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Congress 105Th DOCUMENT RESUME ED 424 324 UD 032 587 TITLE Urban Education: Approaches That Work. Hearing before the Subcommittee on Empowerment of the Committee on Small Business. House of Representatives, One Hundred Fifth Congress, Second Session (March 26, 1998). INSTITUTION Congress of the U.S., Washington, DC. House Committee on Small Business. ISBN ISBN-0-16-057097-2 PUB DATE 1998-00-00 NOTE 194p.; Serial No. 105-44. AVAILABLE FROM U.S. Government Printing Office, Superintendent of Documents, Congressional Sales Office, Washington, DC 20402. PUB TYPE Legal/Legislative/Regulatory Materials (090) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS *Academic Achievement; Charter Schools; Elementary Secondary Education; Hearings; Instructional Leadership; Principals; Program Descriptions; *Program Effectiveness; School Effectiveness; *Teacher Expectations of Students; Teacher Student Relationship; Teaching Methods; *Urban Education; Urban Schools IDENTIFIERS Congress 105th ABSTRACT A hearing was held before the Subcommittee on Empowerment of the House Committee on Small Business to build a record of a lot of things that are workIng in urban education in high rk zoneF. In his opening remarks, Representative Scuder (Indiana) noted that tere is no question but that the best way to combat unemployment and tae problems that flow from it is to provide people with the best possible training. For most of the work force, training begins in school. Strengthening basic skills is not exclusively an urban problem, but it is one that is of particular concern in the cities. The purpose of this hearing was not why so many schools are failing, but why some succeed. Five educators who run successful urban schools appeared at the hearing to explain why their schools work. Thaddeus S. Lott, Sr., principal of a charter school district in Houston (Texas), described the experiences of a successful elementary school that used an intensive reading program beginning in kindergarten and direct instruction to raise academic achievement. Vera White, principal of a junior high school in the District of Columbia, achieved academic success with a program that focused on student learning and high expectations and that was supported in a partnership with COMSAT. Comments by hearing participants follow these statements. In the second panel discussion of the hearing, Oscar J. Underwood, headmaster of a Christian college preparatory school (Indiana), spoke about the importance of the educational environment and teacher attitudes. Leah White, administrator of an urban Christian school (Maryland), noted the importance of promoting parent participation and the importance of an atmosphere focused on learning. William Elliott, headmaster of a Christian academy in Philadelphia (Pennsylvania), emphasized the importance of good relationships between teachers and students and the importance of accountability and high standards. Comments from panelists completed the hearing. An appendix contains the prepared statements of the panelists and a letter from Governor George Bush (Texas) about Dr. Lott's Houston school. (SLD) OID URBAN EDUCATION: APPROACHFS THAT WORK HEARING BEFORE THE SUBCOMMITTEE ON EMPOWERMENT OF THE COMMITTEE ON SMALL BUSINESS HOUSE OF REPRESENTATWES ONE HUNDRED FIFTH CONGRESS SECOND SESSION WASHINGTON, DC, March 26, 1998 Printed for the use of the Committee on Small Business Serial No. 105-44 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as 4received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. U.S. GOVERNMENT PRINTING OFFICE 47-567 CC WASHINGTON : 1998 For sale by the U.S. Government Printing Office Superintendent of Documents, Congressional Sales Office, Washington, DC 20402 ISBN 0-16-057097-2 BEST COPYAVAILABLE COMMITITE ON SMALL BUSINESS JAMES M. TALENT, Missoum, Chairman LARRY COMBEST, Texas NYDIA M. VELAZQUEZ, New York JOEL HEFLEY, Colorado JOHN J. LAFALCE, New York DONALD A. MANZULLO, Illinois NORMAN SISISKY, Virginia ROSCOE G. BARTLETT, Maryland GLENN POSHARD, Illinois LINDA SMITH, Washington JOHN ELIAS BALDACCI, Maine FRANK A. LoBIONDO, New Jersey JESSE JACKSON, JR., Illinois SUE W. KELLY, New York JUANITA MILLENDER-McDONALD, MARK E. SOUDER, Indiana California STEVEN J. CHABOT, Ohio DANNY K. DAVIS, Illinois JIM RYUN, Kansas ALLEN BOYD, JR., Florida VINCE SNOWBARGER, Kansas CAROLYN McCARTHY, New York MICHAEL PAPPAS, New Jersey BILL PASCRELL, JR., New Jersey PHIL ENGLISH, Pennsylvania VIRGIL GOODE JR., Virginia DAVID M. McINTOSH, Indiana RUBEN HINOJOSA, Texas JO ANN EMERSON, Missouri MARION BERRY, Arkansas RICK HILL, Montana VACANCY JOHN SUNUNU, New Hampshire VACANCY JOSEPH R PITTS, Pennsylvania MARYMCKENZIE,Staff Director JEANNE M. ROSLANOWICK,Minority Staff Director SUBCOMMITTEE ON EMPOWERMENT MARK E. SOUDER,INDIANA,Chairman FRANK LoBIONDO, New Jersey JESSE JACKSON, Jr., Illinois STEVE CHABOT, Ohio JUANITA MILLENDER-McDONALD, PHIL ENGLISH, Pennsylvavia California JO ANN EMERSON, Missouri DANNY K. DAVIS, Illinois JOSEPH R. PITTS, Pennsylvania BILL PASCRELL, JR., New Jersey RUBEN HINOJOSA, Texas ALFELZENBERG,Subcommittee Staff Director 3 CONTENTS Page Hearing held on March 26, 1998 1 WITNE SSES THURSDAY, MARCH 26, 1998 APPENDIX Elliott, William, Headmaster, Timothy Academy, Philadelphia, Pennsylvania . 25 Lott, Thaddeus S., Sr., Project Manager, Acres Homes Charter SchoolsDis- trict, Houston, Texas 4 Underwood, Oscar J.,Headmaster, Cornerstone Christian College Pre- paratory School, Fort Wayne, Indiana 21 White, Leah, Administrator, New Psalmist Christian School, Baltimore, Maryland 24 White, Vera, Principal, Thomas Jefferson Junior High School,Washington, DC 6 Opening statements: Souder, Hon. Mark E. 39 Prepared statements: Bush, George 42 Elliott, William 45 Lott, Thaddeus S. 92 Underwood, Oscar J. 161 White, Leah 164 White, Vera 167 URBAN EDUCATION: APPROACHES THAT WORK Thursday, March 26, 1998 HOUSE OF REPRESENTATWES, SUBCOMMITTEE ON EMPOWERMENT, COMMITTEE ON SMALL BUSINESS, Washington, DC. The Subcommittee met, pursuant to notice, at 10:05 a.m., in room 2360, Rayburn House Office Building, Hon. Mark E. Souder (Chairman of the Subcommittee) presiding. Chairman SOUDER. This hearing of the Empowerment Sub- committee of the Small Business Committee is now convened. For those of you who are not familiar with Congressional hear- ings, when we have truncated weeks as we do this week, in the sense we are only here for a few days, it is impossible to try to co- ordinate the schedule. For example, simultaneously I am supposed to be over at a Head Start hearing that I didn't k.now of when we started this. I am also supposed to be in the Speaker's office in a few minutes, which I will not make, as part of our planning group because the meeting got shifted. Congressman Jackson expresses his apologies for not being here. He is in a Banking markup at this time where we have the whole credit union banking, community banks, financial services debate going on. In a markup you actually have to vote. We have a number of Members who will be in and out this morn- ing and we are doing the best we can. But I want to go ahead with this hearing to try to keep it on track and time. What we are trying to do is build a record here of a lot of the things that are working in urban centers and in high risk zones around this country, be- cause too often this is ignored in the process of what we do in Con- gress. It doesn't get a lot of attention, and we are trying to build a record. So I want to read my opening statement. We have selected as our topic 'Urban Education: Approaches that Work". We have selected this topic and chosen the name for some very important reasons. There is no question that the best way to combat unemployment and the myriaci of afflictions that flow from it is to provide people with the best possible training, as anyone who has been anywhere in the country knows, especially in urban centers. For most of the work force, that training begins in school. People do not stop learning once they leave school. For all people, except politicians perhaps, learning is a lifelong experience. But all additional training of people of all trades, professions and walks of life that they receive builds on a foundation of skills they already (1) 2 have. Much of it presupposes more than minimum verbal and com- putational skills. All of it requires the ability to read at the level of an adult. We have seen many people later on who may not even have a high school degree or who may have had multiple problems with failure in their life, who then suddenly become successes later. But if they don't know how to read, they don't know where to go to get the information. It will come as no surprise to members of the audience and this Subcommittee that we as a Nation are not doing all we can to im- part these skills. Year after year, in test after test we hear and read that too many of our young people are not performing up to the standards of their grade levels and are falling behind people of their age in practically every other industrialized nation in the world. This is not exclusively an urban problem. There are too many rural and suburban schools not doing well. But urban schools have to battle many other social ills in addition to the poorly prepared students. Too many of their students live and learn in environ- ments where crime, drugs, alcohol, gangs, and abuses of all kinds are high and adult supervision, positive mentoring and yes, some- times even love, are low. It is definitely more challenging in those areas, I think we would all grant that. All my colleagues agree these children need help. We have our disagreements as to what form this should take and what role the Federal Government has.
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