ED169609.Pdf

DOCUMENT RESUME

ED 169 609 EA 011 397 TITLE Part 11:A Bill to Provide Educational Proficiency Standards. Hearings before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor, House of Representatives, Ninety-Fifth Congress, First Session on H.R. 6088 (September 12 and 15, 1977). INSTITUTION Congress of the U.S., Washington, D.C. Hr-usa Committee on Education and. Labor. PUB DATE 77 NOTE 142p.; Best copy available

EDRS PRICE MFO1 Plus Postage, PC Not Available from EDPS. DFSCRIPTOPS Academic Standards; Basic Skills; Educational Accountability; *Educational Legislation; Federal Aid; *Federal Legislation; Federal Programs; *Federal State Relationship; Higher Education; *Minimum Competency Testing; *Performance Based Education; Secondary Education; :State Departments of Education; *State Federal Aid; reacher Education: Testing Programs IDENTIFIERS Congress 95th ABSTRACT This document contains testimony, prepared statements, letters, and supplemental materials submitted during two days of hearings held in September, 1977. Under consideration wasa bill to amend the Elementary and Secondary Education Act of 1965 to require state educational agencies to establish basic standards of educational proficiency applicable to secondary school students. Admiral H. G. Rickover expressed strong beliefs that the educational system is falling behind the needs of society. The president of Miami -University at Oxford, Ohio, Dr. Phillip Shriver, testified that many entering freshmen are not prepared for college level work. The second day of testimony, Representative Ronald Mottl announced that he planned to introduce a substitute bill that would allow local systems to initiate minimum competen.cy testing on a voluntary basis. Further t'estimony.was Presented favoring the federal governmsnt helping states, establish standards but maintaining local control. Dr. Mary Berry, Assistant Secretary for Education of HEW, discussed issues .f problem definition and development of national educational standards. Mr. John P.-Andrisek, superintendent of Berea CitY Schools in Ohio, described their minimum competencies program. Mrs. Carolyn Warner,

superintendent of public instruction in Arizona, described Arizona's . --co-ntinuous uniform evaluation system. Mr. Barry Beal, supervisor, department of -development ,and evaluation, Denver Public Schools, described the Denver experience with minimum competency examinations. IMLF)

*********************************************************************# *. Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** BEST COPYAVAILABLE PART 11: A BILL TO PROVIDE EDUCATIONAL PROFICIENCY STANDARDS

HEARINGS ItPORE THE SUBCOMMITTEE. ON ELEMENTARY, SE( ONPARY AND VOCATIONAL EDUCATION Ob"PlIE COMMITTEE ON EDUCATION AND LABOR HOUSE OF REPRESENTATIVES N I NET Y-1P1 FTI I CONGRESS ritsT SESSION ON H.R. 6088 TO AMEND THE ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965 TO REQUIRE STATE EDUCATIONAL AGENCIES TO ESTABLISH BASIC STANDARDS OF ,EDUCATIONAL PROFI- CIENCY APPLICABLE TO SECONDARY SCHOOL STUDENTS

HEARINGS HELD IN WASHINGTON, D.C. SEPTEMBER 12 AND 15, 1977

Printed for:, the use of the Committee on Education and Labor CAM. D. PERKINS, Chairinan

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE NATIONAL INSTITUTE Oil EDUCATION THIS DOCUMENT HAS BEEN REPRO"- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN- ATING' I T POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY-

U.S. GOVERNMENT PRINTING OPFICE. 97-378 0 WASHINGTON :1977 ts. 2 COMNIITTEE ON EDUCATION AND LABOR CARL D. PERKINS, Kentucky. Chairman FRANK THOMPSON, Ja., New Jersey ALBERT II. QUIE, Minnesota JOHN It. DENT, Pennsylvania . JO FIN M. ASHBROOK, Ohio JOHN BRADENIAS, Indiana .pAIN N. ERLENBoRs. AUGUSTUS F. HAWKLNS, California itr-E;ALB SARASIN, Connecticut NI;ILLIAM D. FORD, Michigan JDFIN BUCIIANAN Alabama PHILLIP BURTON, California JAMES M. JEPPOILBR, Vermont JOSEPFI M. GAYDOS. Pennsylvania LARRY ruEssLER. South Dakota WILLIAM "BILL" CLAY, :Missouri WILLIAM GODDLING, Pennsylvania 5IARIO BIAGGI, New York BUD SHUSTER, Pennsylvania IE ANDREWS, North Carolina SHIRLEY N. PE1"I'IS, California MICHAEL T. BLOUIN, Iowa CARL D. PURSEI.I.,..Niichigan ROBERT J. CORNELL, Wisconsin MICKEY EDWARDS. Oklahoma PAUL SIMON, Illinois EDWARD P. BEARD, Rhode Island LEO C. ZEFERPEI. New York GEORGE MILLER, California RONALD M. MOTTL, Ohio MICHAEL 0. MYERS, Pennsylvania AUSTIN J. MURPHY. Pennsylvania JOSEPH A.. LE. ANTE, New Jersey TED WEISS, New York CEC HEMEL, Hawaii BALT4sin CORRADA, Puerto Rico DALE E. KILDEE, Michigan

:CDCONSITTE,i: (N ELEMENT:111Y. SECONDMIY NU VOCATIONAL EDUCATION CARL D. PERKINS, Kentucky, Chairman WILLIAM D. ' ALBERT II, QUIE, Minnesota IKE ANDREv 7nrth Carolina JOHN-BUCHANAN, Alabama__ MICHAEL T. EN, Iowa LARRY PRESSLER.South Dakota PAUL SIMON. Illinois WILLIAM F. CODDLING. Pennsylvania rEO C..ZEFERETTI, New York SHIRLEY N. PET7'1,S, California RONALD M. MOTTL, Ohio CARL I). PUltSELL, Michigan A IISTIN J. MURPHY, Pennsylvania JOSEPH A. Lt.: PANTE. New Jersey TED WEISS, New York CDC ImpTEL, Hawaii BALTASAR CORRADA, Puerto Rico DALE E. KILDEE, Michigan GEORGE MILLER, California .CONTENTS

Hearings held in Washita:Amt. 1).C.: Page September 12, 1977 September 15, 1977' 57 Text of 11.R. 6088 Statementof Andrisek, John R., superintendent, Berea City Schools 7:: Beal, Harry B., suiervisor, 141mi-tine:It of Development and Evalua- tion, Denver Public Schools -118 Berry. Mary, Assistant Secretaryfor Education, Department of Health, Education, and Welfare Rickover, Adm. Hyman G., Deputy Commander for Nuclear Power. Naval Sea Systems Command Shriver, Phillip. Ti., president, Miami University. Oxford, Ohio 45 Warner, Carolyn, superintendent, public instruction for the State of Arizona 111 Prepared statements, letters, supplemental materials, et cetera : Andrisek, John R., superintendent, Berea City Schools, "Summary Report of the Cominission"_ 7I; Beal, Barry B., supervisor, Department of Development and Evalua- tion, Denver public schools, prepared statement 121 Berry, Mary P., Assistant Secretary for Education, Education Divi- sion, Department of Health, Education, and Welfare, prepared statement Kiernan, Owen B., executive director, National Association of See- dary School Principals. letter to Congressman Mottl, dated Septem- ber 12, 1977, with enclosures Ratliff, Raymond E.. president, *kork County Taxpayers Association, . inc., letter to Chairman Perkins, dated September 18. 1977 Rickover, Adm. Hyman G., Deputy Commander for Nuclear Power, Naval Sea Systems Command, prepared statement 23 Shriver, Dr. Phillip R:. president, Miami University, Oxford, Ohio, prepared statement -18 Warner, Carolyn, superintendent, public instruction for the State of A rizona : Letter from Lou Ella Kleinz. executive director, Arizona. School Beards A-ssociiiiion, Inc.. dated September 6, 1977 1111 Letter to Carolyn Warner. from Mike McCormick, executive director, Arizona School Administrators,Inc., dated:August 29, 1977 115 Letter to Chairman Perkins from Mary A. Murphy, president, Arizona Congress of Parents and Teachers, dated September 13, 1977 117 Letter from Darrell Guy, president, Arizona Education Associa- tion, dated September 12, 197-7 11-i PART Il: A BILL TO PROVIDE EDUCATIONAL. PROFICIENCY STANDARDS

MONDAY, SEPTEMBER 12, 1977 HOUSE OF REmslixTATIvEs, St-ucommrrrE: oN ELEMENTARY, SECONDARY AND VOCATIONAL EDUCATION, COMMITITE ON EDUCATION AND LABOR, Washington, D .0. The subcommittee met, pursuant, to notice, at 10 a.m. in room 2175, Rayburn House Office Building, Hon. Ronald M. Nottl presiding. Members present : Representatives nottl, Kildee, and Ooodling. Staff present: John F.. Jennings, majority counsel; Christopher- Cross, minority senior education consultant ; and Nancy L. Kober, staff assistant.. [Text of H.R. 8088 folloivs (1) t):.rittltiliNsi.:ss,NlESS IsT 0R. 608

TN THE 11.01:S E OF' REPRESENTATIVES

Amu, 5, 1977 NEI'. Mi*T,I. 111111/n11.01Ihe following 1n9;Nitir11\vas rocorrol to t Cont- initop On Education toul lAtbor

,A BILL To amend the Elementary and SecondaryEducation Act of 19115 to require State educational fr agencies to establish basic standards if educational proficiencyapplicable to secondary school students.

1 Be it enacted by the Senate and House,pf Represent&,

tices of the United States of America in `Congressassembled,

. That title VIII of the Elementary andSecondary Edueation. Act of [965 (0 88I et sc.i.)is amendM.by adding s5 at the and thereof the followingnew section:

'`BASIC EDUCATIONAL STANDARDS 7 "Sir. 813. (a) (1) No application Made bya State ed- sneational agency for assistance under thisAct may be con-

li 3

sidered unless the State educational agenc2. making such ap-

plicoliOIL11106111'S:IS',111.:111(TS 11111( l'1111(10101111

agency \vill mid implement hosic sliunlods of ed-

.:1 ucational prolieienc\- in accordance \ith the plan 01 such

5 State educational agency approved undyr subsection (h) (4)

6 or in accordance with applicable Federal standards. Such

7 standards shall include the administration of a reading. writing, and mathematics proficiency examination, in accordance

9 with the provisions of this section, to each student enrolled

10in secondarycliools in the State involved.

" (2)Such ,examinationshallbe administeredtoa

112 student (hiring the academic year preceding the academic

13year during which such student completes the requirements

14 necessary for graduation from secondary schOol.If such

15Student fails to aehieve..a passing grade in such examination, 16 - such student shall 1)e given an opportunity to take such ex-

17amination during the following academic year.

18 " (3) A passing grade in such gxamination shall be a

19requirement necessary for graduation from secondary school.

20-A local educational agency may not certify the graduation

21of any stude.,t who has not achieved a passing grade in such

22examination.

23 "(4) Such examination shall be designed to test pro-

24fiCieucy in writing skills, reading and comprehension, and

25 mathematics skill's and comprehension. Such examination 4

1 ;hall emphasize testing the ability-ofa student to use and understand language and to retut with facility and understanding.

" (b) (1) There is hereby establisheda commission to be known as the National CommissionOn basic Education

(hereinafter in this section reftIrred toas the ('onnitission').

" (2)The Commission :411z111be composed offifteen 7nienihers as follows:

ti " (A) three appointed by the President- fromamong 9 individuals serving on State boards of education;

1() " (B) three. appointed by the President fromamong 11 individuals serving on local boards of education;

12 " (C) three appointed by the President fromamong 13 persons employed as teachers in secondary School sys- 14 toms; and

15 " (D) "six appointed by the President frommem- 16 hers of the general public. 17 " (3) Members of the -Commission shallserve without igpay. While -away from their homes or regular places of

19business, members of the Commission shall be allowed travel

20expenses, including per diem in lieu of subsistence, in the

21same manner as Peisous employed intermittently in the

22Govettnnent service are allowed expenses under Section

235703 (b)of title 5, United States Code.

24 " (4) The Commission shall-

25 "(A) establish basic standards of educational pre- 4

1 liciency designed to' evaluate the reatlin;,, writing. and mathematic, skill, of si.condary school students:

(It)revieNv plau< sulattinedhy Slate cdtwa Maud

4 agencie, for the estaldishment of standards in conforMity

lilit1)0,10 estahlished hy the (.'ontinission

WHIN' (.\ ): and

7 ) determine whether to approve plans:21t1)-

S hy duation'al agencies under this para-

.'N , 9 f_grapn.

10 " (.t)Ettit State agency which desires to receiveas-

7 i sistane under this .Act shall submit the plan referred to in

12 paragraph (4) (11) no later lhan two years after the effec- t:;live date of this section. The Comfitission shall complete its'

14 review of all such plans no later than three years after such

15 effective date.

16 " (6) The Commission shall transmit a report to the

17 President and to the Congress, no later than three years 18 'after the effective date of this section, winch contains a

19 detailed statement of the activities of the Commission under 2(1 'this section. The Commission shall cease to exist thirty.days

21 aller the transmission of suchreport.. The Counnissiouil. I 92 of Education shall be responsilde for the administration 'of' ihe provisions of psis section afer the termination of the

24existence of the Commission.

25 "(e) In any ease in which the Commission- di4tpproves c 5 , a plan stihntined 1)\- a Stale cdocational'agency under suit-

section (h)(71-.)(PO.. the I);t:ie latoltirds the .(t)( -t) (A) placed , ifrellecfi1the Stiirc involved if such ilesirps tip assistance antler this .1et,

1. "((1) The I 'Idotoi,sion linty a\vard .grants fu Stole etht-

7 enlional in,indi moonnk the l'ominission siders, necessary, daring the hvo-ear period following the

9plicutivc date_ of this section to as tte,11 State educational inagencies in prelowitig basic staplards to he stilmititttcl to the

11. Commission under sill),:ection (h) (4) (I') .".

,10 r. Mor1,. 'I he Suliconimit or On Elementary. Secondary and Vo- cational 1...ducat ion today begins't wo days of hearings on 11.11. 6088, legislation that ivotild require tilltliiStates to administer minimum competency tests in reading. Writing, and mathematics to their high seh;o1 students. Competency testing, in conjunction with the "back to basics" 1110VC- meta, has become one of the important issues in American education today. With recent, surveys sliowing that 13 percent of, out Nation's 17-year-olds are functionally illiterate, with the rate climbing to an alarming -12 percent ammig our inner city youth and with the steady. decline nt national test scores such as the student aptitude test, the quality of t he educat ion our children are receiving is increasingly being questioned. In fact. about 5 percentif incoming freshmen at major- universities must take remedial courses in the basics. As a method of reversing this downward trend, a growing number of State and local school districts are turning to minimum competency ur proficiency testing. 1 11 1976 alone. 17 States adopted siMie system of competency test ing for their pupils. Local school districts such as the 'Washington, D.C., school system are adopting competency testing us . a means of insuring that their students are indeed learning something during the school year. 11111 pleased t lint the Berea school system, situated in Greater Cleve- land in my district. took the lead in adoptingaits own minimirn competency testing standards recently. This panel will have the opportunity to hear testimony from Berea schools Superintendent Dr. John Andrisek later this week While it is encouraging that some State and local school districts are thus directly tackling the problem of illiteracy head on, the vast majority of our children receive 110 standard periodic review to determine if they are mustering the basic edKationa I skills needed in our'society. That is why I introduced the legislation before us today. I do not believeit.is the perfect solution to the problem of the high rate of illiteracy among our voting people. but it can serve as a vehicle to find that solution. I know that additional Federal involvenlent in education is resented by- State and 101.111 SC11001 officials. But. in the past, decade Congress has sent billions upon billions of dollars to State and local school systems in a myriad of programs. I believe Congress has the right to expect better results than are currently being obtained. If the States refuse to implement their own systems of competency testing, then it: is up 'to Hie Federal Government to act. My position ill this matter is comparable to the situation existing with.no-fault insurance. To date. only 19 States have passed no-fault insurance legislation. and there are some Nlembers of Congress who believe ,there should be a Federal law to prod States into action by setting up minimum standards for every State. Before 1).N-weeding, I would first like to express my sincere appreciation to Chairman Perkins for scheduling hearings on this legislation. ..C1,1:Liefilan Perkins has been delayed at the -Welfare ReformSubcom- mittee, but. he is expected shortly. It is an honor for us to have with us today as our first witness Adm. H. G. Rickover, who is prObably best known for his accomplishments S ill developing. Our nuclear-powered Navy. Inaddition to his substan- tUd. contributions to national defense, Admiralllickoyer has made substantial contributions in other fields, of ,whielieducation is one. lie has evidenced a long-lived interest in educatimi.Ile has w-4.:itten i three books on that subject. lie runs sclipols in connection with the ' training of military personr21for duty in the nucii-powered Navy. This committee frequently hears testimony front theso-called educational experts. Admiral H.:21cover is, ina sense, II customer who must use the products of our. schools in a. very difficult job of designing, building, ,and operating nuclear propulsion plaitsfor Navy ships. It is in this capacity that we have. invited himto testify. .A dmiral Rickover, itis an honor to have you hen, NViillus. today. .Please proceed in any manneryou wish and, in reviewing the tran- script,' feel free to revise1111(1toCXt e RdVOU IVIlla tkti so.the. committee 'will have the fall benelit'ofyour views in the field of eddcation. Please proceed.

STATEMENT. OF ADM. HYMA'N.G. RICKOVER, DEPUTY COMMANDER FOR NUCIAAR POWER, NAVAL SEA SYSTEMS COMMAND

Admiral Rw'kovEn.. Thank yon, Air. Chairman, for invitingme to testify on the quality of educat'ion and what11(1d5to be done to improve it. Over the last three decades,I have interviewed over 1:2,000 top graduates fron some 150 different colleges and universities in searchof young people with intelligence, int egrit y. a lid initiative whovan wet' the demands of the naval nuclear propulsionprogram. In these people, I look not so much for technical competencewe. will teach then' that but, for the ability to think "for themselves, to understand the basic principles of the courses they have taken, andto speak. clearly. I am often disappointed at what I find. Althougha student's record, may 'show that he has taken a variety of courses with impressive titles, his basic knowledge of fundamentals has declined markedlyin relation to his cormterpat of 15 yearsago. It is not. uncommon for me to interviewa recent graduate from a co od college who hareceived a mister'se, lve in mathematics but is incapable of solving a. 1.0t11 grade algebra problem. I have interviewed students receiving a bachelor's degoe in electricalengineering who do not know the difference between alternating current and direct current. In case after ease. not only in eng,invering. inntheniati;s. andscience but in history, foreign lano-nage, economics. and *other fields,many students with excellent. acaTlemic recordsre unable. to disenss even the fundamentals of their disciplines. Vet most, of them honestly believe they learned what, was expected of them because they received good grades. Because T am also responsible for training enlisted personnel for the, nuclear program. Iobserve the products of our elementary and secondary schools. /t is a disheartening, experience. 'Within the past five Years, T have been:compelled,to incorporate a remedial prenuelea power school because of increasing attrition dile to aeadeinicfail: tires. I must now teach courses in the basics of mathematics,. physics, 9 and chemistry' to high school graduates to prepare them to enter the nuclear power school. Here again, imileitiber that we only accept into the nuclear program high. school graduates uhf the highet' mental caliber. .Ion can appreciate the problem faced by the rest. of the Navy in attempting to train personnel of lesser ability to handle the complex equipment now in use. The Chief of Naval Personnel recently disclosed that the Navy is having a difficult time lindingrecruits wan read well enough to do their job. He cited an example of a sailor who, because he could not read Instructions, caused :;;2,;)0,UU0 iii damage to a diesel engine by attempting to natke repairs based solely Q11 illustrations in the manual. Because of the increasing number of high school graduates who cannot read adequately, the Navy now requires many a its recruits to enroll in a 6-week remedial course aimed at raising their reading ability to the sixth-grade level. There are many other sign; that our educational system is falling behilai.tlie needs of our society. In the mid-1960's, scores of college entrance examination's began a decline. The drop is revealed in the scores for the scholastic aptitude tests (SAT)the entrance .examinations required by most colleges. The Anterican college tests, the Minne .t.Qt1t, gcliolastic itehievementtest, and the .11;wit tests of educational development show a similar trend. The recently released Wirtz report delves into. the possible reasons for t.his decline and concludes thereis an urgent need to improve the quality of education offered in our ;drools. The report. callS for a restoration of "the traditions (I:if-critical reading and careful writing.", Last year, the Private Higher Education Annual Report. found "an appalling decline in the preparation of newly admitted students in reading, writing, and mathematics.' The National Assessment. of Educational Progress, ,a federally financed organization. recently. studied writing samples of 7,500 youths. Only a tenth of the 9,.vca r-olds, a third.of tli? 13-year-olds..and half of the 17-year-olds could organiz&.ideas on paper. Most wrote random sentences. Tu .1975, the 'University of California, reported Tr) percent of the State's best high school irraduales .failed it nationally used English composition test. They could not express themselves, choose the right Word to con\plete a thought,- or organize . These problems tend to be unasked, however, by the' pernicious practice of grade inflation. At ninny colleges three-quarters of the grades' riven are A's or Graginflat ion at high school appears to be, just, as prevalent. The high school diploma and the college degree have been cheapened to the point Where ofttimes they no longer stand for recognition of academic achievement. One example is the high school valedictorian who failed to meet, the entrance requirements of a local university because his college hoard examination scores were Ian. half of what the university expected. Another is the high school gradakte Mio sued a school system for "educat ional malpractice," complaining that lie was not taught, enough

13 0I

;Impuo.i 01 11 10000p ti11111.I11 40.fl P10111)(111 go( put: 40114 011 50.0 -0.1(1 palom ItIOJJ apll.1 01 11 01)0.15 01.0150p 111.11151100 11.1030.1 JO 21111111J -S31.11110

op0.T.9 lioroutit SI 0lilt 40O .1.01140.1 1111111 ll Jo '051111;-) 411) 01(10)!.%011! 11050.1 fi1)i.0900.050.4 s05.0100. ptir spoi90111 JO 1 0)4 1)111:11101) ssai .11.10m uo tup lo fluitiatto 1.111(1 019 's1t1040045 0,1011m. spinnuap 0.111 'mt)1 0.10111 81001)195 409 ma 11101)104s 5101 0009 poi °4 0.10110(1 11119 011 5101 0114 '1)-0.1o450111 '05.1no0' as0030q mi 5011 0110p 1011m 011) 10045S5 511110 on a(iq .'Sddipts.f. .1011011a4 St Vthilttl 0111 1001113 51. `..1(IdlIt1 S4110.11Id 0.11) Idd111{ Si(io Slapos SI Sddinpin .10,4 u10.9 .W11011011 '54001)1445 01)0.1:r; 01410 (109 8(10.) 010114 30 At .10(10.01 ootT, 0401- .40A0051p. 10)90.0n1)0 Salp mom 09411 S1100.1 p000001 1) 1101(100 111(101(111) 41101141.11 011 0090001)0 50110111 011 0.10(11 051108 u0114 1110.1)0r.1 4)04000;),)11.1 punt jolt :(109)1111 )no 019 11090111000.1 '1001 V t105.10(.1 011:0 5000tiocp t),11 s! .1710Jus palutipay:v 110-1 5! 'jou s! 03 nosuitt) inn: 04 '.5.1aulo .1021101) .1110 pluotit:otipo 111045:c5 n 04 oq cp0A0.01111! 5400.10d pm; 54(101)1115 451041 001400111)0 811 4105.1101 JO i'Apaimotr>.1 putt 000 110300101;-)A0p Jo 101400',;50 511!)1s 11,015 511 4#11!1)00.1 `.1114!.1.0 1)1111 0111 Si!1!(I1i 04 00500.1 gou Stduns 0114 11115.01d Jo plat ply sopv.1..1 501tiold!y) 54u040d Sp.ritd apply:0E50A .103 500001)010mi I! .1110 5,[[3.1111117 01111 '11015 400 0109 191m '01)11,)11'01)11,01111'01)01111 ,C°i17 op p110d5 1000110 1114 pug° Jou moils upts 100!0. .450.10.4111 111 Silt '../1f0.11100113S Sutott 5100,1101 0.1101 00100 01. 04114145q1)5 0114 41001041)0c J0 )),Id 10110i5503 5.1040001)0 .103 .110114 umo 111 .10114011m ;10'2002 110Jpipi.).110114 0.111 rh1)1At000.1 1: .40190 .0t1) .)101.41:011p0.10(1),01 spieaud 0.10:rill (10,) ,Citti 40001)0..10)0g Ji Sitio tto00 ti tiatiotit St 4u0ds Si400111)0s100 pitio90311p0..1110 11104S5 51 0401(10.1 1141.11 54m0111111010 04 9P14 50.1110 SOOSOHO 3o .0110111 :110 040.0(11t1) 1001[05 "5:5'101)110cl -111 10061400.145 .011)00.1 .101 traltim OM Sltd 00.119 50109 50 11011111 50 .10k ptift 5.1041111ait:0 oy (I0.11)[01-.) 011.0 op 1400 \0 ('o; .01400091.1tA.mou)1 :40a 0114 1.00403111,0 Jo .1111) li)ttoS th1014.00105 41014 50.1011.)0.t 10065.1.0d uoi400!pop putt 11 111911045(1115 4000950:11'! 3.0 '00111 '4011 45111 tiots!0.0101 p04itt1.14i100 i11400.1:d 019.04 .0101001) 01 0114 :0.1 .ifu1p1 pu1i .}is 5111 Jo 0l[4 0.101ts0!pit)s 'wogs 10(14 t [001105 S.101U0S 0.s.01 0.1o01..400(.1.5 .110114 .3.111 5 01 4t10.1J. 3.0 1i0!5!.%:0104 1009 '0'10501 019 yip 11100,,m; 54tiolud oat: 40110.101) it! .dti!molitt a!a114 04 000)00(1 .50.11115 JO tio!si.,0104 t1.)40m .10)!40.010) .rittoitt (141m .0019 0,1'1)10E0 1)110 S(10.10114 110.11.0 [0411,11114 110l410[0.1thlIt 04 0111 SOl1[11,1 tioisi.A0iO4.411114 4 05.1) sjailsuita 011105 54(10.110.1 0511 0104 00!).0.1 511 1111 oiti0.140010 -.10)4!5Aqvg 011J, 110151.10104 405 5! qui 0) .109 ail) :,;13 li 50001.0 Jo uomfatipa it) ! OA 11018!.10[81 14! (10.4SUOII LIIAl '0114 .10m0y ou 01014 0) :10014 011 5! 1)011511.1 1110.13. atio 0000); 04 -0114 -.45011 3100ti smoit 111 0.05.10(1 04 .045 .4.)01)0.1 01 tun) 31010i 04 II p0.10qui0100.1 -5yd 5,1 002,0 itioul...._..);-,h)s s.1110.. .10131: 0111 15.19 '.1111112110.1 ..10011 -.11103110 0:5'11 11:1117/1:Uls! 1)1111 !Il)(101)11!, P101) 1117/110!1.r b110!S!.101,),I, b.10A0mo1i 4400111; 5°.1(:01 110.1p1p1.) 111)m 11 05103. attuttli 4.0 044 100.1 liolsiA,)401plaom Sl .J100101.411)000 0101.9 04 4019'21009 Sul: tuaitioad Imo aq. 1)0.11050.1 10 1: 31011. :.111o11 .10 31 '4111.)114111 110 '.111011 4I S(4111110(1 51)104 04 1104.10115 ',il14 -411 0091104 Jo .'110.1I/Ht11 8(10(18 111I.11011 1),I1111-fl.) 31.10.11 3.0 :titlI11.11101 1101'0 0.1001 51101N4 11011.11 1)0.nultuo.) 114!01 0111 palual.to-400tuutit4A0100 li

100st/total 41 51!1:4 01 (I01).%01) I!.10 pm! fur 1009[1:10: 50.911001)-411.71110111 .11011(m 0.1111 1)07.1.01 InutiA1al(1 .1110 ti 1st ...CA() 541 .c.110111.01 :OS0(Li1l(l dl sauacl 03 .S( 04 0)[010 5.101unstio,) 0 stIntimo.L'il puu 00.111111J - sailuuto II! .c/m.)0:-; 0.%1111 uu 4111101) 14).VITI 4.1141 ui 0(14 1m-01.1040p um! 40 0114 .V!!!1011! 40 .110!10,0110 4141, 1 a.1J!1)/1 0114 :.(10!!!.id 011111FI .04. ill!) 00110011 5450.1 .11.7.1utibs uo 011 10.).011) 10001 .titt1ltv..4u0tut1sTiO4s0 -two 5.10410) 1)1110.%% 0.%1111 511 0A0110(( 111111 .1111 S10011.1S 5.1.%105111011 0Auti -0011uld 01 'laud u! 0t1 00![.)91) 0 40010145 *4!1!(11 10.00030p-4 Si 1.001 Spv[ttoi LI 04 1 u uottpo ut10!4 [ 11.1.1105a.1 (11 961 ott4 u01110103 1.0010.1 1to!tl.11 .111tutt .tui!tu!s satp1145 /cc' 0114 0,1!140 :4 .u0!400111a 00100 04 011 71(0[4.1015 ums01.0100 4014. 0(14. JO U U 0.10111 ill - 0p000000-0t0os stouts s.1)[!tp soultussup SUM 004.10ditit .0.010014 00 Sill IttouloAa!tiou (l1U( spi .1011000 SI 1101S111J110.1 SC.0 (1.0451: - .`dtuttst osituomi ilut.ulsmo J0 :4501401100 p0411.011)0tut s4ttu.1.rIttu1t! .111104 5ti11000 r;t010:01 5(101050d 14! -ssou!sliti all 0.1d bsumssai balt[ 01[4 .;4.11: ..404 [01.4110111411! 1101i 4 0 So1 ! 11 4 4001 1:11 'S1 11(q 'S4511111./ 11.55(.101 'S.104 tutm tit bs.1040.tisi [mu sariptif Spp!til) 10t0 .q[uatilaoutt pa4d0000 51114 s!sill(40(1.1 s,110(001.03 Ir111![0114 01111:0.0(1 0114 01000!411.1 .104 .011tu 54.10,140 .04 0.1[11130.1 0.10111 Alluptu L)0.00:10([ .slomps putt 11041050a `u! 450.t s0ati4t1uoclx0 JO 011(111(1 :5[0114 10.04![0(I [010 1u1)0.1 :s010010;1.10 puu sum410otstp Ut pups S111.11S.1S .10071 1101411.11I4S0AlIt 011 VIVI} 01 1100(1 -SIAM 1))10.1(1.101111 111111 A1.1.1.1.1.10.111I. V .1044 1d S.1 ,40 11S (1 4.10(1 104. 1)110 1101)1 1 U.)11 4 1101 .1!. 11 0111 0( .1)1 U111 P11 11 ..104 11 (MU 51) 11 I.)) 1 40 [111011.1 [13(t {111101}110 1;(41 1 ) 11111110[0 .tt!. 6 .(7) 0100140;4n5 04 ttt5p!11.t0 sItt -5150.104. polluutp Spi 1011150(1 Jll 40(1 [)04000551[) sp501!t1 1)10.11 10[4 011 10( 1 1141! 1 P11 1 /0!SPOP SI l(2111.) 1)11 [10.1 1[ 10.1 4.1 11( 4 0 !MP 1104 41191 S[00110S .M1.1 [..10(1 111 b5(1 011100 u !E) o.i x)otz 111 0114 I 41101110.10I JO uJlptlltJ ji 01 .110114 ((MO '5.10111.11111.) M11 0(111111 J.0 um001! 11014 0.Aut1 opium 4! 01(115s0(1 .104. Stiuttt splopuis 04 Nom: 505.100) 4(0[4 pluom o1)1A0.1(1. 11 111.105 ;111l1111110.1.11 111 0111 ./1511(1 ,Til0111,111 51.).4(11N .11111.p.10.1 111.111'.111,11.11.1.% S.1111:01.11111.1111 11111t...; 5o11 1.)11.1,111111.1010.1111 S01111.0,11 Ul 10.111d luau! ut 015011 J00010:00 so5.11100 011105 '505uo 505.1000 Ut °ism( .supts JAIN 1100(1 1104111.11.(IdlI5 .V.(1 [0 soAlpt) .10 .111[1t,)!.1.1000.t4N.:0 .S.4[A1400 ll1 0t[4 1(1404 .10m0110 10 [utt0[4.01.14sut s.utoti .10(1 lumps 1002: ,sutt .patil[001.). uu 4.10.140 04 tstt! [I! ' 04001 0.010A0[0.I 0! bta0.40001,0 .,cuutu stomps 0.uti 10450A111 ItItosgtis [0! 500.01050.1 u! 5010111'10A tpuoi moos t.)400,111 0.101(1 Im1m04 0.1(( X111.. 010tuasutttu 101[4 p.tuAwl J11td0p.101) s,00.111[1tp 04 4.tos stotli. putt 0.4001 4110n!11Jlu! stio!spap thuptiok) ttl mu -tin JO Slti.1111111 111111 .10110 1S0114 ![[04u! 0[(114 u0.11.101 51110.15.%.5 'SOM101..J50p110S(.1 S11111.1:(10.1(1 oOl11(1 1) .1"4!.10t.01 110 (1u0[)00,t4 40 0010110 (11 45.1111) -J0[05 0011 41t0t141:0 45.01J 'Alti!.01.-0t!. 410[4 at[4 50000t10 0.111 pa.111400.t4s 04 .400u1 (1.) '510011'Op

SS.1.1.411 .10J 11 '41101110111 %IA '11111.11.1t1111 .1.10111 1)1111 '0.101U 5.10.10011.10 0.111 .11(114!am [mu ;70p1l0ds (11 U 0n11'tomu1 1 [[00 .asLittoto.011),) 41 51)11105 Al0.1 1)11110j0.1(1 41111 1110,1J. 111111.11 1 100s:0AlIt1 4! ..1 .0.).%00 ioj. 0I14 Hui 4044 )5M1,1 01(100(1 1.1101) MO1IN..11111.).1. 11110.11 .VM11 0.111 `IM)114 *1110(111 111 '.11111.10,11111711.) OA% JAM( 01 .1m1X..) 111 11111M OM b.61S. bOSIM.10111(1 1.S.111 S.1.110 11111 1.10111)1.10M '0.)111111 S110)10.1.10 S11011(111111SSU 111.1100 d'Il1).111(100I. M11 SOAR j.0 1)1110 0[(1111111.1 .c,I.111111M1111 '.10.10m01.1:

T: 4 12 1 "educationese" allowseducators to use big words to make people believe that. they are smarter than they reallyare.I ft hey are asked to define the words theyuse, they often can't do it and instead they try to make. you feel ,embarrassed for- not understanding the "obvious"or guilty (if interfering with the work of "experts." T ant sure, Mr. Chairman, that von, hareseen examples of "educa- tione..,e." Most of our educators are afflicted with thiscurse. . Mucii experimentation has focusedOn ,ways to give the student.

greater opportunity for "Creativity." The ends to vhich this policy , is taken tie absured. One school superintendent forbade theuse of coloring .books on tlw ..0Tounds that they force pupilsto confine their artistic efforts within fixed lines. Another superintendent ofa big city school system felt that since childrenwere allowed to be creative at

home, they should lx' allowed to be creativeat school. The resultant . milling around of children in the schools led to chaos.This was a predictable result, since most childrenare not competent, to decide what is' in their own-best interest. or how notch creative freedomthey should enjoy. This drift in educational thinking strikesat the, very basis and fah; tie of society. Schools are fostering attitudes in studentsthat ill- prepare them for the hatsh realities of the world. Take the idea that learning must be easy and preferably entertaining. This i0-.1n is cruel to the child and .dangerous to society. for children grow up believing that. they need not struggle tip excel.. In the attempt to make lent:aim, fun. and I believeto make themselves popular. many teachers and administrators have deemphasized disciplined thought and %vol]: habits. and stressed creativity, individuality. and feeling, to the detriment of academie achievement. What this means in teaching English. for example. isa turning away from -- serious reading-and closely reasoned writing. Students, especiallyat the high school level. are led to believe that oral and written expression need no real effort. Feelings are often played ahead of lanirtni(reas the. primary Cool of expression. Ill'consvgnence. studentsare crieat;d; they do not face the difficulties inherent in good writing, and donot de(-.. velop, the ability to write Nvell. This approachmay free instructors. tedious grading of Impers and themes; however, it does not develop the necesary, One of the truths of life is that if you want to influence others, it is not enough to know a subject ; you must also be able to express whatyou know. That is 'what. makes the ability to write clearlya most valuable skill. Bid, many students simply do not value writing skills in-aworld they see as predominantly technical. Teachers who hold grammatical ieveents in small esteem reinforce this notion. The "learnin,,, is easy" movement has also affected mathematics. In the late 1950's, new math was hailed as a revolutionarynew method of teaching a subject that generations of children had' found distasteful, or not fun. By abolishing the systematic progression from arithmetic tl,trough algebra a-nd geometry.- new mathwas supposed to make it. easy for children to understand and enjoy mathematics. The results we-re predictable. The money spentoft- training teachers in the new math and rewriting textbooks. was largely Wasted. Mil- lions of young Americans have learned something of sets,..variables;

16 ET pun A',0011f/ :.1,)(10 -sti0r4! 41111 .0111011 0.11II 1)011.1:4 04 11.0:01 0111 0[40111114pr- papaiac 04 00u1:11:9 s..)100(pi.),u1.) .10 0.1161!4 01110011! 50X114 45001 0.11;1[ u .100(1 110141:p0ll0i 111001 11.)iti.\\ 04 .1.10111 .109.t;11i '50!41:11101141:111 ..1111T.100111.7f111) 0.1011 SI II 071/551It1 111 0113 31:111 5111)0.1 : 011,1, p1.10.11 g1 [11011(111 St1 110.1011110 011.11 5111 1100.711111.11liq '21111450.104111; 1l10 '1111141./X0 411(1 41 S0.111116,1 4.10440 41 s! 31.10A' 0X .711I!ut1101 50:114 '000111 isul 511 00 113414) 540:d ',)01-) 001[4!. 1.10m 1114001v woms pa,T11)0.1 - 1/111 itialans 011.11 pl/10.tt o.u.111),n; 'S11/:1S 11111/ I:ULU/pi! - 11013 .C.IIISSJ:1011 01 .104SIIII1 't1S.1110.) j1111.11.)u0.1,[ ,)114 011111001 Imp 11.11:01 .r/u1 N110115 all A'suo. dui sot pan .1401005 suit 111! 110!41::;!1q0 04 aNual J4 014114!441: it `.1s1:0 pm! 504011100d 111: .q110.111: .tui 004 1!..q1:A0.01 tsup.,Ju -.31.r0m JI duo 11104) 51 04 111114.10411d .1110 '110.1111.11.> OA( tam Op Os .114 0.10111 .1(10011,) 011114 .tig :(1011)00$: 010114 04 51001105 4001040vii.mosip .111101 '54110.1.141 '5001101.104 puu 541101)145 1141.11 riu1i.11:01 alopt1um1l!.i0(Ix0 0s0ti4 -oad 1101111(11)stpun all 51!n:J.7 1110.,) 0!1111 04 0m000.i .zf110,145 1.10)1(1iis 1110.14. inuot4u0111)0 .11011 ptaul Jil 01j4 .s-A 00[140 JO 110!4113npr,,i A140000,1 03[0(I5 Jo -tatialiv 0.11) [011014000p )10).!(1(111 5011 .104 11;101 [00110s '14411011145 litnpu041100 gum 110,11)111p A.4:104 ).44! d.roul .11041:)!45!11(105 50111(l!.1440 .0!ohp to!latfo 411.1141:01 um 04 0015t.101,f4 1)11: .101140 .s.104.)us tamA .01110!tadx0 Suva! JO 5..111[04 511101)1145 0.111 .A.111i0111,opuou 0,1114111111u! pm! P0410!4sa1lo5tal u 4011 4011,1401 1! 41111,104lv ,)A 111110!41))111) 50110110.1dd pirailis wan 0114 01(j 5,10011.-) ic.11:111!.1(1 uoisstur Jo sluoinns.1111141:0111)0 11! 0!stici -svis 4! .71us.\\0110,1 s-..101101104 040u Ito a 4.10(10,1 '1).10.0 su p0.ruadtlu in 0114 -.100D Inn uont:41):,1 4s0.Z11(1 4s0q soso,a1x0 st114 :.11110(1 urAlv:, slo0x0 11! -!U! 141114 ..0.1 d110.14 amrlault ss0110A1suodsot puu 4011 4.!101 [10!411(110! 1),011 .11110 11.0101 11:0.1 pun ,)41.1.%. 0114 .10.1 JO .1110 stomps -04 ' 0.10115 u! oultIvi 094 taililina.).-) .10 [111151.1 011 s.illapuis Dull 011 souN.anu...riu.!1[01104. ..51)11; p[110.11 11.001 J! ptn[ 5t0la510100 ail .s.104.t4s!tquipu :10114 utls A01[4 .10J. -t1au04 .4u040;111100 .s.r011:mn S`' u (1110tr 110pua1sA0[104 504 1401195.01 1. aujos -traupa ;111! 5110!4150c.1 01) .4011 ,ssossod p!los a!tuopmat ptulo,1113[01.ai $445[1109 Plot! 0114 5110!01111111 J'01,10(1- .411114 0514.1i)(Ixa u! Itummssup -affinnau :10511) 4110111 .11113 411110d1114 .0.114.01m01131 .01!11A1 0100.1550p ;j111111111 '41101110 0,0! 0(1 041141451n5 ,1103',10,4 .011![(1 1)111' 41'400S0.!(1 110! 0.111 '411114.10(1111!' S0114 14,1 S.101[01104 0,1u 0011040a 111 0114 (1115 40t) .411:11111!4...lutaq '0(10.111rA pa.anbad j4,101. 0l. mow( 0114 400ctili5 ku %10441 asou 0.1011) 01[4 Satquouta[a saatiatla4 0.11111. itaaut:Apu soot:dap 111 atot[ [)10!.4 [ 411 ta 51114 SaltrrtM) 0 1104J 4.110 doll 04 0Atn1 A!,Ialstau Jo 4001:gust S0114 1[314)4 lutiAk. [)0.1a11)0.1 Jo Suutu 5004,c,..; .,1011s1100 111114,10d1111 5110!0014![11111) 0,111 '31[4 taqtunil ' uoi4vau10 805,11100 u! 4af!1[aval 0-501119!titiaol 30 00U040(I1110;) ;IC) 1[1:15 Ul 100(cols tantall .10:01.111)t13 0110. 111:00.1 .411114 .',1u!dilit 21111 041'npitt;1 11,00m U[ p0511 04 aas stal1a104 1113!.144010 2-,111!,10atiVdt10 411 VIg1111119) ...C41s,a2Alua I tatutuus 5110!550 al1 340np1[t.'d 110140011[w .N.10.11 'Suutou00 -:(1u!ptial4u pluom Ja4lu I sauaS Jo :::!114 altuatoti tautuus 100110s `21,10.tk la`d: u s.1J4su11l 1,...10A0m011 41:114 al10:4 Jo aila[4 m41)1 sU -00,1.1101). 40abills. .saop I(antu 4a0(111 110!41:0111)0 .41; .0114 1)110 J.0 450I14 r salla: .Si! tt Allot)[ Paul 'JAI III H.11 .111191.11140u 04 A01 1)0.10(10.1d '41100104134S 4.)/.11Sttl 041148 -otit 0114 Aka!A 0;114 1111!1[01:04 5o11lata1004 0.11: 0.10111 lutn.aillan utap -qus 1)4011! plaku 400f af'%1044ta1 '04tulua 11 punts oA0-00(lsold .1011311.04

7. 14 an advanced degree because the higher salary it commands makes it more difficulty to get a'job. One publisher of science materials for junior andsenior high schools touted his product as follows "And it does not require specific sithject.backgroundon the part of the earth science teacher." In other words, the teacher does not, need to know nitwit earth science in order to use these teaching materials. But this problem is wore widespread: Poreign languages are taught in many !Ugh schools by those not fluent in them: geometry and algebra by those who know little mathettuns. Most English teachers are literature majors who resent teaching writing skills or who are unqualified to teach them. Studies have shown that, on the average. prospective teachersex- hibit the lowest academie ability of any major group in higher education. One study revealed the startling fact that, in terms of high school academic performance, teachers ranked above only one other groupthat composed of students who had dropped out of college with failing marks. This conclusion is ,supported by the Educational Testing Service, which: found that those. taking the graduate record examination in the held. of education consistently made lower scores than those in any other field. Low ability. combined with second -rite training. means that many students finishing teacher education programs are ,,not .competent to teach. For install('('. one Florida county, in 1h76. fpund that (rile -third of tin' applicants for teaching jobs failed an eighth grade leVel general knowledge test. Confronted with sunk evidence. the. State's Board of' Regents decided to require professional competency tests before a pros- peet ve teacher can graduate 110111 a. State I.7ni vers it y. When unqualified people are admitted to the teaching., ranks, their inkunpeteney either goes- unnoticed because of inadequate teacher performance measures, or, once, discovered, the incompetent teacher s 15 protected from removal by te111111% 'Today the ja Ws are 50 restrictive in most States that superintendents and school boards seldomeven try to dismiss incompetents. Over a 2-year period ending in March 19741 there were.only 11-. tenured teachers dismissed in the entire State. of California. In a 2:1-year period. Clevoland,'Ohio's largest school system matived to dismiSs only one tenured teacher. Since you t.onie from Ohio. llr. Mott(, I wouldguess that this situation cruises you smile concern. T challenge you, though, to try to doany- thing about the tenure system. Butyou will probably be dead long- before there .are any fundamental reforms. in thetenure system. A rare exception to this policy of "protecting' incompeteni. teachers occurred in April Or this year when the school board in Croochlafid County. Va. 'fired an elementary schoolteacheron o of incom: petence because of her atrocious grammar. The (-earlwt.,a veteran of 12 years in the Goochland school system. was dismissed after a parent complained about. the grammar in 'a third- and fourth -grade social studies guide the teacher had prepared forsher students. Among the questions the teacher had preparedwere these. repro- duced verbatim : what did the sculpture told the archeologists? Whyilid the Maya sailed to otherports? 18 15

How many names dill each Maya had 'The grammar was atrovious.I the school superintendent said WOUld just assume a efillege gradatewouldn't have this sort of weakness. . With that conninsnt. the superintendenthit upon the 'fundamental weakness in our approach tomlneationin this country: -Wit have all assumed that I he $120 billion we spent in197:1 and all sums before it is result Mg in well-educated:children. 'l'o att ract t6achers, schools need to make teaching professional. Although naini0 teachers are incompetentand probably paid more titan t hey deserve. their parin general is not sufficiently high to attract top-flight people to the profession.Labor agreements between school districts and teachers effectively ruleout. remuneration based on merit. Extra stipends are payable for coaching orextracurricular ay- tiYities but not. forelassroom performance.ldcally there should he. a merit pay system or other means of recognizingexcellence in teaching. reward of watching yowl!, inimls develop is trot always enough to sustain lifetime dedicat mn to teaching. Pay, however 'does notguranteea performnce.. In the rederal GOvernment and in-private industry, there are manyexamples of people who, although well paid. do not perform totheir capacity. How- eve, parents can encourage schools toprovide conditions more CCM- (11161%0 to professional teaching. For example, at thehigh school level, because the teacher himself must handle a large amount. ofthe, clerical and aaministratixe workloads there are great pressures onteachers to simplify tests and grading, utinintiZe assignments,and a void,written work. It is riot surprising in these circumstances that' trueand false examinations or multiple choice tests tend to replace. the written assignments so essential to the development of writing an'. reasoning skills. How many teachers are trilling to devise comprehensivetests andassignments when they must draft, type, and reproduce them es- sntiiilty on their .own time? The availability of administrative and clerical suppOrt..for ((tacker:4 would probably enhance the .qualitv.of eilucitt ion and teacher mornle mOre than the investment ofequidlent funds in teacher salaries. On-the-job evaluation and training of teachers by experienced and competent supervisors is needed to rid our system of bad teaching.-_ 'Sehoolteachers are among the most unsupervised workers in society. Many administrators never truly evaluate the.tea cher's performance-on the job. The, notion of academic freedomof 'doubtftd applicability to a. high schoolcombined with the protection of tenure agreements, often results in, each teacher's determining on his own what sabjeet matter should be taught and how it should be presented. My experience has been that in any successful endeavor, those'in charge must 'involve themselves in the details of day-to-day operations: The train- -Mg of subordinates is one. of the most iniportant functions a person in charge 111I1St perform. In many schools, training of teachers consists only of granting them time off to attend conventions and symposia and requiring that they periodically talw college courses in subjects of interest to them-. Even irl schools where adequate training and supervision exist, an incompetent or uninterested teacher is so difficult to fire that administrators frequent ly do not, make the effort. 16 Academic. programs must lie better insulated front the unhealthy side elftets Of athletic programs and extracurricular activities. ENen \\*it'lltile present:. SUrphis Of teachers. the qualification to coach an athletic team frequently outweighs academic qualification in filling teacher Vacancies. ('candies or potential coaches, whomay not he as Nell qualified academically as other applicants.are often s;.dected to till vacancies iii-stuct areas asocial studies. mathematics. science, and English. In one Virginia. county. ;-,111Ir reduction,,arc based on strict seniority NV11 h the 1111Y-1 :.11111101I/014011S 11.11111-410111.11 111.S1. 141'11.1(.1 pals may exempt. athletic coaches and spouts'Os of certainextra curricular activities from this practice. but excellence in the'classroom is not a basis for exemption. If communities desire better education for their youth.. academic. consideration inust .1r1V011 precedence over 11101 ractiricula activities. (;arid teachers are essential to good education.Over 2.300 years ago, Plato said : I maintain that every one of us should-seek out. Ow bestteacher he can find. first for 011rSe1V0S. and then for the youth,regardless of expense or anything.

In'this country, neither thenames of educational institutions, nor their curricula, their diplomasor degrees represent a definitive and known standard of intellectual accomplishinent.There are a number of standardized achievement. tests thatshow the relative standing of students 'and schools against. nationalnorms, but not how much a child knows.in an absolute.sense. It is small consolation to learn that you know moire, than your contemporaries about swimming, ifnone of you can swim. 'rho National .1ssessinent. of Educational .Progress,a (4.overnment- funded organization. isnow testing how much students actually know of various sul)jects and at variousgrade levels. But these tests are conducted on a. statistical sampling basis andnot given to all students. :Nforeover no 'One has attempti41 to dcfine howmuch a child should know at, certain stages of leis academiccareer, powerful lobbying organizations and anions have fought against efforts to Measure theperformance of teachers and . school systems, 'They prefer the present system in which it is impossible to pinpoint. responsibility. By far the most impoifant deficiency of ohr educationalsystem is the absence of%a professional tradition of Self-correction. Thescientist has to provide the results of his worn:to colleagues. The mark of any developed profession is the practice of .orrectingmistakes. Butt the educational establishment has nomeans to perform this function. The Office of Education Will not do the job. 110 years ago. Congress created. the Department of 'Education and charged it. with broad sponsibilitics including: colle(ting such statistics and facts as shall 811011* the conditiriu andprog-, res.s,of education in the several States and territorlits, diffusinrsuch information .respecting the::organization and management of schoolsand school systemi, and methods of telching. t.z; shall aid the people-of the UnitedStates ill the establishment and maintenance of ptliMent. school systems,and otherwise promote the cause of education throughout the country. I Ye.t, in more thint 100 years of existence, theI)epartnient ofEduca- . tionnow ()flicT. of Education bus failed tocollie to grips with 20 %/A

p0011 .10 .10(.10.1(1 upli!m 11111091rallpi) -1iSTIC1114S0 '4110111 A..11)0,1, Ilk" 01!1.11.1111(,) 01(4 .)01.430 40 1101.41M111Yei 011 uo111.)z!tturi.10 .1111!4 0113 04 1)m40.131) 04 10!40030.1(1-41)-4 .4 .4sa.71.7-itts 011111(1 va.'1101:110 .0;q4j0 40 11op1:;)11):,1 .0.t90040.1,1 .11091riplun0,() I. 04011 Lip:114 111 09 4511( '014). .1(.11(4 to viu 0.00.00 4 5001(111(1(1 '0.10j AI! [li)51100 Al(: (J( '01(I00(1 00 4110q11 400).1)(1 .\JILL .11011 0.1101 4110q1 0081; 0(10 4)1110.11 -:rh:tu! 41014 110I410ttlyI 0114 -14111)0 011! su 01(4 ammo 4)) SM0,61 ut OZIti .C4u1011) 40 11014 pinom -0A0.1(110.! ..01u puaistu 4! suit P011![003) .d.lojd.imid, is -,[(Es(ws 40«( :3Es" n 01(4 Juts 4.1) 014 ',mix() 40 1101.41:004H :'.Cq 1)u11!-41100.10(1.01) icy 11110.11 0(3 4s11f 044 -000q g(; sduti.10(1.---.`.111[11. ium 0510.1a111 0114 S410:111) 4.0 .1110 11091:01tim S(1 01!4 ,1z!5 4000,101 y [(Lugo( 005.10(1 pittom 040110000 .41014 1711.051:0.1011! 04 J0 110 (109tri.«10.1.10 sayttnu 4! ssai u!attp0.1 si! /.!so' S( ,frini!E 411010((3 0.)11:10 '0.101(1 ui Stu 00101(10 01(4 iutuallux tia!1im-uo14111Jossy.110141:00va pittotis oq pow-111100 01(4 u1u10141:K 110!400114):1 d 0..cp40040.1 pau---t1090!005sy 01!4 .101(40 tinio(ssaje.ul s.104toup0 piar.tt 0s qatuu oauatqlu! u! 01(4 oallio 00141:amp:a .409 4! Si aiquttit 04 1011 Si0A14a0f0(0 01!4'111 0!!([11(I s0.10411! ota u0p.1104 51.1144 5w.u. 110 ss0.1.t1110,) put: 110 51114 0044!101110a 4011 TO 1 pu00110000.1 pup no,C 4il!od(1u 10(111(1 Suut10[4011 10001010.1(1 suesami 141:411a50,1(1.11 0., 1m >>3( S a0 04!1 04 dop.10() (10.101.41)1 opsviati0i..3

otid, spat:put:4s 1)(00015 451.5000 40 '01)100(15 fluttiututu Souirodtuoa 0.1 s4(Iatt10.11111) 00j. 5110I.111.1 plumos-si,LNAi )4)u.t..zi ((plug .04m.i.1.1 114x!s ()tin os -00 11J .11014!ppu o.,0q4 1)01(s p( .1) (1011.104 04s4s04 1011 x1110 0.1p1q.0.1 .0111.41111:4s 40 is sithqut 1)011 stomps 1: .sun: 11:11091:11 510,1014 inq osiu 10q40(.11 Sjuopiti:-; 40001 0114 ic.00i4A1.110.0 0.j A.10S110.111 S.111001A.001)0.1 SII(J, p(110.11 1:,01)!A0.ul 31014sp.41.:.0 alltI01)01: 10(1 1!-.).)11V111.10. 5111:001 40 .111.1p7;;;40550! 41.101110.1011[0V 46" (1)111)1.111)11! su104..)114s JO.550110.1!payo 'S.10l[01)J4 Pp! 0.10 !pm aut10pu.1: jo.luatulq1:441: -spotias put: piltom oiquua 5-01.lututuits JO 4604 541050.1 .C(1 .10o1p5 ..4a1.14su) 04114s 5400.111(1 pm: 5.1041;31qm 04 0.111500111 .110114 51001(05 putus 4..k14044.1 04- iuto!Tuu-'0([:3 putl._spaupuujs 04 .101(40 u!..5[061(05 01[4 ,C.141Inoa .10j 1[4 0 4s.114 s4u0.zud pinom 0.1)111 suuotu 04 11011 5.101[011'04 4)00 sio0u0s 'ditil14l100a011 00J 01(4 S4I11101) JO .31.10,11.1[01p ' 01(1 s0414s 4)0.1.1.111.'0u 04 4(101)11 °sato spauptiu45 .104sI1qutpu'imu -suopuu!tuuya 4.! ludo( 5091.101(41u: 01) '4011 3p1.10.01 01[4 `Dat,i.los 5400.111(1. 'Tunis Ou 0!((1: 1)4 0,tu1i .1!0q4 uo.tputia 4)045a4 otillsti!u:du luito14u0 spaupuu.v 41? 00100,1o.1.01-1 -sastuadxa tuaa.pod 411A100.10.09 501)1.10.1d sO0!Ados ;40 s!ti.4 -adS4 !Cum suo.i0 qa!qm 4.110.111 SI.111011 su 01:4:10(ltut 04 .1110 lutun41111 00puattp.r uy .01(11111:NO it;.t.qmi! 411atu0Aio..u! ti! ..rfuttpasaad sp.ruputqs .1044 tlaqii 4l 5011100 04 0114 t1))a!sSti( 1(4(1101( JO .0i(l00d I 41tiop .tuati 04 0114 JO 6110S111) .7111!luvic.It000 lug traum 50.000 itutlatu watitdoia.kop .1110 .00.14)1N0 'Sittapplts 0.10114 Si .10.10 1.11a01)4d 10.14000 aas s!114 u09!sod(10 04 tiaus Vspaupuuls satupatuos op(10.11 aatilalp tut?' U0 01(4 0N5.1100.1m IO 0((4 00(10). .11v "1.11.01V 1 4,IIOP littlID .05 ru.utupy um 400 05 0.1ns Stu: 0.10t1! I 1.14 1) aoj. sau0S 04 01) .r111!94.01110s ol '0.10.1(1w! .11014uatum 41k4 rItu111tA.104uno0 saatisso.ul ,Cq iut1091:00po sis!.Cquoi 0A111! 110aq 003 114.10M0(1 oatqs !tutu4a!A alp -p0,, 18

tit;ational complex- hasgrown atoe powerful, .than .the inilitary.-in- dustritil complex. Nothing in my proposal would violatetill' constitutional separation ofpOWerS bet Wee!! Federai ..i111(1 Shit(' effilliter our t rad11.1011 Of local alld Slate control of schools, Ienvisage. the rendering of IL serl'ke, 110t regulation inany way, shape or manner, nothing mandatory. The creation of national seholastic standardsis the minimum mist take. Lord Kelvin said : -Whenyou can measure what you are speaking about * * you know something about it: but when you cannot measure it. * * your knowledg.e is of a ineay.er and unsatisfactory kind." The neni- for national scholastic standardshas been recognied by smite national lemlers. For example, in 1963, President. Kennedybe- canw interested in this proposal and asked for My recommendations. He'sent. my proposal to the Commissioneron Edliation for study by the University (if Chicago and the Carnegie.Youndation. The President kept, me informed of their progress. 'PUS. effort ended with his1111- thilety death. Of couse, the educational establishmentat that point, immediately shelved I he \-whole thing. President Nixon.,,in his education message of March 3.1970. also urgedmit ional.standards as tr:ine.ans of measuring the effectiveness of schools. "let.today we are no.closer to haying these standards. The ATnerican piddle is becomingaware that our educational system needs correction. A poll taken in l!)76 shows that, bya 'margin of to 1: Americans are Of the opinion that students should be required to pass It standard nationide extucinationto qualify for high school diploma:- A few States have madeprelimizlacy attempts to set. standards. However, these efforts cannot substitute fornational st a »dards. Our States and Conrress haVI' been i»ost:generous in providing funds for the ednetit ion of on children. There.has.never been another nation in all history that has beenas liberal in proYiding money for.education as the iinited States. But it is:1 shanty what We liayt. gotten in return. Neither: the 11 atis nor Congress have exercisedadequate over-. sight of 110\V the nioneYThas beenspent.. 'file impetus must come from Congressto see that national standards are Set. Congress cannot. relyon the ()thee of Education, as has been amply .provedyear after .vear. .1 fCongresslivesupto its re- spc.msibility and sees that standar&are set. I belieye. the, public will demand their adoption by t lie education community. We would be wise, to heed the words of Aristotle,who said that. the 'chief 'concern of the lawgiverMust he the education of .the young. Thank you., Mr. .Chairman. This completes111A-statement. Mr. Mm., Thank Rickover, for your brilliant. statement; and if I may, I would like to profferat couple of questions. AdmiralIllegoyna. Sir, I will he glad toanswer thein if I can. Mr. lfori.. Admiral Mckover, how would,you respondtorritieisms that your proposal for national scholasticstandards or mine for minimum standards would lead to greater Federal cont rol,ofedneat ? Admiral 12 irKovai. The standards Ipropose would not lead to Fed- eral control. because theyare permjssi ye standards. Their use would 19 be left, up to the, States, local districts, and parents. In some cases we should welcome. control, tlw Pure Food and Drug Act being a good example. There were vast violations in medicine, and the Federal Gov- ernment stepped in. The Food and Drug standards are mandatory; These educational standards would not be. _Even if these standards wereamandatory, I don't, believe they would usurp local control. But of course, in a detnocratic society, we do not believe in enforcing anything involving the Mind. Therefore, they should not, be. mandatory. The standards and tests should simply be a service made available to parents. 'then, if they want, to, parents can find out. how their youngsters are doing. There are lots of services. the Federal Government proVides to individual citizens. You can write in and obtain all kinds of information from the Federal Government. Educational standards should be made available in the same way.. Mr. ,MoTn.. But even i f we made it mandatory, do YOU think it would be a violation of onr rights? Admiral IlicHovEa. 1 personnaly do not. When we go to war, we require mandatory registration for the draft; and when there is a national danger, we have other mandatory requirements. In my opinion, the danger we face 'ftoni ali.unethicated population is just as bad as war from a.nat ional standpoint. MoTri... 1 think democracy depends On an educated elcttorate. Admiral RikovEn. Democracy means ride by the people. You cannot, have proper ride by the people unless each citizen knows what, he is doing. Initially democracy was aimed at.t he Voting greup in the community, which would he no larger than could hear. The ecelesia, in ancient Greece,' used to meet on the hill of the Pnyx. Plato'said that the larg,est number that a. specific democracy could consist. of would be r),040 people., (because that was all that could gather on that hill.and

WiLl% . Today, people can't depend solely on the spoken word to exercise their dZ9nocratic responsibilities. Reading and writing are essential for those citizens who are. to function fully as members of our demo- cratic system, Mr. MoT-ri,, Admiral Hickover, how do you respond to eriticisms that minimum standards cannot be established on a national basis because of eultura I and Class ditterencesswhich exist in this country? Admiral HickovEn. I lielieve these arguments are unfounded. Take the example. of the many innnigrants who 'came to this country. I am sure that, in the 'not. too 'distant, past:, your ancestors, like mine came here one leap ahead of the sheriff. Mr. MoTTL. My dad came Irani -Prague, CzechOslorakia, so I am a first generation. Admiral RICHOVEV. I enino to America from a foreign country when was six years old. I could not read'or write. But, within 3 months, I was drawing books from the library. There- is nothing hard ahma learning; it is only being madetoseem .hard by people who want to find excuses. Any ordinary child can learn to rettil and write. In my school there were all kinds of immigrant children from over the world. and we had no trouble in learning.. This argument about "cultural bias- is -beyond my comprehension. Educational stamlards should he basedon what' 0 child should know to .function effectively in society. Consideration of "cultural bias" shoidd not. be a factor in setting the standards. because thegoal is to develop the saine liasic skills in all children, regardlessof their heritage. 1\I r. Thank you, Admiral Rickover Admiral Hui:on:R. Have I answeredvou question. sir? Mr. '..brrrt.. Ye:;, yon have. I think.very satisfactorily. . Admiral Hickover, for which grade levels should standards and tests he developed in vourOpinion? Admiral RicK.ovEn. U. would start with the second grade andcon- tinny. at, 2-year, intervalssecond. fourth, sixth grade andso on through high school. This gives parentsa hancesto find out how their children are (loin.:r. before it. is too late. this.,,way, students who re- -uire additional instruction cau be ide'inified and helped before they. are promoted to the .next-grade eyel.. Mr. ,Movrr.. Why 'do you Say? that HEW should nbt. do the job of setting standards? . Admiral .IiicKovEn. Look at their record, si..Have theyever ac- complished anything bat, increasing t.hejr numbers 401d drawingmore pay? What. have they dolleCan they point. to anything c'osstrnctive? Tliey have voiced their opposition- to.national stazurards and tests. . They aided111.(l abetted by the National Education Association. Nyhe just eanie out and said that stanilardized testing ought tob?! abolished. 1 stippose'we slfould let little boy's and girls. deride for themselves; whet iler tlw school's are doing their job. This is sheer .nonsense? AnyOne \yin) has 56(0'0. of this world's work to dO naturally Wonders what kind of pe9ple are rimming this countr}, and why Congress not im ly permits the ()flice of Education to get away...with it but also a ppropriatoi; money Qi: their continuation. One of the finest!. things- Congress could do is abolish them. You might start off byto.nly ceitting their appropriation in half. Thenyon could do away With them comPleicdy the tollowingyear. -Arr. Arm-i.. The last question T,haye here: For which subjects should Standards he devel6p0 2: Admiral RicHoyEtt. I would limit the development of national standards to the basic skillsreading, writing. and mathematics. This would be the simplest, way of getting started'. Tf the standards found favo in the eyes of the people.' t=hey could be expanded tocover other subjects for which they might he a national consensus. Mr. Morr We have the disiinguished counsel. who willpr ter a couple of questions to ymi. enoss. Admiral., 1151 understanef the prOposrd inyour testimony, .what. you are .suggesting is a voluntary system. Admiral RulcoEn. Yes, sir. Mr. Cuoss. The legislation which is before The committee is mandatory and -would require high school diplomas not,, be awarded unless 'these standards are Met. .RicKovEa. 111)1 not against mandatory standards. The reason T recommend voluntary standads'is to minimize.coneern over' interference by the Federal (government. Why is it okay for the Gov- PrIIIIIVIIrto cult taxes_ for corporations, but,if is not all right for the as. 21 Federal Government to step in andt.do something about education? It all depends whose ox is gored. Mr. Cross. The legislation before us does talk about a single test to be given in the 11 th.grade: As I understan', you favor giving the test in several different grades. 'Admiral .litcNovFat. Yes, sir. 1 think such a. test is too little, too late. Remedial action atthe 11th grade cannot be expected to correct educational deficiencies accumulated front the firstgade. Mr. Cross. I think there in igljt he.colicern, too, that schools might encouarge stu lents to leave rather than have them take the test and perhaps show I poor education. What sho1 the schools do NVith a student that. does not meet the standard? Admiral Rua-malt. I .would not kick the students out, The schools should retain these students in school and take whatever remedial action is effective in bringimr these students closer to the standard. Hopefully, schools will not .wait until high school to find out how. the students are doing. Since we are a democracy, it is our responsibility to see that our childrenour future citizens and rulers, are given the best education so they can exercise their franchise wisely and properly, Mr. Cross. Iii your response. to an earlier question, I take it you would have this examination given in only a few subject areas. Admiral Rtcrovnr.-,Yes, sir, initially, the national standards should be limited to reading, writing and matlanhatics. You will have a hard enough time getting standards in these. areas. Mr, Cross. 'You talked about the Office of Education and your concerns with respect to it. Sonic agency is going to have to administer this bill. Who should it. be? Admiral Rickovnr. Once the standards are developed, there would be little administration..required. I would appoint a special group, a very small group of people to administer the program. It would be a routine Matter to make the standards and tests available to parents or school districts who wish to use them. Mr. Cross. Who do you think should set the standards Admiral RuniovEr. The standards shduld beset -by recognized people from%various walks of life appointed by Congress. Mr. Cross. Woulayon want that to include, for instance, parents-and school officials? Admiral Rickman I would lie wary of school officials, since many have voiced their oppositiOn to such standards. Mr. Cross. How about parents? - Admiral R.aniovEr. Nvould hope, that the people in the group are parents: However, I- don't care if they are bachelors. Mr. Cross. I meant, parents representing that point of view.

. Admiral Runcoynr. I know they all will have- had parents. Mr. Cross. One would hope science has not progressed that far. Thank you, Al r, Chairman. Mr: Afore.. Admiral, it is certainly refreshing- and I want. to. con- gratulate you for your outstanding job here this morning, and I think many of tare statements you made, if not, all of them, carey a great. deal of truth, And just, as_ one Congressman here, I certainly appreciate 99 your taking time. from your busy scheditle to be here as a proponent witness for this legislation. Admiral Mc KovEa. My labor is the labor of Sisyphus. Formany years, I have kept on rolling the none uphill and it al ways.falls down. This is one of my periodic. adventures, I lope springs eternal. sir, and I have never yet given up; although if you \think I believe thatsome- thing significant will come out of this, I visli to disabuseyou. In ti;iting for educational reform. you are fighting the National ;Education Association, you are fighting the Office of Education,you are always fighting your own people. You have the same situation in the military, too. You have it everywhere. 'rho. major tip-ht yOu have is not vith outsiders; it is within your own organization. But at least. we can say we tried. Arr. Aforri,. We are going to keep tryhig tog-ether. Thankyou very Admiral Ilici(ovEa. You are in only your second term in Congress and you have not yet been subjected to those lobbyists. Youare going to get it. Watch out. Mr. Mon,. I might not he here for my third term. Admiral RuKovKa. If you keep on pushing this course, I might-bet on you. Thank you very much, sir, for listening so patiently to what I have hadto say. Mr. INfurri.. Thank you very much. [The. prepared statement of Adniiral Rickover follows:1

2C. 23

THIS STATEMENT REFLECTS THE VIEWS OF THE . AUTHOR AND DOES NOT NECESSARILY REFLECT THE VIEWS OF THE SECRETARY OF THE NAVY OR THE DEPARTMENT OF THE NAVY

STATEMENT OF ADMIRAL H. G. RICKOVER, U.S. NAVY TO THE SUBCOMMITTEE ON ELEMENTARY, SECONDARY, AND VOCATIONAL EDUCATION OF THE COMMITTEE ON EDUCATION AND LABOR HOUSE OF REPRESENTATIVES SEPTEMBER 12, 1977

Thank youfor inviting me to testify onthe quality of education ant. what needs to be done to improve it.

Over the last three decades,I have interviewed over 12,000 top graduates from some 150 different colleges and universities in search

of young people with intelligence, integrity, and initiative whocan meet the demands of the Naval Nuclear Propulsion Program.In these people. I lolik not so much for technical competence- -we will teach them that- - but for the ability to think for themselves. to understand the balic principles of the courses they'have taken, and to speak clearly.

I am often dIsappoirad at what I find.Although a student's record may show that 'he'has taken a variety of courses with impressive titles.

his basic knowledge of fundaMentals has declined markedlyin relation to his counterpart of 15 years ago.

It is not uncommon for rue to interview a recent graduate froma

"good" college who has received a Masters Degree in Mathematicsbut 24

Is Incapable of solving a tenth grade algebra problem.I have interviewed students receiving a Bachelors Degree in Electrical Engineering who do not know the difference between alternating current and direct current, In case after case, not only in eogineering, mathematics, and science but in history, foreign language. economics, and other fields, many students with excellent academic records are unable to discuss even the

fundamentalsof their disciplines.Yet most of them honestly believe they learned what was expected of him because they received good grades. Because I am also responsible for training enlisted personnel for the nuclear program. I observe the products of our elementary and secondary schools.It is a disheartening, experience.Within the past five years, I have been compelled to incorporate a remedial "pre-noclear prwer school" because of the iicrasing attrition due to academic .fallures,I must now teach coin Ses in the basics of mathematics, physicX, and-chenitstry-Co high-school graduates to_p_repare-thero to enter the nuclear power school.Here again, remember that we only accept into the nuclear program high school graduates of the highest mental caliber. You can appreciate the problem faced by the rest of the Navy in attempting td train personnel of lesser ability to handle the complex equipment now

in The Chief of Naval-Personnel recently disclosed that the Navy is having a difficult time finding recruits who read well enough to do their job.He cited an. example of a sailor who, because he could not read 25

Instructions, caused $250,000 in damage to a diesel engine by attempting to make repairs batted solely on illust rrtionr in the manual.Because of the increasing number of high school graduates who cannot read adequately, the Navy now requires many of its recruits to enroll in a six-week remedial course aimed at raising their reading ability to the sixth grade

level. There are many other signs that our educational system is falling behind the needs of our society.' In the mid- 1960's scores of college entrance examinations began a

decline.The &op is revealed in the scores fOr the Scholastic Aptitude .Tests,(SAT)--the entranc e examinations required by most colleges. The American College Tests, the Minnesota Scholastic Achievement Test. and the Iowa Tests of E:ducational Development show a similar trend. The recently released Wirtz report delves into the possible reasons for this decline and concludes there is an urgent need to improve the quality

of education offered in our schOolS.'[he report-calls- fora- restoration of the "traditions of critical reading and careful writing." Last year the Private Higher Education Annual Report found "...an appalling declinein the preparation of newly admitted students in reading, writing, and matheinatics." .2(3

The National Assessment of Educational Progress, a federally financed organization, recently studied writing samples of 7,500 youths, Only a tenth of the 9-year olds, a third of the 13 -year olds, and half

the 17-year olds could organize ideas on paper,Most wrote random sentences. r. In 1975 the University of California reported that 75 percent of the state's best high school graduates failed a nationally-used English composition test.They could not 'express themselves, choose the right word to complete a thought, or organize their writing.

These problems tend to be masked, however, by the pernicious practice of grade inflation.At many colleges, three-quarters of the grades given are As or B's. Grade inflation at high schoolappears to be just as prevalent.

The high school diploma and the college degree have been cheapened to the point where ofttimes they no longer stand for recognition of academic achievement. One example is the high school valedictorian who failed to meet the entrance requirements of a local university because his college board examination scores were but half of what the university expected. Another is the high school graduate who sued a school system for "educational malpractice" complaining that he was not taught enough reading and writing,to get and hold a decent job and that hewas promoted from grade to grade despite a consistent record of failing marks. Grade inflation is an effect rather than a- cause--the inevitable result of restructuring courses and methods of teaching to demand less work on

30 Z7

the part of the students. Where demands are low, more students get high

grader,.The mtudetit has been led to believe that he has mastered the course because he has done what the system calls for.He is happy; the teacher is happy; the-school is happy; the parents are happy.Only society

In unhappy. Far from helping students. grade inflation robs them of a proper education., Too late they discover how little they really learned. .Accepting a diploma without an education makes no more sense than getting vaccinated and not finding out if the vaccination took.A person who'believes he is safely vaccinated but is not is a danger to himself and to others. If our educational system is to be improved, parents and students must view education as the pursuit of knowledge and the development of essential skills such as reading, writing, and the ability to reason--not simply the pursuit of grades and diplomas. Parents are partly responsible for inadequacies in our children's They do noFiend enough time with the child nor show sufficient interest in his school work.Further. many parents have come to substitute the judgment of professional educators for their own in gauging whether their children are receiving a proper education.Other parents figure they can buy better education if only enough money is spent. Consequently, our educational system is replete with monuments to this philosnphy of "money cures all": elaborate school buildings. instructional media for which we pay three times as much as for textbooks; and calculators'for children who do not even know arithmetic.But the education 2S

of our youth Is something that requires personal dedication'and a substantial investment of time, not just money. Television has contributed greatly to the decline in the reading and writing skills of the child.Studies have shown that high school seniors have spent more of their lives in front of television than inside the class-

room.Parents are derelict in allowing their, children to becoine slaves of television.They watch television along with their children and thereby Ole parental approbation to the values that television transmits.Worse, some parents use television as an electronic babysitter. The television set is inferior to the book as a means of education. Watching is passive; reading is active.Television is non-stop, giving

the viewer no time to think; he is rushed from one scene to the next. A book allows a person to stop, reflect, to turn back to a remembered

passage--months or even years after the first reading.A book can . encourage ifil.Wination and independent thought. 'Television, however, frequently leaves children with a false image of the real world. Television is conditioning them to think that any problem can be resolved in a half hour; or if difficult, perhaps an hour.It tends to shorten the attention spans of children, making the hard work of learning appear even more tedious when compared with the entertainment-oriented television.It fails to develop critical and analytical thought -- qualities which we have prized throughout our history.Its primary purpose appears to be to make consumers of grownups and children. 99

Changes in society have no doubt played their part in the deteriora- tion of the quality of education.But I believe the primary blame for the decline rests squarely on the educational establishment. Many educators would have us believe that the schools themselves have played no part in the decline of student abllity.Self-deception is particularly rife in educational research. In 1966 the Coleman report, typical of many simllar studies by the U. S. Office of Education, came to the startling conclusion that the socio- economic status of a chlld'is classmates was a more important influence on his achievement than his teacher.This conclusion was astonishing because the offspring of countless uneducated immigrants today occupy leading positions in business, the profe'ssioils, public life, and the arts. Yet, influential educators, intellectuals, journalists, legislators, administrators, and Judges quickly and uncritically accepted this hypothesis. Coleman's finding became the rationale for many efforts to require more racially balanced schools;; and resulted in vast expenditures of public funds; political and racial. arguments; and dislocations in school systems.Later investigation showed the data to hays been misinterpreted and incorrectly evaluated.After years of support for and identification with the policy of mandatory racial balance as an educational goal, Coleman, in 1975, subsequent to criticism of his thesis, changed his position.He not only dissociated himself from the legal and political'

97-370 0 - 77 - *30 decisions engendered by his report, but admitted that schools dld, perhaps, make a difference in the achievement of children. Left to their own designs, educators, in the name of innovation, have made it possible for many students to avoid courses that would provide a solid grounding in the basic academic subjects of reading, writing, and mathematics.Studies have documented declines in enroll- ment in basic academic courses.In some cases, courses in basic skills have been supplanted by electives or extracurricular activity.In others,the total number of instructional hours per school year has declined. In an effort to instill more relevance in education, many schoois have invested substantial resources in programs which seem directed more toward providing amusement than toward developing children's ability to-sort-farts-and-nrakelntelllgent decisions.Couched in the unintelligible jargon of systems analysis and other pseudo-sciences, these programs place a high priority on freedom of choice in course selection without first ensuring that the choices are structured to meet academic needs.

Much experimentation has focused on ways to give the student greater opportunity for "creativity." The ends to which that policy is taken are absurd.One school superintendent forbade the use of coloring books on the grounds that they fcirce pipits to confine their artistic efforts within fixed lines.Another superintendent of a big city school system felt :31

that since children were allowed to be creative at home, they should be allowed to be creative at school.The resultant milling around of children In the schools ledto chaos.This was a predictable result, since most children are not competent to decide what,is in their own best interest or how much creative freedom they.should enjoy. This drift in educational thinking strikes at the very basis and+fabric of society.Schools are fostering attitudes in students that ill-Prepare them for the harsh realitie4 of the world. Take the idea that learning must be easy and preferably entertaining.This idea is cruel to the'child and dangerous to society, for children grow up believing that they need not struggle to excel. In the attempt to make learning fun, and I believe to make themselves popular. many tearhers_and--administraiors-have-de--emphasized7dignprffa thoui;ht and work habits, and stressed creativity, individuality, and "feeling': to the detriment of academic acl- rent. What this means in teaching English, for example, is a tur: away from serious reading and closely reasoned writing.Students, especially at the high school level, are led to believe that oral and written expression need no real effort. Feelings are often placed ahead of languagq as the primary tool of expression.In consequence, students are cheated; they do not face the difficulties inherent in good writing, and do not develop the ability to write well.This approach may free instructors from tedious grading 32 of papers and themes; however, it does not develop the necessary skills. One of the truths of life is that if you want to influence others,it is not enough to know a subject; you must also be able to expres,s what you know.That is what makes the ability^to"write clearly a most valuable' skill.But many students 'simply do not value writing skill in a world they ' see as predominantly technical.Teachers who hold grammatical achievements in small esteem reinforce this notion. The "learning is easy" movement has also affected mathematics. In the late 1950's, '!new math" was hailed.as 2 revolutionary new method of teaching a subject that generations of children had found "distasteful, " or "not fun." By abolishing the systematic progression from arithmetic through algebra and geometry, new math was supposed to make it easy for children to understand and enjoy mathematics.The resultsrwere predictable.The money spent on training teachers in the new math and rewriting textbooks was largely wasted.Millions of young Americans have learned something of sets, variables, and binary operations.But many have failed to learn the arithmetic needed to balance checkbooks or figure income taxes, and most have a poor foundation from which to move to higher mathematics, physics, and engineering. There is a passage in the Talmud that reads: "The world is upheld by children who study." Learning can be interesting, rewarding, and exerting, but it requires effort.It is work! No learning takes place, just as no ditch gets dug, without workMental sweat is required of the student whO would 'acquire the skills, concepts, and information necessary to master a course.Preaching the doctrine that learning should be easy implies that society has an obligation to make life easy, and promotes an already far too prei%alenf attitude against work.If our goal is to entertain our children, we can do so'far more cheaply than by sending them to schools.' Despite growing disenchantment by many parents, teachers, and students with undisciplined learning and experimentation, these'programs continue to receive strong support from educational leaders. The new head of the U. S. Office of Education .recently spoke of alternative educational approaches for high school students, contending that children today "are more sophisticated." He attributes their earlier maturation to "television and other factors." From my experience, many of today's students are academically immature and unsophisticated. "Alternative educational approaches!' should not detract from a school's primary mission of educating students in the basic skills.The following teacher's note on a report card, as it appeared in the Georgia Education Digest, best expresses this point: "Alvin excels in.initiative, group integration, responsiveness', and activity participation. Now if he'd only learn to read and write." 3 4

Teachers share in the blame for the condition of our schools today.' If students had no teaching machines or 93ual aids, no buildings, courlselors or atilt !nistrators, they would still learn if they had competent teachers, Asa group, today's graduates destined for teaching positions' do not possess a solid academic background. Some educationists hold.the fallacious belief that expertise in classroom management can supplant knowledge. While classroom management, discipline, and presentation are important, they are no substitute for competence in the subject being taught.In-Europe, teachers are required to know the sudject matter. Those teaching above the elementai-y level have advanced degrees in their field.But in this country, teachers often are'not required to have a mastery of a subject they teach.What many states consider as important., qualifications are the number of education courses in. teaching techniques not competence or skill in`subject matter.Restrictive state laws promote this view.In today's climate, a smart prospective teacher will avoid an advanced degree because the higher salary it commands makes it more difficult to get a job.. One publisher of science materials for junior and senior high schools touted his product.as follows: "And it does not require specific subject background on the part of the earth science teacher."

-2

36 35

In other words, the teach?r does not need 1.o know much'earth science In order to use these teileilitIV, materials.But this problem is more widespread:foreign languages are taught in many high schools by those not;/ fluent in them: geometry and algebra'by thoSe who know little mathematics. Most English teachers arc literature majors who resent teaching writing skills or who are unqualified to teach them.. Studies have shown that, on the average, prospective teachers exhibit the lowest academic ability of any major group in higher education. One study revealed the startling fact that, in terms. of high school academic performance, teachers ranked above only one other groupthat composed of students who had dropped out of college with failing marks. This. conclusion is supported by the Educational Testing Service which found that those taking the graduate Record Examination in the field of education consistently madd lower, scores than those in'any other field.

Low 'ability, combined with second-rate training, means thatmany students finishing teacher education.prouams arc not competent to teach. For instance, one Florida county, in 1976; found that orthird of the applicants for teaching jobs failed an eighth grade level general knowledge. test.Confronted With suclievidence, the state's Board of Regents decided to require professional competency tests before apropective teacher,can graduate from a state university. :36

When unqualified people are admitted to the teaching ranks, their incompetency either goes unnoticed because of inadequate teacher performance measures, or, once discovered, the incompetent teacheris protected from removal by tenure. Today the laws are so restrictive in most states that superintendents and school boards seldom even try to dismiss incompetents. In a 23-year period, Cleveland, Ohio's largest school system managed to dismiss only one tenured teacher.Over a two-year period ending in March, 1975, there were only fourteen tenured teachers dis.aissed in the entire state of California.A rare exception occurred in f April of this year when the school board in Gooch land County, Virginia tired an elementary school teacher on grounds of incompetence because of her atrocious grammar. The teacher, a veteran of twelve years in the Gooch land school system, was dismissed after a parent complained about the grammar in a third- and fourth-grade social studies guide the teacher had prepared for`her students. Among the questions the teacher had prepared were these, repro-

duced verbatim: "What did the sculpture told the archeologists?" "Why did the Maya sailed to other ports?" "How many names did each Maya had?" "The grammar was atrocious, " the school superintendent said:"I would just assume 4 college graduate wouldn't have this sort of weakness." 37

With that comment, the superintendent hit upon the fundamental weakneed to Our approach to education in this country. We have all assumed that-the 120 billion dollars we spent in 1975 and all sums before it is resulting in well-educated children. To attract intelligent teachers, schools need to make teaching y professional.Although many teachers are incompetent and probably paid more than they deserve, their pay in general is not sufficiently high to attract top-flight people to the profession.Labor agreements between school districts and teachers effectively rule out remuneration based on merit.Extra stipends are payable for coaching or extracurricular activities but not for classroom performance. Ideally there should be a merit pay system or other means of recognizing excellence in teaching. The reward of watching young minds develop is not always enough to sustain lifetime dedication to teaching.

Et Pay, however, does not guarantee performance.In the Federal GovernnSbnt and in private industry, there are many examples of people who, although well paid, do not perform to their capacity.However, parents can encourage schools to provide conditions more conducive to professional teaching.For example, at the high school level, because the teacher himself must handle large amounts of the clerical and administrative workload, there are great pressures on teachers to simplify tests and grading, minimize assignments, and avoid written work.It is 38

not surprising in these circumstances that true and (also examinations or multiple choice tests tend to replace the written assignments so essential to the development of writing and reasoning skills.How many teachers are willing to devise comprehensive tests and assignments when they must draft, type, and reproduce them essentially on their own time? The availability of administrative and clerical support for teachers would probably enhance the quality of education and teacher moralemore than the investment of equivalent funds in teacher salaries. On-the-job evaluation and training of teachers by experienced and competent supervisors is needed to rid our system of bad teaching, School teachers are among the most unsuperVised workers in society.

Many administratars.never truly evaluate the teacher's performanceon the job.The notion of academic freedomof doubtful applicability to a high schoolcombined with the protection of tenure agreements, often results in each teacher determining on his own what subject matter should be taught and how it should be pregented. My experience has been that in any successful endeavor, those in charge must involve themselves in the details of day-tq-day operations.The training of subordinates is one of the most important functions a person in charge must perform.In many schools, training of teachers consists only of granting them time off to attend conventiqns and symposia and requiring that they periodically, take college courses in subjects of interest to them.Even in schools 39 where adequate training and supervision exist, an incompetent or uninterested teacher is so difficult to fire that administrators frequently do not make the effort. Acaddmic programs must be better insulated from the unhealthy side effects of athletic programs and extracurricular activities.Even with the present surplus of teachers, the qualification to coach an athletic team frequently outweighs academic qualification in filling teacher vacancies.Coaches or potential coaches, who may not be as well qualified academically as other applicants, are often selected to fill vacancies in such areas as social studies, mathematics, science and English.In one Virginia county, for example, staff reductions are based on strict seniority with the most junior persons transferred first. Principals may.exeMpt athletic coaches and sponsors of certain extracurricular activities from this practice, bui excellence in the classroom is riot a basis for exemption.If communities de ;ire better education for their youth,' academic consideration must be given precedence over athletics and extracurricular activities. Good teachers are essential to good education. Over 2,300 years ago. i)lalo said: "I maintain that every one of us should seek out the best teacher he can find, first for ourselves, and then for the youth, regardless (a expense or anything." 40

This is goO'd advice today.

In this country, neither the names of educationalinstitutions, nor their ,curricula, their diplomas or degreesrepresent a definitive and known standard of intellectual accomplishment. Thereare a number of standardized achievement tests that show the relative standing ofstudents and schools against national norms, but how much a child knows in an absolute sense.It is small consolation to learn that you knowmore than your . contemporaries about swimming if none ofyou can swim. The National Assessment of Educational Progress,a government- funded organization, is now testing how much studentsactually know of various subjects and at various grade levels.But these tests are conducted on a statistical sampling basis and not given to all students.Moreover, no one has attempted to define how much a child should know at certain stages of his academic career.

Historically, powerful lobbying organizations and unions have fought against efforts to measure the performance of teachersand school systems. They prefer the present system in which.it isimpossible to pinpoint responsibility.

By far the most important deficiency ofour educational systenCis-- the absence of a professional tradition ofself-correction. The scientist

4^ 41

has to provide the results of his work to colleagues. The mark of any developed profession is the practice of correcting' mistakes.But the educational establishment has no means to perform this function. The Office of Education will not do theob. One hundred and ten years ago, Congress created the Department of Education and charged it with broad responsibilities including: . collecting such statistics and facts as shall show the conditionand progress of education in the several States and territories, diffusing such information respecting the organization and management of schools and school systems, and methods of teaching, as shall aid the people of the United States in the establishment and maintenance of efficient school systems, and. otherwise promote the cause of education throughout the country." Yet, in more than 100 years of existence, the Department of Education now the Office of Educationhas failed to come to grips with the need for proper accountability within the educational establishment.In my opinion, the National Education Association and other professional educators wield so much influence in the Office of Education that it is unable to act objectively and in the public interest. The burden thus falls

. on Congress and on this Committee to act. I recommend that you appoint a panel of.nationally prominent 42 .

persons in representative walks of life to develop National Scholastic Standards,

,The standards should consist of specific, minimum competency

requirements for various levelssecond grade, fourth grade,sixth grade, and so on.In addition, there should be a formal system of testa

to show not only, the relative standing of students andichoolsagainst national norms but also whether students meet theminimum competency requirements.This would provide a yardstick to measure academic

perfortuzuwoa means of assessing achievement ofindividual students, effectiveness of teachers, and overall academic attainmentof schools.

Suniniaries Of test results by school, district, and statewould enable

parents and educators to measure where their schoolsstand relative to the national standards and to'oiher schools in thecountry. For the first

time, parents would have a means to hold teachers andSchoolsaccountable for the'quality of their work.

The states should be urged to adopt these standards, andadminister examinations.However, if local authorities do not provide the service,

parents should be able to have their children testedagainst the national standards at government expense.

Nothing in this proposal would violate theconstitutional separation of powers between federal and state governments,nor counter'our tradition of local and state control of schools.I envisage the rendering of a service, not regulation in any way, shape,or manner.

46 43

The creation of National Scholastic Standards 18 tho minimum step

-we must take.Lord Kelvin said: "When you can measure what you'are . speaking about. .. you know something about it; but when you cannot

measure it,.. . your knowledge is of a meager and unsatisfactory kind." The need for National Scholastic Standards" has been recognized by some national leaders.For example, in 1963 President Kennedy becarrie interested in this proposal and asked for my recommendations, He sent my proposal to the Commissioner on Education for study by the University of Chicago andtheCarnegie Foundation. The President kept me informed

of their progress. This effort ended with his untimely death.President Nixon in his education message of March 3, 1970, also urged national standards as a means of measuring pie effectiveness of schools. Yet today we are no closer to having these standards. The American public is becoming aware that our educational system needs correction. A poll taken in 1976 shows that, by a margin Of 2 to 1, Americans are of the opinion that all students should be required to pass a.standard nationwide examination to qualify for a high-school diploma. A few states have made preliminary attempts to set standards.However these efforts cannot substitute for national standards.

. Our states and Congress have been most generous. in providing funds for the education of our children.Our per capita expendittUe for education "is greater than that of any other country in the world.But neither the 44

states nor Congress has exercised adequate oversight of how themoney . has been spent. The impetus must come from Congress to see that national standards are set.Congress cannot rely on the Office of Education.If Congress lives up to its responsibility and sees that standards are set,I believe the public will demand their adoption by the education community. We would be wise to heed the words of Aristotle who said that the

chief concern of the lawgiver mini.: be the education of theyoung.

48 45 Our next witness is the very esteemed president of Miami University at Oxford, Ohio, Dr. Phillip Shrivel., will) was the former Dean of the college of arts and sciences at Penn State University and lie has been the past president at Miami University, which is not only a fine academic institution but it has been noted as the cradle of coaches, of which we are all very proud. Without further ado I would like to introduce Dr. Phillip Shrivel., who will testify here this morning. Dr. Shriyer. ro STATEMENT OF PHILLIP R. SHRIVER, PRESIDENT, MIAMI UNIVERSITY, OXFORD, OHIO Dr. SIIRIVER. Thank you Mr. Chairman, ladies, mid gentlemen. It is a pleasure to be here and I have purposely made my testimony. brief in the hope there will be questions that will be directed to me to am- plify what I am saying. I appear before you as both a teacher and an administrator, a teacher of American history over the paSt 31 years and president of Miami University since 1905. Raised in a family whose principal breadwinner was a schoolteaching father whose teaching cancer spanned 48 years, I believe I bring some perspective to the bill which you are considering today. My premise quite simply is this; It is not how Many courses a stu.- dent has taken that counts or how many credits lie or she has earned; rather it is what competency or proficiency the student has achieved as a consequence of educational experience. For too long we mistakenly have believed that, if enough courses were taken and enough. credits were earned, the student was, in fact, educated. Tliis could be called the "green stamp" approach to education get enough green stamps in your stamp book and you can turn the book' in for your price, whether it be a high:Imol diploma or a college degree. On August 18 in my annual state of the university address to the faculty of Miami University, in proposing objectives for the coming academic year, I included theiollowing Explore as kpossible reqpir6ment for graduation it test of minimal proficiency in ability to communiente, including not only the mastery of basic grammar but also the ability to organize ideas clearly and logically, and the ability to use language for effective comfnunication. Development of literacy is n tusk for the entire university, not just the - English department. Concern for it must span the entire period of a student's Contact with the university and not just the freshman year..Each Staff member, by example and specific attention in instructional programs, should promote, a level of literacy befitting collegiate education. Whatever their future calling, students will find that their effeetiveness in great measure will depend on their ability to express their views clearly. Please 'realize that Miami is one of the Nation's oldest and finest universities, with a student body that stands among the top in level of competence in a recent national study. Bow, then, can I seriously call for a literacy test as a requirement for graduation from a university of this quality? I do so in all seriousness, and I daresay that the presidents of all other college-s' and universities in the Nation could call, with equal

97-3711 - 77 - 4 R 46 candor, for the same thing; for the problem we address is a problem that is national in scope, not State or local. It permeates the very fiber of our educational system, a system which has witnessed for 14 consecutive years a steady decline in the test scores, both verbal and mathematical, of students graduating from high school and entering college. One of the largest State universities in Ohio has found that fully 25 percent of its entering freshmen are not prepared for college level work but must back up to take remediation in such subjects as English and mathematics. I have received letters from college graduates applying for jobs at Miami who literally could not spell the names of the jobs for which they were applying. There are across the country colleges where grades-of "D" and "F" have virtually disappeared yet whose graduates have great difficulty in composing a letter of application. I have been :teaching history since 1947. Even as president, I still teach at least one course a year. In many respects- the students I am teaching in 1977 are as well prepared and as knowledgeable, as they were, in 1947 or 1957 or 1967., Yet in other respects they are woefully behind their predecessors of those decades. In particular is this true in their capacity to express their thoughts in writing in clear; lucid, :precise language. For all too many the written essay, the report, the review are unknown to them. Rather their competencies lie in responding to short-answer, objective questions which can be machined scored and graded. Little wonder that, when students are finally compelled to write examinations or essays or letters, the end products appear heavy with misspellings, grammatical errors; and poor organization, usually con-, spieuously worse than those of previous generations of college - students. I am talking about a prevalent deficiency which some ofus have begun to call functional illiteracy. Much has been written to explain the decline w© have been witnessing: the relaxation of teaching and learning standards in schools at aU levels, the absence of homework, grade inflation, television, the Vietnam war, Watergate, the change in family roles. Doubtless each one of these explanations has contributed to the functional illiteracy of many of our young peoplefunctional illiteracy Which is fast becoming a national scandal. One of my colleagues the other. day observed that when he had been in college he had been expected to know- enough Latin to read the on his diploma. Only half facetiously lie added that now he hoped that those being graduated would know. enough Englishto understand the words on theirs. To conclude, T see in this bill for which T inn speaking this morning a move to establish the principle of competency or proficiency in the most basic skills of reading, writing, and mathematicsas necessary qualifications for high school graduation. . Frankly, I would prefer that this principle would be adopted by 'State and loeal .schools across the. Nation without Federal compul-. sion. Were standards of proficiency and competencyto be estlished by school systems across the Nation. university administratorssuch as 50 47 I would not have tobe calling for literacy tests' for prospective college. graduates 'but. rather Qould anticipate that. those coining to college would 1.7e prepay d to handle college level work without the necessity

.forsextensive remediation. . . As matters now stand. we are. truly at the crossroads. All of the years of education will not count, .foi. a thing if a person can't read, can't write, and conselnently an't get a job. Thank youfor 'permitting me to appear before you this morning. [The prepared statement of Dr. Shrivel. 'follows:1 48

Statement of Dr..PhiLlip R. Shriver, President, Miami University, -. Oxford, Ohio, concerning H, R. 6088, a bill to amend the Elementary and Secondary Education Act of 1965 tb require state educational agencies.to establish bast.. standards of educational proficiency applicable to secondary school students?

I appear before you as both a teacher and an administrator, a teacher of American history over the past thirty-one years_and President of Miami University since1965. - Raised in a farpiy whose principal breadwinner was a schoolteaching father those teaching career .! spanned forty-eight years, I believe I bring some perspective to_the bill which youare considering today. My premise quite simply is this:it is no't how many courses a student has taken that counts, or how many credits he or she has earned; rather, it is what competency% or proficiency the student has achieved as a consequence of educational experience.For too long, we mistakenly have believed that, if enough courses were taken an enough credits were earned, the student was, in fact, educated.This could be called the "green stamp" approach to edncatio'n- -get enough green stamps in your stamp book and you can turn the book in for your prize, whether it be a high school diploma or a college degrees on August 19, in my annual "State of the'University Address" to the . Ilty of Miami University, i.noproposing objectives for the coming academic year, l includedthe following:" 49

-2-

"Explore as a possible requirement for graduation a teat ....Of minimal profiFjoncy in ability to communicate, including not only the mastery of basic grammar but also the ability to organize ideas clearly and logically and the ability to use language for effective communication. Development of literacy is a task for the entire University, not just the-inglish. Department.Concern for it must span the entire period of a student's contact with the University and not just the freshman year.Each staff member, by example and specific attention in instructional programs, should promote a level of literacy befitting collegiate education.Whatever their future calling, students will finethat their effectiveness, in great measure will depend on their ability to express their views clearly." Please realize that Miami is one of the nation's oldest and finest universities, with a student body that stands among the top in level of competence in a recent national study.How, then, can I seriously call for a literacy test as a requirement for graduation from a university of this quality?I do so in all seriousness, and I daresay that the presidents of all other colleges and universities in the nation could call, with equal candor, for'the same thing, for the problem we address is a problem that is national in scope, not state or local.It permeates the very fiber of our educational system, a system which has witnessed for fourteen consecutive years a steady 5()

-3- decline in the test scores, both verbal and mathematical, of students graduating from high school and entering college.One of the largest state universities in Ohio has found that fully twenty-five percent of its entering freshmen are not prepared for college-level work, but must back up to take remediation in such subjects as English and mathematics. -I have received letters from college graduates applying for jobs At Miami who literally could not spell the names of the jobs for which they were-applying.There are across the country colleges where grades of "D" and "F" have virtually disappeared, yet whose graduates have great difficulty in composing a letter of application. I have been teaching history since 1947.Even as President, I still teach at least one course a year.In many respects, the students I am teaching in 1977 are as well-prepared and as knowledgeable as they were in 1947, or '57, or '67.Yet, in other respects, they are woefully behind their predecessors of those decades.In particular is this true in their capacity to expiess their thoughts in writing, in clear, lucid, precise languaie.For all too many, the written essay, the report, the review are unknown to them.Rather, their competencies lie in responding to short-answer, objective questions which can be machine scored and graded.Little wonder that, when students are finally compelled to write examinations, or essays, or letters, the end products appear heavy with misspellings, gramniatical errors, 51

-4-

cand poor organizatien, usually conspicurms3y worse than those of previous generations of college 'students. I am talking about a prevalent deficiency which some of us have begun to call functional illiteracy.Much has been written to explain the decline we have been witnessing: the relaxation of'teaching and learning standards in schools at all levels, the absence of homework,

grade inflation, television, the Vietnam War, Watergate, thechange, in family roles.Doubtless each one of these explanations has contributed

to the functional illiteracy of many of our young people, functional ,

" illiteracy which is fast becoming a national scandal. One of my colleagues the other day observed that, when he had been in college, he had been expected to know enough Latin to read the words On his diploma.Only half facetiously, he added that now he hoped that those being graduated would know enough English to understand the words on theirs. To conclude', I see in this bill for which I am speaking this morning a move fo establish the principle-of competency, or proficiency, in the most basic skills of reading, writing, and mathematics as necessary c. qualifications for high school graduation.Fran 1,1y, I would prefer that this principle would be adopted by stile and local schools across the nation, without federal compulsion.Were standards of proficiency and competency to be established by school systems across the nation, -5- university administrators such as I wouldnot,have to.be calling for literacy tests for prospective collegegraduates, but rather could anticipate that those coming to collegewould be prepared to handle college-level work without the necessityfor extensive remediation. As matters now stand, we are trulyat the crossroads.All of the years of education will not count for a thing ifa person can't read, can't write, and consequently can't geta job. Thank you for permitting me toappear before you this morning. cc

no.c 'punt atio.'.103 %la S ',10.11,1l1 I 111110,) '1011 0,11l11 .104),111 )110110(10,01 l4)6011.)1.11 -1110.-) 109) II(( OA O.) alp I10:414).1 puff alp pall .10J Luoloa, :dutlsal I :plop no.ti papt4s oat: till I III 0.) aJS [0.101)0,A .10J. 1/11,11111 Ill III) 1)30 :il .4.1itta)t1 suti twat( pdA.tosilt a114 o4u4s puu 1u301 lootys 4;)!.iis!p .4tm :pipi4 51114 sttotloPtuu 04 lutim J.tt oos )dti ti! alp ssatlitioo (M.% iptuJ-o1( o,untattstu ut laaj ...tiviv JO imp splattodo,n1 Jo .uniti-o1( omit:Jost!! ssa.C.dook) 0,1111( poimilo linuj-ou iblu-doutunsut 11011A1 ..cllIO-SaPl)(...; Sa.)IllS iittuiatilaa 0) 'Olt tit tiot(m pt,topo..l plotutt,Lmop suti JII., 11(10 -u: (I)o( 'top o4 )ttioa ut o4 op Iluppotttos .111 4suoi O., po.1(1 oil.) op:4c.; put: lootps 54,-)1,1451[) o4 op .rittplioutos sm. sum Stu itt)ut 01-um411o4111 01) *.r11111110110P; O([ [Jai 11:1(.) 01110 0:11-01.(10111:tia a.1111). OIL muumuu! Xotto4adtt1oa 111)5)4 .411 stip '4'110(1 op i). otioN .limaositttim Stitt pmoi uoaall- s! 1114 )S.1!; lootias .'4o!.14s!p A'tti itturoisso.V.dtto;) '4.)1.14stp o., op:14p1! -5!114 pslaptty sr .tt!o.'1 Xitiso4 imoti Supsaton .1t luoUodaid ssau41.m .4mr op itoS put) a114 puopo,4 OD ltiouniaim 1)/11011S I/11.01 011105 ',cum put: otim 'mi.) U. op SpLit.tatt.ilstioa 01 po.R1 J114 IIIso4ros .1(1 0,1010 4l)1),1 41(1(.) JA1 :J.111 .`autAm1 situ .)tualtati sup ..11`iluttiaott1 'uttitututu pptom opt.y!pu! Juti4 ssaa.:(Itto,--) suti totati 04 lot: puu qtrt(4 imot(4 'o.itt ;wog., ot(fsso.tou 1101.41tx rittluttlrlog OI o4011 puu pottaaattoa 1 pploM aau., 1: uto.ipa:rittd si11atuttioo.a114 Jo .ctu 'aoss,map,),1(1 pt;t1tupy ..1,.).031,Ta pm: d.utjog. 41(114 J! ..duppott osio ),tom stuaotviutiopukt imo114 )(.1 oputu opp,pum: o) flu soptit.4 putt Hu so!iptitutto.) pplom all autos splottlimosuout isttpr2It: oti4 Soutibopu Jo alto lootios sttio4 pimp po.wzoi pprom od,Lott oti4 pupupy 0,1o114 sr: ou ttostro.1 Stim aim() surf' ptuot:daa Jo SiTuttouttoo-X(1-.C41untuttio;) I.,oouo.ii)J4tp op ,.).atiati luti ).1)111 lug} put: soms,ioApitt ,1114 sa'iloiloa ssoaatt N 4u 'tot o.n: :1up64 rtutpui4 soAlostuo114 tipm Zittputtout -uttiu s.log Jo uotutisoli JAM( Op( loolps pptom. .4so4p: )11.4 paau .to} autos pup( Jo ptuoputt 4.top 04 11,1114 uo!ltitu!s putto.zu oAotioti 11u14 aotiotim .4.1oBa s! poyltItt tto.c 111 .1110S 11(1 ad114010% 41 sr. poticklu Vtloat14 po4so:rl.t.fus sut,tou gottut po0:r1 (HA% tuodJ.'.aitto) '41 "'MAUI )(tutu, t. 110 imp sopu.61 pptom tto.c lau4s dljJ A'ottoodilloo s;sa4 4.tiattptautoia-pt i.,c.Ittpuo.)as lim.1t1171s,..1(1 I 1ptom oos i),(IttptuApu ic.)104adtuo..)u1(! ttot.4uttputtxo .4u o114 Imo Jo aii4 Sauploutolo opoil I o4upoalillt Imp a:limp alt lrp .4uo.1oJ :-.4ttotjtui4op Jo lutim so411414stioa oti4 ..1114ttott1ola Isom pitiom imp tuxts JpuA I Vz!ti.) su au° idAoi tiopim amp odatil

. pplogs Ifttt.4.1oa s4uouto.11tptt oputu sittopu4s 1 0.Aallot1 .to114ottu pptom oci oti4 pua JO mil .to!utic .lootros opu.1:5' Ill -Isom 'so-mu:ism put: I 31111114 .1t1p4.1o.) .tiq 0'14 opu.i.t1 54 Mr. Morn,. Now, should the ('(ingressuse the carrot or the stick approach ? Mint, I mean by that : The carrot approaeh would besay- ing that all school districts, .whether it he localor State. would secure Federal funds for their testing programs. The stick approach would he If they do not have minimal competency testing.we 11.001(1 hold Federal funds. Which of these two approaches wouldyou use or would you have another approach? Dr. SintivEn. Personally, 1 would prefer tosee the Federal Govern- ment not using it her carrot or stick in this..can appreciate the need for motivation.1. would take exception to my predecessor's lastcom- ment, which was to the effect he Wati 1.1111).1011S there W0111(Iover he anything conie Out of this. 1 think there is enoughconcern now brought across the land at the grassroots level that something is going to come' out of it. 1. have been giving State I 7,11 VerSity addrosseS for13 years at Alitodi and, until this particular proposalwas made---which wasnot the front and center proposalto require literacytests for those to graduate from college. ITntil this was made, I havenot, had the attention given to anything I have saidas has been given this. 1 received letters from all over the State and outside. -! do believeyou will lied that there is a greater concern for this thanmost, here in Washington would believe exists. Arr. Morm. Do you haveany quest ions? Mr. Claws. Thankyou, Mr. Chairman. Ibelieve 'Miami University, is a rather large teacher training universityas well. Dr. SIlitIVElt. We doprepare teachers. It is not the largest, division of the university; it isnow the third-largest academic division on our campus., Mr. Caoss. What: wouldyour perspect ive he on the quo lineation and ability of teachers and what. the teachertraining institutions could do to better prepare themso that we would not have the probleing that, Admiral Rickover cited? Dr. 8ItitIVER. I think there isa challenge to eaecollege and university preparing teachers toassure that, those going out to each have competency in the instruction, in lucidexpression orally and in writing, whether thisperson is going to teach English, history, geography, physics, or what liaveyou. Mr. Caoss. Are you suggestingsome sort of examination for them over and above \vhat'you mentionedinyour statement ? Dr. Sunwr.n. I believe this should bean expectation of our teacher- preparing institutions, that they doassure't that their products prepared in this regard. are well Mr. caoss. Has Miami institutedsuch a procedure? Dr. SoniEn. We havea I-year. requirenient for all freshman ht this point in English. Weare considering- at this time a literacy test to be given in midstream. eitherat the end of t he sophomoreyear or the beginning of the junior year which, forthose students unable topass it, will necessitate their takingadvanced composition in the junior and/or senior years before, theycan graduate. We have noted that,once the freshman year has passed and the fres)unan English requirementhas been met, atrophy sets- it. There,,is abroad among freshmen the notionthat, once you have takenyour 58 55

English in the freshman year, it is over and from that pointon you can go buck to your old habits. W6 mean to turn this about. Wemean to prevent atrophy by insist- ing on subsequent examinations to keep proficiency levelshigh. Mr. Cnoss. Is this for teachers? Dr. SHRINER. Thiti will be for every student, including the teacher candidates. Mr. Cnoss. Do you to anything specialor specific for teachers-training candidates? .Dr.SinuvEn.Not at t his point. But we intend tosee this seriously considered by the university council t his year foracriiss-campus,all - division requirement. Mr. Cnoss. What about in-service trainingprograms for teachers already out in the field? Dr. Sinurtat. I cannot speak to this.I an, unaware \\%e have been in any discussions to date. Mr. (toss. Miami does not engage in offering those! Dr. SuntvEn. 'Not. t hatam aware of. (.'.uoss. Thank you, Mr. (hairman, Mr. Mom,. We a re. going to have NIr. Jennings, the scholarlycoun- sel for the majority. proffesonie quest ions. Mr.JENNINGS..I)0you agree with .Admiral Rickover's Comments about the quality of teachers and candidates for the teaching profession, that they tend to he less capable than candidates for otherpro- fessions; and, if you do, why do you believe that is so! . Dr. 7iiiititat. I said before, .Mr. Jennings, I am one who has taught for 31 years and I am the son of0110who taught over the span of 48 would. lin ve a hard time accept ing the belief that because you are a leacher you are necessarily ill-equipped. poorly prepared or unable to do other things in the professional sense. I would agree. NI r. Jennings, There have been instances in which poorly prepared persons have gone into the (assroomor instances in which t hose without true commitment to what they are-doing have gone into the classroom. But. I would also believe that we have had some of the finest men and women of our Nation giving their lives to a calling which is t he preparat ion of young 111011 and women to become citizens o f this republic. Mr..JENsixos.Ilatve you found it necessary at Miami to institute remedial English classes for freshmen ? You were talking about how you would extend the English requirement into the 2nd and :Ird years. But have you actually started reinedial classes fere. :amen? Dr. SIFIUVER. We don't have !villein:, per se. We have developmental education instead. whirl is in a small group. a one-on-one or one- to -two- or tree-t ype. ad( ressi ng the problem in a bid to overcome deficienele.:. 'bat have been observed. We do not have high school level courses being given for college credit, Mr.JNNTNOS. Y0111*remarks on the writing ability of students seems to be very inappropriate. and that seems to he a common thing which is occurring in test innmy. From your experience asa histori-- professor. have von found that the abilities of students have declined uniformly or have certain types of students maintained their abilities

6. 50 Stich 11S sl IldentS from private schoolsas compared to public schools or students front suburbs as comparedto urban school districts or whatever Dr. SIIRVER. I:1111 not prepared to make it distinction, publicor private, urban and suburban, ruralor Nvhat. have you. I would note that. I am still receiving absolutely brilliantessays f rom,sonte students. I am also noting that. Iam receiving some of the poorest I...have over received from others. And Iam concerned that-over the total span there is a rec(4,rnizable, dec Mat ion in abilityto write,. jENN1NGS. ACTOSS I he hoard? SinuvEn. Across the board. \fr. JENNINGS. Tank-you. Mr. INfoTL. Thank von. Dr..Shrivet.. 11 'e. appreciate your outstanding remarks hero, andyour testimony certainly will he helpful to tho ,,Itheolotoittty as to the congress a, a whole, We are going to conclude these hearingsnow 11101 will reconvene on Thursday, when we will have other witnesses here at 9:45. IWherenpon, at 11 :15 a.m. t he subcommitteeadjourned, to reconvene at, 9 :4.5 a.m. Thursday. Sept ember 15.1917.1

-r, 60 PART 11: A BILL TO PROVIDE EDUCATIONAL PROFICIENCY STANDARDS

THURSDAY, SEPTEMBER 15, 1977

Houst: OF REPREI3ENTATIVES, SCDCOM FITEE ON ELEMENTARY. SECONDARY AND VOCATIONAL EDUCATION, COMMITTEE ON EDUCATION AND LABOR, ashington, D .0. The subcommittee met, pursuant to. notice, at 9 :50 a.m., in room 2175, Rayburn House. Office Building, Hon. Ronald -Aloft], presiding. Members present: Representatives Mott], Heftel, Kildee, and Quie. Staff present :.JohnIi. .Jennings, majority counsel ;Christopher Cross, -minority senior education consultant; and Nancy L. Kober, staff assistant..

Mr. MorrL. The subcommittee will conic to order. . We are privileged to have before us today four prominent educators from various sections of the country who will testify on H.R. 6088, a -bill which would require all States to administer minimum competency tests to high school students- before the students receive their diploma. . This is the second hearing on thiS most vital matter, which isi closely intertwined with the efforts of many Americans to return the emphasis in education to teaching and learning the basics of reading, writing and mathematics._ Earlier this week,- the subcommittee had the opportunity to -hear comprehensive, testimony from Admiral Rickover, a .frequent, com- mentator on our educational system, and from 1)r. Phillip Shrivel., president of Miami University of Ohio. . I think that there is general agteement among us, both as parents and as professionals; that. some sort of competency testing should be instituted in our schools. Most of -the discussion I have heard to date indicates Concern, and perhaps rightfully so, about the Federal Government operating the testing program. Consequently, I plan to introduce a substitute bill, which would allow local systems to initiate minimum competency testingon a voluntary basis. A national cominissimi will be available to set up standards in local schools, and be reimbursed through Federal fundsappro- priated by Congress.. Hopefully, this provision will be part of the comprehensive educa-, tion bill to come out of the 95th Congress some time in 1978. Today's testimony will be presented by Dr. Mary Berry; Assistant Secretary of Education of HEW; Mrs. Carolyn Warner, superintendent of public instruction, Arizona State Department of Educa- (57) 58

tion :Mu. Barry lien 1, supervisor, department of developmentand evaluation, l)enver Public Schools: and Mr. JohnIL Andrisek. superintendent. Of Berea ( ity Schools in Ohio, anda const itnent of mine. Dr. Mary. Berry is a graduate of IlowardUniversity, nod received her doctorate from the University of Alichigan it,1966, and is a 1970 graduate of the University of :Michigan Law School.She has held a number of teaching and administ rat iveosts, and before assuming her

challenging position at Il ENV earlier 1 .is year. Dr. Berry was (Than- rellor of the I 7niversity of Colorado at iolder. Mrs. Warner is a highly successful businesswoman.who corms from it prominent. educational family. She was elected to bierpresent position is [1)74 with the second largest pluralityever received in that State, Under her able. direction. the Arizona schoolshave wade re- mentions forward strides. Mr. Andrisek is in his 5th yearas Berea superintendent-, and directs the operations of one of greater Cleveland'slarg.st s...hool systems. Prior to that, he held a number of administrativepositions in Berea's progressive system, and was assistant. superintendentbefore being ele- vated in 197:i.I fe is to be conunended for having just recently started minimum competeney testing, and it is the first schoolsystem in Ohio to do so. Mr. Beal has been with the Deliver schools since 19:`,6,and has been administering the, system's minimum competency testingfor the past several years. The. Deaver testingprogram has been in effect since early in the 1960's, and has proven to 17)ean extremely useful vehicle in helping Denver children to master the basics. will go in the. following order, ifwe may. Good morning to all of you, and thank you for sittino.up .here at the table. We will first .hear from Dr. -Mary Berry. and thenwe will listen to Mr. John Andri- sek, and then to Mrs. Carolyn Warner and then A1r.Barry Beal. Is that all right with the panel ? Without, further ado,we will now hear from Dr. Mary Berry,

STATEMENT OF MARY BERRY, ASSISTANT SECRETARYFOR EDUCATION, DEPARTMENT OF HEALTH, EDUCATION,AND WELFARE Dr. 13atv. Thank you. Con(rressman, Tam pleased to comment, on H.R. 6088, a bill to amend thel:dementary and Secondary Education Act of 1965, to require.State educational agenciesto establish bash.. standards of edneatioh nI proficiency applicable to secondary school students. I am accompanied today by Mr. Bud Blakey,a Deputy Assistant Secretary for Legislation in -HEW, and Ms. Connie Stewart,Diree- tor of Policy Communication in my face. As I understand the bill be foiv us. it would require,as a condition for the receipt of Federal funds under the Elementary and Secondary Education Act. of .19G5, each State to submita plan that would establish and implement basic standards of educational proficiency. . These standards would extend, at a minimum, to the skillsof reading*, writing and mathematics. The standards would be assessedby a statewide. proficiency examination,the successful completion of 10116 would be a requirement for the high school graduation of anystudonts in the States. Financial assistance would be made available fromthe Federal. Government to hell) the States develop their programs. Also, a national commission would be created, and thatcommission would set up national standards for eduntional proficiency in the secondary schools. Each State's plan would he required to conformwith national standards established by the-conunission, and if theydid not meet the national commission's standards, thebasic standards would go into effect. If the State refuSed to adopt those national standards. then funds under the Elementary and Secondary Educa- tion Act would not he available. Iknow"1-tra-t quality or education in the 5(.110ois may have (1*., (.1;1001 over I lip Ins/ 01., 15 yt.:11'S. 111111 we need 10 lake 501)1'tiastie Steps 10 deal With this. " .Last 1110111 h. I appeared with .1di1. Ifyinan Rickover before Senator Pell'sEducationSubcommitteeoftheCommitteeonIfunian Resource. Since my appearance before Senator spbcommittee. have. created special task forces within the Education Division in IlEIIT to work on the problem of basic skills and quality education, and -the testing issue. and to determine an appropriate proposal for the Fed eral role in this regard. 'These task forces are still at- work. and they gill be providing, extensive reports for our use in developing administrative and administration policies on this issue. So IIbelieve. that we are in the early . stages of a significant national dialog on these issues. This dialoo- may well reveal t he !wed for 11 Federal intervention and a Federalrole to buttress the quality of our Nat ion's schools. lint we are not prepared today to state exactly what the appropriate Federal response should he. We will 1)0 ahle to say that soon. 1lTe do knov,- that there is 11015011 for concern. We are all concerned. There is a great deal of evidence suggesting- the decline in the stand- itmds of student accomplishment. 'Ilione art confirmed reports of grade inflation and standardized test score decline. Then. are complaints from the business community and fronr the military of the incompetence in the basic skills among many of their recruits. There have been lawsuits brought against. Hie schools alleging- incompetence. irresponsibility, and Malpractice. Afore indirectly, thew is widespread vonvern about vandalism of schools, apparently increasing rates of drug and alcohol usage, about teenage suicide and pregnancy. Most recently. we have seen unemployment rising. steeply for 111014 young people..especiallv for black teenagers. and especiallyfor young- intill' cities:The Labor Department analyses suggest that inadequate levels of education contribute to the.limited employability of many of these would -be workers. Yes. something is wrong, but- the very catalog of problenis tells 115 that there is neither a single canse,.nOr a sing-le remedy. There are many more. questions than answers. . A. case in point. is the recently publish report. of the ColH En- trance Examination 13oard. "On Further -Examination." This report does testify to the decline in the scores of college, admission tests over the last.1:1 years, and attempts to discover and analyze the reasons Tor the (lifeline. From 190:1 to 1970. the report tells us much of I he decline was due to it change in the Composition of the test takers. That is. there \NW(' 11101V 11111101'41('S :111(1 more wbinen taking the test than had previously been the case. It would seem to 1110t hat one 111 fv1I'llee that could he drawn from that finding is that we have started to succeed in providing expanded educational opportunities, but we have not provided suf- _ ficient 'preparatory education to see to itthat these new test takers can take .advantage of. their new educational chances. So we have progress in the mere fact. that they are taking these tests. This is no less. of a sort, but this is notfulfillment. Since 1970, however. in another Wile of the findings. the College board study says that.the greater proportion of t he test score decline Is not. attributable totti changing population of test takers. Working with admittedly incomplete Information. the College Board speculates that the cause 111:1Vlie in some, .factors like changes in curriculum. declines in educational standards. or perhaps television or changing family structures, declining student motivation, or simply what they call "a decade of ,distraction." If all of these are factors in the decline, we have to say : IVhat can the schools do whirii will he sufficient to solve the problemsprOblems of family declinf.. family structure, and television? Is it a burden to he borne by the schools ? To make matters more complicated. there are some other tests, nationally standardized, which show that there has not been a decline in achievement 11111( mg students. For example, the National Assessment of. Educational Progress scores for consumer mathematics and reading indicates that. there has not been a decline in the earlier school grades.

. Also the Army general qualifications test gives its the same kind of evidence. We have these conflicting matters in evidence. which means again, that. the nature of the problem is not entirely clear. We know that, there is a problem, but the nature of the problem is unclear. Is it. a failure to effectuate equal opportunity policies? Is it simply an historical aberration that will soon subside and let the schools and their students get. back on an even keel? Or is it a fundamental problem of Nhicational objectives and performance that. will get, worse if we do not decide to make it better? We are trying .with our task forces to achieve a greater clarity and consensus on these issues before we proceed to drastic national policy. We think that the bill before us for the development of tuitional standards of basic educational proficiency raiseS, a nundier of problems and major issues. First, the edlicational needsofstudents. and students in different localities, States, and regions of this country, vary. Each of Our thous- and,oflocal school boards decides which needs deserve the most attention in their locale. This is part of our tradition. This is a very significant, part of our history. There is no settled view among, the people in the States on Whether or not a significant set. of common needs and standards shduld or could he devised.

6 01 A number of States Ital.(' been moving difficulty on this issue; they report great 111 developing. statewide standards, because peoplecannot agree every t ime on what ought to be requiredor assessed. The people in the localitiesagree that there isIt problem. They agree at ti general level, It philosophical level,about what they want. to test. and what they are interestedin students learning. But-when you talk about object ive measures of what isto be learned in reading, writing, and arithmetic,you get a lot of disagreement. . Moreover, even if a decision isreached about areas of required competence. the problem remains of deciding-just how well as person must perforni to be judged minimallycompetent. Policymakei.s in some localitiesmay wish to peg minimum competencies relatively high. toencourage improvement and competition among schools, or they may wish to peg it relativelylow, to insure, every stialent a realistic chance of success. TheymaY also need to adjust acceptable coin pet Niel' levelsover time as social contexts and the population's average skill level change. In addition to this issue of what to test, themost difficult, problem may be that. of providing educational. programs that willimprove student performance to meet thenew standards. Once the standards are set, what do we do about providing new programs that will im-. prove student' performance to meet these standards? Even though t here are proven 'met hod:4 forimproving the perform- ancc of individuals on various measures of educational achievement, it is typically difficult to implement 'muchof this new knowledge in the schools, because of costs, constraints. staffcapacities, and the re- i4ktence of both parents and teachers to certaininnovation. Additionally. these paths about. improved performance, foundin research projects. are neither widely knownnor easy to replicate, and this is especially the case in theupper secondary grades. We have to ask ourselves. what, will become ofschools or students who do not attain inininium standards? Asa matter of fact., we do not even provide sufficient financial support at the Federal level topro-. vide compensatory education beyond grade6 in any of our schools. So what will become of studentsor schools that do not, attain minimum standards? Minimum standards must be accompanied byre- sources to help students and educators measure up to them. otherwise they become 'barriers that will reinforce existing inequitiesin the. rewards of schooling. The States have been .very, active in the standard-setting*arena in recent years. Forty-two of the fifty States have begun to consideror have adopted statewide minimum competency standards. Noneof these programs have been in existence long enough forus to assess their effectiveness and their pitfalls,. ',believe that these State programs may be most valuable in stimulating the systematic consideration of educational goals and priorities. They 'ran, in their accompanying testingprograms, provide significant ,informationlo help parents, policymakers and educators assess basic educational progress. The State-level momentum is going, andever} though it is decidedly of an experimental character, it would leadits to say that we would prefer Federal action to help the States, at this point. We wouldpre-

o7-37H I) - 69 fer the, Federal Government's roleto be help the Stut('" establish standards 1111(1 carry out their traditiopaI constitutional responsibilities for Attention in .ways that will meet, theirpart icular edlIC.111i011111 noels. Through the agencies of HEW, the Federal Government couldpro- vide considerable help. States and localitiesare developing ingenious new programs to enhance their students' utilizededucationalplants,teacher-parent11::0111iietNiteilel;seinnti. lad: lei others. These are all innovations that the States haveinitiated. The Federal education agencies could identify the ti->A effective of these programs. 1111(1 provide information about them andsup- portive teyhmeal assistance to other schools thatare searching for solutions to similar problems. The Federal Government might also help States to develop their own. standards of educational proficiency, and to choose appropriate tests. On occasion it might also be useful for the Federal Gov -rn- ment to develop new or improved tests to meet the developing needs of States and The Federal Government would he lid ping the States to choose and develop appropriate tests,- 0.nd by providing technical assistance for some, of their local problems as they set, standards and as they implement these programs. We believe that a more direct. Federal intervention carryingman- datory requirements- would produce inflexible and inappropriate standards and it may lead to an undesirable conformity of curricula, as States and localities seek safe and assured ways to meet the national mandate. In this testimony. I have concentrated upon the central issues of problenf definition. and the development, of national educational standards. I would mention two other specific effects of H.R.. 6088 that would prove troublesome as weaproceed. First. the proposed National Commission, which some have likened to a national school .board, would further increase the regulatory burden on both the Federal Government. and the States, at a time when the. States complain bitterly about the paperwork required by Federal law. Second, we do not believe that the thretlt, of withholding Federal education assistance is likely to be an effective means of encouraging States to adopt basic standards of educational proficiency, especially inlight of the traditional controlthe. States have reserved for themselves over the determination of educational 'curriculum and standards. As we move forward withour discussion of these we will keep two considerations in mind. First, the 'primary -requirement is that, we provide national leadership and secure S cooperation in an effort to assure that each -child acquires the basic competencies required to to become a-capable-adult and a citizen. As we do this, issues of accountability and testing are important, but they are not the dominant issues. The d 0 are to see to it that each child has basic skills and education that. he or she deserves, that there will be diligent tion and more learning for each school child. Testing part of the issue... 66 63

This leads to a final, and somewhat paradoxical,consideration. Re- forms and improvements in .,1.tnerican educationhave not ceased. Most elementary and secondary schools struggleevery day to adopt improved [tract ices, and most of them would testifythat today's curricula and classroom practicesare more intelligent and appropriate for our children than those of any mythical"gold age." The challenge we faceas tt, Nation is not to wring our hands together and parcel out the blame but ratherto determine how all of us. in part nership with the States,can assure that our children will receive t',,e hest education possible. T. look forward to returning to Congresswith considered recom- mendat ions for action on t his importantaspect of national educational policy. Thank ymt very much. Mr. Morn,. Thankyou. Dr. Berry, for your very fine and substantive statement. Would you remain withus while we hear from the other members of the panel? Dr. Bra tty. I will he happy to. (The prepared statement of Dr. Berryfollows 64

STATEMENT BY DR. MARY F. BERRY - ASSISTANT SECRETARY FOR EDUCATION EDUCATION DIVISION DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE

oBEFORE THE

COMMITTEE ON EDUCATION AND LABOR U. S. HOUSE OF REPRESENTATIVES SEPTEMBER 15, 1977

68 (35

Mr. Chairman:

Thank you for the opportunity to comment upon H.R. 6088,a bill

to amend the Elementary and Secondary Education Act of 1965to require

State Educational Agencies to establish basic standards ofeducational,

proficiency applicable to secondary school students.

H.R. 6088 would require that, as a condition for the receiptof

Federal funds under the Elementary and Secondary Education Actof 1965, each State4 would submit a plan that would establish and implementbasic standards of educational proficiency. These standards would extend at a

minimum, to the skills of reading. writing and-mathematics. The standards

would be assessed by a state-wide proficiency examination, the successful

completionofwhich would be a requirement for the high school graduation

of any student in the States. Federal financial assistance would be

available to help States develop their programs. Further, a National

Commission would be created to set up national standards for educational

proficiency in the secondary schools. Each State's plan would be required

to conform with.national standards established by the Commission. If

any State's plan did not meet Commission standards, the basic standards

established by the Commission would be placed in effect in that State. It

the State refused to adopt the standard, it could no longer receivefunds

under the Elementary and Secondary Education' Act of 1965.

H.R. 6088'reflects a growing concern in the nation that thequality

Of our public schools may have declined over the past 10to 15 years, GG

and the growing conviction that some drastic stepsmay be called

for to reverse this decline. Last month,I appeared with Admiral

Hyman Rickover before Senator Pell's Education Subcommittee of the

Committee on Human Resources to discuss similar concerns. Since then,

within the. Education Division, we have created special task forces

to review the evidence concerning standards of quality in our ichools,

and to determine the implications of this evidence with respect to

Federal education policy. These task forces will work throughout

the fall to furnish extensive reports for our use. I believe that we

are in the early stages of a significant national dialogue on these

issues -- a dialogue which may well reveal the need for important

steps at the Federal level, to buttress the basic quality of'our

nation's schools. But we.are'not yet prepared to specify exactly

what the appropriate Federal response should be.

Certainly there is reason for concern. Theo is much evidence

before us suggesting a decline in the standards of student accomplishment.

There are. confirmed reports of grade inflation and standardized test score

decline, as well as recurring complaints from the business community and

the military of incompetence in the basic skills among many of their .

recruits. Lawsuits have been brought against the schools alleging incom-

petence, irresponsibility and malpractice. More indirectly, there is

widespread public concern about vandalism of schools, apparently increas-

ing rates of drug and alcohol usage, teenage suicide and pregnancy. Most

recently we have seen unemployment rising steeply fo,vblacks, especially 0 , young blacks in the cities; and Labor Department analyses suggest that

70 07.

inadequate levels of education contribute to the limited employability

of man; of these would-be workers. Yes, something is wrong, but the

very catalog of problems tells us that there is neither a single cause,

nor a single remedy. In my mind there are more questions than answers.

A case in pdint is the recently published Report of the College

Entrance Examination Board, On Further Examination. As you know, the

Report testifies to the decline in the scores of college admission tests

over the past 13 years, and attempts to discover and analyze reasons

for the decline. From 1963 to 1970, the Report tells us much of the

decline was due to a change in the composition of the students taking

the test. That is, more minorities and women were included in the test

taking population than had previou'sly been the case. Thus, it seems to

.me, the decline means that we have begun to succeed in providing ex-

panded educational opportunities; but for large numbers of young Amer-

icans, we hae not yet provided a sufficient preparatory education to

enable them to take'advantage of their new educational chances. This

is progress, of a sort, but not fulfillment.

Since 1970, however, the College Board study reporti the greater

portion of the test score decline is not attributable to a changing

population of test takers. Working with admittedly incomplete information,

the College Board's study speculates that the cause may lie in some

changes in curriculum and declines in educational standards or in such

broad social factors as television, changing family structures, declining

student motivation or simply "a decade of distractions." ,) If all these 68

are true, what ccri the schools do which will be sufficient to solve

the problems?

To make matters more complicated, there are other nationally

standardized tests where there has not been a decline inachievement

levels. These include several tests of performance in the earlier

school grades, recent National Assessmentscores for consumer math-

ematics and reading, and the Army General QualificationsTest.

Thus, the evidence at hand leaves the nature of the problem

unclear. Is it a failure to effectuate equal opportunity policies?

Is it simply an historical aberration that willsoon subside and

let the schools and their students get back on aneven keel? Or

is it a fundamental problem of educational objectives andperformance

that will get Worse if we do not decide to make it better?Let us

achieve some clarity and consensus on these issues beforewe proceed to drastic national solutions.

A proposal such as H.R. 6088 for the development of national

standards of basic educational proficiency rais..; a number of major

issues:

First, the educational needs of individual students and of students

:in different localities, States, and regionsvary; and each of our

thousands of local school boards decides which needs deserve the* most

attention in its locale. There is no settled view on whether or not

a significant set of common needs and standards could or should be 69

devised. States report great difficulty in developing State-wide

standards because people cannot agree on just what ought to be

required or assessed. They may agree at a general or philosophical

level, but there is disagreement on specific objectives andmeasures.

This is true even in'the basic skills of reading,.writing, and arithmetic.

Moreover, even if a decision is reached about areas of required competence, the. problem remains of deciding just how well a person must perform to be judged minimally competent. Policy-makers may wish to peg minimum competencies relatively high (to encourage improvement and competition among schools) or relatively low (to insure every student a realistic chance of success). They may also need to adjust acceptable competency levels over time as social contexts and the population's average skill level change.

The most difficult pr:oblem may be that of providing educational programs that will improve student performance to meet new competency standards. Even though there are proven methods for improving the performance of individuals on various measures of educational achievements, it is typically diff'cult to implement much of this knowledge in the schools, because of costs,. constraints, staff capacities, and the resistence of both parents and teachers to some potential avenues of improvement. Additionally, these paths about improved performance, found in research projects or exemplary sites, are neither widely known nor easy to replicate, and this is especially the case in the 70

upper secondary grades. What will become of schools or students who do not attain minimum standards?Minimum standards must be

accompanied by resources to help students and educators measure up

to them; otherwise they become barriers that will reinforce existing

inequities in the rewards of schooling.

The_States have been very active in the standard-setting arena in

recent years. Forty-two of the fifty have begun to consider or

have adopted State-wide minimum competency standards. Unfortunately,

these programs are too new for the Education Division to assess their effectiveness and their pitfalls. I believe that these State programs may be most valuable in stimulating the systematic consideration of educational goals and priorities; and they can, in their accompanying

testing programs, provide significant information to help parents;

policy-make'and educators assess basic educational progress. With

this State-level momentum and its decidedly experimental character, our strong initial preference for Federal action is to help the States

establish standards and carry out their traditional constitutional

responsibilities for education in ways that will neet,theinparticular...:,..,lar

educational needs. Through the Office of Education and the National

,Institute of Education, the Federal government could provide considerable help: States and localities are developing ingenious new programs to enhance their students' achievements -- individualized educational plans,

teacher-parent contracts and many others. The Federal education agencies 71

could identify the most effective of these programs, and provide

information about them and supportive technical assistance to other

schools that are searching for solutions to similar problems. The

Federal government might also help States to develop their own

standards of educational proficiency, and to choose appropriate tests.

On occasion it might also be useful for the Federal government to

develop new or improved tests to meet the developing needs of States

and localities. A more direct Federal intervention carrying mandatory

requirements may produce inflexible and inappropriate standards and it

may lead to an undesirable conformity of curricula, as States and

localities.seek safe and assured ways to meet the national mandate.

In this testimony.;I have concehtrated upon the central issues. of

problem definition and the development of national educational standards.

I would only mention two of the specific effects of H.R. 6088 that would

prove troublesome as we proceed. First, the proposed National Commission

would further increase the regulatory burden on both the Federal Government

and the States, at a time when the States already complain bitterly about

the "paperwork" required by Federal law. Second, we do not believe that

the threat of withholding Federal education assistance is likely to be an effective means of encouraging States to adopt, basic standards of

educational prpficiency, especially in light of the traditional control the States have reserved for themselves over the determination of educational curriculum and standards. As we move forward with our discussion of these issues I hopethat

we will keep two considerations in the forefront. First, the primary

requirement is that we provide national leadership andsecure State

and local cooperation in an effort to assure that each child acquires

the basic competencies required to become a capable adult anda

contributing citizen. In this quest, issues of accountability and

testing will be important but hopefully not dominant. More effective pro-

grams, with diligent instruction and eager learning, must come first.

And this leads to a final, somewhat paradoxical, consideration:

reforms And improvements in American education have not ceased. Most

elementary and secondary schools struggle continually to adopt improved

practices and most would testify that today's curricula and classroom

practice are more intelligent and appropriate for our children thanthose of any mythical "golden age." The challengewe face as a nation is not

to wring our hands together and parcel out blame, but rather, to determine how, in partnership with the States, we can assure that our children will

receive the best education possible.

I look forward to returning to Congress with considered,recommendationslo) for action in this important aspect of national educational policy. 73 Mr, MoTrr Next.we will hear from Mr. Andrisek, superintendent of Berea City Schools in the Greater Cleveland Area. Again, Mr. Andrisek, we want, to compliment, you on pioneering the .first competency testing program in the State of Ohio. Mr. Andrisek. you may proceed with your testimony, read it or summarize it,' All of your statements will be admitted in the record without objection. There being no objection. they will be admitted in the record in tote,. STATEMENT OF JOHN R. ANDRISEK, SUPERINTENDENT, BEREA CITY SCHOOLS Mr. AN-must:K. Mr. Chairman, members of the committee, I am pleased and honored to have this opportunity to appear before the subcomnfittee this morning to discuss the efforts we are making in the Berea City School District to insure that all of our graduates have the minimum skills necessary to function in the adult world. As part of this testimony, I am including the "Summaiy Report of the Competencies Commission," which was received and approved by the. board of education on June 15, 1977. I believe that. you all have a copy of it. This report explainsin some detail the plans.and programs that we wil' be carrying out in the months and years ahead. I will nob go into every page of this report this morning..The competencies',commission was formed as the result of an August 1975 task force report written by a committee of parents, students and staff members. The report, entitled "Toward a. Community of Experiences; Report 'Of the Task Force to Study the Attitudes, Values, and Be7 havfors of High School Ago Students." asked the board of education to increase, minimum graduation requirements. The group found that while most of the students in the Berea School System compared favorably with students in other school systems on a variety of standardized performance tests, there were students in the high schools whose basic skills in reading and mathematics were below an acceptable level. In relation to some of the previous testimony, the declining test scores that all of us arc concerned about have not hit so hard in Berea, which we are happy about, but we are still concerned. This committee recommended that the board adopt the concept that every student be able to .demonstrate a mastery of minimum life survival skills in order to graduate. Members asked that a new educe- tiOnal commission be .established to deterufine the minimal skills and develop a plan to insure that all graduates .achieve these skills. After nearly 2 years of study and work, the commission presented its recommendations in June 1977, and I would like to giVe you a sum- Mary of those recommendations, and I will make this very brief. A. Assess the degree. of mastery by each student of specific skills in communication, computation, and knowledge areas, such as health, consumer economics, occupational knowledge, community resources and government or law by : 1. Administering the Berea City School District High School reading and mathematics proficiency examination, this is an instrument that ..we, have worked and developed locally in conjunction with the National Testing Agency, specifically designed for our programs and . . 74 our children. This will be administered to all eighth grade students in September of 1977. Justas an aside, these were administered on Tuesday and Wednesday of this week. 2. We would administer the high schoolsurvey adult performance level test, to all 10th grade studentsin November of 1977. 3. Administer the. adult performance. level testto all 11th grade students in November.of 1977. Iam making a distinction here, the performance.level test is the short version. All of these toots, initially,are for diagnostic purposes. They are. in .fact, to help ,us identify those students whoseskills and knoWledge. are not, sufficient to function in adult life, and in timeso that we: can provide the instructionalresources and support so that, they can become. competent. The second recommendation was to provide instructional assistance. to all students who are not able to perform at the. prescribed levelon the inst-ruments indicated iibove. The third recommendation is to establisha commit: y.'' to study the feasibility of developing multiple, diplomas. The fourth recommendation requires that students graduating in the 1979-80 school year to be able toscore at the 70-percent proficiency level on the adultperformaticejeyel test in additionto completing 1'T units of credit required by the State of Ohio,-, The And linal recommendation is to communicate the plan and specificrecommendations ofthis program tothe entire school community. To the casuP I observer, it may appear that the Berea School District is simply establishing new hurdles or obstacles for students to negotiate. Nothing could be further from the truth. The real heart of thispro- oram isIle instructional assistance the schools will provide to those 'audents whose skillsare below the minimum standards. In the final analysis, we expect only those youngpeople who refuse to learn or those. with restricted mental.ability to fail to meet the:70- percentile proficiency level on the API, test. For the lattergroup 'of youngshrs, that is the children who have had restrictions in their mental ability, special programs will be provided just as theyare today. Now this is a very brief summary of whatour school district, is doing and will be doing in the future to guarantee that, its graduates . have the minimal skills to survive in adult, life. Obviously,our plans and programs aro fairly consistent with the concept presented in

6088. . ..Therefore, I personally support this .concept. However, I havesome very real concern~ about additional Federal intervention and mandates on local school districts. My own experience is that the .Federal: requirements.are usually followed by a sea of paperwork, little positive improvement in the learning of children, and insufficient dollars to carry out the mandates. I feel the, concept of insuring that all high school graduates have certain minimum skills should. be fostered and encouraged, but. Iam not convinced that what we are doing in Berea would be applicable to every school system or that the Federal Government has the collet-. tivi wisdom to Make regulatiOns which are in the best interests of all the children of this country. .

73 75 The local school board is, in my judgment, best able to make .decisions most appropriate to the needs of the children and thecom- munity they ,erve. I would like to add also that I don't believe that. this can be seen as a panacea for all problenis of education. I think that this is one of the pitfalls that we tend to fall into in the%ld of education, that is to look at every attempt to .solve a problemas a- panacea for all the problems. I think that this is just one attempt which may, and hopefully will, help children go out of public education and into the 1)01)1ic world better able to cope with the world that they aide going to work in and move in. We will know more about this .3 or I. years from now. I appreciate this opportunity to be here this morning, and I will be Imppy'to answer any questions which members of the committeemay have. [Additional material-submitted for the record follows:] 76

COMPETENCIES COMMISSION

SUMMARY REPORT OF THE COMMISSION

BEREA CITY SCHOOL DISTRICT June 15. 1977 77

TABLE OF CONTENTS

Page o Letter of Transmittal iii

Roster of Commission Members iv o The Setting: Background

Competencies Commission Organization Tasks of the Commission Graduation/Diploma Requirements Product Goals

Research and Study Activities of the.Commission 4

Recommendations of the Competencies Commission 6

Appendices Basic Competencies and PerformanceIndicators Some Definitions Developed Throughthe Commission's Work APL Skills and Content Grid

97-378 0 - 77 - 6 78

LETTER OF TRANSMITTAL 70

,tuna 1G, 19771

TO: Dr. .1.R. Andrisek, Superintendent of Schoolr , FROM: Dean Kelly, Representing the Coinpetenclen 0;:nmission

RE: 8umni ry Report of the Competencies Commission Including RE.a.0nmendations.

The Summary Report of the Competencies Commission Including:Rec ammendations precedes a complete Report which will be forthcoming.130th the Summar'Y Report and the complete Report represent nearly two years' work by a group of dedicate, and interested parents, students and staff members. Acceptance mind compliance with t o recommendations Included In thiA proposal will have great Impact in the improvement,of student skills throughout the school district. I The recommendations focus on six major goals which the Complencies Commission Membentobelieve are of critical importance In i:nproving the skills of students in our

schools. They arc: I

'The identification of specific :unipttencies and performimiLe indicators which necessaryecessary for individuals to master to become a coping adult. The development of a comprehensive assessment model designed to diagnose student needs in reading, mathematics and other functionil skills beginning at grade eight and continuing through grade eleven.

The expansion and refinement of a Minimum Competeneii,s Assurance pro- . gram designed to provide increased assistance for students who have identified needs in the basic skills and functional competenciesi. The organization of a small Task Force, which would includeI some Compe- tencies Commission Members, to study the feasibility of developing multiple or differential diplomas. . :, The implementation of the competencies concept as a graduation requirement with the present tenth grade class (1977-1978) when they graduate in 1979 - 1980. The need to provide comprehensive information regarding the Competencies Concept to the:total school community and the need to monitor the successes and problems related to the implementation of the compeencies concept. Accomplishing these goals will require time, talent, and effort by all seganer)41 of the s,chool community. However, much has been done and many improvement activitlibs are currently being planned to improve student skills further Tht-,r on behalf of the Competencies Commission, I enthusiastically support these proposals and recommend that they be approved by the Board of Education for as ra¢Id implementation as feasible. C I further recommend that the Board of Education pass a resolution of appreciation to those individuals who have worked on the Competencies Commission.

DK/rw Iii

3 SO

ROSTER OF COMMISSION MEMBERS

Name lnle Area iss Lori Rae ;141ains Stin lent idpa tit Do, IL A ndrisek, Officio Superintendent II- Iva City School:: M r. Jeff Arndt stwient idpark Mr. Steven Arndt student Midpark Miss Vicki Balzer Teacher, English NI Irina rk Mr. Oblv .11ende r Pa rent Berea Mr. 11111 Boa rjnily Teacher, Mathematic:: .N111.1115 Miss Gail Bozic Guidance Ford M r. Bob Carroll. Teacher, Social Science Boehm r. JohfP EvanJ Principal Gallaher 'Miss Louise Gucci< Stm lent Si !dna rk M r. Stuart Gay Sttalent Mrs. Jan Glazer Pa rent Berea Mr. Jim Harmon Teacher.Mathematics Berea Mrs. Betty 11E4+8 Parent Nlidpark Miss Nancy (lost Student Berea bl r. Dick Hurley Principal Berea r. Tom Julius Student M r. Kurt Keesy Student Berea Mr. Tom Kelluins Parent. NI itIpa rk Dr. Dean Kelly AssiAant Superintendent Berea City Schools Mrs. Etnily Lucas Parent hipark Mr. Ernest Mason Teacher, Mathematics Berea M r. David Minich Assistant Principal Berea M r. /Tim Monahan T,5:icher. Special Etkutat ion Berea NI*. Lawrence Morton Pa ren' Berea 'Miss Jenny Oakley Student Berea Miss Carol Obloy Student 1%11(1p:irk Mrs. Catherine °lived° Parent Berea 'Mr. John Otte rson Student' Berea Mrs. lichen Pugliese Teacher, Foreign Language Berea Miss Lisa Sands Student Berea r. Joe Savino Parent Pores Miss Jean SchmIttau Teacher, NI athematies NI hip rk 'Mrs. Maxine Signe Par.ent idpa rk Mrs. lichen Sometville. Teacher, English Berea Mrs. Nancy 'Fe reshko Patterson Teacher, Science idpa rk Mrs. Natican Thumni Parent ItIpark Miss Ruth L'vegcs Student Ileren M r. John Wayland Student Berea Mr. Jim Wilson Parent Ile-rna M r.Paul Winkel Assistant Principal NI Nita rk Mrs. Verda Winter Teacher,. Poretga Language Midpark Mr. Matt Witt Student blidpa rk Steering Committee Member-5 iv 81

THE SETTING: BACKGROUND

in August, P.17r, the city sclumt IRliiiished a1.(1,0 Ft

:This Task Force Included students, nembers of the community, parents, lesellers, :idministrators, and board of education members, The report focused on Iliree major goals which 'rook force Members believed are fundament:II for the improvement of the climate and educational programs of the Berea HighSetagil and NI idpark illgh,School. They are:

Improve the human relationships in the 'wheels Utilize student time more effectively thIPIsIee student skills

'rho Superintendent of Schools indicated to hoard of I-At:cation Members In his letter of transmittal regarding the contents of the Report that accomplishing these goals will take time and a great ,''al of effort by all facets of the school community.Ile also Indicated that action steps had been taken at 1)oth high schools to improve human relationships and to utilize student tune more effectively.How- ever, he further militated that the proposal in the Report which can hove the greatest impact in the high schools and the entire school district ia the proposal relatedin Improving student skills. this section of the Report recommends that in order to graduate f Min high school, a student roust not only accumulate 17credits of acceptable course work and fulfill the attendance requirements; but, hemust also demonstrate a prescribed level of competency in certain are:to. ouchas: reading. writing, mathemadcs, human relations, and relevant content subjects which relate directly to productive adulthood,

Afore specifically, Tusk Force Mcmhers made three basic recommendations related to the improvement of studum skills,They.are its follows:

fon rnr11-gra.1 4,1Ina fail

n., ern, ra.,11V Pnq ..... arr., tertnr. ronrnre. , re nrnra.in the ...Una.

ulJ narrrrrJ ;ea tn.:al. err row tab, sewlerata tAr. e. Is rn tn. war rerrn

r .111 commeron,li ern.. rrrrr aral rolnta c.Intsnuour,o .1,W... thIf

a result of these recoinmendations, the Superintendent of Schools, directed the A.:sistant Superintendent for Instruction to organize a Competencies Commission if parents, students, and professional staff members to stud,,' ways and it _Joss to implement the policy changes described In the three Task Force lbssunmendations listed herein.

&t, COMPETENCIES COMMISSION ORGANIZATION

COMIniNnIMI Members were nominated by school principals, and they wereeon- tar' '11 September of 1975. Each person who had been recommended us a Commission Meirdwr accepted membership on the Commission.

In order to'operate effectively,an eight member Steering Committee was organized. The tasks of the Steering Committee included: developing agendas, organizing resources, contacting consultants, reviewing the research and literature, and synthesizing ideas and concepts developed by the Commission Membership.

In the initial organizational phases of the study, Commission Members identified the specific tasks.of the Commission, discussed graduation and diploma requirements, and established product-goals for the Commission. These tasks, requirements and goals are outlined herein:

Tasks of the Commission: Identify and determine the "functional, coping, enabling and/or survival" competencies in reading, niathernatics, problem-solving, human relations and other appropriate areas (consumer economics, community resources, health, occupational knowledge, government and law) which are necessary and essential'for all students- -prior to graduation--for successful adult living. Describe these competencies: in behavioral terms which can be measured. Indicate the levels of competency which all students,must demonstrate to show mastery.

Graduation/Diploma Requirements: .Should reflect the public's expectations for secondary education. ' Should be distinctive, representing an accomplishment, at least in part, which is independent of other factors. Should not necessarily mean that the holder is prepared for a joo nor should it particularly signify that the holder,' ready for college.Rather, the diploma should certify that the graduate possesses the baseline skills and knowledge essential to an effective adult citizenship. An ability to read, write and compute with specified proficieticy, A minimum proficiency in the prioritized knowledge areas or those included In the Adult Performance Level Goals, Possess theskills to acquire tic information necessary te be a citizen and a worker. The successful completion of a series of courses and/or planned experiences. some of which involve a group setting. 83

Product Goals:

As a result of the research, study and recommendations of theCommission, personnel In the schools will-- Assure the public that graduating classes are gaining certain skills, knowledges and un Mrstandings. Establish a minimum meaning to the diploma. Develop a functional competency for each individual student prior togradu- ation in seven (7) skill areas (Reading, Writing, Speaking, Listening, Computation, Problem-Solving and Interpersonal-Relations) related to the five (5) knowledge areas (Consumer Economics, Community Resources, Government and Law, Health and Occupational Knowledge). Assist individual students in obtaining the minimum skills, knowledges, and understandings which are perceived as being essential to survival ina producer-consumer society.

U6"0'7 S4

RESEARCH AND STUDY ACTIVITIES OFTHE COMMISSION Film] 1975, when the Competencies Commission was organized.until 'lune 1977, Commission Mmithers planned, organited and Implementedover fifty-fonr meetings and study sessions Including ('ommission, SteeringCommittees and Sob Com - ntittee Sleeting,.A listing of selected Commission Research and Study Activities ;Ind Tasks are outlim.d herein:

Studied the High rool Task Force Itepot intensiVely. Conducted six ERIC (Educational liesources Information Centers)searches (Or resources and materials. Contacted twenty-six State Department of Education Departmentsto ascertain what was being done in competenc). based education withinspecific states. Used the services of Educational Testing Service, AmericanCollege Testing Service and Westinghouse Corporation extensivelyas r,ources for testing instruments. Contacted Educational Research Services to senrch forcompetency-based educational projects in progress and personnel working in thearea. Utilized services of EitCA to identity yeneuret, and projects:. Contacted and communicated with 88 differmt school systems throughoutthe country who has been identified as developing or implementingsome type of competency-based education (60 in 1975-1970 and 29 in 1976-1977.) Used manyon-site consultants (Dr. Nickse, Syracuse, New York; Dr. Henderson, Gary, Indian:, Sir. McCreary, NASA; Dr. MatNamee, Chicago, Illinois; Dr. Ronehi, Ohio State University; and Dr. Williams, Palm. Beach, Florida).

identified functional or coping competencies in ominunication skillsand computational skills along with performance Indicators for these skills, Validated these skills (above) through feedback (1'0111 localparent and civic groups. Transformed the communication and computation skills and performanceindicators into specific test objectives and items. Developed the High School Heading Proficiency TestGrades 9-12 andthe Competency Test in Basic Mathematics from the communications skills, co:nputation skills and problem-solving competencies and performanceindicators designed by'the Cnnunis,ion. Administered the IISRPT to all students in grades 9-12 (approximately3700). Administered Competency Test in Basic ',Mathematics to a andom sample (approximately 900 students). The analysis of these test scores provided further validation for the need to develop specific competency levels.

L)U 85

Interpreted Reading Test data to all .studentsand began implementing assurance pregranis to meet the needs cif the students. Studied the Goals and )bictives of the Adult1,erfornionee Level Prijet in relationship to the competencies and iwrformanceindieators developed locally. I'sing the Coln in ISSioll's eolopeterieieS andperformarie Indicators (is criteria; determined Mitch API, Goals, obtecties:indPerformance Indicators would serve local needsas well as or butter than those developed. Prioritized API. Knowledge and Skill Goals andObjectives in relationship to local needs.

Utilized the services of Dr. ferr Williams,Palm ficaelt County, Florida as a consultant to provide additional information regardingusing the American College Testing Adult Perrorrnarwe Mats. Administered Adult Performance Level HighSchool Survey 'fest to a random sample of tenth grade students front BereaNigh School Mitiparl: High School.

Developed a status report, Review ofActivities, in March of 1977 to determine understanding and acceptanci of theCommission's work by the Com- mission and by various sub-publics. This Reviewof Activities desc ri bed the tasks of the Commission, the task whichhad been completed, the prioritized knowledge gods, eriteia for gra(hiationrequirements, diploma requirements, product gOals of the Commission, definitionsof the terms being used by the Commission, overview of theobjectives of the High School Reading Proficiency Examination, cons iderationsin developing tentative recommendations with some examples,a SziMple of the APL Grid Including skill area competencies and knowledgearea competencies, and a "munpie or example" of possible components of anassurance program. Developed Tentative and Prelimitmy Recommendations(March 2, 1077). This document was developed by the SteeringCommittee using the ideas and suggestlomi developed by the Commission. Distributed Recommendations to various parent and civic,groups for reactions and suggestions.Presented fourth revision (May 1, 1077) to Com- mission for final reactions.The fifth revision represents the final recommendations. SO

RECOMMENDATIONS OF THE COMPETENCIES COMMISSION

TrmlitIonally, the high school diploma has been 'worded. to students who hnve fullillyd attendance requirements and course requirements prescribed by the State of Ohio and the Berea City School District.The Competencies Commission recommends that these two features Will continue as prerequisites for receiving a high school diploma,However, In addition to these requirements, the Coln Is omit eu eninintssion recommends's third component of demonstrated performance be added. Thnsign this competencies and performance component. requirements for graduation become, in part, ,tnntla Hs for /earning; they shape the outcomes of schooling. Whatever copst.p., ttrththAton reguireinents affects what students are taught. Compliance with the new standar& should not be construed in encompass the total school experience. The development of functional or coping competencies onlyonepart of schooling. Schools should continue to offer bin,' experiences in the fine arts, humnnitles, the usual college preparatory programs and vocationally related programs, particularly for students who have demonstrated that they are proficient in basic skills. These competency and performance standards which arc recommended represent only a tntnimunt. If schools,a re to accept the responsibility for preductive youth. an it seems they must, then they have some considerable obligations to prt.p.,re and to ready the students for these functional or raining competencies. The fallowing recommendations have been developed toward the of sending youth wadh demonstrated coinpetencies into adulthood as well as ealuaUng student readthess in functional nr coping skills.

1 FINDINGS; Data (rem the iligh School Task Force Report revealed, that while an analysis of student skills in the iiere,TOry-TchnorbTstriEt compared favorably wily other school districts in a variety of testing situations. there were students in high school whose basic skills in reading and mathematics were not at a sufficiently high level where the students could expect to be successful in much course work.

Data ta from the Student Attitude Su_Lysy show that- students who (eel most positive about their schooling are those who get good grades, plan to continue post secondary education, and participate in school activities.Success and positive feelings abort school appear to be related to the congruency between the skills of students and the skills expected by the school. Reading teachers in all secondary schools indicate that there are large numbers of students who read below the level necessary to comprehend the materials found in many of the textbooks. Follow-Up study of graduates indicate that many students who go on to collecs feel they need more experience in learning how to write effectively. study conducted by the Curriculum Review TeamMathematics and Written Cormunication in 1976-1977 confirm that graduates feel they need More experiences in written communication. An analysis of the testing conducted under the auspices of the Competencies Commission in reading and mathematics during the 1977-1978 school year further validate the fact that some students have serious reading deficiencies. There were 148 students With serious readingmimesis.451students wno will require spec if k assistance to improve their reading "Ill s.and 511 students who will require some classroom assistance in read int)from the9th.10thand 11th grades.fewer students were Identified as having mathematics problems..

90 Si

RECOMMENDATION RELATED TO ASSESSING THE DEGREE OF MASTERYOF SPECIFIC COMPETENCIES IN THE COMMUNICATION .SKILLS, THE COMPUTATIONSKILLS AND THE KNOWLEDGE AREAS [HEALTH, CONSUMER ECONOMICS, OCCUPATIONAL KNOWLEDGE, COMMUNITY RESOURCES, AND GOVERNMENT AND LAW].THUS, THIS RECOMMENDATION RELATES TO THE SPECIFIC COMPETENCIES (THE WHAT]ALONG WITH THE PERFORMANCE INDICATOR AND THE LEVEL OF PROFICIENCY [THEHOW WELL]

Administer the School l'Aitiolnation Berea City School !avle' to eighth grade students thirint September of 1977 to asserts their COIllret,Ill11... In 0...1.114.CM. 1.111.. 70'7 proficiency level criterion to ascertain wimpetentw and as a let el to identify students whorequire inttructIonal saslatanco. Administer the Ilizh School 7.1iitheowlies Proficlencv F:sanilnallon llerea City School District to AI eighth grade student:: during late September 1977 toassess their competencies in inattwinattes.lice the 70^ proficiency level criterion to ascertain tminpeteney arid its .1 level to Identify students who require instructional ,51Ntunce.1lMiluee 1h.. testing load at the eighth grade !dye; by Ito CareerMatti rut Inventory at the ninth gradelevel.) Administer the He'll school Survey 'titan Performanre Level Test to all tenth grade students to th.,110se their knowledge level understanding andlo assess their '4,11 level performance in early November, 1977.Use these data along with national data to tahlt.41C/aorlon let'els of flerfOrinafi.' necessary for graduation. Compare data (mm this measurement Instrument with the 1.11.dLitchnol IteatIntil."Dd. Mathettypies Mot ii acv DMA and ,11110 'l't,t 4) Ur ..im.et-Ltin the pre, I'. bus ,1111 of the (I SP at tirade a ire relationship to knowledge ;,,I ,1,111 USt the 70", proficiency level criterion to ascertain wintistenev awl as t level to identify students who require instructional assistance. Adriltni,ter the Adult N.rformantst Level Test to all eleventh grade students In November of 1977 Pi dimose their hnowledge level understanding and to 3990Ss their skill let r1 performance. Use the 7itl proficiency level criterion to ascertain eompet:iney and a, a level to Identity students who require instivctional assistance.

RATIONALE:

The development of spiel F lc rl or functional skills can help individuals deal with the changing demands ard 1,-escares of school img and society only If the individuals and those desinnate,t to as;ist himcandiagnosespe[(ficallyhis needs intproyerrent area: can bei dent Ilie I. The testing instruments recommerded by the CompetencieS Corrission are diagnostic. They provide the individual and his teacher with a precise profile of his strengthsand weaknesses.

The High Snhonl Pealing Prof icin,icy Examina t ins provides' data revev the specific reading needs of each indToldudias does the Hill School athematics fictency Examination in m,thematics.

The Adult Performancn Level measurement instruments encompass five content areas that FolTe-C:1,r-eTyThrIclude moat of the abilities d to be eri t 1 ta to the daily life of Suci:esful, productive adults. The con... at areas are: Com- munity Resources, Occupational Knowledge, Consumer Econnmics malth, and Govern- ment and Law. Simultaeeously, the tests measure the basic sl Its of reading, writing computation and problem-solving that are deemed important for successful living.

Minimum competency is defined as a level of educational performance which pre- dicts a reasonably good prnbabi 1ty of a satisfactory. productive life. An analysis of the reading test scores, the mathematics test scores, and the Adult Peri - -mince Level Test scores conducted by the American College Testing Corporation indicates that the 70 per cent level is the critical point for comnetency, which is just sl fghtly above the level achieved .by the dependent group in the national studies. Perhaps, the.prIncipal feature u.the APL Tests is their generalization ability or external 'validity. 7 88

2 FINDINGS: The program, Iioned to ,c,,ern,late student, who ,ier,,,,trate def in funct ional ictmir si Ills andon toot inf,w le lip,in the coL111.0.1.y .,t111,A, 01tnt Berra C/ty SCI.61 Oktr,t f.1.10,b1/ wits other ,..houl J, stric ts. However, e. I s t I ligprevent ion and record a I program, must hr e.panded and :sure clearly defined. Also, these improvement programs cannot e.1 StIn at vacuum; all inctrur tars need to assist and reinforce ski It development to afford studentsmaximum growth and achievement.

RECOMMENDATION RELATED TO PROVIDING ASSISTANCE TO STUDENTSWHO DO NOT PERFORM AT THE PRESCRIBED CRITERION LEVELS ON THE READINGASSESSMENT, THE MATHEMATICS ASSESSMENT, THE HIGH SCHOOL SURVEY APL TESTAND THE ADULT PERFORMANCE LEVEL TEST.

Expand and refine the present Instr.:Hon:kJ activities which are deshmed to assist students improve their functional skills and knowledge into alorP.'"" clearly defined Mininiuni Couleiencies lass ranee pmrtrsm. Thisprogram will relate directly to the improv,inent of student skills and knowledgeareas which have been Identified through diaimo.is and analysis A. 'needing imProve- meat.Furthermore, this program will include: staff development activities which focus nn in,tructional siratees designed to anoint ,itutie,,U,I.p,ve in specific skills, precise tear hole. anti learning materials which relate to improving specific areas, articulation and cominwileation among all levels of the school district regarding sueces.e,n and problems In ukill Improvement, and communication and counseling with 11:11,211t, ;Old students. Recorninend that the Superintendent assign one Individual to he responsible for the Competencies Program.' This would be in addition to Ids other responsibilities.

RATIONALE:

The emphasis should focus on learning related to improving specifically diagnosed reeds, not on vague Ideas. of discipline or endurance.Recent research indicates that prevention and remedial work in skill development and content area improvement Can oe effective when undertaken at the high school level as well as at the elementary level.However, at the deeper level is the studentssel (- concept . Each person searches for positive recognition of his worth and he comes to view himself is adequate in those areas where he received assurance of his competence or ,....toss.For a student to view himself in d positive Coy, he must be given many;:,rtunit ies to be regarded.Improvement'and mastery in functional skilii and knowledge areas and its public recognition provide the necessary re- assurance and reinforcement to help the student view himsel f as adequate.'

92 8! I

FINDINGS:

3 Currently, Di str t type If students who fulfill present Jr.t!..ittno ,t,.t,rrr,",11 are made for thew ide range of'.1,1 .5 rt the reefer of credits earned,thegrades received in seer 11 IC etianctel placement or honors classes, or other lap tars only env type of 1,that1011.

RECOMMENDATION RELATED TO DEVELOPING DIFFERENTIALOR MULTIPLE DIPLOMAS.

Recommend that a voiali task force eoroposed of parents, students and mitten- torn study the ie.:Malty of developing multiple diplomas doting the 1977-79 school year. Smne members of die Cottlpeteneles Comm ti101,100 slosh! :,,reeas member of thin tank form..

RATIONALE:

The addition of a competency level component which, all students must remon- strate as a graduation requirement suggests that every studentmay not be s ssful . Thus, there may be afew students who are not able toful rill this compete, ',el component as a graduation requirement. Therefore, the feasitflitv. the a I -istartes and disadvantagesof awarding multiple diplomas should be studied. Son considerations as the following could be examined: an academic or honors diploma. a voctional diploma, a regular diploma, or a certificate of attendance.

4 FINDINGS: Efforts to establish new or different policies and procedures which are major in scope and have a major impact on the school as an institution, with the students, with the staff, and with the school cormnity have often fallen short because insufficient time has been 'allocated for readiness, understanding and "tooling up."Like- wise, an excessive time allocation prior to implementation can also reduce effectiveness and encourage procrastination . However. suf f ic merit time will be required for co- ordination and integraticamong those who are involved in seeking solutions for improving student skills ancontent knowledge.

RECOMMENDATION RELATED TO THE IMPLEMENTATION OF THE COMPETENCIES CONCEPT AS A REQUIREMENT FOR GRADUATION FOR ALL STUDENTS, EXCEPT THOSE WHO HAVE SPECIFIC HANDICAPS,

implement the Competencies Ceneept as n requirement for graduation with the graduation of the 1077-78 Grade 10 Students when they graduate in the 1979-80 school year.Use the 70% proficiency level criterion to ascertain competency. Students who perform at the 70% proficiency level on the Adult P-o.:!,Lut Level Tent at Grade Eleven will have fulfilled the competencies requirement for graduation.. 90

RATIONALE:

There Is technical and substantive excellence In identifyingand remediating specific skill and knowlPdie area deficiencies among high schoolage students with the subsequent goal of skill improvement; but, the effectiveness of this task may he limited by an inadenuate delivery mechanism. A workable delivery system should Include these elements, Administrative Structure (lhe person(S) responsible Tor orchestrating the ststeml, Ccmunication Methods (The ways messages are communicated), Communication Influences (Those influencesthat help people learn), Feedback (Reactions, individual statements, reports).Reinforcement (now decisions are strenethened),Monitoring (Assessing progress), Norms (Formal and Informal rules), Services (The programs or activities that helpstudents improve their skills). and Behavior (What the individual student Is ableto do with his newly skills). developed Thus, one must be certain that the implementation schedule ProvI des. t ice for readiness, development of an adequate delivery system Includingstaff development, and effective communication to many sub-publics in the school community;, yet, the schedule should not allow . ,-ssary delays or rs,%sive procrastination. 5 FINDINGS: If one expects significant improvement in the improvement ofstudent siills and content area knowledge over the long term, school district-wideprocedures that encourage a comprehensive understanding and appreciation of the competenciesconcept must he developed and implemented soon. All segments within the school community must understand and appreciate the rationale for. thisconcept, the successes and problems related to the identification program and theassurance program. and the consequences if an individual student cannot or does not fulfill allof the graduation requirements.

RECOMMENDATION RELATED TO FEEDBACK AND PROGRESS RELATEDTO THE COMPETENCIES CONCEPT TO MEMBERS OF THE COMPETENCIESCOMMISSION AND . OTHER GROUPS. .

Since communication of the Competencies Concept is critical to success, It is recommended that:

The Competencies Commission meet twice each schoolyear to review the status, problems And plans related to Implementing the Competencies

School personnel be assigned to don and design a specific communications plan related to all facets of the Competencies Progrant. All Commission Members emphasize the importance of communicating thestatus of the Program to all students, teachers and parents. All methods and media need to be considered.

RATIONALE:

With the definition and development of system-wide proceduresthat encourage a comprehensive understanding and aptreciation of, the competencies concept and with Influential social groups and organizations providing supportand assistance in evalu- ating implementation results, it should be easier andmore effective in providingef- fective remedial services to thoSe who require such service. It is recognized that Certain risks exist when specific monitoring plans are designed; however, the challenge is to develop and deliver programs that provide individualgrowth to skill development and content area knowledge Which relates directly to independentand productive citizenship for the student.

f.nata from the reading and mathematics tests and the High School Serve AM test will be compared continuously to data f om the Adult Performance Test to ascertain the predirIw value of the reeding, mathematics and sign school Survey API. 7es: as one means of monitoring che effectiveness of the earls competency testing.) 10 91

APPENDICES

. 95 02

BASIC COMPETENCIES AND PERFORMANCE INDICATORS*

The Competencies CoinitIsion identified the functional, roping, enabling atiti.'or survival competencies in the communication skills treading, writing, listening, and stlesking) and in the eomputation skills.In addition, the Commission Members developed performance Indicators for these competencies. Al the same time the Commission Mein- berg were creating and developing specific competencies, performance Indicators and criteria Id evaluate them, they WI's, searching the literature and research projects for other groups who were working on similar projects to avoid the problem of "reinventing the wheel."In thin sea rein, Cum:Masten Members discussed, among many others, the Adult Perforeiwice Project tat'!.). The central objectives of APE. weru to specify the competencies which are functional to the economic and educational success of VI Individual In today's society and to develop devices fur assessing those competencies.'Thus, the API, Project represented one Ouch focused on the question. "Why are certain competencies Important to pit:Om:live adult Lying 7" and it was national In scope.Furthermore, thin project had considerable federal as well as foundation funding,Also, the American College Testing Corporation beranic interested in the API, Project and they became involved In producing ingh-quality measurement instruments which could provide national norms and referem. groups for individuals Nylin are tested,'this factor is essential In today's highly mobile society.At this point. the Commission Members began an Intensive study of the AI'L Goats and Objectives In order to ascertain their relationships between the tasks of the Commission and the earlier work :iccomplished by the Commission. This study revealed a high relationship between the tasks and needs of the Coinmisstort and some of the products of the AI'L Project and ACT Competency Tests. Ana result of further study, the Coin- mission developed a series of functional or coping competencies which are closely related to those developed In the API, Project.

These roinpotencies or major objectives are orjmnIr.eil into the genern1 knowledge reas of Contennt, Economics, oreeplUonal Enowledge, Heald, Government and Low. and Community Resources as well as the specific skill areas of reading, writing, speaking. listening. viewing, computation, problem-solving and interpersonal relations. These COnlpetrnotes or major object' ten I. COP, nt specifie requirements which the learner roust master. They represent the fundamental building blocks fur deserintions of the critical competencies which are required for functional or coping competency. Each major objective or competency, In turn, is described by a series of minor objectives followed by some "examples." Mastery of these objectives is m anifested by the inelividUal's ability to perform a group of tasksto resp,a1 appropriately to specific situations which reflect the requirements of the objective.

The Implications of this model becomes especially important when one attempts to tramilate these competencies Into UurrIculuso and treining programs for students. When used for this purrs's°, the nbjectiyes should bir considered as paradignisir general guide- lines. They should not be Interpreted as being engraved In stone, because It is the purpose that is the must Important element for functional competency,

(Com ,ncio, and Obj,,ive., are osee s,onymously. The same is nice fur ;erre:run:re ca torn and x.t

(

c9 C 1;j

KAJWI 00 EC r s'e4! 1,1 E0,0! I t Ra t

-f

Obioctoro P

tarn F!rYz is it 1'.. om.t000l ptioold knoW ttOw sooll tat Ot., F ' N.A.JUI3 tailAtt't I it fl1

I:F..", es oto,Itti

1,ttp1,5

'At tttOottod

A 40ft.l.tgly

v,05 00 gt 31,g lEtv 05tat per'stoto K.ott% promote ;1,4.0 MOofIJOTrt'i KAJOitt 00J vE IN IrtuotAl ,o.ttt, Objg4ctiyoA to,. t., ttti..to

EA a tftlc ,

Otriaetry0 P.!'!1! . rt, ,

Ob0Kr,v1)

A., 95

nuog Nor FRI S The IhelvIde41 .4100141 Mee.. fiper We e4.14Y 04444J..4.., 400r1, '4'4°

abiecne§A Vihef g1+44g N"

t,,Jdie, --W94441 Oud(le!

Obiti0,40.414 11 14.e,Ii.Itt,ern.00 r-0,,,4414.110e+.2*14-441 44,eete1 AinPiCt.

inc Orb!? tII0,7# lI ,t.401,14 II,C0441t0,1) tSt., 'tntj t-teed: extf

ObieEi,4) C1144½ 0110 r=i00,1 01400,1

4, ohjel (1111e07,

rtgoop . ,fid.RIN 'd fti, eq,cetion int erd p.00fene ernbieyee,e1

f.500.1 4W1)011,044,1,

ODieeriVI

E.e0141401

.17.14, 4., e 4e01704e1, g40,e ye -7"1 4741til tt, IV%

rib/err/Ye Ck4.444.4 404,.4or P.40,4,41 II tr44.710.01, t .te -o .0., J604.1 E41,.:Nye4 ; ,E7, the imile,dt+6107,a1U eeheee t,w Mot4f4,7 itt.

,s4 variott, C041.11.,44ty eeheieeett, tno.1 ht. tti kirtt, 1. Inc 140 whet,

,r4 ttle:

Ih. th,ohnlphp hetee,, noduel utfit4r-q and Int, S414 4.04and : The leh,dual tt-,uthl Yttljtlit Col[f. , . .t. M.4114444,0 guit4,-40401 , V' 0, 00 Err' ab,it:t,vil6 1jr0,.6401 ,

rA,04 Ei.Etlc I . Th. Mtve'qt.-W In.Wdkfl @..whvft fttlY rfiethCIIIFIVip 7 1,11rt,

(.+

Or),OCr 0 -6.2,A F.1,6 4

04Fol,..=0

04/ern.) C. Aet1 , .

A-4 ;,-,

24', MAR OBJcrIvEI Ltfltadivaaa. ta,a)(al aialarataati a).)11,1),,aaa ansi raaa othalna IaaaaluAl. ca(00aaas

Obiae/06 II

Bettar 0,.1. It Law, dia.

lag f "Y C Eta,aaad

00/aer aO () Eiaaaad.

PIAJOAOSJECT I VE1?TO* Inalaidual matdd knew ha, In ,pod Ihy p41fielplea OICelIiUllIn,ennnOylilIl. when buying, ,alliaT at

00/6C0a0 a., ra.. 1,4 ale 5.1,1".; ,, 4thdada tda-ca clInchIt tiIPth a.m.]; ant

0"0

Odieedva E.amplah

Obioct0; E .1 fat, Sle 45,1 S: ,10441. 0il0.0,191,,slUtII IWil ,a)

Obigariva 0 Raga, t0a. It plaaa phUthO

4.111p1a5 0010E11 rd trlg9ra to

E4E,E.44E6 TyEass nt 51ours MIA( in irmionor ftenfEr sem,C,r,

arnr,efinn

Inr,rsed in romniamoso consume, orsoosTri=, MAJOR OB,Ff it The Inorsruoni underuand ecorlortlic

Oblontivo E ArrIpIrr, Undoing a eon =-1i63 i.li1O POE ;or Undi.ri,nritiri inn scoosurrr c,rrr,

1..irn[315,1

-- nr rrrrirrirj

aDros Ton15 gropri5mnu !no I4r1,rfirel u,o, to 1

15 .n sSJlxrt 11

InC InloornatinnAIMnOlunt, iron !R.; MAJOR 0U4 ECf t EE'_a5 Tnwlndlrl dn.! shorard know *User, s

ososon rd, o5 MSErsnarou- 5u11/1,5 Ogaret prorecip rous OGIOntorrO A inlEirEin ,r 1 5,5 r1 Sypui or 'rolutroalom Egarnpie, =Where Typel r,r orrourr silrinrno

:1,110. ES HOW !0'g3, 15 1oo ,or55 Examples --Elrbng netoggrin to 1xin t,s,m5 os 5 bunetus mare detwq torflon,no ru, .Lo 51r, rioni,,Mon !or 1113.Eg tho ea5n 1441,1,) I nn .010 tar elrre C Inn Cracr5 o151.1nEOS "nor, .5,0n r it-ons Lrinsprel e inrormarroo rrEurso Neo ,-romo.tnen, orsorm _ur0000 r.ur o5r,rmE15ron mnon .5muri .s nornmrooaif 100 5,1 ;no D1,1)0. I T144 incbric14,.14,houia imq., how ip 04# IfP1}120/14/10,114#4110# Aol itflII

OPIOUrivg A Iernrr,,k,

Pcrurl 4440 III .1044.1 4,44.

rr fib/p..7ov,, A O. rr,

DID!, rr,r,rrrr) , Fro. la', isA

,11111,1 rrun

/ r,

00/0040 r4r4+. city 0 arlst,rgrAI

F I St0 bul mar/ 4 r11.14 uldp

OblachvO E Fing. 05,ie 10 mak}, re,,,,411un, 000 1,4,31 fi Fr Ang.,..142Fitt E0Inplei =HO rwt.I ro1,,,0500; 0? Phlfl& II lil11fl.?t4? Using A

Obluer,110 001144 ,Irrdrr;`),,rr, Etarticiiips

i--Krig.inguli,% rpaIrkrIg KflgAirrrI IC, .41 x.e... nor ,,,,rirrjrr,t,,,, =nce4ili5g wit]

ODlectivt, 0 oA Now to ,Ipp,y 101? 0043.41 40110,41 09,,,rt,"13 ivith EAAMpt,4,

-1Aall1g *11,0 ieqilt,d,t,y, --1_15f ttIrse'fi,

00/@e0V0 H Unr2Vitairra !!!",, 11174*4 find 0,1,1vant 40444914410 0144 allot 4,1001 plan,

How 4,M0Z 114 0,9410 rfia,iing 1040,04i00$ UM!? 11141114 ..10e117 a^4.41 !9 44411? 1701410?

aDle,11..aft_j_UnElorltrif,r1 511,4r,,

EgAiVipir,S tif 5104 g Ari Cg,Kep! of 51ir3 '14000 .no.ia kn.

ihn.in ooat to 004! ttottt otttttomtt .00 ifv._I(10 e11

In DE2

SOME DEFINITIONS DNELOPED THRODGH THE COMMISSION`S WORK

LOMP,ETENCT: AN ITEM IN THE SOB-SET OF THE TOIAL IVLPSD OF SPILLS AND KuoWLEOEES WHICH: 0 EVERY STUDENT MILT.DmoNDTPAlt A MA!1TTRY AT A NEODIRLMENT FOR GRA00674701.

CAN FIN DEDONDTRATED BY I !S T,S,NT AOL DIREFTLy M7 SuRE- ABLE i ARE LitIO (A LEAP!. SKILLS AN- ENOWLEONAN (RATHER THAN IANAT1 PHYNICAL cHARACTEPISTICs,) 0 REPPE";ENT THEF,AmmuHlit', (pAi.A,NS,STAFF A, t.} LkpREssioN or mrmmom DKILLS AND Kw:DILI:136ES LSSENIIAL FUR BASIC SUPVIvAL.

0 Cbuwn IlL,TI ND STATImENI SF pH I OIDED 'SPILLS AND/OR KWwLEDGES,

A LT T.. PCW.V10 401M VI:T5 EVIOLNUE ASCOT T11 LULL OF COMPETENCY PER;:ORMANCES

015 liNSLBABLL AND MEAs0RABEE. 0 MEETS CUTIFIllA DE NoNEENT VALIDITY, CTIVITY AND AFTEE,PRIATENDS. T) 0 INCLUDES THE Oml'' F AL Iii) 0 ACTION AND SPECiAL L 1)11 fSiNS IF

CRITERION PEFEI_ TIC A JTArFmENT OF pERFORMANCE WHICH: 0 IS PLIED To A SI'C111 INDIrATDR. 0 IDENTIFIES THE mloIMAL LEVEL OF PERFORMANCE' REQUIRES SUCCESS LIN A PE141-ORANCE IN1jICA1)R

1%11 'OTT) cRITFIZ1 rP.L1--; oF REFEraticE 0 COMPI7TENCt! THE AIIINITTIT PLTFCIITT 7HE ADDITION OPER TION,

WITH WHOLE . 1-k 0 PERFDRmANcE rip0 Z5 MINUTES, THE UUDENT WILL COMPLETE A SCHUOL LA L_ ADD1TI6N EmAmINATIoN WHICH cov.rTs or .25 ADDI7tGri ExENDIsEs OF VARIOUS DIFFILDLTF. CR1 TERTLD: PEE LEAN 26 Tan AppITI EnRcisu

HILL 6E (C-)!..E6; CS:qCflY. APL RILLS I1NO COVENLED

, CONIENT AEA*. COMITY CCCUPATIONAL CONSAR EVERNNENT O LTH SKILLS, RESOURCES MEE ECONONIES AND IA ---

ITITIFIUTIONKnowing what a Knowing what skillsKnowing what tKnowing what theKnowing what the time zone is oF FAcrs Au . _ . ._ are. nended. _ and switch" is f normal human Bill of Rights

for clerical jobs temperature is says

TERNS , ,

EADING Reading a bus Reading' a want ad Redding a coo- Reading a pre. RPAding a ballot

schedule tract scription label 0

WR I TING Wr i ting a rinimout !I Eli ing a consumerAnsweri riga Writing a letter letter to make W-4 form complaint medical to a legislator hotel reserva. questionnaire tions

CuMPIJIA1 ION Computing a ' Computing over- Finding the best Computing a Computing a

plane fare tiine earnings buy dailydosage. statute of limita- , tions .._.=_ -. ,...... _.. ____.

PROBLEM Determining Deciding what tc Ilecidingwhich of Deciding which Determining

SOLVING where to go for say to a bother . two decisions is mealis hetl whether a given help with a some co=worker better in eco- given a set of situation or problem nomic terms preconditios action is legal -- - - - ._ I I-

4.1. Ill

Ca'}f-:('El?NiNG Till: PK] F.!;(jf 1,1 Crl'N "If(411, Dif,1 irk"!

,14,Arri.rri ,fifirrirPrnit prilr; h wl.ro triado hv Iht. High St1n,1 N!411111.11 42(11)110.- tvrWil,Srm, rrr, P'rr -r I;° tval fa,jor goal, ..AlaDfl rwarai,alari ;trt, 11111-Nu Ow ''I -tad ,atin fon' -:01,fffk- '11-1.2v art.!

Tho hi 'Ha' ,aa h11 lo [i. ,01111t,

'I'N'' .at raofrq in (10010S1! M,I1hj.11,111,, Ithrl lllllllllll Ltnirie 01,11-11 :11,1 ritiC411

,,;,,pan,it,n and rornitql,,,nt i i main 1:aara.a.,taat, program dr,.=:ntri,..ritr, pr,Alfie r1 cr,:r,-#.;rs,1!-Litivo nrr havp !,Lout'- !Hl Ihr tuncTiiin;11 , swat! Mach would melfalif some C.,111A of Av.oping rfRatiffif .111 fertif I

111- +rf r1r.'n'r ,r_ .1u;ttron ruquirornent rcrlh th, rlrarn, n,ri they 4r-arlmite in 1979-

l'he !wed terf)UfFV11.12 jr1111in riftWfltig the' CorrIpennitS 17.nce;Jt Or-tut11 :-.Chrr,r1 rrarillir1017^.-Hr.] atN1 umnitew arid promous Int Ii1,111,7-ITItir.n 111.. L'Irrni)(4VIIcien". conetfpt.

"I .AND ANSWVIL4

(1 -111 Arr..11V8n-t or d tii,lerit ,how.f ttiTtt whito ta litfroo Schur! 0.yrrr.ink, ',rho] .1frOr'r !II te.-gvig -ituattona, Int!re w,-r, iri nr411 !wire ;kill:, in rtqtdirig arid mitheamtly,, nkil irl Falrfurm sucuess-

fahLitligi ryftlarraieff Inwhiff inif r,01r,0 roquirt)1 vah

funr.f'Irrinr! . It! nir rt'3, .nsiefrjrn.;,-.wIltill,4.rnmiriit:r1.i,,t1 faa,ffofp-,advu,, .,ad :rid oaf.117.57.-

U. Wlfr rhit;ompokaw!--- 10 It, Thif roffairkarwat Th.- t11 :, ro srimt-,1 Aral :,11.1park Th.01 ['N'! +Awn th\-J,"-,-1-.idr-nrT, in 19711-19n.

0,5 Q.What rervtitetes tt-10 Cut Lhitra..,ttn r). r-rthince A, The tuiratuurn performr-Ahee level ha $ been Me rt:iietd eft tiro 5 Nt ..Ilf rt. ..-$2411,,..11 the level It I col Aeht .A.0(1ht '-f 11.perlilent It$- --Olt/SC f. when are 1101 pxoductIh her fArtj ;a& de et. r Ow' 1. In., -4,2

5. Q.lour we t=om the eritorla 01 Olt. mit-1101QIII pc. rte re -.141rt .les ,, j, e,,1t ,ditt A.The erlt,5rie t_lstablIshe,-Inte.d reflectthe %;1110, .tud...,...ueitt..$ ett: fie et_imIll Q01 ,i,i 4, xpl'i, ,:-, alp-Lt.-ugh t hebolt0Pnei is C.:I-jinni .issitYfi -,tuIV 40.1 re , . e . 1 4 - , -h ne,ref ',TIP,to trip Se pch Vi-t' wit] lAttrtl 41 Education NI rutt.,ers,

Q. Will the rhlairort1 to.einpe-tutte.W level) he revlowt_.(r' A. re$, the irrrc.-rettree cl Ate slent..4 trill filo tore.: ,10!l t:ilr- tits._; $ tegult, rtity rteres-$41.dry han>. cs let ree,:thipt

7.a.Hew- Willthis ridniriiul t= mirlotolio.,3 riet = nln._"I"

A.After tee, mining ee a It 1AP-retell t 1 lwii nFt lue4t.11,14110e-=ltt, I., 1 f decided trd u$e the r200 it=em Afult,Pe 140414 to tuilttr,1%1,31.:4t0 fEnt,,N,

H. Q. llow tteli.1$ nut udett in tleottl t purl tort t1-11= PrItt. run Afte r etqcume.-.d re,eure .11 30._.4 stlitly, it Nit,hoer. deft. nitirl.N1 ,11,n (TV At ill7hrprelleierity Itel null et-c1Ir let -el t1-1Cot-r--11.Itr.211.1e...-= tequitetrient .2;11.;0

1. Q. 'VIII stu,letitstAt. hawvotr. ten, pet er ttthe-II '111 A. Yes.Sterletitt.willtithenett f mg it tnt tt r altnuunit .1 t tin *.ighe 4 t rul d she yr piled vorion tjliltt. Aillatf'triorr INEt Ihr,aril_ Olt .

10. Q. Arlidt art,OW nlry the r- A. '1110.,,, tin, It 3r.e ito,:-..Oult,c10 the ,--4; tide r4 41 e. . 10,11 r

AVINI.LtloON es inthe lju.3ii kill -:anthit) wier11!.t .1 ito tintut - prove r. tit: 0.1

11, p_montht.infur-olotiof the l'o_%-ollEN III ,or." " routs 401 :ef t hieie te:t .() :11.1,111=11 FDP OpritiSt.t1,

tho :Atha nt n't 'I _ Adult_Iternorm4.nre 1 1 gel i., = tee,;Ind Pe,- 1. ta rhotte 40triltuttp-; not.41ttl pre-11/114-; I'll,' V,fltrit ;1t7 v - inn tr kno,1vci,c., f men- 111fl Orld 7,7orio taut r Ir'

13.Q. rs't1Z(4$ Ade:11 Pe riot-1,1mm,1.0 4. eh T. ed e..4111, ail1 A. No.-Thit$is a rest 1....100, mt.toOrly 1," -.11" Ilik

PM' ri(1 student ro0/ ;0)1)01 1111Oir lat- rttt totpt A. Am have rrt runt nrty_ nont.= Irv,vvvvi r -11Cityni.ed the. Com ro- .it's ColotrikSiclit loch by, toAl - ceps flare found 'that Avients rIMA leotiot qm-.1-i hal-dere ellI 6 achievn he tter Will OM Cernpetuneten Ctuneopt tona to pip co,, itdi', tip-, Alt A. The purpose or thigt rtredrzed to to "se art not hour oral pieviiIti mop, apProprl ale upehittrkett,

. Will students tut able to tattletho Advil eke_tdttes.:tevel .It ,21ev,,nt 0-ado shirr than pinto? A. Yen,Agalo.tgo pappego to to now niftiest; torms the toet.

17 . a stlrtt =i ler I A. Yes,Fs-NT prec 4ti 4 I heel to

Q. Will alto test street i,/,, in the A11.0,, A. Yes, one ,.lino thv test the iisuri,, chi hrt,itn her lrIIr , loam,, this call trona, a Positive ottuutotu

Wheat will the ochoudo to holr ottearitt:, who 'tog' t echouls are tleyeloping ,ttLituDottlQuvillelettOtve_ to provide studeptut help to speoifie

20. Q. flatrh.ttile 14ctitortls tiolletill ,t Itt_thtrt.'t 1ft:red Cicy Schisel stritraeltero loot, tool a re prIiviilittit el:, a to all Sktitleill3..'fillnottpstre will place higher itirttint v 011cept.

21, Q. Aleut oil uttelrhe ease thle_t Adlyitt Tot,t! att the 7h prs-inekiiir_,v. Ie greiSsats? A. Yes,All utudento must poet tho h',41 who ha t-opott huotuttope,

21. Q. will a REtsfehi lie awe to RiriitheIe tItitholio it El+.1 10iNsw the ittrulv l'hiLthC!" tre,t A. No Tie reortseettS sisal 'i fie gr,Afisi stun

23. Q. Will multiple or titiforonttsted diploma. Ito ixsuesl A. 1110 ColeIniesies tiro a tieiltferret li, st.11111 study tnvcanrept- :rod values of multiple thpiniti out

Q.. Met pleat vrlll ht niude Se. iiet...041Allisblett,smt-ei, stuileAlur A. Alter student}, trAA,fer, tpt.y bsoinie Niel mill Ise I ILI4e rlI studenEh. -ittitlenLc4t it" ,,L the sc,if sjSiised of tills eorriv.,e(irieliis Concept Ireilitireffient les wsetition when theymeal

1. the uoludol coinMeltt Aosta the "vdiy" "what'then 11.18 Chrtiperith0tert cenICePt. A. Ire COfflirliN.WC,11 tacit ,iI It ;hid in ellist be ififOrnIUd nn l1111,fursam,i thIN sun epee.: Iii Id.; a setoromentlithou d high priori ;lc epplIn g

riled

. .G/15/77 107

Afr. iNforrrt.. :yrot 14! Ir..ticltseli. Before we proceed with STD distingnisiled colli.;101 from Hawaii, 31r. 1Ieftc1, WOO() like to pr oiler a. 11110:Ail/It tt OW IP(' panel LAN: Anse he has to leave. ft-. f=h,:rrEt.. Thank youet-y owl!, Mr. Mott I. I tilank all of you for part icipating in toda Iteaitigs.I no !-iorry 1 : 1 1 1 1 1 1 wiIl hot lirive opporti, (,) .11 rs. IV;1 rota. }Nowt vet`, 1 will continent that I Int ve rynd tfu-ougli the testiinorty,linildidgo to s(711(11)! inA rriontt. I have a concern 5vlticli. I dill* ri'l itetIci A11. Alot II's hill.I askedfor ILcopy of 4iIllehster's Noir (`ollerritito Dic.tionar v" simply ivy don't have rit) diet ion a r ies. or -2,t )40 tilt (tries; ttlii ease be. whatever reason-, eve hove blisleolly one.11112,-le diet ioniti.v., and I tl it& Cite reason) is fonnil iii t lug neco7;;..ili.: rot- 1 1 , ;; i l lto lie aide 1 0 coal elitti irate with 'cavil other, usingcotowiw lanzinigi-,. In this nisi.. I' ii At agiVell point in 1 1 plIiiitcntletitof Nlaeatioil wheit msked aloof the Invk of ore the part of grat111::tvs fiorti higlt school, nlarirrt stattoileut 1%11410 milk. will long- lie rttlicT111)01V11. watt that -the diplownt iva,; ev idenee of :tellieventent. lint tt Itericlatiet . I think (110 this is not Federal, inn Itloo't care whet lie I. Ave are talking about it unitnl:Itory t eNt, of - n voluntary Inbt, as(Wink you it re. now tuldressi your-.el to in 1111 bill_ I tlint Ine infrom someermnilnlIAWp, ft, 1111)10111a ..!:oing to th:11 by :Iiiv4inlysre(s01411)le aids, -we are uoinv to exlaqa 1,111 ynttlli, for tht.ie Ih-olefitf to hare gorrio eaSOnnia` Cfil)111. ity to ilsw tli T'ri is i;,,,zoltp., and that Ave prefer in this singloietionar to tii ititiiretieCool plihitionS, arid to 'NO WWI 41)1111 Ilptteny t is ti rrl? .11011'tthink thatis: aMilt tor of Iviltingr, T don't think. flintit iilatter-of Federal int rnsioo. 1 thilth thitlifis j114 voniitiotisone. ain Ivin,...); red titidant illnil; 1)(Ct1Wt. to 1101;1' ;111'1 that ice are eoluni littivat lug on the ksvol. frovv do lietter thud co a st.,itylard for.oily .notig neopre in which they I-4 0e .the, foul-114,14.e, the mtvotizil en 11)111),TI lilt. 001114101We, :tall SOCiety has;olltkierico thlit triter 12 yvnirszof the reasonable ability 11) the Intik-14p.. to (lo tile vorY siniple things flint areneves.sa.ry. I don't Tams)' that you can ;five s:llort- a INwers to long (west ions, but sornewlien Nve 1:five to nildreszr bursolre:.; to I! ititorobleza. I ali, fled th.nt the testing: system A-oh or iii Federal or ','ttlte, it not the issue. Tito issue is. are we grline to tell thevniing people thatyoil go to school to nelt love rtniti sddlIN rot. yt1111' (orn livesi. and that von either 11N11,- e school or stay in the s;inn grade_ or nicive to a different sstew. or a different,terImique of loavoiriz but. t fiat arts are not gOit11; to let V011 SI t fir Ml Fli. 01141 Cinlic riot o red, rlisnppiiirited. SillItAioiletl. Tiuittilinl. irk it 1retierrrllvlrabntur iliktiiilieil.7 :oh tlitititis tile. motivation for II.orii woniii liketo hroi (aic or - mare Ofyou -.IRO quieldv- curium tin we do tiliont hig'prObletIL SOT

4.11 ;lot'. --1.1.tor1T )111141 111111 sr un :711114,111:1s41111 .1101r,.0111) lti2ra ilAtop 0111 01111 phl: 1.11111.) 11At if '.1( 'an '.11I)1:4 111)111 .0a1 -If.111111 14 '1'144 tt .141 ((1.1t.11ri 1114 puocisa.1 trormtifti) St ()1)-mo1f 111.1(.1 11 fp,: 110!1 11 411.111111s 1110.1J 1411,11 sa13i1,)1 1-1011111p11,12 oSalp 1111.11. 111111 :i111141,1111 1-11 1114) :01(0 wild Jo all) .1,1\ Num 001;1.11 11(1,1 'apiAoaci 111.1111)11 1101 p0.1011111 14-.)110 '1111()1i4s .1';.)..011111.1A 1C1111.)1119) 11)))11-1s 11011111 ma.%ii11 1.11(.11 *allailp1:3A'X'0111 i)(1 (11311:41-11) 11110 S111)1)/14S O() :14/1f Silmiblia(1111011 SIOO14l4 111:it 01t.13 .saloya Joj spilt 4(0 411.-: sloop .u)j iityttorrim Hog; j oXi toll(l opt dip ptri Jo .1 !-;7.-Litt0s pun pothlits 04 .simitios d-uto oAt 114) sq4a91!-7, il!.%% 0(1 mall A(11'411114).1.111 pa1)!.).1(LI.iut4 ptilpILVil pile NotopotF. oti.tt 0.11111 Notil zaNaq -stipis 1 Nita") 41114 om. Ito:, pit ut: JO og,oti I 1.1n1) ,101111 4.1t14 11 :411 ut oil) ) 111111111.1.1.tof 01 .).).10J11,1 1 1;--E; Jo ):.)111.1 11111x% `1141 13I"A1 `1111(1 ( .11411111 sip) ,1)10(1,17.1.1.)0 .10114 Si 41 'si 0 d.4) mato 011 ',Cotton'. :.;40(.)tias 1,11o11 .auom At -1111119 1 :lila() oesi-lu:tit pod"' .1itt.),141 491 slopti.N 11 1 1 l110141pp1! 110(44 0111 SpOlfoS -,11111 1 flp 1.1011(1111S 111111 1111.111111.104 1.).111111:-;111 111111 1111 Jo IS .101140[1M A1111 Apt Aiots 0111IS1OISJI .1()J :i1111111.)111).) ,)114 '.111.11/11 . .10 1.111 'S1141.1(111 Jo .101)11 'S411.11,1111.4 ts maim u1 JILL loolps ,1 99111 NUL.i1 oti dpustio41,4o.1 mioj riti!tlool mil sloops 1p1111 .1.11:.1.1141 omit 04 `1tud.1 pou d!lotoli -1.1.1.OfV .110)111,4, `110. f ..1( 111.31)11,1411i.1.)illl C_ThiSI.11)11 04 %qv -)1',Is111INV 0) .1110S 11th '[(014' 11111M: 1 1111; 111110;1 0)011 ol 111 .1111) m,quoriaN 311:0d- )110(11: 111/1.it lt in id II! rt up I '4)14 31119(4 0.11; ;1111S.13 04 113.111 .tu.m.x141 1141,t O11SS141:141 US 1(1'419(1 1(11 1 11,1114% .1110 :i1111101 .111100(1 11.)I 0.k 0111 1r: `10014 1.A1 Il1h0 .0.1S i0.17101) JO :./011_04)91100 1,, .)1.14 d.11: !-:1:0,1t! 111 A 11-11'9 .10111 oat: I Jo 1119 III .atoll."1 '4E114 .1:0111, .1.11:11 11,11111411110/.1It' )101)14.1 oS.iilo.) ')VOA I 41(11)1: 11411 1 '11193.0 ./.111.11.11( 11114..1144 411111 1.1111 1111.1 91a91.14(4 41 11:01foillt "10.i1(

.311.11.1(1 111113 151_111 1)111; 1 3-11;1.1[4 41.1(3 .nitioLuos lull mit 01 loot ()I at situ '..:.1(11141.1 1411.w.,..Cjo).11(1111oo I(io.)tio.) I 111111 11 s111.11,.; 4 11:4 ito. oat: iltipniti ()qv-111'4,w: 0.).1711: '.91 .1.1.1Alf 0111.11 11 op psi( -.1 114 r,tilL 4111(1 gotta lump-. (Nut 1.)!.1 ,:,14).04 11:.1 mu )(it! 31111) )141 1.h1,11 11((41 .1-11:11 III .1114) looli[dA tip ',l 1:j a sit itiottl!ti!tQatu. .40.%o1 dju!.titoltichr-0(1,H1(1)v '4(110(1 41.uti3 .11:111 11i11.M tit 1(1 .4118).10)411 s! putt u.)11.1, I: 41 '011 -1,),P'.M(110A. 11;11,t1 100)11.1N 'HI s"/01 1:14-k% at' Ur,) Iwo I 4)11 ad,:o1(11110 ao 1.11(,41 :14 11 Jo:Colt1(II.) 1.74dx,t 1UOJj 41191 1A i110.14 11111 0.1,1111 114110M Off I! 10Ai1l JO 41!Ifj, 111110.it .1.11 ./.)11[(1 .0.11:111,01 Jo 011/1 !ifs !-;if 11 'al 4, ,)'4)1( 11104,111S p1114).1 11111. 1.11 .at 111114) &Not (); 40 loll 4p11I1I J1) Splj 111110A% 1011 )111111)11.t.11 of 1111.0 '111010 '4.10(I(111s 111,1; U1,11(1(10.1(1 I ;INA\ 4)f 011 ist4 1101.101U II! '.11c "11,.1.01V ..1111.111t 111.11t1i..1.0111.--; 111.)1 Jo d1.19141 '1.111073.1V It '1111111.11111f.) f 1111: hill(;:11.11) I (}1 , m011 11 -.11v loilJtis p.4)1.10401 [001F1s III .,04.rotil Jo N- ao(i aim oti 11 1.)

- 1 -,J) 111111 .all artoio op.) ulloi 111,11s.Cs

TT I SliggkISt 01A WC 111), 31111I' 1)11)1/11I1direct It rzttiter bun lit 4t eirotttouA f;t:Atinn. ---tzt,te hoar(' itl etIttetti t9itIii' Tilt itt the Itart' of tzttett twist attle tit pet.- [(via hi the ttl'eti eettiling, vriting, mitt Innotic a, a toluintaIItitIl grat:Itluvut j)1'11) I'iii prolootwit loon tite eight It gratie, 1,tretiture,-; dna ut,r_c sellout met illt tie ate ot .Vi4ona matol:tte staletir perforutatwe ata: nun total nungrotto reatt-ing, it.v1.1 prior I() receiving tt high NVe ;III colcortictl 4Ittflit the diploma being et tn.:00(1yd w 1lt :uttittlatie We lire very Innn rot evrtw,11 'hitt the (Itpliiitut tItEal tiircet Iy wit It ettpahil it the tn lent } -lilt deSCL'il)tql.. huNI'VVI`. I (tug since recoltizett t hatItmit I need. to itiLVV SWIM' tllltiti III (10101106161g wino titt,e ek of itruheiettcy are. "1:141lit touttzittgly vt tit olnrt lizett, Inn I it Jet vt. tie veltIell 'Ile le- piflt(lolit Itv each loett,e1 in, )1 iet S(), 11-bat IL think I Ant flint tilt! loctil1.1tool ciet. develop illy; 1. own stati(kurds for ',von lot ion awl ,,ni(inatiolL 'rho- have a coin - nions,.,,,,e .wbut thost, lilt ton-1 Ito, Therefore. a tliplututi iii

0111 St e 1 nt.cout mi.; ;1t nutt tic ,utoe conequertec. r-A10-111,. (Ty 11111,111, \I V:trncr. Next vv %yin III or frotn 1'):11'1T I part- niew ih.dtollioil 1,:hinlittiLI tem, r loll I() Pcsiold Itl \I1-- IIt. fior-:,incst Ir. RrAt.. 1'ir1, NIL I1(.1'11.1. n- '41 111011 mil I uttle41.1:171ilriii le!Ilowr;}NilI vett twellt the Jill It it el ut slipping-1)1:01111ns this;iv:I.-AVe cella in I= luive nU1)1,Ivill In Itriql hillI 1 01 t 1 !tic Iljait MTH, US It111117P1 ogy ItItAT c()Iii)gr-ltr= tI io grad:inn: sidlifld. :IS IS:Iit liltIliq111,, Hut ill l jvirt-er I, toticrt Ite count r.v.Inn tln excellent jobs. Titev tt10.1 titHovund Nvimt we &rine ;t,, 1V4, z.:(/1111` in11 1. 11:1Vt-. olio roth ly tr)i)ottliv. \\*.e Nvallt kelpfit 1.'111111(1,11, I itirtvjiy 141V11I11 1111071{4)11.Iillinl it;1(I ho (iti 11'111111,411 hid P.I:ill !dud ttt henr 111;11ill --,,I,)111 proposing an antentltot. JO 11:11 ItIN 1/1)111V4.` ki Ill I1) f 1(`!i141111111, 01111 ir11,(111{1% (1k 1 1111 (1f leL(11 /11 1011, i)110 11011111 11111'W the 4'114-1,-)1,,-,,tylt.111 kit :t his kind u tit-too-tun. OutNytt,,% porhaos the 111(11ey vim Appropi;11,1 inr ,r1011,1 tern:,t=ilhelp, iiec101) their ;Hid itt outi(le exportise-to tie-veto-it t Icst ,.tothe folltex tip fooncy tlint 'yould tIn=ln hnleve1op proliciette:e rev je,,v kintk of progralirz, :IV:111,711w10it II IsIII IiiII. Nit 11111 - ;ire vest SIM'S, a 1111fii^i- telling I firthit that flue's cohlil he speltt

twit tltlit I tettefiee;. IT) fret` t iettlter hut hove now our systetm , t iVvottier area whoreI t hit& 1 11;11l ills vy't tllltl he :I've!'Itogit lye stet), Init (Me tli ifSlintild 'he11)1 III:III(ty( I, :11!ig').:-4()i 1, IWO 111'11pr (10): III(}/IZ Wit 11V(1II. 001 S:11' 'WI ill)it(II' (lon't gt,1 niottel% YoIL 9110111(1 sty= f 411) I 107' kith I lit. Ily t 11 Will hell/ Vttli With y1111:' itr °tillIi iii. 31` 3forrt..Tifank m ticiL

1 110

Air. Hoftel, (lo you have imp Wing furl! Air. 1-11:_rctit.. 1 iLiii)re(quio .\-on r ry!-Iono-vs. and 1 \\-011111 tOligttin out tluit tliere pri,111(.111. and. I lu1>rnl>tr Illi 'w that is not bring fociio(1 on a(1(,1nrately. that zit1.;(411 ;Zratit leVed wt S110101.1i1lOW Or 1101 ;1 StIldent, irlfalr111 rsI > lIn ,tlifiellt.,-S110111d 111 gt)iivg ;1101114 in flint tliut 7ikins(' riZI7S- r0or11 progression. The mollify %%I that this (1issrnool Ilia iron- aunt is not, proper for that st WI' lived to !noo flint -1 whate621. it is 111:It that. StUltld ti) the !-Itilple called, reading, writing, told :Ili tionet IthinkI lie main thing. dint \\-12are, going to 11;I( Iii (lo, title or without FedUr:ti intorverdioni. vit 11 or %%it loon edra Ilinlitot inns oit funding, or rvst rtution holding. isIII :-43 .lust.1101'1lonvi. stticlents along- ilnsuecessrol ly I Ivos, who ill v von unsitiecorsliti t heir Isx.pvrienet.. in their, f \Mint pvt-colitnge of t hest t Iii IA :1 thin -1 1; no \%-, hut awl%) is sizable that it 19 Folic t ing. I t (Ins; is noni\':ii Atioitl.It is nuiliv;ttilig (diet. :Llas. 11 1011 a 1411 1 thatIthin!: is In tin!; mite iy ;1(1(111', ((I!lull i'Xporl- ill111.V.111;1111. 1 111(1 espostire.ovott Isliere NV(' sod' :is stilt prok-i(ling 11011..10(10y. 11,1mi/ring Irt 1)V:R I;no findin' Thal three is snow perei.nt age. upon. the area, of studontsthid simply do not helong in the Nysi ern We Itave, and rye jitA Ino :mot lor sc,torti Pm- ihin. It is just a vase of tt Intl kiwi or loohipois. what kip,' trout'', will t boy riptesont tt> t flopisel ves `Fly( Inep110.0 Iiiit-ing ti,nivr any of -it:1mi unless (I-on't know thm this we will acknow,!edge till1)1I11)1c111. lir4s Ave lit tint Iii iv sollitions fr.11111(.0oillig. Air. N10.1-ri,. Airs. AAra riter NIrs. 11, 11:1((. Just- 43-,--.4.111 in (tillState.%-oin; :4t at v. origiimily,Iand sort.. nitiiisirttlnnrrl n -. 1,wennsts 1%-(. (.0111(1 1:4,\oilr utv. AV(..(.:il 1it CI-V.:S. Lind speak to it " It f hi. cuill iri i itIntl titf(rrnl ii r\ ltltut nit iulgtted by our lLlisluilir iii 1972, to dot-idol) tllr calm- bifit- for travking oat -11in. livit 111111 (11ildf row grinle to gra(10, t o :;(e that they are nolneat- oil fin Ow itt.,,r;til01(.%(1 prior lo having v It> (In 0n; t5,11; 1,1t hit.r.101.g.r;nti. !ol.ii.vP(I I Ito prolicionov i1 if oll as.A\-(11 ('a luni inn is an int vi-vent , :tf;1 11111'r pat tisni. sviteni. t,:-ziys I 11:11 von 111 ;14'11 11 1ill [Ina vont-nine to pror)olo hl fil)rt.;11sl;tll (lecoloinq1 int hat volinasive. So. voor idva, olir eundi)t e\colloot. 11'e tle!;pvi.:tiol.v. :.iiitrying to Ito if . Wo roonot Mire von 011 111:11 ion vol. Wi' are well on Ole llyrrEl.. Him iN W11:11,A-g Iltrti t'i'e ry SrlIC)01 1 1 1 1 S t V itt 1 1 0 I I , it:1 Hy it 1;1 !.1i' o1 :I'evil- Fedooli 11,-(ne.r inti)o,e(1. titlince to lcIloW I blIt proideln :Sod ans :1(1,11 *.itig 1(1(.:11!.:(-110111 SyStVlilS are V 11011111z1 Its(1 eit till,.11 l'(11/1(11 1111 1'1 11'111:1 11:5.:111 till . 11,. tln 11 :1 14.1101'(` V(' 4;1 VT. a high iirgl'oe >r In :lit ;nil iir poi-form. 111

'iw'4,11 Ilia I 1.011141 v lylit I ih npio 'Pall.I In.clto tit,to

1)1..llt:totv. 1111'. 0N:11111110 (ifI lir 111,1 itry, :t 1111 olintwotol that 160 1101 11;ive ,1104.rontlowzitaL,:t., it. t;Itli ;-;tate oihrlit toI ilittk Fio.ty-11\ (if WI !..-11;114,. 11(0V 110Ve W11110101 1,11114441Ii1-.1111%/!2-1';111[- --(11111' S1141`1 ill1'(471)1111 11t4I sovi1.1 14,i! 111.1.1.1i)p.IL and

lit Wt. ha NI,ful11111 1V1V., 11) ',nip, I;t two. it rill ill- volt)f)IIi itlittst- pcoph %1-111 ScIt r dirt htlin ry et-01111101i IIfli;t!,141.4.1114111e11.14 v,44101,1in, if' 1 1111111c 111 it hull1/J1'111111, >,'>,' 11111 `..st.114 ;01 1,o:tril x11(011,1 icItr '-Ii to la t-(1I 11:tt I 11-(1111(1 thuittzh :III ii 144 1)1'111)14'm. 'Nfl%I EI:1'-11:3.4 "link (11:11 \ "Hi M VIII., t11:11 (.1-j()(11 111l SVM111k. 0 1111 1 T4'1-11!..-11111( 11 1)1.Illyri41(rilir V(41.11)11 1.%11/1111 a ;Si \-4'11 N111014 %' j11.1 491I11H4111.1-1/1111:11(' N11111'0 :Mil 114'Ic .nt -II \ o 1.1171I 11.:1111- -11;i11vI4 ;i1I4 .4411'1 !Mt 11 1°:1 1+01/)leili r:1/' 110)7-P OM '.1, un B.INlint11111.11 hi.] °LI I 1.1'00a !quill II ly. ;11111111111- hvinir 'dr oic iii tlit111.0-11y 1,/,1011:ite4!111 4;;,. 1 hi. 111:1111.'1'11111t 1115. V1111101. 1)101/1';j1111114_.! 11141.:111.11' ,Ii.1111. ',II( r1(41's1.101111111' 1llnt11111 c:1111161

II( M.- I It Ill 11,,---.111L2:11. 'not %Try of- 'JrI Iv fltI. 11' 1111114)111111 It /IIif) it wo, wi 11.00 !no. f;1 llI ki1141 ti, 01i 1`P ( Nv:11-11,.1.. ufiwItlic 01,1 loh-t the:--41:111.oAriz/mi.

STA.1%h1Elq't OF CAROL WA ,SUPERINTENDENT OF PUBLIC INSTRUCTION FOR TITE STATEDT ARIZONA

Ml., \-011 viry Jowl,. Ni. nriritioti.Ith;ittk for tilt, opi,r)ri oil it V of I if 1.1114. 111.1'4/111111.11111'.1' 1111.41,10111o;111f1ii. 1'11(4S:11101,1 111;1. A hit 1,1' 1 1111 cl.-:111.,:hly 1110111 ht. 11vT-I :I h 10!-:11'.F.11111.0 ion it1.11,i1-1(.;1, 1b11111. iii! (1111.tillill11'1111110.i5 1101111 :11141 gtwil n(11,, I io 011 rif 100,11 et,nt 14. . to rho /.0,1), (110 Indoed. wost $tote (1Pria r!itiplits or vol,...11 'I,.11 t:I 11,1 1111T11)1' ,[14;i1ly invol Itoorth, or potent-4,n. grill 1111411' 1'1p:116111y )1'11111114'111111. 11Simil1514 1t) 111(41` ;11'.0- 111A100111

,1,h,-no, 11.r00 loords: (If01111-;it . n. mo,t n1.'tilt Iii eleehoi, Y vvIt,4 intrveste(1 Iii ;1/1.04110)r.i:1. COIlel'1111 thel----3,111,1 or 1.:(1)1(.:,tioil r) I t hi ,01 oil ;1114 1 lii 2-111)1:111,c flintt rerrii-(-11 Ioil-di-III:it pireistivolysny,(11\-1.11f01'1111 I' liii1.IITiltlrou in 111'N (.m1111111161 v.ft iniolit 14% dillictiltto cidiento that Itti t 1 1)(40(1 or ;t xv(11. clomeittar3- Systm if nr 0:1)1.vsoril:u um. 112

/lc sea rt. 810 '- 1011(1, ealleal ill Ineicll. 1!"; flot tlliFkl (11(reI" 11a.1 011111 i-Ari)ot. Arain. I must say I hat n ,14all producIS or 11(1 kItterican educational system. Nov %ve at.0 proud (k I'I hat, and %e snood not loge of it lweintsc of I he new. ,st(n.ivs. tics stories bectuto they tu exception:4.u11i1 ta )1I itrole. It ca.ralot, he all had. Its avounirlihilictit,hove I len so groat. ill rack 11111.1 they become known as tilt' eau AII101:11';III 0.11111'3: n fijwst systvin in 110 1101.111. i.11"t.1' ;IN, undefined. thetvlelre.. %ve ft.%% foist alics. and w(.;(1.0 not 14.1((1. 170 have! been respOnsive 1,1)111 al tillVc(11.i.:11 ;l11(1, I 1)01ink,.. at 110 Slat( level, and rvrtainly ;It tho. 1oen.1schoul \VI feltII need for vocat iomi 1 eduat ion 11011 the Sinn 111 lit gl \'orat ional neat ion cony,. et. %vas -in 1917. I 'roper rond rm. I n 19 16. i l l 1935. \\lion dolv in, ,irdies t o Hu. ,( 1 1 0 , ) 1 :. the :'s-ational School Lainli Ael. %vat.; 1):1:-;s1 el. 7 IVek %%ITr shoel:ed he :-;111:1 ni 1 I he Nat ioiri I1 )1. rolise 14:11ut-;11iwi Anl AV:1S pas!-Vii ill 19:6. In (Ivt-idnd 1 I11111.1.14 (HO w"Orilk 111O) and tin. ntiiedilvat i)11:1! 01/11n1"1 1111"d lc.-for all 1'1(.1111'111111'V and Sern11(1:11"V Ethic-al 1011i.1fol. tlit- (.(111clItionolly de- prived became law. cenitl:-: are very 111111.11a part-of t11e ((loaiinnal toda /1/. own 77ip ///),//1/ liost east's 1v1111.11;1111Z h:Inge!-: need of fi.:(//ifytiloo questions. IleseLyreguiion.i:ind the emir! doision,- I out him, am1 each and e%c- (( F-e(loral1(.!ri,lat loll or court elecision requires Iiiri.4siKe ellatige,4 in i111 1111 111111011 ()I olit.eat been :1 ;.1. and tlicyr(..() new, that education is in it constant state, of 1111N. al ll.l!11/1 g In :11 1:1 ri nod 1110(11 111111 On. lx able to11.'4i1111111111. anti 11111111../q11I all Of 1111Hifi ngos rIONV11 till. 111111. Nobody iiitost the tice(1. The lull, tine lam, ran ally institution toulerv1) that degreeof ferment and imitation, and constant eliatitze iii a ,11()rt licrioi I ortime, ;Ind be able to 'eon(vilt vatv on the main 1111,-1011 of tva1iing reading. %vNI:(iitliiiiiig,"g ami :tritium% andI know that tlie% a re liere,ary for people to Jal()11't11a:1(11.1'. ilandical/r/vIl jun, IrnVsical ednoation progianis for the gifted, all integraled ra 11,..})ort711 conn.-1.1-, iii.aademie, psvolioliigial. NH '1 ol.;11 lona 1 education. heillt Ii t(iii 111ni1, iureak hist poguatas. hot 11111(11 progrtun; community r; :-;clitiols, oil ixenshil):01tictil Pe !neat ion. ;i1c()11()1 and (grog .- abuse education. migrant el Id (1 (41 iii VIIIICat ion. enyirottmenta I ehlueztt ull. iollocolat ion and yolvioa1 prot.o-alli., awl the.' lis.t goes on and on.. and on.ect I hi. main ion oduente hil- dren in cap:0016es t hat are cssent f(11 thelll in Ina their capa bilities t111(1 tincree(1 in out. - . What 1:1111 trying to !,:ly 1 1mit he t 'ling on Coll", 1;;111 11 vtIll a1.1011 liciTh today Is allot 11(.1' 1111111dajn, t10 1111t, 1V011111 IIS In do tiGin g ;Iry 111.1.;t11y re(inind lo do, nd to 111 r(t,;,,, our 1111111 litision. 1)nra 1-1171( IS 101(.11. the- 1'il'1/011A- 11-ility (yf t educational insl.it tit ion is. ft. is trite (lint e ire 111101.nsld (.11.14'11%"1.'111 (1111. 01101.111011s1 i.tTt.l Il%t. in 1'11%1111n n-t. 11111 ;Old

11C 113

causing them to bYconie realilics. Butcdocolio Llte__Lesiamsiliility -- of the tliticationi first. 11'11:0 wtalit nee, I are rovvr omit-- dates. Inat Iv(' do need-is loss papervorl, nevi! is loop. pttroat al involvotiwat in order that oarH.:triter- and :1111111111A rah ar can concentrate on doingwhat thev do best, and thittis educate children: hotArizona. students, educators anti cit izens.lions,. hill riossis :tit unacceptable alternat In .(ht system mulct. wc ciirrynt ly 1111- .1n .Arizona we lieliyve IIIill'1.911V01)1.,i of local aniiiiioNik ydneation. Wy are SeNPli Stalt'S In lilt' colinll'' tI1 1t hart. I lat grcalI-s1 degree of local control. anti ire guard itjo;iloosIv. JIoarl lilt' et1111.:1- 6011111 needs to st taltnts in'arson are iota 11 ti,ao ing in Chinly. Aii .. on t N:ivajo I odiail I:e ti 1111,11 lhl1.riz0tut 1.4.gislaturo. oar legislai aro. has ioag:rccogoiztql getonce in ;Ind has givon local s,cliool y r1g10 Itt do_ termini. its trwit systemorvoniri.t,o,v1,,,,i .tis (Jot' systoin, tho vonlinnuli m111'111.111c\- ,!nationsstonl tuado part of tin,: Arizolitt law in 1972. Since then.Inindrais of sands of dollztrs and worc iinportvttly., hundred:51)f thousandsof hours have herb invested to bint4 s school dish ricis into coot- pliancy with the mandate The systeni fonoil v inI hat Intel school districts cl.hcriu,11-1.,,ft.i :ill u=e ( 1 ) wi.fororaol.P oh.p.chit ('ti evict. .nicaslirrs;(3)a licroato Ica rolog plans for talents NvItolave difficulty avliiiq-ing ol).jectit!'- ;(1 ) rerordiavpitig ;teto :daisy studtot progro:--sfront kiiidi.rgationhroughliv 12th grade;and(5)a partnt-ropori s steal 'hal in forms parvillS:11)ffilt What(heir ehildren art. 1o:tilling. awl how t hoir child is progrt.ssiag on the continuum. This itniforatit r twilics Arizona's(1.1.;:.7:.program similar to other cotuOett'nc Ir.1 tiL1,(11i1;1111)!I .11:1110111j(11:717111 111:110,'S ATIYMIIICS arligoo, and illaoropinion superior. is the fart tliot the. [wt. form:111(.1:ohjit.1 :W.'II 4.lolntI It the ..V11011tai tritI level iii order to insure standards t hittlitrealistic for the for tho.-c st lit it iit.,and focus on invot in!' t ho odocal ioll:tl needs of t It i1 purticular efflotounity. ..1411c wide II tlie':-4:04. of .1 rizAnia was, for,.cd t,I ;!.1T111,11,11.j" It to-t. a, reqiiirellby1 1.1Z, 1 his I1-oilld olidorinine :III of the Ivork that arils been (loop hclierc. School dist riots would feel furred to al andon (Ito syst-nis that, i hoy Ititve,so painst:tkiligly do volop.(1 to loco! ri.a Itqlorut a..odsintheir Thoy wo11111feel pr ....--nrid lido "leaellin.4, to the It -I,- -and the- vtliphasis would no longcr hr 4)11 til. \'011111111vrit, which is MI:ottle:aloft is all ahont. hilt oat -passing Icst ." Thetest void become anotlior st:inclardizeisacred cow, mid the importtince of do-r.loping 1:1101:111 is what w-e are there to 410. would hominid. U seondory consideration. thy difference iona Iilec(Is -exists het wceii AriZ., there ory \vide di,;erepanie,s Ill \vven the el hicat iona I prioitieof lioston.1:iss. and .,11,111111 age. Alaska. as 1). fierr- alluded to. 114

The Arizona Legislature found itto ht. tinvoi.kahle to ask Tucson and Chink, to operzite.on the sante st ronlitn Is.I 1.1:. t;t1S:t ,itoply unacceptable, for, now. it 15-person panel seiveted ;Itho run nal;;I level will he dictating curriculum requirements for Ariz(' la II is ;iii unvorkahle and unsatisfactoo- iVe W-0111(1 nut blif 12' our SC11001,-; loser to meet ing t net, Is of all st in lents. Mr. Burr(.. N1rs. could we interrupt for one minute. -uI will hitveelialice to go and von. and Iwill be it Ii F. wit hin In initiates. `1\%e 1. til recess for 10 mitintes..1.11;m1; ou'vvry notch. 1'hereupon. n short recess Nvas t akeo. 1 Arr. Afirrrt.. The solwominit oe %rill now reet ., !Airs. ll'Alt:vtai. I ant going to conelude wit 11 n reinai-h.t thatnee again summarize and have to do- 3rr. Mon.. We have got t-it the gist that lieu really (aid our I rishition her ilfrs.1 l',14NEtt. I:girl:HillyewI. r 111(1ri ;1111 u/.)- 1)011 i vo. Its are yon. of competency in ethical 1111. Aff !ma,. IN'Iten the 1.--;t:ites: and local goveraments do not ao I heir job, this is 11-e havi It) slvi) in, It 11-1 were ;1 11 like _1 rizona. doing the jolt that the Hertel sehoolw are doing. or I h.11-er. we would not have any need for this letrislation %vliatsoeer. 1Vvirsta:. The healed'. I hink. of 1 las ,y-steto of St at es Lein, re:Tonsible for edotit iiti, :Mil lite deL_!1'01' of lira I control t hat wt. have, 11:1V0 I :1(:- that. von 1 1':1111'.,4.VIM it in 1.hitli t Coipplii411)1Wilts are not great, hot y (Hi t Int,t. that are lainpliglilets of a sort. tit:it-aro accomplishile, so that otlier 1m%. Therefore. %ye do not have to cold reinvent the .wheel. and perhaps that is the brainy of the eoncei(,1-1-,,i,,,,,11-()]. T would like to finish in this waN-.Iti iii Iiililce to say thatitis till questihtiablv true thin- eollipt-tenv bused pine:Ilionis an element. INVe have to gel lo the point that llr. I le f it.I spolw0, that a high school diploma Incifis wore. otto IItits eii 1;11)te illi111 711111)le lit' rig and attendance lit the schools. The het` is not a test. hetan >e the test is a 1111.:Isitrentent tal,ittiitA rai- ment. It is like tai ine- soniehoill's-temperat ore. 'You tal,:e.the turf, and you find outhether Iht person is 11t ll ()1' Bill ill(' tV111- perattirt. does not i)i iii diagnose t he tHe the illness, if itis illness, nor does it pesrih the clire. It iitist I:1k Ole Ipiniwritlirp, AN'lleit.%-tilttalie the teinpviatit 'you 'simply hay:. an aernize, and that does not help :volt much -eit her. So it sertisthat stanthirds art abst:i101.11 Heeoied. prOli:thl tile inst.Hiloirwe want:either in tilt St:lit' fir :IS :I ratio!). Air. :\ft T r4,1 that this the of :I Fkral !..!vst rut of (duration., to he totally 11.:1:11. In mi1 titatt. of .1 rizono. tii Arizona 1...cluvation:stssoeiat ion is support 111/1110111.- thatI prO1f1((1 today. The Arizona Board of 1.:thicat ion t le. 141;tte level supports flit testimony that I hare shared with von total, is Nvell tile.1 rizona Administrators Association, as well :is the parent-leachers' ttssoeitt- lions linkrtl. it is supported hut at lenst thosechiof Stale my entinterimrts with whom I linespol;on in regard to the mat ter of heing hove today, and slnirinif with voll eoln-erns. So there is a degree of uni forillit- in view. in opposition totlitlit ginning.s of n birth of n Federal system- of %'1i :it-ion- thatis over- whi,Iming:That is a lea r. to he Him I. 1" 1 15

Finn IIY, I want to thlink von for Illy HI'lll unit v.I wallr t" lull Vnli ;, HintNVIlat 11.1,11044110:1A lif 111r; 111.11,Ill mandate. what Iwo!! alittill- kttel }ho folio the t point of colirprn. and NN-ilitni,tty:to help :it t levy!. ;1;lir. Iierry lintalluded It) 7tI. Alnt-rt.. \Vt are ni:tk tICIN:I11)111111;11'y 1}11Hrra 1:1T4 I(}11Inquitditly hrnip ynaIiii if that-. gnin!, in in. ;, vnInntnry 1,141 gtmn Airs.IV.kitsvit. Let Ale.( I. Hittt lli fillti4,lily enttrioptiAv. liycittilkI 1ot&ll twill, Ifin Illy ty,t jimmy. it1Iti;eif a %-oi-v difficult voril. I tilt ottr vi. di) fluetnIliriv to Illy Federal entontission ;-(lt Thitt, HIV :Int if (}LWiet WV :IreiVirpritirltltil,lf'ii. Itittiletql, von cffli !Rd!)tl ;ice f11 in Voilr mi nt. tinvon hag, ;t; vt. ;try t ryitt!, to (Mull) tilt I hal hill. Ili 11-v intylt f chilitri.n. So your flip hill,I ,urport. f vont the 'stitipl- point of it boiler voiwthirv. from the -tainipnint a' I h, wiiiinglips of Vt`d1";11 (h)V1riiiiii.ill fit ar-i--.1 11) F1.1 1(.1111;v7ftvill of stnittinrils. ;Intl It) 1 1(1 ni hi' fni'll.)17..y Of ;I N111111'1 it 11i ;t1I likerilititel. thy of 1 Lino- th:tt I .rt /tit" l() 1W Vel'Y Ililllliltr()I" firt-i \l'cinr11 °;cirri . Airs, 1'1,11 frir 114,lippurhirlily fit fv,-41 Mt 1-1)1"1-(1111 7k11'S, YST11111P1'. fi,.1

A111(NESTIt.VrPits, T .1 .1 )1y71.gt!..") /977. CAW Wkr/N-1%n: trizr,iirf 71 in l'iy))ti,.rl riZ. PENt: +01r. f!, Nti,ttr, 1.-41sIntleit (in testilia. This is irkiitity tf,4kVIi,nslire ction tegiNiatt,,n.I%.)11111. i-h,oteve. 1. Adii iloyahor this litinfq't`NS:IrY tivW.vvi Adviinkl 101i+11rnnlrl !WI Z.Itttt,Liltthi" 1,1= 11 WI I 001.1 !IWO flip flirkg-,0y a.It rri,pltl erelite nil-410 1.1. f.,r 111:11 tipsird in ctiriely3 states, 4. The gettr:11 prolitem of -teullitc..: ro the te-t- the 1:1:0.1 ti 1'tfp:tt n illhowoW faking ptriey 5. 'link ttrirrl:' q--Itein w,,11111 /If 11:,.11,: 1....01,,s1 thy grotts. arm', :0,4.. m.111fli ("OA fifth,. IlltIh/11:11 rm1:4 hill i8 1114',;jr. th,if hag,. 2. Nile . after the word proficiency. In:111Pr Iry iliNviV4V(1 P.:N(4'110%p 1.1r1..vr iif II% TIP:VI t lii ia1 . InfInth and ertitinly i i.iiis NV,.1"Ii":1'Z;linst Inv hill. A n-Ort %VIII 1. Itlittlp I:I rr,te if they can head Air. Aittti litIi iIitfprt of ilirtiffi,tt v./triunity, Ml t+!' Afu '4,1/I rub:. '.t, irr Dire( ((Jr. I II I/iii,I,, ' I I I.iu ILiVcni:t, I1 / /ft I l iijnI Ui/I II,!,lit ¶ i,iviIii / ill fnii uf JIliiiif, iii/ IL ii jr - I lii:cic lIIII4\%IiNF:Ii: rIi I i-ili I'Iiniik;'-iiifiiti'Iiiii, fur Iii, t ii iii ILiiiii,_Iit i i -iIiii ii I ii,J iii il i iii i I ' lull I)iiii Ii I I III,

MIiiji.I1I;iriL \Nn,i;lcilIi. iiII I Li iiijliI Iiii :i iiIiiIiiiiiiI I I I I{ i;i- , t .,I I iiitIF I iitIti iiiiil it IiliiiIllili\ I ii I11i I Ii liii iiiliiii ill liii II iIiii il 1IiL iIiiIt-I%ii!11,Ir,.illiiri.-IIiIf.iIIiIiiiIl'I'Ii (ii i'IiiiIiiii irtIIiif tiltii,ilIiiii;iIr1IiLitIIviIIIi-iI,Ii -IiiiIii_ IiiI i III I i i iii I i I II I I ii ii I I i i , i II I I . i 1.\ j I Ii ii i I I liii hutiI,j ii I I I I I

iii\.11 i iii llulli-- iiit iiiiiiiiill iI I,i i 1iii I I I IIi._ Ii IliJilI '' ii

I : Ii'/_tii4IilIilIl ('/ iiiiIIiiIi 11I1 iiiIiIivi IiIIii I iir I-''i;iIii : ;,IIl

I Ii i II I Ii ii hi Ii ii i I , i i r i I I Iii \ IIII I (Jill I _t iii Ii I I' ' I If ii iii tIpfi.iii_ i,f i!i IiiI;I iiiIi_ - _'i_ tiils,iiiI,IIIIIIIiIIiI,IiiIIriII liii

_i I'Lit _rI:iiIlfl S(IiiIlI II;iI \iiiiI i,i, Ii: IiIil !i I Iii

I iii iI I " IIU Ilii I It III I I Ii I i iIi I I I iiI I i, I iii, i I i I III IIII liiillt It ut!lit tie thut ttiillit -iiitiii Iti iiiI Hilt I I hutit uiiiiituIIiii liii.ttjttunitlilt tit ut Iiutui IIIliiiliii (H(Ii iiti__. _i-Iliti ii iluhi... itiitiilittitt- liiIitittit I uiuiii_uiiiiutii,Iiiiii iiii_.iiiit iti uhtiuii

1 uI flit --tiiitn iii IIIlii iI II titj I lu Iiiit Lt iiutiiut II uiuit Ijil lintii iitur-i,iiuTuit. liri-'t.ivt trVtIttinIl ptIutl iViPttHV(i_l tiltiiiuitililuilir- 'ilItIi, tti till IIt) ii tiit Iiill nit nitit t I tilItthi t ItIIIiiihililuiit IHi in ii hut i tu ltitutl-ii liltI n.t I 11111tiin t iutiiu I Iti tiI iiiiIi lift!ii Iill I tI liii I liii n t iii tiltIthut iiii I I iiiit H illfit t_.iuiitIiti ttiil-tiuuithiituuIi IllHI luluiii u t I itIi, liltiiin hIlliIIIIi in 'ill tilt Ittlithli3ltiiItV iiiIIIII Illl!. II.Flit_\rilifiii;iilitiii1¶Iiiutif\iiiijIiljuIl) Iiii nriinii iH-li-utu;ltl:ti'l:I F- l In tn i-ti ii ituiufl Ihi it ru -i uI2!il t Iii-i itt litnillttt litiiilit t'ti I hit itt 119 lIt rulit tif hit tiiilltitilit t I tutu ti!-lt_t I liii Ii tJ %ii- rtttri tirltrtl thui-ttidt tirlii.ui ni. ftttttiiutiliii tiltittft LiI iltuitiuitl thuriiiuIt tin Ii it lilt i I 't Intuit ¶ lit ru t iiiI I! Iu - Iut Iii it Iit tifiIii Iii iii! I litI ill_i I iiiflit¶tilfuil Sit fu-.Itituwilhi t iuiuiLu ur ti:iljiHilt.iIiIlflilt\tliiilifilit ritltitiiitiIt it 1,u ftri ti__ui'ii hi hut I uiti___ti,,iiII itiii itititutiii \tu ,ltutitu tu /ti%tl I zt1 fit S f/I It tiiIit fit \ulIi fhttI ud jt ittitiVii Hilt! hitliiiliii HIIttiijitui tif htJ IttIuIt LIIIn titin'!mill u.flit- 1UTtti u-ilttllitfi fuIvIuirliinitlkt-ivitrtl itt (iuIili;itiutti:1l tin-ut. i;tttivttliriv nit iiflit1-ullirlitI u%tjtjiiiitttIjifili IIIlfh. thu I t I t ti tHu tttittItli III" iiii I lii Iliiihut I ililitttill iii! r thIn r fliqti lit iuuIuut iluihil 'I'lji' tttythiiiii Inluti tft:tI iiIrVtIHtiL' ti iliillhiiti t;ttIitiiu'ftitntil ivhihiIi titii t I ¶t,ttl itiuutiltttiti I titiii I iiIiiitiI iiitiituft utLiltiti it.'Fillit fit fiutt flit ht,i-ltltuifittillft tuul i-th\ 1. I 11th fiiiit t tutuitt tu Ii ii! tiiltfi I unit lti.-t itt jiltiuuittu lilthun hut ifit li-iifItiuiul illii uujiiiiiui i.iiii tit tIll uItIIII i ittt tillilittit IiI I ii lilttthitillii if tt Ill I Itt tiL )iii It Iiiiii Jul I tttttlu rut 1 itt ttitlit i-ti ill iulii hiiitiliti iii iiiif Ii--ti itititfhi liii i_hIt q liltfit h ii u Iit II I ill III Iii 111111 I H I I it Itii lift Hit I if \i.I'- Itt-tt titt tutilI tIll lul]Iii hit I I IiI flit Ii titiiI It ii iii i. [iii ttt\ilrui_ ii I- tnli i lit!t If t itt hiulti. I I Itii tiiiiiiifl u I lIuuti III flirt .tuifilttIIPiittitttitfiif:itdixutl ttItili!ftiiiiJlltr;:tif iii lull IntllitlfinulL lit wt-inliuul itt H tuiiI.iIittivu li-i-tvi'vitthi:ivihiti!tIlIflit- null I Illtrltiui_ttlf (itlilfItIhili a

11 I I ui lit \\ Ii it 1iuinu tihi I ti I liltit i hi iti itt IiI._tIt I iH I Itiii IltitItit.ttul Itii hit Iitiii littiti hitf I utliti_tfiuttu i-Ill IflitIlIttlilit tiruiintitthviutiullt. nunluifntilltijlitlf i uxlntiuufthilbiiIfltltifl-thu-i'tnsltUrttr lutr ui_uu1jihttltuiulu It lit it I I I ilti tilt IiliiItullitt iii!idei tttttittill u- 'fijulit!in H ntti nithitid fitI ii it flfuiltlliutIIlItluttii!lti'i t I I u t i I ii if tt it t4 Inutit ¶ Iiiit i tiuh Ilit itIi it it iiiiii ft ft ¶ i uu iut I ill rtuuittt i Iii I It i it iiiuti i-flit t-hicuttlilIfri itt t t I \pi%riu i\tIiit lilt I ti_fitit, rt I ti-ut thu fitItit ittilttilt

ncuniunting , 120 44 117

11t%rtvt'r, 41141 yieiw 11w bug ritilg iTtti If t1ii pti.julwti 1(111 l4il;1l i reiiliy II li lilt)l I 1411)7,III LItt4tl'tillit(illIllll ii Ii iii III4 1414441 lIlt ill l liiliii lilt! 1Iiii-t tli,tiit t'tli It ilitItilIl t11)4% 'll4'it iii 1111 i Iit, tIliltilil.'IllII IIlllil iii. 11144 iltlt r' tn,iiiit liiiil,liituif iht_ t (4414 41)' I,ilIlil ',tiLt IIIi Ill I (1(4111 I Lii It,I I4ili11( r flit 111 hIlt 111th! ii,,iijl'l 4141 -IntltIll 1441 1 tillilIlilLi liii till 11144)4 In it,ttttii1,lit4% ii,,i',l LIII),., 441)11IiiIII 1441111.4III ill .11I(Jtt1III Ill 111111 lit.ti Ill 1111. i'' ii I ,._i.l Ill II Ii I tl)it 44! 1 14 11444 tt1I!IIIII7,I',tillti lulllilt ilj1iI1S 1irllIllutI le1iii)tOhi 44l!t4IltIllltt1,liii' t'Il.I itlfl(Iii It7,tiv hitmllitHill 4lth tilt' ulllit'44htIIt1('Ilti 411141 III flUllh llIlIll4lIl Vt'llllllIt1i=-ill '(flu')' W('I'd, IIuww 4VII4( ltt!t'tl hiI(1i!l4iull IiUbrItt'lirig hit hi, -tvtitiIilgIl IlitlIllisilil(IlliV, Ill III 11111 Ill 11)4 ii l'i Ill ItII 1 Illll1, hIll tilt 1)11 I44 14IilIt Iiitill 11IllllIl 11(111 I, I II Ill (I I Ii III II I Ill 4411)11(1Ii.iii )) I II1114111 Ii 4 hilt Hill)))III I Ill I ii) iii 111111!, I I I Ill IIii I i 111)111 IIII lj(.lIiIll JI It tljllI Intl tiltII14111 I '14 'iJlIlii'IlIlll1_l 1411tilt7,1144 Ill hilllIt1)itiitllit IllIlil I tIt 44 liii II,.) illt)II1', Ill 111111 I III HI_il it 11111tilt ill It!'i liii Iii IlliII 441 4 h Irh lilt I ) tillhot Illit 1111111 iillhiliIt 111111 tli it 1)114 tIll II I'. 11411111 ii !'i Iiiills I\4jli Ill thlii IlliiI. I illlihI1111 1)11(1I lull 41 II' I 'ti Iltill \i, lIlIly:irl lJiiIte'tllr litAi'l4t_ 1 iiniiltlil1IIIihlt fIll)tillllil(il' l(lpll1ii)4' i,Irtie. 11111 1111 4 III 1 II il. IIhi illI I II II 14)1 II 'IIllItil ill' I rh'.I II Iii,.till 111111114 II441 II

I 1(11 11411 114114 1(1,_II lit I hli'( 41Il 11111 Ii '. '.t'Ill)l)i till 1111114111) I 144(1111 1 44(14 III III I till'.4 14114 '1)rlll 1111411,4 tIll '.1 lilt! I III "11111)14 ti '.( 111111111 111 1I114IIIU'Il, 1ll'ttlrIHIIII1III*lI 1141741 trliitll'il 111111 iuiuy I 1114_jrllrl'tlii'tl1(lli II I Ill I I 1114 ll44',1111 ui lilt '',l1h,, lttl lit lull 4 IIrI I III 111411 IlLlIlt I '.lit Siii l'r4ly. I,ii( KiL\ 1ctlI7;, /,1'('(IIII i(t I)jfl('1o!'

i ,i: nun ('/iI1H/ Inqrij, ,i /

I IIN(;I:i:', IV i'.il1l:Nh \2Il 1

J'/I',lIl(('_ In:..'l)(/14l(flI rIi, /!7. I mu, i'.tiu l'i:iigiNi, I ,.", I/n,a' nf /i'(piln1 /44/li ,i. !Ir,,v' (fi)iiij( i/F,,' (444 /.1/14(l1( (144!iIII(1 lu/I'll. IllIIiil)///l(1l, /1.1.

t I l, IIIill II 1)i 4,) I ii' Il ,,\l \ lIlt I'..'. Ill 4iii/ ill I t\Ilil''. I) 14l11'.I 111411 ui-Jilt. IjtS_1iIIhi WIll.

I I I 14 II11)1411 III It I I tIll I III (1111141)1114 IIllIll II I Illtill lIlt I ill illIltIlll ill t'l!llV;ItlIlIt. II lIIitllIIIIIIVhlil'II III'' ,\1Illllii) Ili ,iiI,lihiiiV 14141h4lli I 11111 III '.111111 it 111111 tI II ii 1111(lilt 1(1144 I iitiIlIlilillIllIll-1I lit! lIt! 1' ,iI(((h141 hiIW(ik' lii l'111i4i'!ll411141 0 4111IIIIIY i'iIiIIiiIIiiinI Illti-Ii iI1i'llii il tlt).iI.ill Itni'! in 11w- Ituh(i111lill,lltlI!lJl'4hlItIl',ll(lliIIii' ihlil(IP tviili 1111 thi hIll_Il tIll lli',t LIII ft III1111I 141111 III I "iiII III 141111 III IllIllilhIll II !iIruii jIlIltIlli' 11)14! 11;irhil'r', IIII hiI,i'll1lU'tII. -_ AS li hil1i'. r_hi11liI1i11115 4'Stil!iIlSlt4 IItIlt kill! IIIIilIIil1l(lllllSIiIli(lfl 415liltt'lil!t'(I 14 11111 tI IIII lii. lIlliill III It ITill 11111 IIlIi\ I IllI! IIi I IIIIllI'.III Ii t Il hiIIlIll hh" 11 il!Irll;llIi I;tkt'i 14 I i' 1)111 Ii 44 ,Iil)il.l% 11141 lull! I III ii I I I hIll I ilIllil 111(11 lIlilil I I_Ill IC 11111III(IIi itthIllII Itt Ill II IllI ''1.1 ItII 141111 11(11 lii SIll4_ (IIthl 1)11141 hilrhll till'. i14111141 III 1411 .114(1411 I 14(11thll Iilili II 4 III rl,lhlllii14111 II IlTIlilut,) I'll lilliiilt( ill I IllS 7,411(1If .Illil' -. 7 I11111 '.1tIllII lllll'.Illlll III I I 1)111)1 IIIi 11111111 IllII)I rI 14 I ol, III '1tIll 11 rlt 1(11l'tIItlilt intl.tVllinJit1uiI iii'liIl4Ili I ijI 1 Ill1 i4i1ilF tlI4'r:i I4(lIltllII if t!Ht IflorlIi- 41114 hr Ill 1111111 IItill1111014 IllII iIllItI 111141 III lllhlhihlllt II ehIliVuit Ill)!. lIt '.t itfijil, 'll1lhilitIl 1 lip, li:V 4, \IiI:,'liv./'I4-,i(14',lt - - I i(((tl tIll(r/r!5t (if /I, ri-n/s 'i full i-ri

.121. =1 AV:it Arize )(weir ( mill ft PhIt ift

liEAit Vi-Ail : ;1-1,, hill) till Vhieli y(111 11 ng r., I.-:, youWright.ightguem.s Ifeelhe 1. like many ether state,.!hi,I,. Vertber, t iht _1 established and.ten.eulentedI ,r, 'l_Ttider present State

implementing standard._ t; I zetis prefer local anteoenly III rr AN to t lit, spoon. hill. it

1 stitlel i wo Ioi I Federal cnrnieeleni l hr abrogate thy^ eon.1;t111eh... citizens. The. issue is furl her 1..1 ivttiltl set different starehird, ner he :1; nonsensus. ShetililI Inme ,t awl.] t-,1-1. avenue fen rev kien today lry 1111.4 r z years liVflbYili),f Ili.' I', Ittk t A 1 AlA 11/111d1rafrperl 31,1111,tr.ir- A iteyeret the Vit grade.- I ln rli w: starida '1111,tint.. specified1. unthe h results: the year hef+.re Testing is an ilepneel-.-. Test results athestiirr. wafer Withrti ur,,t"`" questioned the att test scores_ Aboie_ till.11 lt tit1 :'ill if implemented, nilI. 11 tIi r Vd is greatest. The 1.0,1,- rrr liVOly refuted The ing on test reselb,: Orie can runty eenehuli by HAL tms.s simmi 1, flutethis will help ..,1 I Professionally.

.11r. .Nittyri... Bill 11,

Stipervisin, ; )t`111 fl-h'nf I lie Sehools, \. It-III appreciate time01,1.14)1111mi, helpful lying oll

STATEMENT OF BARRY B. BEAL. ti,i'1 111P1):fl: DEVELOPMENT AND EVALUATION. DENVII s Aft; BAL. Mr, Clittirindn.

Elmentary. Spoi-nollry;11I l 1 19

tr0fOld. hit Iu 1111.1)rli: v: :Wool the)enver eNperie»ce rerard to minimum competenev ex:Ito-nun ions. SI'l'utlit I() 4'1)111111011 On t 11V proposed legislation identified as I I.1 .1;n, s. 1)en\-er is one school system in theI State, which currently operates a testing progr.ut desi.rned to :1,-.nre that every hi,11 school graduate On nil competeucy four basic aetts--arilli- meth% spelling. grammar and rpailin., clmiiir,la.11,611L r 1,a,s all 11,, it (yrtillimh, o1 ,111,11,1am., strop dy r,,,that our program lends re -pert to it Denver public sciniols call this testing pro,rtini IZ prohcienct and review. It has (teel' operatim, iii I)enver since 191"0: Inixvever, the planning for the tests began .2 years ea In 195S. a public opinion survey or awl industrial employers in the Denver metropolitan area revealed that questions Nvel'e, being raised aboq the -:tlidit V of the high school diploma. Some graduates., it was believed. lacked competence in the basic skills. superintendent and the hoard of education agreed I hittIt demonstra- tionof competenceinthese trcas would .1a.conle a graduation requitement. In 1959. the policienv and ;eview tests \Yene developed in (ooperit- holt NVitil the. C11 Ilf()11111 (t)-11;IVI' lantrintg(. and reading proficiency. In 1960thep -tests Nvere allinini-tered to seniors. some ()I'%vhoni. failed one or more parts. Neinedial ill a vulimlary bas;is were. established in the high schools to tutor those pupils %im had failed. any part. of the tests, A voluntary summerschool program,xvasi.stab- fished to tllmx remedial instruction in the basic skills 111V:1:4. and the tests w-ort administered again at the end of that sequence. Only percent of ,,hta hi a tliltlontit, receix-ing a cell ificate f at t enda lice hist eat I. more years of experience prodtwed approximately flit' :-,11.111P Et was then decided to site the lil-t administ rat ion of t he tests to studis (luring their sr: nester inl ltIt grzi(lo, this world Jul() vide 'additional titne for remedial ion. 'Hie faillire rate stabilized at approximately 1_5 per) ent fort he lit.xr row %-ears. The numerieal protieieneN- te,1is limited to the. lour fundamental itritlitnetiril operations ;mil ha.ii concepts. The spellitnproficiency test. involves Hie rec()frniti011rirI hp of wor:k. language proficiency testtequires the sittilentIn detect errors in ptinettudion, capitalization, and IN's'''. grammar. The reading pro- ticiency.test includes sections on utolin!, (ompreliension and N-ocabit- lary. The vonipwhension section involves re((),gnit ion of details and the -itbility to make simple inference. fliese tests are used t() help teachers and administrators identify students who do not meet locally-established achievement levels in the basic educational sl:ills. Out identified, these students are given remedial N%-orl:- or.plaed in review prtvraiw4. The tests are tippopriate for administration to students in secondary seli:!ols during.the. latter part of the eighth grade or in hig-lier grades. Our school system folloN%-s a proficiency and revieW pro rout ine of : 120

1. Initial testing of all students at acertain grade level. using allof the proficiency and review tests: 2. A period of review or remedial work'for those students who fail ttiattain the required level on one or more testsand are. therefore. considered to he ( it. tiClellt in orte Or More SkilIS. 3. IieteStillg Avith an alternativefIrni of 1 he-test. Thestudents*Ialse only the test or tests which they -failed- onthe initial testing. 4, A repetition of this cycle for young,terswho continue toail., The inclir:ulital studentis the point of the entire prograilt . lie is being helpekto nutlet-stand hisweaknesses in the skills 4indto overcome them. administered in December and. -. At present, the1', I. testsare April of each year in grade'? withtknalzelip in lo through 12..Seimuligy school pupils Who fail one ur hiort, svcliwis progrnikiol inn; estahlished instructional programs in the basic skills areas toitssi-f-tt !win in overcoming deficiencies, In general, we are pleased the results of this approach. and tre..- notlooking into the possibility of testing ehildren asPark- as the end of the 3rd and 1411 grades withthe idea of picking up w , tresses evensooner than we do now. Isupport, in general, the idea ofminimum competency testing programs,foweve, it is illy strong belief that the localedtwilional agency should be ITS11011Sibiefor determining minimum competency. for their pupils and haye complete control of the useorsuell tests. rti The rest of my- prepared statement repeats manyof the statements' that these other people have givvii. so Iwill just summarize briefly and say. testing programs ran serve a variety of piiposes,1,111 mostly they should be used to help pupils. 'Utley be of as poAitivetr nature as possible. We are all ;,laic ofthe po-,sibilit V of misuse of tests and test dat.,I. In order to t he probability of misuse a testing progm's, and to maximize the benefits of such programsfor pupils in the school district, the local educational agencyshould have complete control. Aptin, I would support the modification of yotnbill, to inal:.e ita voluntary program, to bring the school districtsalong with yoir. if you wish to develop these kinds ofthinp.rs, develop t 116,-4. kinds of tests. ITere is what we will do to help vou (10 this. I think tli.ttthis IS 21' POSI- tine approach, Thank you very much. ("The pi.epared shitement of Mir, Real follows:I 121

DENVER PUBLIC SCHOOLS September 1977

COMPETENCY TESTS: Testimony Given to the House of Representatives, Subcommittee on Elementary, Secondary, and Vocational Educatlon Washington, T.C., September 14, 1977

Prepared by Department of Development and Evaluation Barry B. Beal, Supervipor I

an Mr, Chairman and Representatives and Vdcational Education:

My purpose is twofold: first, to infUrm 'fos about No "Denver e with regard to minimum competency examinations, ni second, t omen r on the proposed legislation identified as H.R. edee.

Denifer in one School system in the Cnit rates which ,n7rentiv testing program designed to assure minimum competency in four basic areas-- spelling,'grammar,jandJymar, and reading comprehension, lf a senior dues all (our teats, he receives no diploma. He is given, instead, a certt of attendance.

We.feel- tingly AM 1 - respect to a Denver Public S irouls diploma.

hart ne Odacall'hislestin ram P Sit Pro e and Revi operating in Denver !(,wever, t - lint ing for _.. tti he two years earlier,

l,n .1954 a pugfic opinion s some 400 btiaineaS and = ial employers in the Denver metropolitan are -d that questions were bring raised about the validity of the nigh `}a100 TA, 301710 graduates. It 4as belleved, lacked competence tri the basic cloddy. fitiperinten,1,(! .,1=1 the Board of Education agreed that dem)natr:t1 -=7,74(etence in TA- skills should becom a graduation requirement.

In 1959 the ProfIciencv anti Red 'a (P R) st_ re de _eratinn with the California Test SnreAu. L. tests 'et desig-ed lour harts: Numerical, Spelling, Lang ease, lnd ReAditig Pr111, 1MneY

la 1960 0656 C6S61;,-. IA141 121 ed oneur more parts: Reeedial oo voluntarc ho,is were . the high

4016016 to ttinFthose(Aistiswht -01,111,2A An': part t t,u. test oca yurnme, t, 1 I nnntn: I basic ssills .jr=oas. And the ,g,iv w-'9t the seni.ra,t-tilet obt.t1h (la ;n tat-Acad.

Iwo60r6 Ve,11-1,1 et .then decided,tiuRid, their first , remediacion, The taf.1-f rt sit -( next few years.

111-teacs are designed 1,nzts-nr i4hed levels of a,'hieegt lo

ihe Nomort,o1 itir1, 61:1,11,.0 it 060r4XL011,1 And SAnl'., don, 1 recognittnn atcoo correc requirN .theoe.tudent to detect errors In lit grammar. The Reading Proficiency test ludes dec on fe- hension and vocabulary. The ,fomprehens section invoives redognition a! details And the ability to make simple inferences.

These tests are used to help teachers ar:dnod adminl.stra ors identify students who do not meet locally-established achievement levelsin tae basic educational skills. Once identified. these students are given remeial wer e. placed in review programs. The tests are appropriate for administration N students in secondary schools during the latter par: dfhe eighth grade itIn higher grades.

Our achonl system follows a Proficien cy a Review progr_c7:r-ut true

I. Initial testing of all 9tudentn at d certain grade level hsing all of the Proficiency and Revi tests

2. A period of. review or remedial hose student wno fall to attain the required level On one ot Lireten ts and are thereto- ConSidered to he defictend in one or-i rr .tkli Is

Retesting with an al crusts form est. isle s 4 JUUt6 late only the test or tt= which they failed on the tr.it ial testing..

4. A repetidi-n of the v,fle for students who eanfinue to fail.

The indi- victualstudent'. is tio ru ,ntire program. He being helped Ed understand his Wea'dro,00r, thtip aver, them.

SECURt INSTRUMENTS

The P R tesCS are secu 1- 2nts. records are maintained to icc it,r OA

Numerical prof iciency Tes

The Numerical 1 ; de in t :onda= mental arithmetical operations ntdin h tlilmeutai operation: are applied to whole numbers. ":.l ti ncu bers., Ihe test items concerned with other hist. nversion from o0u LO another of fractions, derimal numerals, .uhl 011,01- large num- hers and monetary arridUrltd 007d2t.i!',; AprIrdri m rd per,entageu: and determination ci relative g numb ere in s ft oi d.ihal numerals.

The 50 ftums in th

martriictiOn, medlar: ffirritl0l1, A All ifulliA rIrtarrr choice items and iros, live l:rth hert14 OF the itUMS.

Spelling Proff.eienov Test

The Spelling Pro ,Tiev test i :0014nea the correct spelling words. .1 'w.r. 0-drrl 1.24

iowa Spelling Scale and commonly used spelling file words can he classified at "eighth grade level," otthou,,o a "few ore eaSier and a few more difficult, The common tee of spelling errors are represdnted: dbubling or fail -ing to double consononts; the omission of a "silent letter" vowel sub- JLLLULIQU; the "Le rule": and pnougt1,1 opelitag ire presented id multiple-choice items of faun wordswitn-the ice being- ", o

A A Zeature of fUe tot

LonguAge Z:rollgidncy :goi The Language Proficiency test La designed CO measu. he af,Llify tore correctly written English. The test contains two Se ectiOne, which represent compogitions which might have been written by students. These are Printed in script to reSemble handwriting. ft. is the examinee's rack 6, proofread these- selections, Iii the 150-item test, each line of the selec7:ion=rep_re=ent= one test item. The student is to decide whether the line I= correct or contains an error in punctuation, capitalization, 'or groomit,For thi= tet, errors in word usage are groupedwith errors In gramMare The typLIs Jf it are dire trit uted to include: 20 percent puncfoation; percent ,,apItalifation; =0 percent grammar; and 20 percent no error:.

Reading Troficiengv Test The Reading Proficiency test is divided into two- sections: reading comprehension and vocabulary. The first is designed to measure comprehension as-reflected in the ability to recognize details stated in a reading passage and in the abiiity to make simple inferences. The vocabulary section measures knowledge of word mpaninz.

The reading comprehension section consists of three short reading passages with each followed by eight statements-. The examinee is to read a passage and than decide whether each refinement agrees with the preceding passage, di agrees with it, or cannot be inferred from' it. The ability to recognize stated details LA tested by aprroximately two-thirds of ti,- items; heability to make- simple inferences i= tested by about one-chird Of them,

Level of difficulty, along with content appeal. = a major consideration in =election of leading passages. the grade a caleulaced by the Dale- Chill Readability Formula, averages about 8.5 for each form of the test, with the level of difficulty within each form ranging from Grades 7-3 to Grades .9-10. Reading passages wore =elected from topic= that were considered to be of general interest to teenagers.

The vocabulary section of the Reading Proficiency test contains "b test items. Each Item consists of a Lead word followed by a 11=t of four words,The examinee'-tack is to select from the list the one word till means the : or about the same, as the lead word. The bosic Vocobulary Ind the AdvUnced. Vocabulary word lusts prepared by Educaflonal Developmental Laborato-ries, Inc., were used to establish.the gra.le Le;e1f:ff- each vocabular! word: With- few exeeptions, the four alternatives are less difficult than the ied word. Most of Ofe words are not above ,,.,. grade ,:t:ficulLY yet are commonly u=ed h adults. 2:)

At present,. the P.& R tests aro administered in Decetpher and April or eell year in grade pine with make-up in ton thr9u,Ah twdled, 1..tonar1 pupil., who fail one or mord sections are prJgromea lat4 dstablished itistrucciaal programs in the basic skills areas to 1SSi,SE ZhOM La ivereuming derlciencies.

in general, we Jry ploa,ied wera tan re,-.1t .pproddit ane are maw

I support, tn general, the idea or aininun _)Mpt,,Lelk:S tSSi=iO4 ljr,grAMJ; however, it IA my'srroug belief that the LOCSL'udUCAtional -Aos11 be re,Tonjiblo for determining minimum competency far their pupils and have complete control of the use of such tests.

An experience we had in Denver may serve to illustrate the importance of local control of minimum competency cos t1414 prdc,rims. 'durin,,, the school year of -1967-L968. An evaluation of the P a P tenses VAS COOdSQC,d iv tL. reNerc!-; departmestr. L.Julia AtLiss tvSii :vty have been selectu4 op !-taro othes- than strt..tLy acdS Es psy,7hotsgi.:1 1114 suciJlegidal, We find sone pupils. r.-telilin4 the importence of nAssin4 cats tmmtVOULd 'item" anti =,,SJE-U bd.' i Afiulr preVlouS _WACALC enperlence would ludleate tney mIght,

Ac a result,of that evaluation. the recommendatidn was made that the tests be given much earlier in. theynpil's tenure than 11th grade an that more time could be spent helping pupils to overcome their problems. The emphasis of the testing program is on identification-of pupil weaknesses,The tests serve as a useful guidance tool in that they help place pupils En appropriate remedial programs if needed.

In cases such as this, it is 'Important for the local educational agency Co have the flexibility to make such changes for the benefit of their pupils, A federally program would not have this flexibility. A district would have topetition Congress inn dhanges; :his takes nime, Same requested changes may not be made, And those that are nor not be beneficial to all other school districts involved,

make this statement,L believe. AA one who is uniquely qualified to commen't on legislation in this area. Ihave bedn involved with this examination as 4 teacher who conducted review cids fir those inn enida parts Je the examina-- tion, as a tegtor who adminiatcrsd the tests, as a researcher who conducted evaluations of the tests, and as, an administrator of the districwide testing program of which it is a part.

t minimum competency rest shinad,spriag . My-experience leads me ti believe that from the needs af the community a scil, listrict ierv,-4, is it did In Denver.

Only in this way will s;ach a prOgrata -],2 accepted readily by citidens and he truly helpful to children, -,-4 There is now in the field of edueatignaL evaluation 1 controversy regarding the subject of testing for minimum compotoacY.

This subject was IL id in 1 l%ttl..tnal. ASsossmient of 1"Iaticational. Progress (NAM -meeting', In Boulder, Colorado,Ln mideittno.- T177, W. Jams Popham of the'UniversitY of California at La s Angeles and Uene VGlass of the University of Colorado debated the merits of such an endeavor. I t

pr. Popham declared, "Testing for c-Isl_ury : e !o! .

some of today's def icienc tog Ln educat too. lu-re ,f o.; r 1.- : but there aro- competencies Chat Jr, mbre Jefensiblo think about which are the MOct aphfOhriato, you U.Ive c.'utrASt ',me, We 111.-ucl have to the future and what wo have right ;law."

Dr. Glass countered, "My ftelds af testing and gy If.' At

giving any reasonable Of if answer, 1- loot.: ; no to succeed in life?' ;and 'Whaiis tre L,rof; leny tbat ought to be required of graduating s.nlors''

-Teachers and their constiltants opting i, duline 0000,i 1 10 1

test items intended to reflect 'pi-Tann ieveto of .1.quisiLioo Ito iii bootless and potentially embarr:asiing ondeevar. fhe, f a competency-based test for -4filducitiOn that, ;:lic ho 11 tla. ,rs

Can peas. Then they will be forced t, baci, off bv A. os,d pnbil l'..' uitbuf not knowing whet students ogghtt..knew 01 e 1 !AA. !.Ii14 IA 1011E-, they ought to learn.

"They are, in fact, 'guilty on-neither .ovul,- elAss de,l,red;

"I'M not against testing," Oboo 000 ays we can draw a line betweon compoteni:e ond Lcicompetenuy."

Testing is not the means' of alleviating 'Jur current 0,10111eS ahOut school Standards." he said. "The Ode ind. prudent respansir Ls 10 00AMin0 the ie.whing process. Observe teaching and illpeCt ;.,-bere they provo vacuous and fltmay, change thum-''

While I ea not as pessimisti._ In

MI6IMUM competency.I believe, .4 Ii. H.t.MACI I -L00, dittIcti:t It should be done, if at all,lo ho lo,a1 basud an LaviL needs and ;probleMs, and should n.,!. 0 viol to 1r,c, the educational agency.

:,A! .!, 11 In view of the foregoing. I 1.2.2 t t BascE Idnea.t. ion to es.L.4r. oi. o deb Igned to evaluate the ,a; school students" is not_ a no,

t. tt are to be applied to each ci. , . c-I- -hI-I..1. I.

States receivingI ederal tood.- ,

Testing programs can ser,,e v irle, used CO help pupils; they shoo; ; are all aware of the PossibilitY ..; .ose' o minimize the probability of lOt ,s A ,- bvnefits of such firograms 1,r . ;e , el !; . ' !, I ,10 agency :should have ,.mptcl, f-i. 127

kVy app11.1:1 )1/1' N1r, Aloa.-ri., 1. ilk via 11111111. flite testitnom-. >Irv,. tuph. mill I0.1111ill 1 Ivoithl ti, 111'0110V II1V111 (It1)1'. 1;1'1"U ;111(1 ;111\' I y,, titt, cittostit,t,just looof ii, Dr. voit ,otttt that :-tutti to ;Idopt r,1' iii Isi,4` the,1:1 lrill= 1al,li'hii g 1,1-3;ouot ,I.vlop flirt 111.1. that it; nii!rlit Iry hil.for 11 1:1.,11!13I ios improved I 1..-;1:-;. rit.%v:ma ;III' C41111111g it I'll' '.;1111(' rat illit ;11111 1 It sounds to too- likt, till 1.1)1' 1110FI'ller;11 11:IVI. ;111V.. :VI/1111110y 1151' 1)V HI(' SI:111`:.; MO/11)0;11 :4'111101 (11:-.11'.141:-:, 1)11 11111101U ()II ? to HAI1 onilertard in he a litantv,Ilit, nttri comoivol fin stiodilict(ion. in;'Lilt` proposal, \1:1"1.tCrr,r a iii)ict. 1;17111;:1t1. Wn11111 2/1)1-;01/111dy 1111.111(111.101'Y 01" V(111111 ll'Vila111111A 1)1141'1'fhpvolontary that MO' Vii111111 ary 1(.7.111Ir iOi i,ii - ;IlIlan to h1' Iwool(' 1'llllilial ?( prolio,-;:t1tolit,1:11,:oll very carefully 11ra11191, If WV ki.":1111 ;1 stiltivittand to ht' a recognized if vatititto twit to staridatai. there may develop temptation for ,-.:,.hook earlier. teach to ;11:. sopi.riini.nilent Warner Iltii 111111 this toll 'flak idea I)a notionalcommission to 'i't iki) hi. given a ryeat dealof care fill cons:1,1(.1.31 fIll:-1101; ;11'1' 111 1lisrlt'in!; a %dmiral,: 1'C:ifill'uf)(1;11. 11111111,0/' h1 Irt.liv in11,,rt.:-1 slime I:^(410.11)111/Oral Ii vt kiwi 1''oli-r3 Irolv (.11co11mzi. to. sot tip State iirorratits t0 1!1'10; III(' 114'111II.';11 :111111111;111CW - ;WO( Li) lit' .-411111.;-. fi)1. I 1)1.1w-rains. IV(' hay(' to hi' a wary that vt.tiplt. obit'111 :;on I to Ili' irks, nat.ional group m.t t i11s up nal ional Ill Sta stand:tills ii,iilil have t hi. in 1V1"111- tir tht, ,..tmiapoint nut- 'ono iit va In, ma] .4 and:ti lls it, a '1,111 1111'111I1,r ill 111. 111;1- 110 If,it :11",s 1)1'.14'.1111Y. 11 all Vilati'Ver (10.1.101.1'11 HMS! limp h III11.i.at :ivt)iti all 114)Al.pit wi.11o111 1t Sill; I111. wi-ong itbkt otitic;i1,:;,;tryrvsi....tatt(1. III III. ot. our,,,,It. to Nlovi \ \ar'1I1`r. kvooldoll like tort,1,11.0 that Mrs,1'..uNtai, In rcfcroni, i0 C11111la.-4,,,on,:u1(111. 1,;;IVig (10V(.1()11011 tAri.ii;i ;y411.111 th;11 ;I)/ rtlr 1 I goals at each grade level 1110:0'1111M iill'.--;1111it"cf a 11e 111,! these goal:: in order to ,Iloct (airtexthooks for the local tlistrict elosrooni ha VI' 1111111041 10X1110111; from tin. 'tilt;' lvt`vi nark in( h1' inc:11!PVC', IV(' an' V.11'1(.111.,illri,I`I'S('. b:Ik = 10 111V Het_ vIii.i.ovio.posil)11., Ott. gook: and I11:11 are (.S1/(1111,-110(1f()1.. lit11, rit v say, reailitif2,. airinatlientat int rod oil ion of a concept, with -a concept. inaster- ut the concept atvarious 10-01-o that we 12ti

halve t0standard established for goal,. furthe i;ngster=in the various subject areas. It we were to work nta national level, and put togethera com- posite of 'tines to look at thissort of thing. itis indeed pos,11)1c that that short of an.objeetivepr oces could In. (11'1(1(111Pd. T11(11. ill (.11.(11 Stith( develop its testingprograms an it goals: will toward rt.:whils e, dose Nit as you say, thereare areas of computencthat: voun gst Must know in -order to function inourr noiet v. Thant; you very 11110.11. Airs. 11`arner, I would like to address this questionto 1)r. Ben.. anti a IN- I tinthis pand. %oil l'here has been an argument that D'ederal,,tandrd:, and tests would be likened to Federal control ofcurriculu111 and that various schools would tend, to !viol( to (lie-test.1)(1vim believe that t he eutivern. is valid, if the standards andtest,- are ronfined to the basil. :skills of reading; writing, and mathematics. If so, isn't the purpose of the staml(idsand te,zt.., to set, if t lie vi °us schools an devt.loping th(),:e skills. and toencourage those which are not, to start thweloping them? 1)r. BERRI% I think tilitt they might teachto the test, which was part of the question. lint if theywere teaching to eerfain aceepted levels of reading. ninth. and writing conipeteney. maybedint would not be all had, to answer the ver,tralpart of yollr question. however, it rniht still he preferable for us to provide supprirt and encouragement to the Mates to set that kind of standard -for them= selves, rather than making it a national standard. I just, don't think that there :my .way. unless we are very carc fol. this whole issue, which isa constitutional issue of local control and State vontrol, 114 opposed to national control. I =thinkthat we should encourage :Mates. and we Khultltl tryto have them det-elop minimum standaols. Even if they taught to those.I .would not be quite so disturbed. I :MI just a little worried about us saying exactly what those standards should he, even ifitis the s:ttile thing that the :-itlites would say hack to us. if we asked them what the standards would be. That would he preferable. NI.r.fo-1-11.. Mr. Andrisel; ? Air. .1Xintismi. On the plane tlossii this morning, Mottl. we talked libout the change that von indicated in t he GOss. anal I liltthe , term that- von I was encour:i,ged. and I sensed from that that whin you were sup:gest inr as :I- possibility. that the Federal role might be to encourage and support with some financial booking this effort' throughout the country. It would seem to 1111that if that were done in a proper fashion, it would be possible to provide not only dollar resources but people resources front the Federal Government to ;lid the local school districts, or the.State in setting up the standards which are appropriate for the local school - districts and the State. I have a little bone to pick Ali's. Wilmer on one issue. Iant_. fearful -Hutt if the-Federal Governentm gets involved in set ting goals, that 1S a pretty powe_rful tool. I really am not .very enthusiitstie about that in terms of the local school system. 129

However, I do sense tlultit is p,sthle for this piece of legislation to make an impact 011 the 6huul. With Federal supportand Fed- eral help, without the lug issue of Federal cont=rol anti Federalinter- ventionwhere itought not to Alon,. Thank you. Ilet-Fognizing that no standard is pertect, do you1011eve it is puss'- ble to develop a standard of educattotud poiticiefic3- litreaditie-, ivrit- ing, and mathematics, which &line what studentsneed- to know to function effectively in society likautv. 1 think it is possible todo that.I think that it is In done in some places. There is one ingredient notincluded in that for That is having' parents decide themselves Whatthey think the schools ought to he teaching at an appropriatelevel. It is entirely possible to design viler( Ivy tests.May I interject one Lolliltcutr It is nut t hat we in the .1dininist rut ion areopposed to tests. 1Ve use them now in a variety of different programs. We are itot even opposed to tests being 11;4.'11 to roil rate lhat softie Stildvilts are more competent or able t lion Dithers. ThePresidential ScholarsProgram .very year recognizes top students from every jurisdiction in the eountry.'Plitt top one percent are selected on the basis cif testsSAT or t hr ACE JS not- that gee areopposed to tests. It is justhat we have to be sure about the voluntariness. N'e aretalking minimal conipetencr, soinething that is important in a student's goingfront gradetograde and graduating from high school. and getting .ajob. liarentsill every local jurisdiction areinvolved with the school boards attempting to determine what they think this competencyshould be, But, yes, it is entirely possible to develop a testwhich effectively measures one's competencylevel in rein ling, writing and arithmetic. ItBeal.; Mr. Morn,. here with 31.r. Yes; 1 wnuld like to put in one caveat gllrtl to minimum competency examinations,1 think one wants to be very careful with minimumeimipeteticy ti,s7ts.ipgardless -of where. they are developed, and where flies- a reused, t hat those minimum competency tests remain IHniminticompetency tests, renutin floor tests, and do not then become amaximum competency test. I think that the further you get :iwtfrom the local school this. trict, the more likely that might be,itit national examination well! developed. The school districtflu it might begin to teiteltthose con, maybe of other ones. You might, inninto the cepts to the exclusion, than minimally, from problemof what you expeet maximidly. rather pupils. Youhaveto he careful of that kind ofthing. 1Vir. Morn,. Thank you very notch, .11r.Beal, Do you object tohaving an independentpanelrepresentingvarious disciplines. devise thesestillidards. rather than relysolely on Nitwit- tional experts? I have no problem withlei ving an independent panelof Dr. lint as I pointed eel erts in variouslitchis devise tests shit( st andards. out it'tnighthe better to have stantlal tltleviSttlfor etteli State. or have., 1011salai rc- some recognition of the .HM111'inrivs SpOnSibilitleS Withthis independent group of experts.

93 130

might have several ,itch group- ;I?: oppo-ed i 44 haying one group ; hut I do support alit Independent ii tlirre id:I he expert Ise and advice. Ale. Nf4'irri.. Mr. Andisek 3fr. I think the field of education has no corner on the market Of knowledge alaiiit teaching or learning, 11444-essaril-. I think that we could_ use the expertise front inativ fields. would partTettlarly like to 11:-0 the II, 1,1,,.10, of kids:+ think t hat all of the pan-nts have )1 slake In what 4,y44 are talking about'0 here today, and many deserve 0 voice smut-pi:lee along the line as to 101111 is important to their Mr. Nfot-L. Airs. IVarno.? .Mrs. )n the. ,tote Itirl. we do ha vt sneh a group. It is com- prised of a variety of constit oviteies. and 1173.ivre 150 total, they are nitors. reproserita- parents. school boa rd members. I eaclirrs.. mho ._ tives front business and industry and labor. .We feel that it is vital to have that kind of cross-sect ion.The hit ter group, for example. supports to rtla_rgo degree the edneation enter- prise through taxes, and the continuum is that they acceptthe students when they graduate from high school anduniversity one of two 1l tit's: Either to berckine their PlItpinytPs. titcy,:p Stildents heeOtne So it IS Vital that all lontitillnitiS ite itiVOIVM in the prOCOSS 111 alIV kind of goal setting. and tt rtaiiik y irr fire area of set t ing stmain rds- we must have the involvement of that one key group,and thin is pitrent4,, reinforcing Dr. Berry's comments. .At the State level, where there is it de40-ee of ownership.where there the cflpabilitv of individual input. it is'an excellent eoneept,and worIcs very well. It certainly has in the one specific casethat I am most familiar with. At the national level, the commission should contain a greatdealof expertise, be they independent. he t hey experts. .yhatever theyIQ' may lie. they will be looked upon with sii- pinion it the Statelevel because no one feels. individually or independentlydot they hays that kind of expertise. We have to work with large groups to distilltlw truth. Mr. Nfort.. Thank you very much. Mrs. Warner. The last question I have. there has been muchtalk about eultural bias in testing, designing tests to measureperformanee against these standards. ifi' obvious t brit the quest ion'should he 11141110-41 t110 results; reasonably reflect the child's ability inrelat ion to the stand ards, whirl is not within the current state of thetesting art. _Does anybody have any comments on that ? Dr. Tit:aul-. Do you mean. ean par have a 1-1,4 thatwill, in to fleet these competencies? 3fr., Nforri,. Yes. when we talk 0l4010 roll oral bias andcompetencies__ Dr. 1-3Eattl-. You may be able to There are exportsheavily involved in developing tests who tell its that there are-Prohlein:1of cultural bias in some test arras: extent of 4Whir:II biers 1in-4)s from subject-to subject. It is possible, I think. to reditee t he bias:however it gets Inure difficult as you get 1001e involved in ,,iilijects where itis easy to hevoine culturally "biased. There is a lot of dispute alronlshout this aspect of testing. Mr. 11.16-rtm. Mrs. Warner? 131

Arrs. 11Aft'firrt. Afo 111,1 would ha to accede to l)r. 1;errv's marks. It is ant in. iistiert atIii yet f chit III art. t his littsioei, of tstiv. kit %%Ault- the people at the local arc interested in. and %vliat volt are interested in is not the test.The t( I?' Vim ;MP inst a Mat ti.r hiti.roteil in is Ill it lit. ll 1.t ill certitin capahilit li s. so that titthe first -"1.;ole Hill-III Vi.till skills necessary lii hiflu. 0..nt.k.:-;n fluffill .-orr)INI-gradt. loud, t),,,,,.- ean use the that, 11VV1'1(11/1;1 111 tilllIT an interested in conwetencieF..;old hi1titirig' is ill!A hut pront's oil Ow I'II'. WI' US(' 1A-litri, aro. It is lost fat' Ctiii have gone. hut it111)1 not tell yull 1.1.iii it VC111

1A-t. need help a t Hie Vederal level. i f therei s t o he help, as you i t i d i - 1,z ro;ly1111 V1. 1111' O a t ( 'l'oll 11111 V :1 1/1111(1 31)111'hill. sources NV111111 t111.1.- 1)11.Sent 11. 111 rgl'IV`110 1101 1.1'. IIIil'111'1' hi) 114114 I1.'I1VIC NVitIl their looa 1 ,:eilool districtto1e-t.11,[i those coropetem.%- capaltih- I ;es. and to bring- each in,tructional tontinto the sitholittponent. to (10m-toile. %vlietlicr or not the child is succeeding.To Itreali math into- Iti sections in oriho.to It dile to evaluate 1.Iiiitilt test 1.%-liort. In is. If thev fail and are competent in1.2. then rialrolitrilt0 oil t -tlii t11(\ thathi'ran olovi,il to the ooNt- That. is.11. Matter of Iitinnni pntvntIlli ilcvelnranviit!Nit wi ii II wally talking tnsiis j11,4tIll illI tO iuti.nninn %viii rn arr. 1,111 h 1111' 11 11'SI A101 111.IIItit :-;ntlin I'll 11 11 111 I 11111S 1I it111111i1Ill 41)1111/M I'111.1i'7'.II von Illy 1110011, Iii it be hull( into 11it 1 lii 1.1.S1Till ' looking rm. ,..owthior id,(. ITItill1,1. if %nu are meitsitritig .ittiterican stmlonts ()I' Ilia they can ident ifyI maple Iiiif . I t.,.tt }nit %vas 111.1.vInpoil in (:nunla. 111111 lVi it lit tic. Iii;. Itiiiltin. I t you :ire a4;iniz a child oil nit Indian reserv.ation to identify- pito- ton-raplis 04pint Aft' 1I lloy havi: Heuer seen awarn(' iron. and t lii %N.:7111e iron num., tilt 11111141 milti t at I thetillfill 11111 then that hunt in. and II .is %%Tong. .1, %ve. %-ottlittIII IlIgifitutt competencies. I should Ili-nil,: thri could easily fly %yell ttlio- huilf -in culturalproliteins for -olingsters. Mr. Nliirri.. Thank vott vvry much. .\NiiIitSIi4.IAtIllvx1,11.,,-, ono rholig,lit.It cnnics barli ut thf.. tIti %%-lnitis I ill.1111 rilor-,1, Ilio ,l Ill Ii frf /ill/'Iill lilt ing fillhfJ()t 1)1 tIn.ti "I In 111.11-1.111 IlTIli Iil II III ft (tilt high ,chool lIltIflI ;hey iii IllIt Illol.rta Illkilk, till))I think one IlLS to tviTiblt- concerin.il :donut %%-initever }Mil(in till' td. ontill. otlipl. Intnli@ roo11.of v(ol -'(III I. IP:4, a of diagnosing difficult t hat t he p I11111. have. mill .0)11 :L", going to providi.Ili. am I the ;01(111 loila I those yotingsters overcome those difficulties. thi n. IIIftiet. if tlioreI'. in_ 1.101111' 111111 or a lull-. it win nvt.i.f.ono. I.( rm., 1,,,, hoHT itv prow". striu.tion1)11,pci. pxyprivocps. Mr. NIorri..I%cull hl It)hattli of you for spendingrig - valutible time %vitli IIhere this morning. 114 e Ii ill learned a Iot, and I think that itis going to III vuy Iwipful t,) us in. our eonsi(leration ol the bill as amended. 132 Thank von vory notch for vowing morning:. standi adjourned. iLt11:30 a.111.7tilt. !-;111wtililil1ittve sillyipc( to rill! of tin.( [1:t.torial for incluion in tho rocord fitiowsd York Coontv TAXPAYkrt,i to

York 'Te.1-a.11,,1 -1'

Chairman rar! rerkie,4 House F:0,1, Winn an.1 t,m,f 2181 Ravh.irn n.111ding

Dear Reoreeentati.e Perkin.:

RePis,e-riiai'.,. Mcl"! ! " COrr11.ftlfli rim 1,01.11arinr-

N,141,' 010119 111, 111, nha o h, Of CreiVhton 't=1 The ef "'1'

Creighton had no 1....1r t .

onivernite -mo e' 101,, Prt3rUg9 1.11-.11q tO in the NaFf.f,i.uuafia1rr it Ill' .".' *San Memel No; al '' little 11Aqi,1,11' a,lon the ruore tnhnm at aptr an !' a1 the enrtil:ee

on 4 ,i0,1 In tht v .r.1,-,',..t, 1 '1' Corps Tr.a.m...r._.. rat, ari 'a r ti 'T.:,' An the levc.l.pr !-.n'ora, rt.. "

' ' ahilitv or before.,ojd '." Why do r1,1.