas Ralph C. Staiger, International ReadingAssociatio», Newark, Delaware Helen Warmer-Burke and Carl L.Riehm, Department of Education, Richmond, Virginia William Work, Speech CommunicationAssociation, Annandale, Virginia Daryl R. Yost, East Allen CountySchools, New ilaven, Indiana Related Activities in Houston Site visits coordinated by the Officeof the General Superintendent of the Houston Independent SchoolDistrict Briargrove Elementary School Wilson Elementary School Clifton Middle School Bellaire High School High School for Engineering Professions 51 I ligh School for HealthProfessions High School for Performingand Visual Arts

Maching and TeacherEducation Gary Sykes, National Instituteof Education, Washington, D.C. Univer- Gary Fenstermacher, VirginiaPolytechnic Institute and State sity, Blacksburg Education, David G. Imig, AmericanAssociation of Colleges for 'leacher Washington, D.C. Anne Flowers, Georgia SouthernUniversity, Statesboro South Barbara Peterson, Seven OaksElementary School, Columbia, Carolina Atlanta, Georgia Eva Galumbos, SduthernRegional Education Board, Harris- Robert Scanlon, PennsylvaniaState Department of Education, burg Ralph Thrlington, Florida StateDepartment of Education, bllahassee D.C. Gail Mac Coll, National Instituteof Education, Washington, Tennessee. Kathy Jones, Roan StateCommunity College, Harriman, representing the National EducationAssociation Mary Lou Romaine, AtlantaFederation of Teachers, Georgia, representing the AmericanFederation of Thachers representing Janet Tows lee-Collier, GeorgiaState University, Atlanta, the Association of TeacherEducators representing Robert Fortenberry, JacksonCity Schools, Mississippi, the American Associationof School Administrators Nicholas Hobar, West VirginiaDepartment of Education, Charleston, representing the National Associationof State Directors of Teacher Education and Certification Fred Loveday, GeorgiaPrivate Education Council, Smyrna, representing the Council for AmericanPrivate Educaion Prattville, James Lowden, AlabamaChristian Education Association, representing the AmericanAssociation of Christian Schools the J.L. Grant, Florida StateUniversity. Thllahassee. representing American Association for Collegesof Teacher Education representing the Carolyn Huseman, GeorgiaState Board of Education, National Association of StateBoards of Education

Robert Fontenot, University ofSouthwestern Louisiana. La Fayette Nancy Ramseur, CamdenHigh School, South Carolina Eugene Kelly, George WashingtonUniversity, Washington, D.C. Richard Hodges, Decatur,Georgia James Gray, University ofCalifornia, Berkeley Engineering in Robert Dixon, Institute forResearch, Development and Nuclear Energy, Atlanta, Georgia 52 Pat Woodall. Columbus,Georgia 5. 4 Wayne Wheatle; Furman University.Greenville, South Carolina, representing the Council for ExceptionalChildren Joe Hasenstab. Project Teach,Westwood, New Jersey Wdham Drununond, Universityof Florida. Gainesville Debbie Yoho, Southeastern RegionalTeacher Center. Columbia, South Carolina Donald Gallelu; Virginia tVritingProject, Fairfax Syra- James Collins, National Councilof States on In-service Education, cuse, New York Ann Levy, Project New Adventure inLearning, Tallahassee, Florida Bill Katzenmeyer, Universityof South Florida, Tampa Mt Mika. Virginia EducationAssociation Eunice Sims, Georgia Writing Project,Atlanta

School Elaine Banks and Sam Sava,National Assojation of Elementary Principals, Reston, Virginia Alandino A. Burchianti, Masontown,Pennsylvania Roy Ede !felt, Washington, D.C. Ed Foglia. California ThachersAssociation, Burlingame June Johnson, New Adventure inLearning, lillahassee, Florida Richard A. Krueger, Staples TeacherCenter, Minnesota Illinois Clare Miezio, Eagle ForumEducation Committee. Schaumburg, the Dom Id L. Rubin, University ofGeorgia. Athens, representing Speech Communication AssociationCommittee on Assessment and Testing Daryl R. Yost, East Allen CountySchools. New Haven. Indiana

Related Activities in Atlanta

Site Visits iouglas I ligh School L.W. Butts. Principal Mays High School Minims E. Wood, Jr., Principal

Lunch with local dignitaries hostedby Georgia State I niversity

Dinner with business. educatiim,and communityleaders Coordinated by the AtlantaPartnershipof Business and Edu- cation Sponsored by FABRAP Architects.Inc..and the Coca-Cola Company 53 tj College Admissionsand the Ransition to Postsecondary Education Clifford Sjogren, Universityof Michigan, Ann Arbor Winnetka, Illinois Ralph McGee, New TrierTownship High School, Administration, Berke- Alice Cox, University ofCalifornia Systemwide ley Texas George Stafford, PrairieView A&M University, Fred Hargadon, StanfordUniversity, California Cambridge Margaret Mac Vicar, MassachusettsInstitute of Technology, Counselors, Lois Mazzuca, NationalAssociation of College Admissions Rolling Meadows, Illinois Ora Mc Connor, ChicagoPublic Schools, Illinois Chicago, Illinois Theodore Brown, HalesFranciscan High School, Charles D. O'Connell,University of Chicago, Illinois Illinois Oscar Shabat, ChicagoCommunity College System, Wisconsin Arnold Mitchum, MarquetteUniversity, Milwaukee, Regional Of- Michael Kean, EducationalTesting Service, Midwestern fice, Evanston, Illinois Regional Office, John B. Vaccaro, TheCollege Board, Midwestern Evanston, Illinois William Kinnison, WittenbergUniversity, Springfield, Ohio Michigan William J. Pappas, NorthviewHigh School, Grand Rapids, Carmelo Rodriguez, ASPIRAof Illinois, Chicago Jeffrey Mallow, LoyolaUniversity, Chicago, Illinois of Thachers, Chicago, Carol Elder, Local 4100of American Federation llhiois Bettye J. Lewis, MichiganAlliance of Families Rachel Ralya, MichiganAlliance of Families Austin Doherty, AlvernoCollege, Milwaukee, Wisconsin Albany, New York Gordon M. Ambach, StateEducation Department, Adult Continuing Edu- Gordon C. Godbey,Pennsylvania Association for cation Indiana Daryl R. Yost, East AllenCounty Schools, New Haven,

Related Activities inChicago Site Visits Standard Oil of Indiana Gene E. Cartwright,Manager of Employee Relations Joseph Feeney, Director,Training and Personnel Planning 54 fi I Continental Illinois Bank Jennifer Olsztynski. Personnel Manager De Paul I'mversity Rev. John T. Richardson, President David Justice. Dean, School torNew Learning

Luncheon with leaders of higher ethicationinstitutions Sponsored by the John D. and Catherine'I'. MacArthur Founda- tion

Dinner with business, education, andcommunity leaders Sponsored by the John D. andCatherine "Is. MacArthur Founda- tion Chaired by Stanley 0. ,-nberry, President, University ofIlli- nois Education for a ProductiveRole in a Productive Society Daniel Sat& Brookings Institution,Washington, D.C. Roy Forbes, Education Commissionof the States, Denver, Colorado Sol Hurwitz, Committee for EconomicDevelopment, New York, New York De- Martha Brownlee, Naval Educationand Training for Research and velopment, Pensacola, Florida Norman Pledger. Colorado AFL-CIO,Denver

Lucretia James, Storage Teclutology,Inc., Louisville, Colorado Kathy Collins Smith, AmericanInstitute of Banking, Denver, Colorado Wade Murphree, Denver Institute ofTechnology, Colorado Calvin Frazier, State Department ofEducation, Denver, Colorado Robert Taylor, The Ohio StateUniversity, Columbus John Peper, Jefferson County Schools,Lakewood, Colorado Michael A. Mac Dowell, Joint Council onEconomic Education, New York, NeA% York Larry Brown, 70001, Inc., Washington,D.C. Robert Stewart, University ofMissouri, Columbia Educa- Gordon Dickinson, ColoradoConununity College and Vocational tion Board, Sterling Karl Weiss, Northeastern University,Boston, Massachusetts Donal&Schwartz, University ofColorado, Colorado Springs

Patricia Brevik, Auraria Library andMedia Center, Denver, Colorado Bos- John Dromgoole. NationalCommission on Cooperative Education, ton, Massachusetts 55 Faith Haire, Littleton Public Schools,Ohio Culver Vernon Broussard, NationalCouncil on Vocational Education, City, California Lake City David Terry, Utah Systemof Higher Education, Salt Michi- Georgia Van Adestine, WesternMichigan University, Kalamazoo, gan Colorado Gordon' E. Heaton, ColoradoEducation Association, Aurora, Hucation, San An- Young Jay Mulkey, AmericanInstitute for Character tonio, Texas Research and George P Rusteika, FarWest Laboratory for Educational Development, San Francisco,California

Cooperation, Donald Clark, NationalAssociation for Industry-Education Buffalo, New York D.C. Jacqueline Danzberger,Youth-Work, Inc., Washington. Washington Cliar les Davis, EducationClinics, Inc., Seattle. Dennis A. Dirksen, San DiegoState University, California Management Sys- Ben Lawrence, NationalCenter for Higher Education tems, Boulder,Colorado Denver, Bill Rosser and Jennie Sanchez,Chicano Education Project, Colorado Sandra K. Squires, Universityof Nebraska, Omaha Related Activities inthe Denver Area Site ViSits Warren Occupational TechnologyCenter, Golden Byron 'flicker. Principal Mountain Bell Education andTraining Center, Lakewood Fred Wells, Director Career Education Center,Denver John Astuno, Principal Emily Griffith OpportunitySchool, Denver Butch Thomas, Principal Assistant Secretary for Luncheon discussion withRobert Worthington, Education, Vocational and Adult Education,U.S. Department of Washington, D.C.

Willard Wirtz, National Institutefor Work and Dinner discussion with Insti- Learning, Washington, D.C.,and I lenry David, National tute of Education,Washington, D.C. leaders Dinner with business,education, and community Sponsored by the EducationCommission of the States Chaired by Calvin Frazier,Commissioner of Education, Colorado 56 Education for the Gifted andlidented James J. Gallagher, University of NorthCarolina, Chapel Hill Marcel Kmsbourne, Eunice KennedyShriver Center, Waltham, Massa=' chusetts Joseph Renzulh, University of Connecticut.Storrs David Feldman, Tufts University,Medtord, Massachusetts

William Durden, Johns Hopkins University,Baltimore, Maryland Connie Steele, Texas Technical University,Lubbock Isa Mita! Zimmerman. LexingtonPublic Schools, Massachusetts Alexmia Baldwin, State University ofNew York. Albany

Arthur Pontarelli, Rhode Island StateDepartment of Education. Provi- dence Armand E. Bastastmi, Jr., Rhode IslandState Legislature, Providence William R. Holland, NarragansettSchool District, Rhode Island Melissa Lawton, Bristol SchoolDistrict, Rhode Island Rachel Christina, Bristol SchoolDistrict, Rhode Island Catherine Valentino, North KingstownSchool District, Rhode Island Marie Friedel, National Foundationfor Gifted and Creative Children, Providence, Rhode Island Marsha R. Berger, Rhode IslandFederation of 'leachers, Providence Sidney Rollins, Rhode Island College,Providence David Liux, State Advocates for GiftedEducation, Providence, Rhode Island James A. Di Prete, Coventry HighSchool, Rhode Island Harold Raynolds, Maine StateDepartment of Education; Augusta June K. Goodman, Connecticut StateBoard of Education, Hartford Mary Hunter Wolfe, Connecticut StateTask Force on Gifted and Tal- ented Education, Hartford Paul Replier, speaking on behalf ofGordon Ambach. State Education Department, Albany, New York Benson Snyder, MassachusettsInstitute of Thchnology, Cambridge, Massachusetts June Cox, Sid Richardso, .Foundation, Fort Worth, Texas LoreM L. Frissora, Needham PublicSchools, Massachusetts, representing the National EducationAssociation Patricia O'Connell, Augusta, Maine,representing the Council of State Directors for Programs for\the Gifted

York Virginia Ehrlich, Astor ProgramStudies for Gifted, Suffern, New Gloria Duclos, University of Sou,rn Maine. Portland Anton Lysy, Londonderry School D-Via New Hampshire Rhoda Spear, New Haven Schools,C mecticut 57

) 44. University, North Dart- Judith Gnmbatun,Southeastern Massachusetts mouth and Universi- Vincent Hawes, AmericanAssociation of State Colleges ties, Washington,D.C. Ohio I)orothy Moser, MortarBoard, Inc., Columbus, Association l'or Thlefited andGifted, Massa- Wendy Marcks, Chelmsford chusetts James De Lisle, Universityof Connecticut, Storrs School, Rockville, Naomi Zymelman, CharlesE. Smith Jewish Day Maryland Danbury Sherry Earle, ConnecticutAssociation for the Gifted, C. Grey Austin, Universityof Georgia, Athens and Gifted Divi- Sally Reis, Council forExceptioltal Children, Thlented sion, Reston, Vir&ia Betty T Gilson, BrocktonPublic Schools, Massachusetts Baton Rouge Roberta Mc Hardy, LouisianaDepartment of Education, Felicity Freund, Gifted ChildSociety, Oakland, New Jersey College, Boston, Massachusetts Lydia Smith, Simmons Advancement of Indi- Betsy Buchbinder,Massachusetts Association for vidual Potential, Milton representing Artemis Kirk, SimmonsCollege, Boston, Massachusetts, Libraries the Associationof College and Research and Talented, Elizabeth E Abbott,Governor's Program for Gifted Gainesville, Florida Jersey James Alvino, Gifted ChildNewsletter, Sewell, New Albany, New York Gordon M. Ambach, StateEducation Department, Thlented, Association of San DiegoEducators for the Gifted and California of Maryland, College Philip J. Burke and KarenA. Verbeke, University Park Lincoln Sheila Brown, NebraskaDepartment of Education, California Association for theGifted, Downey Carolyn M. Callahan, TheAssociation for the Gifted Anne 13. Crabbe, CoeCollege, Cedar Rapids, Iowa Roxanne H. Cramer, AmericanMensa, Arlington, Virginia Neil Daniel, Texas ChristianUniversity, Fort Worth Lackawanna City School Sue Ellen Duggan andMary Lou Fernandes. District, New York Indiana John E Feldhusen, PurdueUniversity, West Lafayette, Frank E Fowle, Ill, Clayton,Missouri Massachusetts Joseph Harrington, CollegeAcademy, Stoughton, American Association forGifted Children Anne E. ImpellizZeri, blented, Betty Johnson, MinnesotaCouncil for the Gift(11 and Minneapolis 58 Nancy Kalajian, Sommerville,Mat,sachusetts John Lawson, MassachusettsDepartment of Education, Quincy Council Barbara Lindsey, Southwest.lowansfor Ihlented and Gifted, Bluffs Diane Modest, FrainingbmPublic Schools, Massachusetts South Africa Jack L. Omond, Office forthe Gifted, Port Elizabeth, D.C. Arthur Purcell, ResourcePolicy Institute, Washington, Annette Raphel, Milton Academy,Massachusetts New Jersey Susanne Richert, EducationalImprovement Center, Sewell, Richmond Carl L. Riehm, Virginia StateDepartment of Education, 'Ferry Ruby, Raynham PublicSchools, Massachusetts California Barbara Moore Schuch,San Diego City Schools, Dorothy Sisk, University ofSouth Florida, bmpa Mercedes Smith, Gifted Associationof Missouri, Springfield Christopher L. Sny, JanesvillePublic Schools, Wisconsin Johns flopkins Juhan C. Stanley, SMPY.Department of Psychology, University. Baltimore, Maryland for Exceptional Cita- Jo Thomason and FrederickJ. Weintraub, Council di en, Reston, Virginia and Gifted Jo Anne Welch, MississippiAssociation for the blented Related Activities in theBoston Area Site Visits Buckingham, Brown and NicholsSchool, Cambridge Peter Gunness, Headmaster Brookline High School, Brookline Robert McCarthy, Headmaster Secretary's RegionalRepresentatives Representatives held their ownconferences The Secretary's Regional educators in their regionsin order to provideadditional or hearings for these events, they also testimony to theCommission. In addition to their regions. supported the hearings theCommission sponsored in

Region I, Wayne Roberts Boston, Massachusetts Forum on Effective Schools,September 16, 1982

Region H. L9rraine Co Mlle New York, New York Forum On Excellence, October21, 1982

59 .Region III, Joseph Ambrosino Philadelphia, Pennsylvania Hearing/Conference on CooperativeEducation, October 11, 1982

Region IV, Ted B. Freeman Atlanta, Georgia 1982 Public Meetmg on Excellencein Education, October 22,

Region V. Harold Wright Chicago, Illinois Higher Excellence in Education:Preparation for the 'fransition to Education, October 6, 1982 °

Region VI, Scott Tuxhorn Dallas, Texas Public Hearing on Excellence inEducation, O'ctober 4, 1982

Region VII, Cynthia A. Harris Kansas City, Missouri Rural and Small SchoolsExcellence, October 26, 1982

Region VIII, Tom l'ancredo Denver, Colorado 1982 Conference on Excellence inEducation, Noilenther 12-13,

Region IX, Eugene Gonzales San Francisco, California 18, 1982 The Teacher: Key to Excellencein th:2 Classroom, October

Region X, George Hood Seattle, Washington Public Hearing, June 25, 1982,Ammst 27, 1982 (Hearing Officer: I lyrum M.Smith)

for the Commis- Transcripts of the precedinghearings sponsored by and Ordering Information). sion will be availablein the ERIC System (See In addition to these hearingssponsored by and for theCommis- members participated in aseries of site visits and a sion, Commission These events public hearing focusing onExcellence in Rural Education. held took place on April 23-24,1982,in Kentucky The hearing was College. at the University ofKentucky-Somerset Community

60 Aooendix E:Other Presentatrons.to the Commission , York Adrienne Bailey. The CollegeBoard, New York: New Cambhdge. Stephen I3ailey, HarvardGraduate Schoo) of Education. Masszichuselts Columbus Irene Bandy OhioDepartment of Education, Elias Blake. Clark College.Atkinta. Georgia Washington, D.C. Lewis M. Branscomb.National Science Board. of Pennsyli.ania.Philadelphia David Burnett. University New York. Liwrence Crennn. TeachersCollege. Columbia University. New York York James V. Gaddy N'ewRochelle High School. New John Good lad. Universityof California, Los Angeles Boiird of Regents. Columbus Elaine Hairston. Ohio Pennsyl- John Hurley. INA Corporatidn(Now CIGNA). Philadelphia. vania Albany Edward Kelly. StateUniversity of New York at Robert McMillan. Universityof Rhode Island, Kingston Georgetown MedicalCenter:Washington. D.C. Edward Pellegrino. Washington, Francis Roberts. NationalEndowment for the Humanities. .D.C. David S. Seeley, StatenIsland. New York D.C. John Sprott. U.S. Departmentof State. Washington, Department of Education.Washington. D.C. Carol Stoel. US. University. New Abraliam Tannenbaum.Thachers College, Columbia York. Ne v.York Connecticut Harold Trag -hoXeroxCorporation. Stamford,

61 r

Aopencix F:\otaole Program, Institutions WhichSubmitted Profiles of Programs Commission con- With the assistance of avariety of organizations, the examples of notable programsand promising ap- ducted foul searches for was to proaches to specific problemsin American education. Our purpose other educa- understand better how schools,school districts, colleges, and problems. Where tion organizations weredefining and addressing these successful the evidence was convincing, wealso sought to learn what made programs work indifferent settings. solicit The Commission's procedurein these four searches was to would an- orOnal profiles of these programsand approaches, profiles that their purpose, content, organi- swer a numberof Key questions concerning zation, impact, andtransferability. Evidence of program success wasprovided wholly by the institu- thus, in no position to vali- tion submitting theprofile. The Commission is, date these programs or toclaim any of them to be"exemplary." educational Over 200 schools, schooldistricts, colleges. and other and other organizations responded to oursolicitations. They sent in profiles descriptions of nearly 300 programs.Due to the specific problems on from secondary to which we were seekinginformation (e.g., the transition postsecondary education, the useof educational technology,mathematics business and industry), education, cooperativeeducational ventures with were postsecondaryinstitutions. But many of the most of the respondents for or with ele- profiles submitted by collegesinvolved programs developed school dis- mentary and or secondaryschools and are in operation in many tricts, informa- For their assistance in theefforts to identify and solicit this Education, the tion, we are particularlygrateful to the Ametican Council on American Association of American Association forHigher Education, the Association of Community State Colleges andUniversities, the American Secondary School Princi- and Junior Colleges, theNational Association of Council on American frik the Academy forEducational Development, the FAucation, and the Fundlorthe Improvement ofPostsecondary Eatcation

62 The tollowing document will beavailable in the ERIC System sometime alter Ju Iv, 1983 (SeeOrdering Informauoni:

Authors Paper Clifford Adelman "Notable Programs in American National Institute of Education Postsecondary Education: Selected Waslungton, D.C. Analytical Abstracts"

Elaine Reuben Mame Reuben Associates Washington, 1).C.

63 Apoencix G: Acknowlecgments which, We want to express particularappreciation to the Commission staff assisted us in under the leadership of ExecutiveDirector Milton Goklberg, our work and helped preparethis report. The staff included:

Betty S. Baten Stella Carol Foley Peter H. Gerber James Harvey Arnetta D. I.aGrone Alisa M. Longworth Mollie Shannahan Mac Adams Penny S. McDonakl Shelia L. Sam Haro Idle K. Spriggs Tinnily NI. Thmlinson Susan Traiman Patricia A. Welch

Others who assisted us at various timesthroughout the course of Antoine our work include: CliffordAdelman. Ned Chalker. Cheryl Chase, Kliot. M. Garibaldi, Bruce I laslam. CarolynJohnson. Sharon Jones, Lily A. Andrew M. Lebby, Be \ erly Lindsat,Carol n Lowe, Irene Lykes,Claude Nlayberry. John NI. Mays, BradMitchell, Jean Narayanan, LewisPike, scott. Joanne Saunders. Ramsay Selden,Gary Sykes, and Marilyn A. Also, the Conmussion owes a considerabledebt to Editorial Experts. Inc., and Morgan-Burchette Associates.both ot Alexandria. Virginia, and in particular to Bruce Boston, Kai enBurchette, Lee Mickle, and Ian McNett, volume. tor invaluable assistance indesigning, editing, and producing this Finally, we sinceielv appreciate the supportand cooperation pro- wled by MaryJean LeTendre. SpecialAssistant to Secretary Belk DonaldJ. Senese, Assistant Secretary, Officeof Educational Researcli and Improve- of Education. ment: and Nlanuell Justiz.Director of the National Institute

6,1 Oideriiui Inifbrma ion Additional copies of this report maybe obtained from: Superintencient of Documents U.S. Goverment PrintingOffice Washington, D.C. 20402 The cost of this report isindicated on the enclosed order form. Please send check, moneyorder, or account numberfor VISA or MasterCard, notingthe expiration date on your credit card. Indicate the nameand address, including zip code, to which the ordershould be shipped and provide yourtele- phone number. Also, note thestock number with your order: Stock No. 065-000-00177-2. Charge orders may betelephoned to the GPO orderdesk at (202) 783-3238, from 8:00 a.m.to 4:00 p.m. Easterntime, Monday through Friday, exceptholidays. Inquiries about bulk rates are encouraged. The Report will also beavailable in the ERIC Systemafter July 1983.

Copies of Commission materialssubmitted to the ERIC Sys- tem are available in twoforms: paper copy (areproduction of the document in approximatelythe original page size) andmi- crofiche (a 4" x 6" sheet ofmicrofilm on which up to 96 pages number of text are reproduced).Copy costs are based on the of pages in the document.To illustrate, a 72-pagedocument currently costs $5.65 in paper copyand $.97 in microfiche with postage costs in addition.Copies can be secured by con- tacting: ERIC Document ReproductionService PO. Box 190 Arlington, Virginia 22210 r 65 (703) 841-1212 / U S GOVERNMENT PRINTINGOFFICE 1983401-326