A r c h i v e d  I n f o r m a t i o n

Table of Contents State of American Education America's Kindergartners Town Meeting on Nurturing Readers Reading and Writing Activities for Children Guide to Selected Funding Opportunities Satellite Workshop on Grants for Middle and Secondary Schools Guidance on Turning Around Low-Performing Schools ESEA Reauthorization Update What Challenges and Opportunities Face Postsecondary Education? Improving America's Schools (IAS) Conferences Promising Approaches to Positive Parenting and Safe Schools Budget Testimony Credits

State of American Education Secretary Riley issued "A 5-Year Report Card on American Education" in his State of American Education Address last week. It examines progress in 10 areas: reading, math, and science; teachers and teaching; technology; alcohol, drugs, and violence; choice and charter schools; pre-school and after school; family involvement; high school completion; opportunities for students with disabilities; and college participation and student aid. The report card and a video archive of the Secretary's speech are at http://www.ed.gov/soae/

America's Kindergartners "America's Kindergartners," released last month by the Department's National Center for Education Statistics (NCES), provides first-time national data on children attending public and private kindergarten, their families, and their classrooms. The study found that most children enter kindergarten with beginning reading skills and nearly all know numbers and shapes. Most children start school with good social skills and are in good health. "While this report is very positive," Secretary Riley said, "I am concerned that it tells us that only half of all parents are reading to their children every day. My message to parents is to read, read, read. It makes a powerful difference." The study found that 82% of children enter kindergarten with print familiarity skills, such as knowing that print reads from left to right, and 66% recognize letters. Some children can recognize words and a very few can understand words in simple sentences. 94% begin school knowing their numbers to 10 and basic shapes; 4% can add or subtract. Although the findings were positive for the population as a whole, there are several groups of children whose knowledge and skill levels put them at-risk. On average, according to the study, African-American and Hispanic children, children from welfare homes, and those whose parents have less education had significantly fewer early reading and math skills, exhibited more problem behaviors, and were less healthy. This study will follow the same sample of children through 5th grade, gathering data on their reading and math achievement, social skills, physical development, and school experiences. The study will reveal whether differences that exist when children enter school persist or change over time. http://www.ed.gov/PressReleases/02-2000/217.html http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000070

Town Meeting on Nurturing Readers "Nurturing Readers: Building and Sustaining Community Reading Programs" is the topic of this month's Satellite Town Meeting. The program, hosted by Secretary Riley on March 21 from 8:00 to 9:00 pm ET, will focus on creating successful community reading programs. Participants will explore how to build a quality reading program and how to evaluate and sustain community literacy efforts. The Secretary and his guests will discuss how community partnerships can support literacy development by bringing together committed individuals representing different expertise, experience, and knowledge about children, reading, education, and the community. http://www.ed.gov/registerevent

Reading and Writing Activities for Children 400 activities for strengthening children's reading and writing skills are available in 4 "School-Home Links Reading Kits" (one kit for each grade level, kindergarten through 3rd grade). These kits, part of the "Compact for Reading," not only help improve children's reading skills, but also provide guidance on creating and maintaining school-family partnerships. The kits are designed for use with the "Compact for Reading Guidebook," a handbook that walks your family-school compact team through the steps of building and implementing a Compact for Reading. http://www.ed.gov/pubs/CompactforReading/

Guide to Selected Funding Opportunities "Promising Initiatives to Improve Education in Your Community," a guide to selected funding opportunities, provides detailed information on 19 Department programs: Class Size Reduction 21st Century Community Learning Centers Reading Excellence Technology Literacy Challenge Fund Safe and Drug Free Schools -- Middle School Coordinators Program Comprehensive School Reform Demonstration Program Public Charter Schools Program Advanced Placement Incentive Program College Assistance Migrant Program (CAMP) and High School Equivalency Program (HEP) Teacher Quality Enhancement Grants Preparing Tomorrow's Teachers to Use Technology Program Bilingual Professional Development Program GEAR UP for College Program Learning Anytime, Anywhere Partnerships New American High Schools Smaller Learning Communities Initiative Elementary School Counseling Demonstration Program Safe and Drug Free Schools -- Alternative Education Programs for Suspended and Expelled Youth American Indian Teacher Corps Professional Development Grants Exemplary projects are described in the guide, which includes links to related resources. http://www.ed.gov/pubs/promisinginitiatives/

Satellite Workshop on Grants for Middle and Secondary Schools On March 13, from noon to 1:30 p.m. ET, the Department will host a satellite workshop on applying for Department grants to help keep schools safe, prepare students for college, create smaller and more personalized learning environments, and develop alternative strategies for students not succeeding in the classroom. Information will also be provided on how secondary schools might be recognized as New American High Schools. You may ask questions during the live broadcast by phone, fax, or email. Before March 13, you may fax your questions to (202) 205-0676. (Please write "Question for Grants teleconference" on your cover sheet.) Participation is free, but to make sure you're notified of any changes, please register (online). For satellite coordinates, program schedule, details on these grant programs, registration, and other information, please see http://www.ed.gov/registerevent or call 1-800-USA-LEARN. The program will also be webcast live from this site.

Guidance on Turning Around Low-Performing Schools In his weekly radio address on February 26, the President issued guidance for the use of $134 million in new Title I funds (now available for this summer) to turn around low-performing schools. Schools and school districts must spend the funds on school improvement activities, such as developing and implementing school improvement plans, conducting professional development, strengthening curriculum, or enhancing parent involvement. Participating school districts must provide students in low-performing schools with a choice to attend another school within the district. The Administration seeks to establish an enduring national commitment to greater accountability and improved performance through this year's proposal to reauthorize the Elementary and Secondary Education Act of 1966. The guidance and a list of estimated state-by-state allocations can be found at http://www.ed.gov/PressReleases/02-2000/226.html

ESEA Reauthorization Update Last week Senator Jeffords, Chairman of the Senate Committee on Health, Education, Labor, and Pensions, released a draft bill to reauthorize the Elementary and Secondary Education Act of 1965 (ESEA). The draft includes a new block grant program similar to the Academic Achievement for All (Straight A's) Act passed by the House last year. The Senate's reauthorization bill, S.2, is scheduled for mark-up beginning March 1 and is available at http://www.senate.gov/~labor/ Several months ago, the House passed H.R.2, "The Student Results Act of 1999," which included reauthorization proposals for several ESEA programs -- among them, Title I, the education of disadvantaged children, and Title VII, bilingual education. Two weeks ago, the House passed bills to extend Impact Aid and Even Start (part of a larger proposal on early childhood education and family literacy).

What Challenges and Opportunities Face Postsecondary Education? The Department's Office of Postsecondary Education (OPE) is hosting regional meetings to get your thoughts on questions that include: How can the Department better serve all those who have a stake in American postsecondary education? What are the most significant opportunities and challenges facing American postsecondary education in the next 5 years? The meetings will be held... April 5 at The Colonnade Boston in Boston, MA April 26 at Wyndham Dallas Market Center in Dallas, TX May 2 at Hyatt Fisherman's Wharf in San Francisco, CA May 10 at Wyndham Atlanta Hotel in Atlanta, GA College and university presidents and faculty, trade and proprietary school executives, students, parents, community members, business and technology leaders, and others interested in education are invited to attend. Or, you may send your ideas to Kim A. Thompson at OPE.Agenda@ed.gov In the fall of 2000, this effort, known as "The Agenda Project," will set out an agenda for the federal role in postsecondary education that is informed by advice gathered through these meetings, email, and other outreach efforts. For details about the meetings and The Agenda Project, please see http://www.ed.gov/OPEAgenda/

Improving America's Schools (IAS) Conferences Please mark your calendars for the IAS 2000 conferences: Sacramento, CA, September 18-20 Louisville, KY, October 2-4 Washington, DC, December 13-15 For frequent updates -- and to see videos of the IAS 1999 keynote sessions and browse IAS Education Reform Institute resources -- please visit http://www.ncbe.gwu.edu/iasconferences/

Promising Approaches to Positive Parenting and Safe Schools Last month, at a day-long summit among researchers of educators, the Department showcased 2 promising approaches to promote better student behavior and safer schools. One program, Regional Intervention Program, encourages parents who encounter misbehavior in young children to... State expectations in advance -- tell your children how you expect them to behave Catch your children being good -- go out of your way to acknowledge this behavior Present limited, reasonable choices, and show the rewards and consequences of those choices Get used to saying, "when," so you're stating the behavior you expect, and the privilege that will be earned when completed -- avoid begging, bribing or threatening Stay in control. Rash and automatic reactions to bad behavior will usually just reinforce it. Remember that disciplined children need disciplined parents to set the example. The other strategy, Positive Behavioral Support, involves entire school communities -- from the principal to the bus driver to the students -- working together to set expectations for behavior that are understood by all. Susan Taylor Greene, principal of Fern Ridge (OR) Middle School, credited the program with a 70% drop in discipline referrals. Nationwide, the approach has been used in more than 400 schools, some showing improvements in discipline and achievement. "The research we've supported makes it very clear -- early intervention and positive behavior support are the most effective ways for creating sustained safe learning environments," said Judith E. Heumann, Assistant Secretary for Special Education and Rehabilitative Services. The 2 programs were presented during a conference sponsored by the Department's Office of Special Education Programs, entitled, "Better Behavior, Better Schools: A National Summit on Children's Behavior and Safe Learning Environments." Families and educators seeking more information on early intervention and positive behavioral support may call the Department-supported National Information Center for Children and Youth with Disabilities at 1-800-695-0285 (http://www.nichcy.org/). Details on the Regional Intervention Program and Positive Behavioral Support are available at http://members.aol.com/RIPNASHTN/contacts.htm and http://www.pbis.org/

Budget Testimony On February 29, Secretary Riley testified before the Senate Subcommittee on Labor, HHS, and Education Appropriations about President Clinton's FY 2001 Education Budget. The testimony and additional 2001 budget information can be found at http://www.ed.gov/Speeches/02-2000/20000229.html http://www.ed.gov/offices/OUS/Budget01/