Community Update

No. 69
July 1999
U.S. Department of Education

• America Goes Back to School 1999-2000: Challenge Our Students and They Will Soar!
• New Survey Shows Increase in Museum Education Programs
• Mars Millennium Project Takes Flight in Houston
• Philadelphia Futures Operates Sponsor-A-Scholar National Network
• Delaware Joins the Partnership
• Announcements
• Calendar
• Congressional Budget Resolution Will Shortchange Key Education Programs
• Elementary and Secondary Education Legislation Sent to Congress
• Credits

America Goes Back to School 1999-2000: Challenge Our Students and
They Will Soar!

July 7, 1999

If we want our students to soar and succeed in the 21st century, we need more family, business and community involvement in children's education. The back-to-school months of August through October are a good time to launch new partnerships and new initiatives to improve education. This year, more families, schools, college and university students and staff, employers and employees, grandparents, community, cultural and religious organizations, caring adults and older students are looking for ways to support the America Goes Back to School initiative. Sponsored by the U.S. Department of Education's Partnership for Family Involvement in Education, this annual effort gives educators and parent and community leaders the opportunity to build partnerships to improve education during the back-to-school period of August through October, and challenges Americans everywhere to make a commitment to year-round involvement in children's learning.

"This is an extraordinary time for our nation's schools, and I ask all Americans to pitch in," U.S. Secretary of Education Richard W. Riley said. "Better education is everybody's business."

America Goes Back to School can help communities rally around an area of interest such as: making schools safe and drug free; recruiting and preparing quality teachers; modernizing schools; expanding after-school and summer programs; getting high standards into every classroom; or developing pathways to college and careers. Last year in Silverdale, Washington, the Central Kitsap School District developed the "Parent University" to offer a variety of classes to help parents take an active role in their children's learning. For the past two years, the district has also sponsored the Central Kitsap Goes Back to School Fair, which provides the entire community with the opportunity to come together and celebrate education.

In Chisago City, Minnesota, two Chisago Lakes elementary schools kicked off the "Academics and Achievements through Music" program to enhance learning and memory through music in the classroom. The program, spearheaded by a parent, brought families, teachers, and school officials together to explore this new teaching and learning method to increase student achievement.

In Birmingham, Alabama, over 20,000 people attended the R.E.S.P.E.C.T. (Respect Every Single Person Ever Created Today) Annual Back to School Rally at the Alabama State Fairgrounds. The event was organized through a partnership of the R.E.S.P.E.C.T. Organization, the city of Birmingham, Birmingham Public Schools, local businesses, and state and local elected officials. In Louisville, Kentucky, more than 500 religious leaders, educators, students and members of the higher education community came together for the fourth Religion and Education Summit. The summit focused on family involvement in education, school safety, and college and career preparation for young people.

For a free copy of the America Goes Back to School Organizers Kit or publications designed to help families, community members and businesses get involved in education, call 1-877-4ED-PUBS. A TTY/TDD number is also available at 1-877-576-7734. You may also call 1-800-USA-LEARN or the TTY/TDD number at 1-800-437-0833. To obtain information about the Partnership for Family Involvement in Education, call 1-800-USA-LEARN or visit http://pfie.ed.gov.

New Survey Shows Increase in Museum Education Programs

American museums are providing more K through 12 educational programs than ever before, according to a nationwide survey funded by the federal Institute of Museum and Library Services (IMLS). The 1998 survey, conducted over a three-year period by the Arnot Art Museum of New York, Elmira College and IMLS, forms the first baseline profile of the status of museum education.

The survey findings are based on the responses of 450 museums, part of the 600 museums selected randomly from 11,700 museums of all types, sizes, budgets and geographic locations across the country. Highlights from the report show that a vast majority of museums (88 percent) of all types in rural and urban areas are committing more staff and financial resources to serve school-aged children and to develop programs meeting the school curriculum standards. Museums in the United States spend $193 million annually on K through 12 programs, and 70 percent of museums have at least one full-time staff member who offers K through 12 educational programming.

Collectively, American museums provide nearly 4 million hours of educational programs, and museums report substantial use of school curriculum standards in shaping educational programs for a variety of school subjects. Museums offer a wide range of learning activities such as teacher training, staff or docent guided tours, and museum staff visits to school classrooms. Over 70 percent of museums reported an increase in the numbers of students, teachers and schools served in the last five years.

Acting IMLS Director Beverly Sheppard noted, "Communities can use the results of this study and our case-study workbook to strengthen existing partnerships and start new ones. Museums in nearly every community can work with classroom teachers so that children can use museum resources for curriculum-linked learning activities."

The summary publication and a case-study workbook, True Needs, True Partners, are available on the IMLS Web site at http://www.imls.gov. For a copy of the complete survey and information about the IMLS, e-mail to imlsinfo@imls.gov.

Mars Millennium Project Takes Flight in Houston

An initial prototype flight of the Mars Millennium Project has taken off in Houston, Texas, capturing the imaginations of children, teachers and the community in a way that can serve as a model for other communities nationwide. An interdisciplinary effort, the Mars Millennium Project encourages students from classrooms and youth groups across the nation to imagine and design a community on Mars for the year 2030.

Spearheaded by the Reverend Tony Campbell, the pilot program has received full support from Houston's mayor office and America's Promise/Houston. Working in teams with educators and civic, religious, business and youth-based community groups, hundreds of students in Houston are weaving the arts, sciences and humanities into an exploration of their own communities. The result will be student projects or designs for a new community on Mars that is scientifically sound and offers a high quality of life.

"The Mars Millennium Project has enabled our children to learn math, science and the arts in an innovative way," Reverend Tony Campbell said. "It has also given them the capacity to hope and to dream of new and better communities both here and on Mars."

U.S. Secretary of Education Richard W. Riley recently visited the program and was impressed with the quality of the children's work. The program was also featured at the U.S. Department of Education's May Satellite Town Meeting "Counting the Stars: Math, Arts and Space Science."

"I commend the citizens of Houston for putting their children's education and creativity at the forefront of learning," Secretary Riley said.

Guiding the project are the U.S. Department of Education, the National Aeronautics and Space Administration, the National Endowment for the Arts and the J. Paul Getty Trust, in concert with the White House Millennium Council. For more information, visit http://www.mars2030.net or call (310) 274-8787, extension 150. To obtain information about the project in Houston, call Laura Wade at (713) 437-6286. Videotapes of the May Satellite Town Meeting are available by calling 1-877-4ED-PUBS.

Special July/August 1999 Insert on Family Involvement

Philadelphia Futures Operates Sponsor-A-Scholar National Network

The U.S. Department of Education's America Goes Back to School initiative challenges Americans across the country to make a commitment to year-round involvement in children's learning. In Philadelphia, Pennsylvania, the Philadelphia Futures program is dedicated to improving life opportunities for low-income young people through education. Their centerpiece program, Sponsor-A-Scholar (SAS), has enjoyed extraordinary success in the Philadelphia area, with 94 percent of SAS students enrolled in college immediately after high school graduation and 88 percent returning for their second year of college.

The SAS program employs a combination of long-term one-on-one mentoring, a financial incentive for college expenses and academic enrichment and support. The organization mobilizes individuals, businesses, public agencies, and colleges and universities to become involved with city schools. More than 467 students participate in SAS/Philadelphia, representing more than 50 colleges and universities.

The SAS National Network offers consulting services to communities and organizations across the nation that want to implement some or all of the SAS model. Presently, there are 10 programs across the country that have adapted the SAS model, serving more than 550 students with mentors, financial incentives, and academic support. For more information about the Philadelphia Futures program, call Debra Kahn at (215) 790-1666, extension 18 or e-mail philaf@philadelphiafutures.org.

Delaware Joins the Partnership

Announcements

• The U.S. Chess Federation, a new member of the Partnership for Family Involvement in Education, has documented improvement in academic performance through involvement in chess. Chess improves concentration, visualization, and memory and can be introduced at many levels to teach a variety of subject skills. For more information about the U.S. Chess Federation, visit http://www.uschess.org.
• Kaiser Permanente's Educational Theater Program provides information on health issues and positive role models in real life situations, and is geared to various age levels and interests. Theater professionals engage students in role play, interactive discussion, and presentation of student work. For more information, contact becky.e.belangy@kp.org.
• Newport News Public Schools in Virginia has been selected as a "Governor's Best Practice Center" and will partner with The College of William and Mary and the Virginia Department of Education to promote innovative and effective teaching strategies for at-risk students. For more information, contact Patrick Finneran at (757) 591-4936.
• ORION, a grassroots network of over 170 community organizations in 38 states and a new member of the Partnership, won the Utne Best New Magazine Award for ORION Afield. ORION works to promote community-based initiatives in conservation and education. They also train and support master teachers who adapt Orion models in their communities. For more information, call (413) 528-4422.
• The following Hispanic-American groups signed on to the Partnership at the Excelencia en Educacin Conference in New York City on June 4-5, 1999: The Hispanic Federation; United Way of New York City; CUNY-City College; ACDP (Community Organization for Progressive Dominicans); and Aspira of New Jersey.
• The new Children's Health Insurance Program (CHIP) provides reduced or no-cost health coverage for children whose families earn too much for Medicaid, but not enough for private insurance. Administered on a state level, these programs can help students across the country stay healthy and stay in school. For more information on your state's program, call CHIP toll-free at 1-877-KIDS-NOW.

Congressional Budget Resolution Will Shortchange Key Education Programs

The FY 2000 Congressional Budget Resolution falls far below President Clinton's proposal for education and training. The House budget plan would likely necessitate cuts in critical funding for programs that reduce class size, expand after-school programs, provide extra resources for disadvantaged children, and help students prepare and pay for college. The leadership's budget resolution passed by Congress also did not address President Clinton's proposed tax credit to support $25 billion in interest-free bonds to finance construction or renovation of up to 6,000 elementary and secondary schools.

"We need to move education forward and provide practical resources to help our students, parents and teachers," U.S. Secretary of Education Richard W. Riley said. "The President's common sense agenda of improving teacher quality, helping student's to learn to read well, expanding after-school programs, increasing parental involvement, ensuring safe and drug free schools and strengthening accountability does just that. I urge Congress to work with us to improve education in these meaningful ways, not to undermine the support we must provide America's students."

The first chart below shows changes in education appropriations during the past three years compared to the projected allocations to the Labor-HHS-Education Subcommittee based on the Congressional Budget Resolution. The second chart, based on public opinion polls, shows that a majority of Americans want to invest in education. For more information on the U.S. Department of Education's FY 2000 budget request, call 1-800-USA-LEARN.

Elementary and Secondary Education Legislation Sent to Congress

In 1994, Congress and President Clinton charted a path for education reform by creating Goals 2000: Educate America Act and amending the ESEA. These laws established the clear expectation that all children would be held to challenging academic standards and that lower expectations for poor or disadvantaged students should not be tolerated. Research shows that these efforts have catalyzed education reform nationwide and begun to raise education achievement, particularly among disadvantaged children.

"American education is improving and our proposal builds on the positive trends over the last several years," U.S. Secretary of Education Richard W. Riley said. "More young people are graduating from high school and enrolling in college, and scores on standardized tests, including the SAT, are rising. Our bill will continue that momentum toward high academic standards for all children, help end the tyranny of low expectations, and spur needed reforms to ensure that all students have access to a quality education. It is the next step for improving American education."

The new legislation builds upon the promise of getting high expectations, academic standards and well-prepared teachers into every classroom by providing incentives and strengthening accountability to ensure that such reforms take hold. Among its key provisions are:

• Putting high standards in every classroom;
• Providing small class sizes;
• Helping every child read well by the end of the third grade;
• Strengthening teacher and principal quality;
• Providing accountability for schools and student performance;
• Supporting safe and healthy schools; and
• Modernizing schools for the 21st century by putting useful technology in the classrooms.

"Reform around challenging academic standards has tremendous potential to improve American education and we see it working in states that have put these measures in place," Secretary Riley said. "But for reform to succeed, we need to make sure that everyone is accountable for doing his or her part to help students learn and that our children have the top-notch teachers, small classes and safe schools needed for them to do so."

The new legislation, when passed by Congress and signed into law, will reauthorize federal elementary and secondary education programs for five years. For more information about the proposed legislation, call 1-800-USA-LEARN.

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