A Nation at Risk
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Transcript of A Nation at Risk
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1hbleof ContentsLetter of Transmittal
Members of the National Commission on Excellence inEducation
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Introduction
A Nation At Risk
Appendices
Appendix A. Charter
Appendix B. Schedule of the Commission s PublicEvents Appendix C. Commissioned Papers
Appendix D. Hearing Testimony
Appendix E. Other Presentations to the
Commission
Appendix F. Notable Programs
Appendix G. Acknowledgments
Ordering Information
Por saJe h~' the Superintendent of Documents, U.S. Goyernment Printing Office .-
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Honorable T. H. BellSecretary of EducationU. S. Department of EducationVVashington, D. C. 20202
Dear Mr. Secretary:
April 26, 1983
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On August 26, 1981 , you created the National Commission on Excellence in Educationand directed it to present a report on the quality -of education in America to you and to theAmerican people by April of 1983.
It has been my privilege to chair this endeavor and on behalf of the members of theCommission it is my pleasure to transmit this report, A Nation at Risk: The Imperativefor Educational Reform.
Our purpose has been to help define the problems afflicting American education and toprovide solutions, not search for scapegoats. VVe addressed the main issues as we sawthem, but have not attempted to treat the subordinate matters in any detail. VVe wereforthright in our discussions and have been candid in our report regarding both the
. strengths and weaknesses of American education.
The Commission deeply believes that the problems we have discerned in AmericaneducatiOn can be both understood and correCted if the people of our country, togetherwith those who have public responsibility in the matter, care enough and are courageousenough to do what is required.
Each member of the Commission appreciates your leadership in having asked this diversegroup of persons to examine one of the central issues which will define our Nationfuture. VVe especially welcomed your confidence throughout the course of ourdeliberations and your anticipation of a report free of political partisanship.
It is our collective and earnest hope that you will continue to provide leadership in thiseffort by assuring wide dissemination and full discussion of this report, and by encouragingappropriate action throughout the country. VVe believe that materials compiled by theCommission in the course of its work constitute a major resource for all personsinterested in American education.
The other Commissioners and I sincerely appreciate the opportunity to have served ourcountry as members of the National Commission on Excellence in Education, and on theirbehalf I remain
Respectfully,
~!::LChairman
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MelDbers ofthe National
cellencein Edueation
David P. Gardner (Chair)PresidentUniversity of Utah andPresident-Elect, University of
CaliforniaSalt Lake City, Utah
Yvonne W. Larsen (Vice-Chair)Immediate Past-PresidentSan Diego City School BoardSan Diego, California
,VVilliam O. BakerChairman of the Board (Retired)Bell Telephone LaboratoriesMurray Hill, New Jersey
Anne Campbell
Former Commissioner of EducationState of NebraskaLincoln, Nebraska
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Emeral A. CrosbyPrincipalNorthern High School
Detroit, Michigan
Charles A. Foster, Jr.Inunediate Past-PresidentFoundation for Teaching EconomicsSan Francisco, California
Norman C. FrancisPresidentXavier University of Louisiana
New Orleans, Louisiana
Margaret S. MarstonMemberVirginia State Board of EducationArlington, Virginia
Albert H. QuieFormer Governor
State of MinnesotaSt. Paul, Minnesota
Francisco D. Sanchez, Jr.Superintendent of SchoclsAlbuquerque Public SchoolsAlbuquerque, New Mexico
A. Bartlett Giamatti
PresidentYale University
New Haven, Connecticut
Shirley GordonPresidentHighline Community CollegeMidway, Washington
Glenn T. SeaborgUniversity Professor of Chemistry
and Nobel LaureateUniversity of CaliforniaBerkeley, California
Jay SommerNational Teacher of the Year, 1981-Foreign Language DepartmentNew Rochelle High SchoolNew Rochelle, New York
Robert V. Haderlein
Immediate Past-PresidentNational School Boards AssociationGirard, Kansas
Gerald HoltonMallinckrodt Professor of Physics andProfessor of the History of ScienceHarvard UniversityCambridge, Massachusetts
Annette Y. Kirk
Kirk AssociatesMecosta, Michigan
Richard VVallacePrincipalLutheran High School East
Cleveland Heights, Ohio
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studying the relationship between college admissions re-quirements and student achievement in high school;
identifying educational programs which result in notablestudent success in college; \
assessing the degree to which major social and educationalchanges in the last quarter century have affected studentachievement; and
defining problems which must be faced and overcome if weare successfully to pursue the course of excellence in edu-cation.
ssion s charter directed it to pgYJ2artkl1J~rattention to teenage you , and we have done so largely by fo-cus g on fllgh o1S:'Se lective attention was given to theformative years spent in elementary schools, to higher educa-tion, and to vocational and technical programs. VVe refer thoseinterested in the need for similar reform in higher education tothe recent report of the American Council on EducationStrengthen tfze Quality of Higher Education.
In going about its work the Commission has relied in ! the main upon five sources of information:
0 papers commissioned from experts on a variety of ed-ucational issues;
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0 administrators, teachers, students, representativesof professional and public groups, parents, businessleaders, public officials, and scholars who testified ateight meetings of the full Commission, six public hear-ings, two panel discussions, a symposium, and aseries of meetings organized by the Department ofEducation s Regional Offices;
existing analyses of problems in education;
letters from concerned citizens, teachers, and admin-istrators who volunteered extensive comments onproblems and possibilities in American education; and
descriptions of notable programs' and promising ap-proaches in education.
To these public-minded citizens who took the troubleto share their concerns with us-frequently at their own ex-pense in time, money, and effort-we extend our thanks. Inall cases, we have benefited from their advice and taken theirviews into account; how we have treated their suggestions isof course, our responsibility alone. In addition, we are gratefulto the individuals in schools, universities, foundations, busi-ness, government, and communities throughout the UnitedStates who provided the facilities and staff so necessary to thesuccess of our many public functions.
The Commission was impressed during the course ofits activities by the diversity of opinion it received regardingthe condition of American education and by conflicting viewsabout what should be done. In many ways, the membership ofthe Commission itself reflected that diversity and difference ofopinion during the course of its work. This report, neverthe-less, gives evidence that men and women of good will canagree on common goals and on ways to pursue them.
The Commission s charter, the authors and topics ofcommissioned papers, a list of the public events, and a rosterof the Commission s staff are included in the appendices whichcomplete this volume.
Our Nation is at risk. Our once unchallenged preeminence incommerce, industry, science, and technological innovation isbeing overtaken by competitors throughout the world. Thisreport is concerned with only one of the many causes anddimensions of the problem, but it is the one that undergirdsAmerican prosperity, security, and civility. We report to theAmerican people that while we can take justifiable pride inwhat our schools and colleges have historically accomplishedand contributed to the United States and the well-being of its
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matching and surpassing our educational attainments.
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If an unfriendly foreign power had attempted to im-pose on America the mediocre educational performance thatexists today, we might well have viewed it as an act of war. Asit stands, we have allowed this to happen to ourselves. VVehave even squandered the gains in student achievement madein the wake of the Sputnik challenge. Moreover, we have dis-lIlant1ed-essential-sHppor:t-Sy.stems-which helped make thosegains possible. VVe have, in effect, been committing an act ofunthinking, unilateral educational disarmament.
Our society tional institutions seem to have lost
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NationAt Risk
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America s position the world may oncehave been reasonablysecure with only a fewexceptiona Ily, we! f-trained men and wo-men, It is no longer
high expectations and disciplined effort needed to attain themThis report the result of 18 months of study, seeks to genetate reform oTour educational system 1ilfi:iiidamentai ways ant
1-0 renew ffieNatiuIls commitmentto-sc:h:oo ~g~s cquality throughout the length and breddth ofOUrland.
That we have compromised this commitment is ' upo:reflection hardl rising, give1!J;he.multitu.de..oLQft~n conflictingdemands we IiaVepIaCedOn our Nation .s!:_bQols an!COIIege& ey are routinelycaIIe onto provide' solutions trpersonal, social, and political problems that the home antother institutions either will not or cannot resolve. VVe milSunderstand that these demands on our schools and college,
\ often exact an educational cost as well as a financial one.On the occasion of the Commission s first meeting
President Reagan noted the central importance of education iAmerican life when he said: "Certainly there are few areas cAmerican life as important to our society, to our people, and t! our families as our schools and colleges." This report, there fore, is as much an open letter to the American people as it is report to the Secretary of Education. VVe are confident iliathe American people, properly informed, will do what is righfor their children and for the generations to come.
The Risk
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History is not kind to idlers. The time is long past when Arnerica s destiny was assured simply by an abundance of natur~resources and inexhaustible human enthusiasm, and by ourelative isolation from the malignant problems of older civilizations. The world is indeed one
global village. VVe live amon;determined, well-educated, and strongly motivated competitors. VVe compete with them for international standing antmarkets, not only with products but also with the ideas of
laboratories and neighborhood workshops. America s posi
\ tion in the world may once have been reasonably secure wit! '. only a few exceptionally well-trained men and women. It is nr longer.
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The risk is not only that the Japane~~ make automo biles more efficiently than Americans and have govemmen sub~idies for development and export. It is not just that tht
l!.t!i--Koreans:recently built the world's most efficient stet
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mill, or that American machine tools, once the pride of the The people of theworld, are being displaced by German products. It is alsq that .. United States need tothese developments signify a redistribution oftrain~d capabil- know that individuals inity be. Knowledge, learnipg. info atio our society who do notand . ed intelli the new raw Iill!terials of interna
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possess the levels of skillommerce and are today spreadingnu: out the literacy, and training es-
world as vi orousl as miracle drug~~ ticfertilizers sentia I to this new eraue eans did e lier....)f only to keep ana IITIprove on the slim wi II be effectively d isen-
competitive edge we still retain ~ world markets, we mu~t franchised, not simplydedicate ourselves to the reform of our educational system for from the material re-the benefit of all-pld and young ~e, affluent and ppor, ma
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words that accompanyjority and minority. Learning is the indispensable investment competent pel-form-required for success in the "information age" we are entering. ance, but also from the
Our concern, however, goes well beyond matters chance to participatesuch as industry and commerce. Italso includes the intellec- fully in our national life,tual, moral, and spiritual strengths of our people which knit to-gether the very fabric of our society. The people of the UnitedStates need to know that ipdividuals in our society who do notpossess the l~vels of skill, literacy, and training essential tothis new era will be effectively disenfranchised, not simplyfrom the material rewards that accompany competent per- -formance, but also from the chance to participate fully in ournational life. A high 1~1 of ~hared ucation is essential to afree democratic socie!y" and to fosMmg Ofa 92!!!ill9lLC.lJ1-
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;illy in a Wl1;ry,1hatprides.itself,on..pluralism.anclin di vi d uaLfr e. e.rlQm....:
For our country to function, citizens must be able to
reach some common understandings on complex issues, often on short notice and on the basis of conflicting or incomplete
evidence. Education helps form these common understand-
~~~~ a mt thomaS) efferson made-long ago illllls Justly fa-=-mous ctum:
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I know no safe depository of the ultimate pow-ers of the society but the people themselves;and if we think them not enlightened enough toexercise their control with a wholesome dis-cretion, the remedy is not to take it from thembut to inform their discretion.
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Part of what is at risk is the promise first made on thiscontinent: All, regardless of race or class or economic statusare entitled to a fair chance and to the tools for developingtheir individual powers of mind and spirit to the utmost. Thispromise means that all children by virtue of their own efforts,competently guided, can hope to attain the mature and in-~went needed. to secur~emplQ)IDeJ)t and
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~O e th eby se~~ not only their own" mte-rests but also th~ess of sOCIety Itself. Indicators of the Risk
Over half the popula-tion of gifted students
do not match their. tested ability with com-parable achievementin school,
The educational dimensions of the risk before us have beenamply documented in testimony received by the Commission.For example:
International comparisons of student achievement,completed a decade ago, reveal that on 19 academictests American students were never first or secondand, in 'comparison with other industrialized nations,were last seven times.
0 Some 23 million American adults are functionally illit-erate by the simplest tests of everyday reading, writ-ing, and comprehension.
0 About 13 percent of all 17-year-olds in the United" States can be considered functionally illiterate. Func-
tional illiteracy among minority youth may run as highas 40 percent.
0 Average achievement of high school students on moststandardized tests is now lower than 26 years agowhen Sputnik was launched.
0 Over half the population of gifted students do notmatch their tested ability with comparable achieve-ment in school.
0 The College Board's Scholastic Aptitude Tests (SAT)demonstrate a virtually unbroken decline from 1963 to
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1980. Average verbal scores fell over 50 points and av-erage mathematics scores dropped nearly 40 points.
0 College Board achievement tests also reveal consis-
tent declines in recent years in such subjects as phys-ics and English.
0 ' Both the number and proportion of students demon-strating superior achievement on the SATs (i. e. , thosewith scores of 650 or higher) have also dramaticallydeclined.
0 Many 17-year-olds do not possess the "higher orderintellectual skills we should expect of them. Nearly 40percent cannot draw inferences from written mate-rial; only one-fifth can write a persuasive essay; andonly one-third can solve a mathematics problem re-quiring several steps.
0 There was a steady decline in science achievementscores of US. 17-year-olds as measured by nationalassessments of science in 1969, 1973, and 1977.
0 Between 1975 and 1980, remedial mathematicscourses in public 4-year colleges increased by 72 per-cent and now constitute one-quarter of all mathemat-ics courses taught in those institutions.
0 Average tested achievement of students graduatingfrom college is also lower.
0; Business and military leaders complain that they are: required to spend millions of dollars on costly remedialI education and training programs in such basic skills as
! reading, writing, spelling, and computation. The De-partment of the Navy, for example, reported to theCommission that one-quarter of its recent recruits
! cannot read at the ninth grade level, the minimumi needed simply to understand written safety instruc-
tions. VVithout remedial work they cannot even begin,I much less complete, the sophisticated training essen-
\ i tial in much of the modern military.
Many 17-year-olds donot possess the " higherorder" intellectual skillswe should expect ofthem, Nearly 40 per-cent cannot draw infer-ences from written ma-terial; only one-fifth canwrite a persuasive es-say; only one-third cansolve a mathematicsproblem requiring sev-era I steps,
These deficiencies come at a time when the demandfor highly skilled workers in newtields is accelerating rapidly.\.a For example:
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0 Computers and computer-controlled equipment are
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penetrating every aspect of our lives-homes, facto-
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. ries, and offices.
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i(:\ (' 0 One estimate indicates that by the turn of the centurymillions of jobs will involve laser technology androbotics.
0 Technology is radically transforming a host of otheroccupations. They include health care, medical sci-ence, energy production, food processing, construc-tion, and the building, repair, and maintenance ofsophisticated scientific, educational, military, and in-dustrial equipment.
Analysts examining these indicators of student per-formance and th~ demands for new skills have made somechilling observations. Educational researcher Paul Hurd con-cluded at the end of a thorough national survey of studentachievement that within the context of the modern scientificrevolution, VVe are raising a new generation of Americans thatis ~ie tifi('~nd technolo call illi at~" In a similar vein
John Slaughter, a former Director of the National ScienceFoundation, warned of "a growing chasm between a small sci-entific and technological elite and a citizenry ill-informed, in-deed uninformed, on issues with a science component."
But the problem does not stop there, nor do all ob-servers see it the same way. Some worry that schools mayemphasize such rudiments as reading and computation at theexpense of other essential skills such as comprehension, anal-ysis, solving problems , and drawing conclusions. Still othersare concerned that an over-emphasis on technical and occupa-tional skills will leave little time for studying the arts and hu-manities that so enrich daily life, help maintain civility, and de-velop a sense of community. Knowledge of the humanitiesthey maintain, must be harnessed to science and technology ifthe latter are to remain creative and humane, just as the hu-manities need to be informed by science and technology
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they are to remain relevant to the human condition. Anotheranalyst, Paul Copperman, has drawn a sobering conclusion.Until now, he has noted:
Each generation of Americans has outstrippedits parents in education, in literacy, and in eco-nomic attainment. For the first time in the his-tory of our country, the educational skills ofone generation will not surpass, will not equalwill not even approach, those of their parents.
It is important, of course, to recognize that the average
citizen today is better educated and more knowledgeablellie aveiigecitizen of a generation ago-more literate, and
expnsed1:o m6teiriatnematics, literature, and science~ The-positiveimpactofiliis fact on the well-being of our coUntry andthe lives of our people cannot be overstated. Neverthelessthe averczge graduate of our schools and colleges today s not aswell- duCated as, th~_a.Y~ gegradUaie-of2S:' oi35 .years~ago
en a mucli srllaner proportion of our population completedhigh school and college. The negative impact-of this fact like-wise cannot be overstated.
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Knowledge of the hu-maniTies must beharnessed TO sciencearid Tecr,nOiogy If the107Tel' ore to remain cre-anIle ana :Iumone, jus;as me humc:Jnities needto be infOin-'led by sci-ence ana iecnrology the,! ore TO i'emoin rele-VOnT to the human con-dition.
Hope and FrustrationStatistics and their interpretation by experts show only thesurface dimension of the difficulties we face. Beneath themlies a tension between hope and frustration that characterizescurrent attitudes about education at every level.
We have heard the voices of high school and collegestudents, school board members , and teachers; of leaders ofindustry, minority groups, and higher education; of parentsand State officials. VVe could hear the hope evident in theircommitment to quality education and in their descriptions ofoutstanding programs and schools. VVe could also hear the in-tensity of their frustration, a growing impatience with shoddi-ness in many walks of American life, and the complaint thatthis shoddiness is too often reflected in our schools and col-leges. Their frustration threatens to overwhelm their hope.
What lies behind ,tJris emerging national sense of frus-
~~?~l1._can be described asDotha diIfiD.1illg of personal expec-
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We do not bel ieve thata public commitmentTO excellence and edu.caticna I reform must bemode at the expense ofa sr(u'Q public corTmit.rT' e;T "0 tre equitabletreaTment of our diversepopulation
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On the personal level the student, the parent, and thecaring teacher all perceive that a basic promise is not beingkept. More and more y-oung people emerge from high schoolreadyneither ffir cOl1e norforwqrk: ThispredicameriCbe-comes more'acute as the knowledge- base continues its rapidexpansion, the number of traditional jobs shrinks, and pewjobs demanci gg~C!!:~r~ophistigl):ion. a11~ preparation.
On a broader scale' we sense thatthis undertone offrustration has significant political implications, for it cutsacross ages, generations, races , and political and economicgroups. VVe have come to understand that the public will de-mand that educational and political leaders act forcefully andeffectively on these issues. Indeed, such demands have al-ready appeared and could well become a unifying national pre-occupation. This unity, however, can be achieved only if weavoid the unproductive tendency of some to search for scape-goats among the victims, such as the beleaguered teachers.
On the positive side is the significant movement by po-litical and educational leaders to search for solutions~so farcenteriDg largely on the nearly desperate need for increasedsupport for the teaching of mathematics and science. Thismovement is but a start on what we believe is a larger andmore educationally encompassing need to improve teachingand learning in fields such as English, history, geography, eco-nomics, and foreign languages. VVe believe this movementmust be broadened aI1d_dir~c;:J~sLtoward retOirii -and -excel~-ence throughout education.
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Excellence in EducationVVe defme "excellence" to mean several related things. At thelevel of the individUal learner, it means performing on theboundary of individual ability in ways that test and push backpersonal limits, in school and in the workplace. Excellencecharacterizes a school or college that sets high expectations
and goals for all learners, then tries in every way possible tohelp students reach them. Excellence characterizes a societythat has adopted these policies , for it will then be preparedthrough the education and skill of its people to respond to thechallenges of a rapidly changing world. Our Nation s people
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and its schools and colleges must be committed to _i:/,(:Jlleving
excellence in all these senses.
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We do not believe that a public commitment to excel-lence and educational reform must be made at the expense a strong public commitment to the equitable treatment of ourdiverse population. The...twiIl goals_oi _~g~tYand,high,.quality ..
schooling have profqup.q, ~d practical meaning for our econ-
my agQ.j9.9~tYt.. and we cannot permit one to yield to the 'other either in principle or in practice. To do so would denyyoung people their chance to learn and live according to their aspirations and abilities. It also would lead to a generalized ac- commodation to ~rity in our society on the one hand orthe creation of an llIlden1ocr;:lti~-elig~m on the other.
Our goal must be to develop the talents of all to theirfullest. Attaining that goal requires that we expect and assistall students to work to the limits of their capabilities. VVe should expect schools to have genuinely J.:righ standards rather
t:ha1J._~um ones, and parents to support and uenCO1.ITage
their children-to -riiake ilie 'most Of the it talents and- abilities.
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must also m ude a commitm~ oJjfe:long.leaming. The task-ofreb1rilding1Jut sysfemof learning is enormous and must beprdp'Eity lillaerstood ' and -taKeri~'-eri6usly: Although a millionand a half new workers enter the economy each year from ourschools and colleges, the adults working today will still makeup about 75 percent of the workforce in the year 2000. The.s.e.--workers , and new entrants into the workforce, will need fur-tfier-edlication and retraiiring if they-and we as a ' NatJoare to thrive and prosper:
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The Learning SocietyIn a world of ever-accelerating competition and change in theconditions of the workplace, of ever-greater danger, and ofever-larger opportunities for those prepared to meet them
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Iearru SOcIet At th .h~art of suc~ soc.;:!~JY.LsJfi~_fQmrnit-:..ment to a set of v ues and to a system of educationthaLaf,"-, 'lords all members the opportmlltyt6 stIetdt theii nili1ds to tplJ,
capacIty, from early " llidhood , thT6ugh~~,~liiiliood;:Jeammg.!?~r~ ~s th~,~orJdjt:;elf~hanges. Such a society has as a basic
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In a world of ever-acceiercring competi-tion and change in thecondiTions of the wori\-place, of ever-greater
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dange( end of ever-larger opportunities forthose prepared to meetthem , educational re-form srouid focus onthe goo I of creating aLecw,lrg SoCIety
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(I foundation the idea that education is important not o~y be-,.j i ! cause of what it contributes to one s career goals but also be-
I I cause of the value it adds to the general quality of one s life.Also at the heart of the Learning Society are educational op-portunities extending far beyond the traditional institutions oflearning, our schools and colleges. They extend into homes
i and workplaces; into libraries, art galleries, museums, andscience centers; indeed, into every place where the individual
:: can develop and mature in work and life. In our view, formal: schooling in youth is the essential foundation for learning
, throughout one s life. But without life-long learning, oneI skills will become rapidly dated.
In contrast to the ideal of the Learning Society, how-ever, we find that for too many people education means doingthe minimum work necessary for the moment, then coastingthrough life on what may have been learned in its fIrst quarter.But this should not surprise us because we tend to expressour educational standards and expectations largely in terms ofminimum requirements." And where there should be a co-
herent continuum of learningz we have none, but instead anoften incoherent, outdated patchwork quilt. Many individualsometimes heroic, examples of schools and colleges of greatmerit do exist. Our findings and testimony confirm the vitalityof a number of notable schools and programs, but their verydistinction stands out against a vast mass shaped by tensionsand pressures that inhibit systematic academic and vocationalachievement for the majority of students. In some metropoli-tan areas basic literacy has become the goal rather than thestarting point. In some colleges maintaining enrollments is ofgreater da:y~to-=-clay- oricern than maintaining rigorous aca-
demic standards~~And the ideal of academic excellence as the 'pnmary' goal of schoofuig seems to be fading across the boardin American education.
Thus , we issue this call to all who care aqout America
and its future: to parents and students; to teachers, adminis-trators, and school board members; to colleges and industry;to union members and military leaders; to governors andState legislators; to the President; to members of Congressand other public officials; to members of learned and scientificsocieties; to the print and electronic media; to concerned citi-zens everywhere.
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VVe are confident that America can address this risk. Ifthe tasks we set forth are initiated now and our recommenda-tions are fully realized over the next several year~, W~, ex-pect refo~, qf.ourNatiqI1 ? schools, ~o~eges , .and ~versi~-
ues.1'his- would also reverse the current declining trend-atrend that stems more from weakness of pUrpose, contusIonof vision, underuse of talent, and lack of leadership, than fromconditions beyond our control.
The Tools at HandIt is our conviction that the essential raw materials needed toreform our educational system are waiting to be mobilizedthrough effective leadership:
0 the natural abilities of the young that cry out to be de-veloped and the undiminished concern of parents forthe well-being of their children;
0 the commitment of the Nation to high retention ratesin schools and colleges and to full access to educationfor all;
0 the persistent and authentic American dream that su-perior performance can raise one s state in life andshape one s own future;
0 the dedication, against all odds, that keeps teachersserving in schools and colleges, even as-the rewardsdiminish;
0 our better understanding of learning and teaching andthe implications of this knowledge for school practiceand the numerous examples oflocal success as a resultof superior effort and effective dissemination;
0 the ingenuity of our policymakers , scientists, Stateand local educators , and scholars in formulating solu-tions once problems are better understood;
0 the traditional belief that paying for education is an in-vestment in ever-renewable human resources thatare more durable and flexible than capital plant and
Our findings and testi-mony confirm the vital-ity 0" 0 i\,,;mber- of no-tOb8 schools andpiD;;?: on;s, but their 'verydls- ctior s,onos outog::::0st '::) vost mosssnO::Jed by Ter;sions anooressures 'hOT InhibiTsvs~emO- i2 ocodemicor,.::) vocotior,oloC'- 8veillent for therno :::::TY :y STUdents
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equipment; and the availability in this country of suffi-cient financial means to invest in education;
0 the equally sound tradition, from the Northwest Ordi-nance of 1787 until today, that the Federal Govern-ment should supplement State, local, and other re-sources to foster key national educational goals; and
0 the voluntary efforts of individuals, businesses, andparent and civic groups to cooperate in strengtheningeducational programs.
These raw materials combined with the unparalleledarray ~ucatIona1 orgaruiations in America ~ffer us thepossibility to create a Learning Society, in which public, pri-vate, an parochial s ools; co eges and universities; voca-tional and technical schools and institutes; libraries; sciencecenters, museums, and other cultural institutions; and corpo-rate training and retraining programs opportunities andchoices for all to learn throu out life.
----
The Public s CommitmentOf all the tools at hc!nd, th~public s support for educati()n is theniostpoweiiW. In a messagelo' a National Academy ofSci~-ences meeting in May 1982, President Reagan commentedon this fact when he said:
This public awareness-and I hope public ac-tion-is long overdue. . . . This country wasbuilt on American respect for education.
..
, . ! i Our challenge now is to create a resurgence
I!that thirst for education that typifies our Na-, tion s history.
The most recent (1982) Gallup Poll of the Public'sAtti-tudes Toward the Public Schools strongly supported a themeheard during our hearings: People are steadfast in their beliefthat education is the major foundation for the future strengthof this country. They even considered ,~ducation more impor-tan~ developing .
t1:~lJ,~s~ industrial ~ystem or the stiorig-
O":~"
'",
"Ci.'
,.,.",,"" """." """""""";";""'~~"""-~"'" '""""' -"""""""""' ",.",~,-
equi
pmen
t , a
nd th
e av
aila
bilit
y in
this
cou
ntry
of s
uffi-
cien
t fin
anci
al m
eans
to in
vest
in e
duca
tion;
0 th
e eq
ually
sou
nd tr
aditi
on, f
rom
the
Nor
thw
est O
rdi-
nanc
e of
178
7 un
til to
day,
that
the
Fede
ral G
over
n-m
ent s
houl
d su
pple
men
t Sta
te, l
ocal
, and
oth
er r
e-sources to foster key national educational goals; and
0 th
e vo
lunt
ary
effo
rts
of in
divi
dual
s , b
usin
esse
s, a
ndpa
rent
and
civ
ic g
roup
s to
coo
pera
te in
str
engt
heni
nged
ucat
iona
l pro
gram
s.
The
se r
aw m
ater
ials
, com
bine
d w
ith th
e un
para
llele
dar
ray
of e
duca
tiona
l org
aniz
atio
ns in
Am
eric
a, o
ffer
us
the
poss
ibili
ty to
cre
ate
a Le
arni
ng S
ocie
ty, i
n w
hich
pub
lic, p
ri-va
te, a
nd p
aroc
hial
sch
ools
; col
lege
s an
d un
iver
sitie
s; v
oca-
tiona
l and
tech
nica
l sch
ools
and
inst
itute
s; li
brar
ies;
sci
ence
cent
ers,
mus
ewns
, and
oth
er c
ultu
ral i
nstit
utio
ns; a
nd c
orpo
-ra
te tr
aini
ng a
nd r
etra
inin
g pr
ogra
ms
offe
r op
port
uniti
es a
ndch
oice
s fo
r al
l to
lear
n th
roug
hout
life
.
The
Pub
lics
Com
mitm
ent
Of a
ll th
e to
ols
at h
and,
the
publ
ics
supp
ort f
or e
duca
tion
is th
em
ost p
ower
ful.
In a
mes
sage
to a
Nat
iona
l Aca
dem
y of
Sci
-en
ces
mee
ting
in M
ay 1
982,
Pre
side
nt R
eaga
n co
mm
ente
don
this
fac
t whe
n he
sai
d:
Thi
s pu
blic
aw
aren
ess-
and
I hop
e pu
blic
ac-
tion-
is lo
ng o
verd
ue. .
. . T
his
coun
try
was
built on American respect for education. , .
Our
cha
lleng
e no
w is
to c
reat
e a
resu
rgen
ce o
fth
at th
irst
for
edu
catio
n th
at ty
pifi
es o
ur N
a-tio
ns
hist
ory.
The most recent (1982) Gallup Poll of the P
ublic
'sA
tti-
tudEs Toward the Public Schools
stro
ngly
sup
port
ed a
them
ehe
ard
durin
g ou
r he
arin
gs: P
eopl
e ar
e st
eadf
ast i
n th
eir
belie
fth
at e
duca
tion
is th
e m
ajor
foun
datio
n fo
r th
e fu
ture
str
engt
hof
this
cou
ntry
. The
y ev
en c
onsi
dere
d ed
ucat
ion
mor
e im
por-
tant
than
dev
elop
ing
the
best
indu
stria
l sys
tem
or
the
stro
ng-
=,~
"=~=
~,~~
-,
est m
ilita
ry fo
rce ,
per
haps
bec
ause
they
und
erst
ood
educ
a-tio
n as
the
corn
erst
one
of b
oth.
The
y al
so h
eld
that
edu
catio
nis
"ex
trem
ely
impo
rtan
t" to
one
s fu
ture
suc
cess
, and
that
publ
ic e
duca
tion
shou
ld b
e th
e to
p pr
iori
ty f
or a
dditi
onal
Fed
-er
al f
unds
, Edu
catio
n oc
cupi
ed f
irst
pla
ce a
mon
g 12
fun
ding
cate
gorie
s co
nsid
ered
in th
e su
rvey
-abo
ve h
ealth
car
e , w
el-
fare
, and
mili
tary
def
ense
, with
55
perc
ent s
elec
ting
publ
ic e
d-uc
atio
n as
one
of
thei
r fi
rst t
hree
cho
ices
. Ver
y cl
early
, the
publ
ic u
nder
stan
ds th
e pr
imar
y im
port
ance
of
educ
atio
n as
the
foun
datio
n fo
r a
satis
fyin
g lif
e , a
n en
light
ened
and
civ
il so
ci-
ety,
a s
tron
g ec
onom
y, a
nd a
sec
ure
Nat
ion.
At t
he s
ame
time,
the
publ
ic h
as n
o pa
tienc
e w
ith u
n-de
man
ding
and
sup
erfl
uous
hig
h sc
hool
off
erin
gs. I
n an
othe
rsu
rvey
, mor
e th
an 7
5 pe
rcen
t of a
ll th
ose
ques
tione
d be
lieve
dev
ery
stud
ent p
lann
ing
to g
o to
col
lege
sho
uld
take
4 y
ears
of
mat
hem
atic
s , E
nglis
h, h
isto
ry/U
S. g
over
nmen
t, an
d sc
i-en
ce, w
ith m
ore
than
50
perc
ent a
ddin
g 2
year
s ea
ch o
f a
for-
eign
lang
uage
and
eco
nom
ics
or b
usin
ess.
The
pub
lic e
ven
supp
orts
req
uiri
ng m
uch
of th
is c
urri
culw
n fo
r st
uden
ts w
hodo
not
pla
n to
go
to c
olle
ge. T
hese
sta
ndar
ds f
ar e
xcee
d th
est
ricte
st h
igh
scho
ol g
radu
atio
n re
quire
men
ts o
f any
Sta
te to
-da
y, a
nd th
ey a
lso
exce
ed th
e ad
mis
sion
sta
ndar
ds o
f all
but a
hand
ful o
f ou
r m
ost s
elec
tive
colle
ges
and
univ
ersi
ties.
Ano
ther
dim
ensi
on o
f the
pub
lics
supp
ort o
ffers
the
pros
pect
of
cons
truc
tive
refo
nn. T
he b
est t
enn
to c
hara
cter
-iz
e it
may
sim
ply
be th
e ho
nora
ble
wor
d " p
atri
otis
m. "
Citi
zens
know
intu
itive
ly w
hat s
ome
of th
e be
st economists have
show
n in
thei
r re
sear
ch, t
hat e
duca
tion
is o
ne o
f the
chi
ef e
n-gi
nes
of a
soc
iety
's m
ater
ial w
ell-
bein
g. T
hey
know
, too
, tha
ted
ucat
ion
is th
e co
mm
on b
ond
of a
plu
ralis
tic s
ocie
ty a
nd h
elps
tie u
s to
oth
er c
ultu
res
arou
nd th
e gl
obe.
Citi
zens
als
o kn
ow in
thei
r bo
nes
that
the
safe
ty o
f th
e U
nite
d St
ates
dep
ends
pri
n-ci
pally
on
the
wit
, ski
ll , a
nd s
piri
t of
a se
lf-c
onfi
dent
peo
ple,
to-
day
and
tom
orro
w. I
t is,
ther
efor
e , e
ssen
tia.l-
espe
cial
ly in
ape
riod
of lo
ng-t
enn
decl
ine
in e
duca
tiona
l ach
ieve
men
t-fo
rgo
vern
men
t at a
ll le
vels
to a
ffinn
its
resp
onsi
bilit
y fo
r nu
rtur
-in
g th
e N
atio
ns intellectual capital.
And
per
haps
mos
t im
port
ant,
citiz
ens
know
and
be-
lieve
that
the
mea
ning
of A
mer
ica
to th
e re
st o
f the
wor
ldm
ust b
e so
met
hing
bet
ter
than
it s
eem
s to
man
y to
day.
Am
er-
ican
s lik
e to
thin
k of
this
Nat
ion
as th
e pr
eem
inen
t cou
ntry
for
Of all The 100ls aT r
:=:n
oIhe publics suppcr!
to:
educ
aTio
n is
;ne
:;jC
,'po
wer
ful
Secc
ry:c:rj ~'.:.noc' cur-
ncij)
O "
~ev
e oe
er: l
iO-
m:)
oe.~
:zed
dilu
Ted
,or
d~ ,:
::
Jseo
to ir
eC
).r1
~ 'h
oT T
hey
liOic
r)'J
,?r
r'Clve 0 cenTrOI
GlH
JO'.'
9
=,,~
==
~
gene
ratin
g th
e gr
eat i
deas
and
mat
eria
l ben
efits
for
all m
an-
kind
, The
citi
zen
is d
ism
ayed
at a
ste
ady
15- ye
ar d
eclin
e in
in-
dust
rial
pro
duct
ivity
, as
one
grea
t Am
eric
aiJ
indu
stry
aft
er a
n-other falls to world competition. The citizen wants the
coun
try
to a
ct o
n th
e be
lie~
exp
ress
ed in
our
hea
rings
and
by
the
larg
e m
ajor
ity in
the
Gal
lup
Pol
l, th
at e
duca
tion
shou
ld b
e at
the
top
of th
e N
atio
ns
agen
da.
16 p
erce
nt c
ompl
ete
it C
alcu
lus
is a
vaila
ble
in s
choo
lsen
rolli
ng a
bout
60
perc
ent o
f all
stud
ents
, but
onl
y 6
perc
ent o
f all
stud
ents
com
plet
e it.
a Twenty-fi
ve p
erce
nt o
f th
e cr
edits
ear
ned
by g
ener
altrack high school students are in physical and health
educ
atio
n, w
ork
expe
rien
ce o
utsi
de th
e sc
hool
, rem
e-di
al E
nglis
h an
d m
athe
mat
ics,
and
per
sona
l ser
vice
and
deve
lopm
ent c
ours
es, s
uch
as tr
aini
ng fo
r ad
ult-
hood
and
mar
riag
e.Fi
ndin
gsW
e co
nclu
de th
at d
eclin
es in
edu
catio
nal p
erfo
rman
ce a
re in
larg
e pa
rt th
e re
sult
of d
istu
rbin
g in
adeq
uaci
es in
the
way
the
educ
atio
nal p
roce
ss it
self
is o
ften
con
duct
ed. T
he f
indi
ngs
that
follo
w, c
ulle
d fr
om a
muc
h m
ore
exte
nsiv
e lis
t , r
efle
ct fo
ur im
-po
rtan
t asp
ects
of t
he e
duca
tiona
l pro
cess
: con
tent
, exp
ecta
-tio
ns, t
ime,
and
teac
hing
.
Fin
ding
s R
egar
ding
Exp
ecta
tions
We
defin
e ex
pect
atio
ns in
term
s of
the
leve
l of k
now
ledg
e,ab
ilitie
s , a
nd s
kills
sch
ool a
nd c
olle
ge g
radu
ates
sho
uld
pos-
sess
. The
y al
so r
efer
to th
e tim
e , h
ard
wor
k , b
ehav
ior ,
self-
disc
iplin
e , a
nd m
otiv
atio
n th
at a
re e
ssen
tial f
or h
igh
stud
ent
achi
evem
ent.
Suc
h ex
pect
atio
ns a
re e
xpre
ssed
to s
tude
nts
inse
vera
l dif
fere
nt w
ays:
a by
gra
des,
whi
ch r
efle
ct th
e de
gree
to w
hich
stu
dent
sde
mon
stra
te th
eir
mas
tery
of s
ubje
ct m
atte
r;
Fin
ding
s R
egar
ding
Con
tent
By
cont
ent w
e m
ean
the
very
"st
uff"
of
educ
atio
n , th
e cu
rric
-ul
um. B
ecau
se o
f ou
r co
ncer
n ab
out t
he c
urri
culu
m, t
he C
om-
mis
sion
exa
min
ed p
atte
rns
of c
ours
es h
igh
scho
ol s
tude
nts
took
in 1
964-
69 c
ompa
red
with
cou
rse
patte
rns
in 1
976-
81. O
nth
e ba
sis
of th
ese
anal
yses
we
conc
lude
:
a S
econ
dary
sch
ool c
urric
ula
have
bee
n ho
mog
eniz
eddi
lute
d, a
nd d
iffus
ed to
the
poin
t tha
t the
y no
long
erha
ve a
cen
tral
pur
pose
. In
effe
ct, w
e ha
ve a
caf
eter
ia-
styl
e cu
rric
ulum
in w
hich
the
appe
tizer
s an
d de
sser
tsca
n ea
sily
be
mis
take
n fo
r th
e m
ain
cour
ses.
Stu
dent
sha
ve m
igra
ted
from
voc
atio
nal a
nd c
olle
ge p
repa
ra-
tory
pro
gram
s to
"ge
nera
l tra
ck"
cour
ses
in la
rge
num
bers
. The
pro
port
ion
of s
tude
nts
taki
ng a
gen
eral
prog
ram
of s
tudy
has
incr
ease
d fr
om 1
2 pe
rcen
t in
1964 to 42 percent in 1979.
a through high school and college graduation re
quir
e-m
ents
, whi
ch te
ll st
uden
ts w
hich
sub
ject
s ar
e m
ost
impo
rtan
t;
a by the presence or absence of rigorous examinations
requ
iring
stu
dent
s to
dem
onst
rate
thei
r m
aste
ry o
fco
nten
t and
ski
ll be
fore
rec
eivi
ng a
dip
lom
a or
a d
e-gr
ee;
a by college admissions requirements, which reinforce
high
sch
ool s
tand
ards
; and
a by
the
diffi
culty
of t
he s
ubje
ct m
atte
r students con-
fron
t in
thei
r te
xts
and
assi
gned
rea
ding
s.a
Thi
s cu
rric
ular
sm
orga
sbor
d, co
mbi
ned
with
ext
en-
sive
stu
dent
cho
ice,
exp
lain
s a
grea
t dea
l abo
ut w
here
we
find
our
selv
es to
day.
We
offe
r in
term
edia
te a
lge-
bra, but only 31 percent of our recent high school
grad
uate
s co
mpl
ete
it; w
e of
fer
Fren
ch I
, but
onl
y 13
perc
ent c
ompl
ete
it; a
nd w
e of
fer
geog
raph
y, b
ut o
nly
Our
ana
lyse
s in
eac
h of
thes
e ar
eas
indi
cate
not
able
defi
cien
cies
:
a T
he a
mou
nt o
f hom
ewor
k fo
r hi
gh s
choo
l seni
ors
has
decr
ease
d (t
wo-
third
s re
port
less
than
1 h
our
a ni
ght)
and
grad
es h
ave
risen
as
aver
age
stud
ent a
chie
ve-
men
t has
bee
n de
clin
ing.
a In many ot
her
indu
stri
aliz
ed n
atio
ns, c
ours
es in
mat
h-em
atic
s (o
ther
than
ari
thm
etic
or
gene
ral m
athe
mat
-ic
s), b
iolo
gy, c
hem
istr
y, p
hysi
cs, a
nd g
eogr
aphy
sta
rtin
gra
de 6
and
are
req
uire
d of
all
stud
ents
, The
tim
esp
ent o
n th
ese
subj
ects
, bas
ed o
n cl
ass
hour
s, is
abo
utthree times that spent by even the most science-
orie
nted
U
S.
students, ie., those who select 4 years
of s
cien
ce a
nd m
athe
mat
ics
in' s
econ
dary
sch
ool.
a A 1980 State-
by- State survey of high school diploma
requ
irem
ents
rev
eals
that
onl
y ei
ght S
tate
s re
quire
high
sch
ools
to o
ffer
for
eign
lang
uage
inst
ruct
ion"
but
none
req
uire
s st
uden
ts to
take
the
cour
ses.
Thi
rty-
five
Sta
tes
requ
ire
only
1 y
ear
of m
athe
mat
ics,
and
36
require only 1 year of science for a diploma.
a In
13
Sta
tes ,
50
perc
ent o
r m
ore
of th
e un
its r
equi
red
for
high
sch
ool g
radu
atio
n m
ay b
e el
ectiv
es c
hose
n by
the
stud
ent.
Giv
en th
is f
reed
om to
cho
ose
the
sub-
stan
ce o
f ha
lf o
r m
ore
of th
eir
educ
atio
n, m
any
stu-
dents opt for less demanding personal se
rvic
eco
urse
s, s
uch
as b
ache
lor
livin
g.
a " M
inim
wn
com
pete
ncy "
exa
min
atio
ns (
now
req
uire
din
37
Sta
tes)
fall
shor
t of w
hat i
s ne
eded
, as
the
" min
i-m
wn
" te
nds
to b
ecom
e th
e " m
axim
wn,
" th
us lo
wer
ing
educ
atio
nal s
tand
ards
for
all.
a One-
fift
h of
all
4-ye
ar p
ublic
col
lege
s in
the
Uni
ted
Sta
tes
mus
t acc
ept e
very
hig
h sc
hool
gra
duat
e w
ithin
the
Sta
te r
egar
dles
s of
pro
gram
follo
wed
or
grad
es,
ther
eby
serv
ing
notic
e to
hig
h sc
hool
stu
dent
s th
atth
ey c
an e
xpec
t to
atte
nd c
olle
ge e
ven
if th
ey d
o no
tfo
llow
a d
eman
ding
cou
rse
of s
tudy
in h
igh
scho
ol o
rpe
donn
wel
l.
a A
bout
23
perc
ent o
f our
mor
e se
lect
ive
colle
ges
and
univ
ersi
ties
repo
rted
that
thei
r ge
nera
l lev
el o
f se
lec-
tivity
dec
lined
dur
ing
the
1970
s, a
nd 2
9 pe
rcen
t re-
port
ed r
educ
ing
the
nwnb
er o
f spe
cific
hig
h sc
hool
courses required for admission (usually by dropping
fore
ign
lang
uage
req
uire
men
ts, w
hich
are
now
spe
ci-
fied
as
a co
nditi
on f
or a
dmis
sion
by
only
one
- fifth
of o
urin
stitu
tions
of
high
er e
duca
tion)
.
a Too
few
ex
perie
nced
teac
hers
and
sch
olar
s ar
e in
-vo
lved
in w
ritin
g te
xtbo
oks.
Dur
ing
the
past
dec
ade
or s
o a
larg
e nw
nber
of
text
s ha
ve b
een
" wri
tten
dow
n " b
y th
eir
publ
ishe
rs to
eve
r-lo
wer
rea
ding
leve
lsin
res
pons
e to
per
ceiv
ed m
arke
t dem
ands
.
a A recent study by Education Products In
form
atio
nE
xcha
nge
reve
aled
that
a m
ajor
ity o
f st
uden
ts w
ere
able
to m
aste
r 80
per
cent
of t
he m
ater
ial i
n so
me
ofth
eir
subj
ect-
mat
ter
text
s be
fore
they
had
eve
nop
ened
the
book
s. M
any
book
s do
not
cha
lleng
e th
est
uden
ts to
who
m th
ey a
re a
ssig
ned,
a Expenditures for textbooks and other in
stru
ctio
nal
mat
eria
ls h
ave
decl
ined
by
50 p
erce
nt o
ver
the
past
17
year
s. W
hile
som
e re
com
men
d a
leve
l of s
pend
ing
onte
xts
of b
etw
een
5 an
d 10
per
cent
of t
he o
pera
ting
cost
s of
sch
ools
, the
bud
gets
for
bas
al te
xts
and
re-
late
d m
ater
ials
hav
e be
en d
ropp
ing
durin
g th
e pa
stde
cade
and
a h
alf
to o
nly
0.7 percent today.
Fin
ding
s R
egar
ding
Tim
eE
vide
nce
pres
ente
d to
the
Com
mis
sion
dem
onst
rate
s th
ree
dist
urbi
ng f
acts
abo
ut th
e us
e th
at A
mer
ican
sch
ools
and
stu
-de
nts
mak
e of
tim
e: (
1) c
ompa
red
to o
ther
nat
ions
, Am
eric
anst
uden
ts s
pend
muc
h le
ss ti
me
on s
choo
l wor
k; (
2) ti
me
spen
tin
the
clas
sroo
m a
nd o
n ho
mew
ork
is o
ften
use
d in
effe
ctiv
ely;
and
(3)
scho
ols
are
not d
oing
eno
ugh
to h
elp
stud
ents
dev
elop
eith
er th
e st
udy
skill
s re
quire
d to
use
tim
e w
ell o
r th
e w
illin
~-
ness
to s
pend
mor
e tim
e on
sch
ool w
ork.
a In England and other in
dust
rializ
ed c
oWltr
ies ,
it is
not
Wlu
sual
for
acad
emic
hig
h sc
hool
stu
dent
s to
spe
nd 8
hour
s a
day
at s
choo
l , 22
0 da
ys p
er y
ear.
In
the
Uni
ted
States, by contrast, the typical school day lasts 6
hours and the school year is 180 days.
the
proT
ess:
cr:c
:'w
orki
ng ,i
fe o
f ieo
cr, e
rsis
on
The
WhO
' E' I.;roc-
cepT
cble
0 In
man
y ~c
hool
s, th
e tim
e sp
ent l
earn
ing
how
to c
ook
and drive COlU1ts as m
uch
tow
ard
a hi
gh s
choo
l dip
lom
aas the time spent studying mathematics, English,
chem
istr
y, u
.S. h
isto
ry, o
r bi
olog
y.
0 A study of the school week in the United States folU1d
that
som
e sc
hool
s pr
ovid
ed s
tude
nts
only
17
hour
s of
acad
emic
inst
ruct
ion
duri
ng th
e w
eek ,
and
the
aver
-age school provided about 22.
$17,000 per year ,
and
man
y te
ache
rs a
re r
equi
red
tosu
pple
men
t the
ir in
com
e w
ith p
art-
time
and
sum
mer
empl
oym
ent.
In a
dditi
on, i
ndiv
idua
l tea
cher
s ha
velit
tle in
flue
nce
in s
uch
criti
cal p
rofe
ssio
nal d
ecis
ions
, for
exa
mpl
e, te
xtbo
ok s
elec
tion.
0 Despite widespread pu
blic
ity a
bout
an
over
popu
latio
nof
teac
hers
, sev
ere
shor
tage
s of
cer
tain
kin
ds o
fte
ache
rs e
xist
: in
the
field
s of
mat
hem
atic
s , sci
ence
,an
d fo
reig
n la
ngua
ges;
and
am
ong
spec
ialis
ts in
edu
ca-
tion
for
gift
ed a
nd ta
lent
ed, l
angu
age
min
ority
, and
hand
icap
ped
stud
ents
.
0 T
he s
hort
age
of te
ache
rs in
mat
hem
atic
s an
d sc
ienc
eis
par
ticul
arly
sev
ere.
A 1
981
surv
ey o
f 45
Sta
tes
re-
veal
ed s
hort
ages
of m
athe
mat
ics
teac
hers
in 4
3St
ates
, cri
tical
sho
rtag
es o
f ea
rth
scie
nces
teac
hers
in33
Sta
tes,
and
of p
hysi
cs te
ache
rs e
very
whe
re.
0 H
alf o
f the
new
ly e
mpl
oyed
mat
hem
atic
s, s
cien
ce,
and
Eng
lish
teac
hers
are
not
qua
lifie
d to
teac
h th
ese
subj
ects
; few
er th
an o
ne- t
hird
of
U. S
, hig
h sc
hool
s of
-fe
r ph
ysic
s ta
ught
by
qual
ifie
d te
ache
rs.
0 A
Cal
ifor
nia
stud
y of
indi
vidu
al c
lass
room
s fo
lU1d
that
beca
use
of p
oor
man
agem
ent o
f cl
assr
oom
tim
e , som
eel
emen
tary
stu
dent
s re
ceiv
ed o
nly
one-
fift
h of
the
in-
stru
ctio
n ot
hers
rec
eive
d in
rea
ding
com
preh
ensi
on.
0 In
mos
t sch
ools
, the
teac
hing
of
stud
y sk
ills
is h
apha
z-ard and lU
1pla
nned
. Con
sequ
ently
, man
y st
uden
tsco
mpl
ete
high
sch
ool a
nd e
nter
col
lege
with
out d
isci
-pl
ined
and
sys
tem
atic
stu
dy h
abits
.
Find
ings
Reg
ardi
ng T
each
ing
The Commission fo
lU1d
that
not
eno
ugh
of th
e ac
adem
ical
lyab
le s
tude
nts
are
bein
g at
trac
ted
to te
achi
ng; t
hat t
each
erpr
epar
atio
n pr
ogra
ms
need
sub
stan
tial i
mpr
ovem
ent;
that
the
prof
essi
onal
wor
king
life
of t
each
ers
is o
n th
e w
hole
una
ccep
t-ab
le; a
nd th
at a
ser
ious
sho
rtag
e of
teac
hers
exi
sts
in k
eyfi
elds
.R
ecom
men
datio
ns0
Too
man
y te
ache
rs a
re b
eing
dra
wn
from
the
botto
mqu
arte
r of
gra
duat
ing
high
sch
ool a
nd c
olle
ge s
tu-
dent
s,
0 T
he te
ache
r pr
epar
atio
n cu
rric
uiw
n is
wei
ghte
d he
av-
ily w
ith c
ours
es in
"ed
ucat
iona
l met
hods
" at
the
ex-
pens
e of
cou
rses
in s
ubje
cts
to b
e ta
ught
. A s
urve
y of
350
inst
itutio
ns tr
aini
ng te
ache
rs in
dica
ted
that
41
perc
ent o
f th
e tim
e of
ele
men
tary
sch
ool t
each
er c
an-
dida
tes
is s
pent
in e
duca
tion
cour
ses,
whi
ch r
educ
esth
e am
ount
of
time
avai
labl
e fo
r su
bjec
t mat
ter
cour
ses.
In li
ght o
f th
e ur
gent
nee
d fo
r im
prov
emen
t, bo
th im
med
iate
and
long
tenn
, thi
s C
omm
issi
on h
as a
gree
d on
a s
et o
f re
com
-m
enda
tions
that
the
Am
eric
an p
eopl
e ca
n be
gin
to a
ct o
n no
w,
that
can
be
impl
emen
ted
over
the
next
sev
eral
yea
rs, a
nd th
atpr
omis
e la
stin
g re
fonn
. The
topi
cs a
re fa
mili
ar; t
here
is li
ttle
mys
tery
abo
ut w
hat w
e be
lieve
mus
t be
done
. Man
y sc
hool
s,di
stric
ts, a
nd S
tate
s ar
e al
read
y gi
ving
ser
ious
and
con
stru
c-tiv
e at
tent
ion
to th
ese
mat
ters
, eve
n th
ough
thei
r pl
ans
may
diff
er f
rom
our
rec
omm
enda
tions
in s
ome
deta
ils.
We
wis
h to
not
e th
at w
e re
fer
to p
ublic
, priv
ate,
and
paro
chia
l sch
ools
and
col
lege
s al
ike.
All
are
valu
able
nat
iona
lre
sour
ces.
Exa
mpl
es o
f ac
tions
sim
ilar
to th
ose
reco
m-
men
ded
belo
w c
an b
e fo
lU1d
in e
ach
of th
em.
0 T
he a
vera
ge s
alar
y af
ter
12 y
ears
of
teac
hing
is o
nly
We
mus
t em
phas
ize
that
the
vari
ety
of s
tude
nt a
spir
a-tio
ns, a
bilit
ies ,
and
pre
para
tion
requ
ires
that
app
ropr
iate
con
-te
nt b
e av
aila
ble
to s
atis
fy d
iver
se n
eeds
. Atte
ntio
n m
ust b
edirected to both the nature of the content available and to the
need
s of
par
ticul
ar le
arne
rs. T
he m
ost g
ifted
stu
dent
s , for
ex-
ampl
e, m
ay n
eed
a cu
rric
ulw
n en
rich
ed a
nd a
ccel
erat
ed b
e-yo
nd e
ven
the
need
s of
oth
er s
tude
nts
of h
igh
abili
ty. S
imi-
larl
y, e
duca
tiona
lly d
isad
vant
aged
stu
dent
s m
ay r
equi
resp
ecia
l cur
ricu
lwn
mat
eria
ls, s
mal
ler
clas
ses ,
or
indi
vidu
al tu
-to
ring
to h
elp
them
mas
ter
the
mat
eria
l pre
sent
ed. N
ever
the-
less
, the
re r
emai
ns a
com
mon
exp
ecta
tion:
We
mus
t dem
and
the
best
eff
ort a
nd p
erfo
nnan
ce f
rom
all
stud
ents
, whe
ther
they are gifted or less able, affluent or disadvantaged
whe
ther
des
tined
for
colle
geth
e fa
rm, o
r in
dust
ry.
Our
rec
omm
enda
tions
are
bas
ed o
n th
e be
liefs
that
ever
yone
can
lear
n, that everyone is born with an
urge
le
arn
whi
ch c
an b
e nu
rtur
ed, t
hat a
sol
id h
igh
scho
ol e
duca
tion
is w
ithin
the
reac
h of
virt
ually
all , a
nd th
at li
fe- l
ong
lear
ning
will
equi
p pe
ople
with
the
skill
s re
quire
d fo
r ne
w c
aree
rs a
nd fo
rci
tizen
ship
.
Rec
omm
enda
tion
A:
Con
tent
We recommend
that
Sta
w a
nd lo
cal h
igh
scho
ol g
radu
atio
nrequirements be strengthened and that,
at a
min
imw
n, all stu-
rknt
s se
ekin
g a
dipl
oma
be r
equi
red
to la
y tfw
foun
datio
ns in
tfw
Five
New
Bas
ics
by ta
king
tfw
fol
low
ing
curr
icul
um d
urin
gth
eir
years of high school: (a) years of English; (b)
year
s of
mathematics; (c)
years of sciem:e; (d) y
ears
of s
ocia
l stu
dies
;an
d (e
) om
- half year of computer sciem:e. F vr the college
boun
dyears of foreign language in high school are strongly recom-
men
ded
in a
dditi
on to
thos
e ta
ken
earl
ier.
Wha
teve
r th
e st
uden
t' s e
duca
tiona
l or
wor
k ob
ject
ives
,Im
owle
dge
of th
e N
ew B
asic
s is
the
foun
datio
n of
suc
cess
for
the
afte
r-sc
hool
yea
rs a
nd, t
here
fore
, fon
ns th
e co
re o
f th
em
odem
cur
ricu
lwn.
A h
igh
leve
l of
shar
ed e
duca
tion
in th
ese
Bas
ics,
toge
ther
with
wor
k in
the
fine
and
per
fom
Ung
art
s an
dfo
reig
n la
ngua
ges ,
con
stitu
tes
the
min
d an
d sp
irit o
f our
cuI
-
ture
. The
follo
win
g Im
plem
entin
g R
ecom
men
datio
ns a
re in
-te
nded
as
illus
trat
ive
desc
ript
ions
. The
y ar
e in
clud
ed h
ere
tocl
arif
y w
hat w
e m
ean
by th
e es
sent
ials
of
a st
rong
cur
ricu
lwn.
hnpl
emen
ting
Rec
omm
enda
tions
1. The teaching of
Eng
lish
in h
igh
scho
ol s
houl
d eq
uip
grad
uate
s to
: (a)
com
preh
end, interpret, evaluate
and
use
wha
t the
y re
ad; (
b) w
rite
wel
l-org
aniz
ed, e
f-fe
ctiv
e pa
pers
; (c)
list
en e
ffec
tivel
y an
d di
scus
s id
eas
inte
llige
ntly
; and
(d)
Im
ow o
ur li
tera
ry h
erita
ge a
ndho
w it
enh
ance
s im
agin
atio
n an
d et
hica
l und
erst
and-
ing,
and
how
it r
elat
es to
the
cust
oms ,
ideas, and
valu
es o
f tod
ay's
life
and
cul
ture
.
2. The teaching
of
mat
hem
atic
s in
hig
h sc
hool
sho
uld
equi
p gr
adua
tes
to: (
a) u
nder
stan
d ge
omet
ric a
nd a
l-ge
brai
c co
ncep
ts; (
b) u
nder
stan
d el
emen
tary
pro
babi
l-ity
and
sta
tistic
s; (
c) a
pply
mat
hem
atic
s in
eve
ryda
ysi
tuat
ions
; and
(d)
est
imat
e , app
roxi
mat
e, m
easu
re,
and
test
the
accu
racy
of t
heir
calc
ulat
ions
. In
addi
tion
to the tr
aditi
onal
seq
uenc
e of
stu
dies
avai
labl
e fo
rco
llege
- bou
nd s
tude
nts ,
new
, equ
ally
dem
andi
ngm
athe
mat
ics
curr
icul
a ne
ed to
be
deve
lope
d fo
r th
ose
who
do
not p
lan
to c
ontin
ue th
eir
fonn
al e
duca
tion
im-
med
iate
ly.
3. The teaching of
scie
m:e
in
hig
h sc
hool
sho
uld
prov
ide
grad
uate
s w
ith a
n in
trod
uctio
n to
: (a)
the
conc
epts
law
s, a
nd p
roce
sses
of t
he p
hysi
cal a
nd b
iolo
gica
l sci
-en
ces;
(b)
the
met
hods
of s
cien
tific
inqu
iry a
nd r
ea-
soni
ng; (
c) th
e ap
plic
atio
n of
sci
entif
ic Im
owle
dge
toeveryday life; and (d) the so
cial
an
d en
viro
nmen
tal i
m-
plic
atio
ns o
f sc
ient
ific
and
tecl
mol
ogic
al d
evel
opm
ent.
Sci
ence
cou
rses
mus
t be
revi
sed
and
upda
ted
for
both
the
colle
ge- b
ound
and
thos
e no
t int
endi
ng to
go
to c
ol-
lege
. An
exam
ple
of s
uch
wor
k is
the
Am
eric
an C
hem
-ic
al S
ocie
ty's
"Chemistry in the Community" pro-
gram
.
4. The teaching of
social studies in
hig
h sc
hool
sho
uld
bede
sign
ed to
: (a)
ena
ble
stud
ents
to fi
x th
eir
plac
es a
nd
poss
ibili
ties
with
in th
e la
rger
soc
ial a
nd c
ultu
ral s
truc
-tu
re; (
b) u
nder
stan
d th
e br
oad
swee
p of
bot
h an
cien
tan
d co
ntem
pora
ry id
eas
that
hav
e sh
aped
our
wor
ld;
and
(c)
unde
rsta
nd th
e fu
ndam
enta
ls o
f how
our
eco
-no
mic
sys
tem
wor
ks a
nd h
ow o
ur p
oliti
cal s
yste
mfu
nctio
ns; a
nd (
d) g
rasp
the
diff
eren
ce b
etw
een
free
and
repr
essi
ve s
ocie
ties.
An
unde
rsta
ndin
g of
eac
h of
thes
e ar
eas
is r
equi
site
to th
e in
fonn
ed a
nd c
omm
itted
exer
cise
of
citiz
ensh
ip in
our
fre
e so
ciet
y.
5. The teaching of computer science in
hig
h sc
hool
sho
uld
equi
p gr
adua
tes
to: (
a) u
nder
stan
d th
e co
mpu
ter
as a
nin
fonn
atio
n, c
ompu
tatio
n, a
nd c
omm
unic
atio
n de
vice
;(b
) us
e th
e co
mpu
ter
in th
e st
udy
of th
e ot
her
Bas
ics
and
for
pers
onal
and
wor
k-re
late
d pu
rpos
es; a
nd (
c)un
ders
tand
the
wor
ld o
f co
mpu
ters
, ele
ctro
nics
, and
related technologies.
and
writ
ing,
com
puta
tiona
l and
pro
blem
sol
ving
ski
lls,
scie
nce,
soc
ial s
tudi
es, f
orei
gn la
ngua
ge, a
nd th
e ar
ts,
The
se y
ears
sho
uld
fost
er a
n en
thus
iasm
for
lear
ning
and
the
deve
lopm
ent o
f the
indi
vidu
al' s
gift
s an
d ta
l-en
ts.
9. W
e en
cour
age
the
cont
inua
tion
of e
ffort
s by
gro
ups
such
as
the
Am
eric
an C
hem
ical
Soc
iety
, the
Am
eric
anA
ssoc
iatio
n fo
r th
e A
dvan
cem
ent o
f Sc
ienc
e, th
eM
oder
n L
angu
age
Ass
ocia
tion ,
and the National
Cou
ncils
of T
each
ers
of E
nglis
h an
d T
each
ers
of M
ath-
emat
ics,
to r
evis
e, u
pdat
e, im
prov
e, a
nd m
ake
avai
l-ab
le n
ew a
nd m
ore
dive
rse
curr
icul
ar m
ater
ials
. We
appl
aud
the
cons
ortia
of e
duca
tors
and
sci
entif
ic, i
n-du
stria
I, an
d sc
hola
rly s
ocie
ties
that
coo
pera
te to
im-
prov
e th
e sc
hool
cur
ricul
wn.
6. Achieving proficiency in a foreign language
ordi
nari
lyre
quir
es f
rom
4 to
6 y
ears
of
stud
y an
d sh
ould
, the
re-
fore
, be
star
ted
in th
e el
emen
tary
gra
des,
We
belie
veit
is d
esira
ble
that
stu
dent
s ac
hiev
e su
ch p
rofic
ienc
ybe
caus
e st
udy
of a
fore
ign
lang
uage
intr
oduc
es s
tu-
dents to non-
Eng
lish-
spea
king
cul
ture
s , heightens
awar
enes
s an
d co
mpr
ehen
sion
of o
nes
nativ
e to
ngue
,an
d se
rves
the
Nat
ion
s ne
eds
in c
omm
erce
, dip
lo-
mac
y, d
efen
se, a
nd e
duca
tion.
7. T
he h
igh
scho
ol c
urric
ulw
n sh
ould
als
o pr
ovid
e st
u-de
nts
with
pro
grai
TIs
req
uirin
g rig
orou
s ef
fort
in s
ub-
ject
s th
at a
dvan
ce s
tude
nts '
per
sona
l, ed
ucat
iona
l, an
doccupational goals, s
uch
as th
e fin
e an
d pe
rfor
min
gar
ts a
nd v
ocat
iona
l edu
catio
n. T
hese
are
as c
ompl
e-m
ent t
he N
ew B
asic
s, a
nd th
ey s
houl
d de
man
d th
esa
me
leve
l of
perf
onna
nce
as th
e B
asic
s.
Rec
omm
enda
tion
Stan
dard
s an
d Expectations ./
We recommend
that
sch
ools
, col
lege
s, a
nd u
nive
rsiti
es a
dopt
mlJYe rigorous and measurable standards, and higher exjJecta-
tionsJor academic performance and student crmduct ,
and
that
year
col
lege
s an
d un
iver
sitie
s ra
ise
thei
r re
quir
emen
ts f
or a
d-m
issi
on, T
his
will
hel
p st
uden
ts d
o th
eir
best
edu
catW
nal!
:j w
ithch
alle
ngin
g m
ater
ials
in a
n en
viro
nmen
t tha
t sup
port
s le
arni
ngand authentic accomPlishment,
In a
dditi
on to
the
New
Bas
ics ,
oth
er im
port
ant c
urri
c-ul
wn
mat
ters
mus
t be
addr
esse
d.
Impl
emen
ting
Rec
omm
enda
tions
8. T
he c
urric
ulw
n in
the
cruc
ial e
ight
gra
des
lead
ing
toth
e hi
gh s
choo
l yea
rs s
houl
d be
spe
cific
ally
des
igne
dto
pro
vide
a s
ound
bas
e fo
r st
udy
in th
ose
and
late
rye
ars
in s
uch
area
s as
Eng
lish
lang
uage
dev
elop
men
t
L Grades
shou
ld b
e in
dica
tors
of a
cade
mic
ach
ieve
men
tso
they
can
be
relie
d on
as
evid
ence
of a
stu
dent
'sre
adin
ess
for
furt
her
stud
y.
2. Four-ye
ar c
olle
ges
and
univ
ersi
ties
shou
ld r
aise
thei
rad
mis
sion
s re
quire
men
ts a
nd a
dvis
e al
l pot
entia
l app
li-ca
nts
of th
e st
anda
rds
for
adm
issi
on in
tenn
s of
spe
-ci
fic
cour
ses
requ
ired
, per
fonn
ance
in th
ese
area
s,an
d le
vels
of a
chie
vem
ent o
n st
anda
rdiz
ed a
chie
ve-
'm
ent t
ests
in e
ach
of th
e fiv
e B
asic
s an
d, w
here
app
li-ca
ble,
for
eign
lang
uage
s.
3. Standardized tests of achievement (not to be confused
with
apt
itude
test
s) s
houl
d be
adm
inis
tere
d at
maj
ortr
ansi
tion
poin
ts f
rom
one
leve
l of
scho
olin
g to
ano
ther
and
part
icul
arly
fro
m h
igh
scho
ol to
col
lege
or
wor
k.T
he p
urpo
ses
of th
ese
test
s w
ould
be
to: (
a) c
ertif
yth
e st
uden
t's c
rede
ntia
ls; (
b) id
entif
y th
e ne
ed fo
r re
-m
edia
l int
erve
ntio
n; a
nd (
c) id
entif
y th
e op
port
unity
for
adva
nced
or
acce
lera
ted
wor
k. T
he te
sts
shou
ld b
ead
min
iste
red
as p
art o
f a n
atio
nwid
e (b
ut n
ot F
eder
al)
syst
em o
f Sta
te a
nd lo
cal s
tand
ardi
zed
test
s. T
his
syst
em s
houl
d in
clud
e ot
her
diag
nost
ic p
roce
dure
sth
at a
ssis
t tea
cher
s an
d st
uden
ts to
eva
luat
e st
uden
tpr
ogre
ss.
4. T
extb
ooks
and
oth
er to
ols
of le
arni
ng a
nd te
achi
ngsh
ould
be
upgr
aded
and
upd
ated
to a
ssur
e m
ore
rigo
r-ou
s co
nten
t. W
e ca
ll up
on u
nive
rsity
sci
entis
ts, s
chol
-ar
s , a
nd m
embe
rs o
f pro
fess
iona
l soc
ietie
s, in
col
labo
-ra
tion
with
mas
ter
teac
hers
, to
help
in th
is ta
sk, a
sth
ey d
id in
the
post
- Spu
tnik
era
. The
y sh
ould
ass
ist
will
ing
publ
ishe
rs in
dev
elop
ing
the
prod
ucts
or
pub-
lish
thei
r ow
n al
tern
ativ
es w
here
ther
e ar
e pe
rsis
tent
in a
dequ
acie
s,
of te
xts
avai
labl
e, m
ore
wid
espr
ead
cons
wne
r in
for-
mation services for purchasers are badly needed.
8. N
ew in
stru
ctio
nal m
ater
ials
sho
uld
refl
ect t
he m
ost
current applications of teclmology in appropriate cur-
riculwn areas, the best scholarship in each discipline,
and
rese
arch
in le
arni
ng a
nd te
achi
ng.
Rec
omm
enda
tion
C: T
ime
We recommend
that
sig
nifI
Can
tly m
ere
time
be d
evot
ed to
lear
ning
the
New
Bas
ics.
Thi
s w
ill r
equi
re m
ere
effe
ctiv
e us
e of
the
exis
ting
scho
ol d
ay, a
long
er s
choo
l day
, or
a kn
g!he
ned
scho
ol y
ear.
Impl
emen
ting
Rec
omm
enda
tions
1. Students in high schools should be assigned fa
r m
ore
hom
ewor
k th
an is
now
the
case
.
5. In considering textbooks for adoption; States and
scho
ol d
istr
icts
sho
uld:
(a)
eva
luat
e te
xts
and
othe
rm
ater
ials
on
thei
r ab
ility
to p
rese
nt r
igor
ous
and
chal
-le
ngin
g m
ater
ial c
lear
ly; a
nd (
b) r
equi
re p
ublis
hers
tofu
rnis
h ev
alua
tion
data
on
the
mat
eria
l' s effective-
ness
.
2. In
stru
ctio
n in
effe
ctiv
e st
udy
and
wor
k sk
ills,
whi
char
e es
sent
ial i
f sch
ool a
nd in
depe
nden
t tim
e is
to b
eus
ed e
ffici
ently
, sho
uld
be in
trod
uced
in th
e ea
rlygrades and continued throughout the student
s sc
hool
-in
g,
3. S
choo
l dis
tric
ts a
nd S
tate
legi
slat
ures
sho
uld
stro
ngly
cons
ider
7- h
our
scho
ol d
ays,
as
wel
l as
a 20
0- to
220-
day
scho
ol y
ear.
4. The time av
aila
ble
for
lear
ning
sho
uld
be e
xpan
ded
thro
ugh
bette
r cl
assr
oom
man
agem
ent a
nd o
rgan
iza-
tion of the school day. If necessary, additional time
shot
ild b
e fo
und
to m
eet t
he s
peci
al n
eeds
of
slow
lear
ners
, the
gift
ed, a
nd o
ther
s w
ho n
eed
mor
e in
-st
ruct
iona
l div
ersi
ty th
an c
an b
e ac
com
mod
ated
dur
-in
g a
conv
entio
nal s
choo
l day
or
scho
ol y
ear.
6. B
ecau
se n
o te
xtbo
ok in
any
sub
ject
can
be
gear
ed to
the
need
s of
all
stud
ents
, fun
ds s
houl
d be
mad
e av
ail-
able
to s
uppo
rt te
xt d
evel
opm
ent i
n " th
in-m
arke
tar
eas ,
suc
h as
thos
e fo
r di
sadv
anta
ged
stud
ents
, the
lear
ning
dis
able
d, a
nd th
e gi
fted
and
tale
nted
.
7. T
o as
sure
qua
lity,
all
publ
ishe
rs s
houl
d fu
rnis
h ev
i-de
nce
of th
e qu
ality
and
app
ropr
iate
ness
of t
extb
ooks
,ba
sed
on r
esul
ts fr
om fi
eld
tria
ls a
nd c
redi
ble
eval
ua-
tions
. In
view
of t
he e
nonn
ous
nwnb
ers
and
varie
ties
5. T
he b
urde
n on
teac
hers
for
mai
ntai
ning
dis
cipl
ine
shou
ld b
e re
duce
d th
roug
h th
e de
velo
pmen
t of
linn
and
fair
code
s of
stu
dent
con
duct
that
are
enf
orce
dco
nsis
tent
ly, a
nd. b
y co
nsid
erin
g al
tern
ativ
e cl
ass-
room
s , p
rogr
ams,
and
sch
ools
to m
eet t
he n
eeds
of
continually disruptive students.
6. A
ttend
ance
pol
icie
s w
ith c
lear
ince
ntiv
es a
nd s
anc-
tions
sho
uld
be u
sed
to r
educ
e th
e am
ount
of t
ime
lost
thro
ugh
stud
ent a
bsen
teei
sm a
nd ta
rdin
ess.
7. Administrative burdens on the teacher and re
late
d in
-trusions into the school day 'sh
ould
be
redu
ced
to a
ddtim
e fo
r te
achi
ng a
nd le
arni
ng.
8. P
lace
men
t and
gro
upin
g of
students, as well as pro-
mot
ion
and
grad
uatio
n po
licie
s, s
houl
d be
gui
ded
byth
e ac
adem
ic p
rogr
ess
of s
tude
nts
and
thei
r in
stru
c-tio
nal n
eeds
, rat
her
than
by
rigi
d ad
here
nce
to a
ge.
Rec
omm
enda
tion
Tea
chin
gT
his
reco
mm
enda
tion
consists of seven parts.
Eac
h is
in-
tend
ed to
impr
ove
the
prep
arat
ion
of te
ache
rs o
r to
mak
e te
achi
ngmore rewarding
and
resp
ecte
d pr
ofes
sion
. Eac
h of
the
seve
nstands on
its GUm and should not be considered solery as
an im-
plem
entin
g re
com
men
datio
n.
1. Persons preparing to teach should be required to
mee
t hig
h ed
ucat
iona
l sta
ndar
ds, t
o de
mon
stra
te a
nap
titud
e fo
r te
achi
ng, a
nd to
dem
onst
rate
com
pete
nce
in a
n ac
adem
ic d
isci
plin
e. C
olle
ges
and
univ
ersi
ties
of-
feri
ng te
ache
r pr
epar
atio
n pr
ogra
ms
shou
ld b
e ju
dged
by h
ow w
ell t
heir
gra
duat
es m
eet t
hese
cri
teri
a.
2. Salaries for the teaching profession should be in
-creased and should be professionally competitive,
mar
ket-
sens
itive
, . a
nd p
erfo
rman
ce- b
ased
. Sal
ary,
promotion, tenure, a
nd r
eten
tion
deci
sion
s sh
ould
be
tied
to a
n ef
fect
ive
eval
uatio
n sy
stem
that
incl
udes
peer
rev
iew
so
that
sup
erio
r te
ache
rs c
an b
e re
-
3. School boards should adopt an II
-mon
th c
ontr
act f
orte
ache
rs. T
his
wou
ld e
nsur
e tim
e fo
r cu
rric
ulw
n an
dpr
ofes
sion
al d
evel
opm
ent,
prog
ram
s fo
r st
uden
tsw
ith s
peci
al n
eeds
, and
a m
ore
adeq
uate
leve
l of
teac
her
com
pens
atio
n.
4. School boards, a
dmin
istr
ator
s, a
nd te
ache
rs s
houl
dco
oper
ate
to d
evel
op c
aree
r la
dder
s fo
r te
ache
rs th
atdi
stin
guis
h am
ong
the
begi
nnin
g in
stru
ctor
, the
exp
e-ri
ence
d te
ache
r, a
nd th
e m
aste
r te
ache
r.
5. Substantial nonschool personnel resources should be
empl
oyed
to h
elp
solv
e th
e im
med
iate
pro
blem
of t
hesh
orta
ge o
f mat
hem
atic
s an
d sc
ienc
e te
ache
rs. Q
uali-
fied
indi
vidu
als
incl
udin
g re
cent
gra
duat
es w
ith m
athe
-m
atic
s an
d sc
ienc
e de
gree
s , gra
duat
e st
uden
ts, a
ndin
dust
rial a
nd r
etire
d sc
ient
ists
cou
ld, w
ith a
ppro
pri-
ate
prep
arat
ion
, im
med
iate
ly b
egin
teac
hing
in th
ese
fiel
ds. A
nw
nber
of
our
lead
ing
scie
nce
cent
ers
have
the
capa
city
to b
egin
edu
catin
g an
d re
trai
ning
teac
hers
imm
edia
tely
. Oth
er a
reas
of
criti
cal t
each
er n
eed
such
as
Eng
lish ,
mus
t als
o be
add
ress
ed.
6. Incentives
, suc
h as
gra
nts
and
loan
s, s
houl
d be
mad
eav
aila
ble
to a
ttrac
t out
stan
ding
stu
dent
s to
the
teac
h-in
g pr
ofes
sion
, par
ticul
arly
in th
ose
area
s of
crit
ical
shor
tage
.
7. Master teachers should be in
volv
ed in
des
igni
ngte
ache
r pr
epar
atio
n pr
ogra
ms
and
in s
uper
visi
ngte
ache
rs d
urin
g th
eir
prob
atio
nary
yea
rs.
Rec
omm
enda
tion
Lead
ersh
ip a
nd F
isca
lSu
ppor
t
2. S
tate
and
loca
l offi
cial
s, in
clud
ing
scho
ol b
oard
mem
-be
rs, g
over
nors
, and legislators, have th
e pr
imar
y re
-sp
onsi
bilit
y fo
r fi
nanc
ing
and
gove
rnin
g th
e sc
hool
s,an
d sh
ould
inco
rpor
ate
the
refo
rms
we
prop
ose
inth
eir
educ
atio
nal p
olic
ies
and
fisca
l pla
nnin
g,
The
Fed
eral
Gov
ernm
ent,
in c
oope
ratio
n w
ith S
tate
s
l;': and localities, s
houl
d he
lp m
eet t
he n
eeds
of
key
grou
ps o
f st
uden
ts s
uch
as th
e gi
fted
and
tale
nted
, the
soci
oeco
nom
ical
ly d
isad
vant
aged
, min
ority
and
lan-
guage minority students, and the handicapped. In
com
bina
tion
thes
e gr
oups
incl
ude
both
nat
iona
l re-
sour
ces
and
the
Nat
ion
s yo
uth
who
are
mos
t at r
isk.
addi
tion
, we
belie
ve th
e F
eder
al G
over
nmen
t's r
ole
incl
udes
sev
eral
func
tions
of n
atio
nal c
onse
quen
ceth
at S
tate
s an
d lo
calit
ies
alon
e ar
e un
likel
y to
be
able
to m
eet:
prot
ectin
g co
nstit
utio
nal a
nd c
ivil
right
s fo
rst
uden
ts a
nd s
choo
l per
sonn
el; c
olle
ctin
g da
ta, s
tatis
-tic
s , a
nd in
form
atio
n ab
out e
duca
tion
gene
rally
; sup
-po
rtin
g cu
rric
ulum
impr
ovem
ent a
nd r
esea
rch
onte
achi
ng, l
earn
ing,
and
the
man
agem
ent o
f sc
hool
s;su
ppor
ting
teac
her
trai
ning
in a
reas
of c
ritic
al s
hort
-ag
e or
key
nat
iona
l nee
ds; a
nd p
rovi
ding
stu
dent
fina
n-ci
al a
ssis
tanc
e an
d re
sear
ch a
nd g
radu
ate
trai
ning
. We
belie
ve th
e as
sist
ance
of t
he F
eder
al G
over
nmen
tsh
ould
be
prov
ided
with
a m
inim
um o
f adm
inis
trat
ive
burd
en a
nd in
trus
iven
ess.
~he
Federal Government has
the
prim
ary
resp
onsi
bil-
LY
i~ to
identify the national interest in education. It
shou
ld a
lso
help
fun
d an
d su
ppor
t eff
orts
to p
rote
ctan
d pr
omot
e th
at in
tere
st. I
t mus
t pro
vide
the
natio
nal
lead
ersh
ip to
ens
ure
that
the
Nat
ion
s pu
blic
and
pri
-va
te r
esou
rces
are
mar
shal
ed to
add
ress
the
issu
esdi
scus
sed
in th
is r
epor
t.
6. This Commission ca
lls u
pon
educ
ator
s , p
aren
ts, a
ndpu
blic
offi
cial
s at
all
leve
ls to
ass
ist i
n br
ingi
ng a
bout
the
educ
atio
nal r
efor
m p
ropo
sed
in th
is r
epor
t, W
eal
so c
all u
pon
citiz
ens
to p
rovi
de th
e fin
anci
al s
uppo
rtne
cess
ary
to a
ccom
plis
h th
ese
purp
oses
. Exc
elle
nce
cost
s. B
ut in
the
long
run
med
iocr
ity c
osts
far
mor
e.
We recommend
that
citi
zens
(KrOSS the Nation /wId educa-
tors
and
ele
cted
off
u:ia
ls r
espo
nsib
le f
or p
rovi
ding
the
lead
ersh
ipne
cess
ary
to a
chie
ve th
ese
refo
rms ,
and
that
citi
zens
pro
vide
the
fisc
al s
uppo
rt a
nd s
tabi
lity
requ
ired
to b
ring
abo
ut th
e re
form
swe propose.
Impl
emen
ting
Rec
omm
enda
tions
1. P
rinci
pals
and
sup
erin
tend
ents
mus
t pla
ya c
ruci
alle
ader
ship
rol
e in
dev
elop
ing
scho
ol a
nd c
omm
unity
support for the reforms we propose, and school
boar
ds m
ust p
rovi
de th
em w
ith th
e pr
ofes
sion
al d
e-ve
lopm
ent a
nd o
ther
sup
port
req
uire
d to
car
ry o
uttheir leadership role ef
fect
ivel
y. T
he C
omm
issi
onst
ress
es th
e di
stin
ctio
n be
twee
n le
ader
ship
ski
lls in
-vo
lvin
gper
suas
ion,
set
ting
goal
s an
d de
velo
ping
com
-m
unity
con
sens
us b
ehin
d th
em, a
nd m
anag
eria
l and
supe
rvis
ory
skill
s. A
lthou
gh th
e la
tter
are
nece
ssar
y,w
e be
lieve
that
sch
ool b
oard
s m
ust c
onsc
ious
ly d
e-ve
lop
lead
ersh
ip s
kills
at t
he s
choo
l and
dis
tric
t lev
els
if th
e re
form
s w
e pr
opos
e ar
e to
be
achi
eved
.
Am
eric
a C
an D
o D
espi
te th
e ob
stac
les
and
diffi
culti
es th
at in
hibi
t the
pur
suit
ofsu
perio
r ed
ucat
iona
l atta
inm
ent,
we
are
conf
iden
t , w
ith h
is-
tory
as
our
guid
e, th
at w
e ca
n m
eet o
ur g
oal.
The
Am
eric
aned
ucat
iona
l sys
tem
has
res
pond
ed to
pre
viou
s ch
alle
nges
with
rem
arka
ble
succ
ess.
In th
e 19
th c
entu
ry o
ur la
nd- grant col-
lege
s an
d un
iver
sitie
s pr
ovid
ed th
e re
sear
ch a
nd tr
aini
ng th
atde
velo
ped
our
Nat
ion
s na
tura
l res
ourc
es a
nd th
e ric
h ag
ricul
-tu
ral b
ount
y of
the
Am
eric
an fa
rm. F
rom
the
late
180
0sth
roug
h m
id- 2
0th
cent
ury,
Am
eric
an s
choo
ls p
rovi
ded
the
ed-
ucat
ed w
orkf
orce
nee
ded
to s
eal t
he s
ucce
ss o
f the
Indu
stria
I
We must demar1d The
besl
effo
rT a
nd p
erfo
r-m
ance
fro
m a
ll st
u-de
nts,
whe
ther
ih'2
V a
regi
fled
or
less
cbl
E, o
f!u-
ent o
r di
scdv
antc
ged
whe
t, !-)
er d
esT
ined
for
colleGe, the farm, or
Indu
stry
Rev
olut
ion
and
to p
rovi
de th
e m
argi
n of
vic
tory
in tw
o w
orld
war
s. I
n th
e ea
rly
part
of
this
cen
tury
and
cont
inui
ng to
this
very day, our schools have absorbed vast waves of immi-
gran
ts a
nd e
duca
ted
them
and
thei
r ch
ildre
n to
pro
duct
ive
citi-
zens
hip.
Sim
ilarly
, the
Nat
ion
s B
lack
col
lege
s ha
ve p
rovi
ded
oppo
rtun
ity a
nd u
nder
grad
uate
edu
catio
n to
the
vast
maj
ority
of c
olle
ge-e
duca
ted
Bla
ck A
mer
ican
s.M
ore
rece
ntly
, our
inst
itutio
ns o
f hig
her
educ
atio
nha
ve p
rovi
ded
the
scie
ntis
ts a
nd s
kille
d te
chni
cian
s w
hohe
lped
us
tran
scen
d th
e bo
unda
ries
of
oilr
pla
net I
n th
e la
st30
yea
rs, t
he s
choo
ls h
ave
been
a m
ajor
veh
icle
for
expa
nded
soci
al o
ppor
tuni
ty, a
nd n
ow g
radu
ate
75 p
erce
nt o
f our
you
ngpe
ople
from
hig
h sc
hool
. Ind
eed,
the
prop
ortio
n of
Am
eric
ans
of c
olle
ge a
ge e
nrol
led
in h
ighe
r ed
ucat
ion
is n
earl
y tw
ice
that
of J
apan
and
far
exc
eeds
oth
er n
atio
ns s
uch
as F
ranc
e, W
est
Gen
nany
, and
the
Sov
iet U
nion
, Mor
eove
r, w
hen
inte
rna-
tiona
l com
paris
ons
wer
e la
st m
ade
a de
cade
ago
, the
top
9pe
rcen
t of A
mer
ican
stu
dent
s co
mpa
red
favo
rabl
y in
ach
ieve
-m
ent w
ith th
eir
peer
s in
oth
er c
ount
ries
.In
add
ition
, man
y la
rge
urba
n ar
eas
in r
ecen
t yea
rs r
e-po
rt th
at a
vera
ge s
tude
nt a
chie
vem
ent i
n el
emen
tary
sch
ools
is im
prov
ing.
Mor
e an
d m
ore
scho
ols
are
also
off
erin
g ad
-va
nced
pla
cem
ent p
rogr
ams
and
prog
ram
s fo
r gi
fted
and
tal-
ente
d st
uden
ts, a
nd m
ore
and
mor
e st
uden
ts a
re e
nrol
ling
inth
em.
today's world unless they are of strong character and well-
educated in the use of language, science, and mathematics.
The
y m
ust p
osse
ss a
dee
p re
spec
t for
inte
llige
nce
, ach
ieve
-m
ent ,
and
lear
ning
, and
the
skill
s ne
eded
to u
se th
em; f
or s
et-
ting
goal
s; a
nd fo
r di
scip
lined
wor
k. T
hat r
espe
ct m
ust b
e ac
-co
mpa
nied
by
an in
tole
ranc
e fo
r th
e sh
oddy
and
sec
ond-
rate
mas
quer
adin
g as
"go
od e
noug
h:'
You
hav
e th
e ri
ght t
o de
man
d fo
r yo
ur c
hild
ren
the
best our schools and colleges can provide. Your vigilance and
your
ref
usal
to b
e sa
tisfi
ed w
ith le
ss th
an th
e be
st a
re th
e im
-pe
rativ
e fi
rst s
tep.
But
you
r ri
ght t
o a
prop
er e
duca
tion
for
your
chi
ldre
n ca
rrie
s a
doub
le r
espo
nsib
ility
. As
sure
ly a
s yo
uar
e yo
ur c
hild
' s fi
rst a
nd m
ost i
nflu
entia
l tea
cher
, you
r ch
ild'
idea
s ab
out e
duca
tion
and
its s
igni
fican
ce b
egin
with
you
. You
mus
t be
a liv
ing
exam
ple
of w
hat y
ou e
xpec
t you
r ch
ildre
n to
hono
r an
d to
em
ulat
e. M
oreo
ver , y
ou b
ear
a re
spon
sibi
lity
topa
rtic
ipat
e ac
tivel
y in
you
r ch
ild' s
edu
catio
n. Y
ou s
houl
d en
-co
urag
e m
ore
dilig
ent s
tudy
and
dis
cour
age
satis
fact
ion
with
med
iocr
ity a
nd th
e at
titud
e th
at s
ays
" let i
t slid
e; m
onito
ryo
ur c
hild
' s s
tudy
; enc
oura
ge g
ood
stud
y ha
bits
; enc
oura
geyo
ur c
hild
to ta
ke m
ore
dem
andi
ng r
athe
r th
an le
ss d
eman
ding
cour
ses;
nur
ture
you
r ch
ild' s
cur
iosi
ty, c
reat
ivity
, and
con
fi-
denc
e; a
nd b
e an
act
ive
part
icip
ant i
n th
e w
ork
of th
e sc
hool
s.A
bove
all ,
exh
ibit
a co
mm
itmen
t to
cont
inue
d le
arni
ng in
you
row
n lif
e. F
inal
ly, h
elp
your
chi
ldre
n un
ders
tand
that
exc
el-
lenc
e in
edu
catio
n ca
nnot
be
achi
eved
with
out i
ntel
lect
ual a
ndm
oral
inte
grity
cou
pled
with
har
d w
ork
and
com
mitm
ent
Chi
ldre
n w
ill lo
ok to
thei
r pa
rent
s an
d te
ache
rs as
mod
els
ofsu
ch v
irtu
es.
We
are
the
inhe
rito
rs o
f a
past
that
giv
es u
s ev
ery
rea-
son to believe that we will succeed.
A W
ord
to P
aren
ts a
ndSt
uden
tsT
o S
tude
nts
You
forf
eit y
our
chan
ce fo
r lif
e at
its
fulle
st w
hen
you
with
hold
your
bes
t effo
rt in
lear
ning
. Whe
n yo
u gi
ve o
nly
the
min
imum
to le
arni
ng, y
ou r
ecei
ve o
nly
the
min
imum
in r
etur
n. E
ven
with
you
r pa
rent
s ' b
est e
xam
ple
and
your
teac
hers
' bes
t ef-
fort
sin the end it is
your
w
ork
that
det
enni
nes
how
muc
h an
dho
w w
ell y
ou le
arn.
Whe
n yo
u w
ork
to y
our
full
capa
city
, you
can
hope
to a
ttain
the
know
ledg
e an
d sk
ills
that
will
ena
ble
you
to c
reat
e yo
ur fu
ture
and
con
trol
you
r de
stin
y. If
you
do
not,
you
will
hav
e yo
ur f
utur
e th
rust
upo
n yo
u by
oth
ers.
Tak
e ho
ldof
you
r lif
e, a
pply
you
r gi
fts
and
tale
nts,
wor
k w
ith d
edic
atio
n
The
task
of
assu
ring
the
succ
ess
of o
ur r
ecom
men
datio
nsdo
es n
ot fa
ll to
the
scho
ols
and
colle
ges
alon
e. O
bvio
usly
, fac
-ul
ty m
embe
rs a
nd a
dmin
istr
ator
s, a
long
with
pol
icym
aker
san
d th
e m
ass
med
ia, will playa crucial
role
in
the
refo
nn o
f th
eed
ucat
iona
l sys
tem
. But
eve
n m
ore
impo
rtan
t is
the
role
of
pare
nts
and
stud
ents
, and
to th
em w
e sp
eak
dire
ctly
.
To
Par
ents
You
kno
w th
at y
ou c
anno
t con
fiden
tly la
unch
you
r ch
ildre
n in
to
It IS
'he
Am
eric
a cf
ail
of us Thc'
is 01 riSK ,
i' is
toea
ch o
f us
tho;
ihis
inl-
oera
tl'Je
:s a
ddr e
ssE
d
and
self-
disc
iplin
e. H
ave
high
exp
ecta
tions
for
you
rsel
f an
dco
nver
t eve
ry c
halle
nge
into
an
oppo
rtun
ity.
It is
by
our
' NIh
' \Jne:3S '
, toke uo 'he c:'oi
:er;
;re
' and Ol,r reso,ve
TO
see
th
roug
h, T
rOT
"-iI
', enc
ospl
ace
'f' '
he
\Ncr
:,j
,vIi
ibe
eltr
er s
eGue
d or
' or-
feited Arnerrcc.::ns ho
vesu
ccee
decl
cef
ore
c:nd
so w
e sr
c:. '
c:g
Cln
A F
inol
Wor
dT
Ills
is n
ot th
e fir
st o
r on
ly co
mm
issi
on o
n ed
ucat
ion ,
and
som
e of
our
find
ings
are
sur
ely
not n
ew, b
ut o
ld b
usin
ess
that
now
at l
ast m
ust b
e do
ne. F
or n
o' o
ne c
an d
oubt
that
the
Uni
ted
Stat
es is
und
er c
halle
nge
from
man
y qu
arte
rs.
Chi
ldre
n bo
rn to
day
can
expe
ct to
gra
duat
e fr
om h
igh
scho
ol in
the
year
200
0, W
e de
dica
te o
ur r
epor
t not
onl
y to
thes
e ch
ildre
n, b
ut a
lso
to th
ose
now
in s
choo
l and
oth
ers
tocome. We
firm
ly
belie
ve th
at a
mov
emen
t of A
mer
ica
scho
ols
in th
e di
rect
ion
calle
d fo
r by
our
rec
omm
enda
tions
will
prep
are
thes
e ch
ildre
n fo
r fa
r m
ore
effe
ctiv
e liv
es in
a fa
rst
rong
er A
mer
ica.
Our
fina
l wor
d, p
erha
ps b
ette
r ch
arac
teri
zed
as a
ple
ais
that
all
segm
ents
of
our
popu
latio
n gi
ve a
ttent
ion
to th
e im
-pl
emen
tatio
n of
our
rec
omm
enda
tions
. Our
pre
sent
plig
ht d
idno
t app
ear
over
nigh
t , and
the
resp
onsi
bilit
y fo
r ou
r cu
rren
tsi
tuat
ion
is w
ides
prea
d. R
efor
m o
f our
edu
catio
nal s
yste
m w
illta
ke ti
me
and
unw
aver
ing
com
mitm
ent.
It w
ill r
equi
re e
qual
lyw
ides
prea
d , e
nerg
etic
, and
ded
icat
ed a
ctio
n. F
or e
xam
ple
we
call
upon
the
Nat
iona
l Aca
dem
y of
Sci
ence
s , National
Aca
dem
y of
Eng
inee
ring
, Ins
titut
e of
Med
icin
e, S
cien
ce S
er-
vice
, Nat
iona
l Sci
ence
Fou
ndat
ion , S
ocia
l Sci
ence
Res
earc
hC
ounc
il, A
mer
ican
Cou
ncil
of L
earn
ed S
ocie
ties , N
atio
nal E
n-do
wm
ent f
or th
e H
uman
ities
, Nat
iona
l End
owm
ent f
or th
eA
rts ,
and other scholarly, scientific, and learned societies for
thei
r he
lp in
this
eff
ort.
Hel
p sh
ould
com
e fr
om s
tude
nts
them
selv
es; f
rom
par
ents
, tea
cher
s, a
nd s
choo
l boa
rds;
from
colle
ges
and
univ
ersi
ties;
from
loca
l , Sta
te, a
nd F
eder
al o
ffi-
cial
s; f
rom
teac
hers
' and
adm
inis
trat
ors
' org
aniz
atio
ns; f
rom
indu
stri
al a
nd la
bor
coun
cils
; and
fro
m o
ther
gro
ups
with
inte
r-es
t in
and
resp
onsi
bilit
y fo
r ed
ucat
iona
l ref
orm
.It
is th
eir
Am
eric
a , and
the
Am
eric
a of
all
of u
s, th
at is
at r
isk;
it is
to e
ach
of u
s th
at th
is im
pera
tive
is a
ddre
ssed
. It i
sby
our
will
ingn
ess
to ta
ke u
p th
e ch
alle
nge,
and
our
res
olve
tose
e it
thro
ugh,
that
Am
eric
as
plac
e in
the
wor
ld w
ill b
e ei
ther
secu
red
or f
orfe
ited.
Am
eric
ans
have
suc
ceed
ed b
efor
e an
dso
we
shal
l aga
in.
AnP
endi
oos
App
end
ix A
: Cha
rte
rN
otio
nal C
omm
issi
on o
nE
xcel
lenc
e in
Edu
catio
nA
utho
rity
20 us
. C. 1
233a
. The
Com
mis
sion
is g
over
ned
by th
e pr
ovis
ions
ofP
artD
of the General Education Provisions Act (P.1.
90- 2
47
as amended;
U S. C. 1233
et s
eq. )
and
the
Fede
ral A
dvis
ory
Com
mitt
ee A
ct (
P. 1
. 92-
463;
5 U
S.C Appendix D which set forth standards for the formation and use
advi
sory
com
mitt
ees.
Purpose and FWlctions
The
Com
mis
sion
adv
ises
and
mak
es r
ecom
men
datio
ns to
the
natio
n an
d to
the Secretary
of
Edu
catio
n. T
o ca
rry
out t
his
mis
sion
the
Com
mis
sion
isch
arge
d w
ith th
e fo
llow
ing
resp
onsi
bilit
ies:
(1)
To
revi
ew a
nd s
ynth
esiz
e th
e da
ta a
nd s
chol
arly
lite
ra-
ture
on
the
qual
ity o
flea
rnin
g an
d te
achi
ng in
the
natio
ns
scho
ols,
colle
ges,
and
uni
vers
ities
, bot
h pu
blic
and
priv
ate, with special
concern for the educational experience
of te
en-a
ge y
outh
;
(2)
To
exam
ine
and
to c
ompa
re a
nd c
ontr
ast t
he c
urric
ula,
stan
dard
s , and expectations
of the educational systems
of se
vera
ladvanced countries with those
of th
e U
nite
d St
ates
;
(3) To study a representative sampling
of university and col-
lege
adm
issi
on s
tand
ards
and
low
er d
ivis
ion
cour
se r
equi
rem
ents
with particular reference to the impact upon the enhancement
quality and the promotion
of ex
celle
nce
such
sta
ndar
ds m
ay h
ave
on high school curricula and on expected levels
of hi
gh s
choo
l aca
-de
mic
ach
ieve
men
t;
(4)
To
revi
ew a
nd to
des
crib
e ed
ucat
iona
l pro
gram
s th
at a
rere
cogn
ized
as
prep
arin
g st
uden
ts w
ho c
onsi
sten
tly a
ttain
hig
her
than
ave
rage
sco
res
in c
olle
ge e
ntra
nce
exam
inat
ions
and
who
mee
t with
unc
omm
on s
ucce
ss th
e de
man
ds p
lace
d on
them
by
the nation
s co
llege
s an
d un
iver
sitie
s;
(5)
To
revi
ew th
e m
ajor
cha
nges
that
hav
e oc
curr
ed in
" "
(6)
To
hold
hea
rings
and
to r
ecei
ve te
stim
ony
and
expe
rt a
d-vi
ce o
n ef
fort
s th
at c
ould
and
sho
uld
be ta
ken
to f
oste
r hi
gher
lev-
els
of qu
ality
and
aca
dem
ic e
xcel
lenc
e in
the
natio
ns
scho
ols,
col
-le
ges,
and
uni
vers
ities
;
(7) To do all other things needed to define the problems
and the barriers to attaining greater levels of
ex
celle
nce
in A
mer
i-ca
n ed
ucat
ion;
and
(8)
To
repo
rt a
nd to
mak
e pr
actic
al r
ecom
men
datio
ns fo
r ac
-tio
n to
be
take
n by
edu
cato
rs, p
ublic
off
icia
ls, g
over
ning
boa
rds,
pare
nts,
and
oth
ers
havi
ng a
vita
l int
eres
t in
Am
eric
an e
duca
tion
and
a ca
paci
ty to
infl
uenc
e it
for
the
bette
r.
Stm
ctur
eThe Commission consists
of at
leas
t 12,
but
not
mor
e th
an 1
9, p
ublic
mem
-be
rs a
ppoi
nted
by
the
Secr
etar
y. T
he S
ecre
tary
sha
ll de
sign
ate
a ch
airp
er-
son
from
am
ong
the
mem
bers
. Am
ong
its m
embe
rs th
e C
omm
issi
on in
-cludes persons who are Imowledgeable about ed
ucat
iona
l pro
gram
s at
various levels and are familiar with views of
the public, of
em
ploy
ers,
of
ed
-uc
ator
s , a
nd
of
lead
ers
of
a ra
nge
of professions regarding the status
of ed
u-ca
tion
toda
y, r
equi
rem
ents
for
the
futu
re, and ways the quality o
f ed
ucat
ion
for
all A
mer
ican
s ca
n be
impr
oved
.A quorum
of the Commission is a majority
of ap
poin
ted
mem
bers
.T
enns
of
se
rvic
e of
members end with the termination
of th
e C
om-
mis
sion
, Hearings on behalf
of th
e C
omm
issi
on m
ay b
e he
ld b
y on
e or
mor
emembers with the authorization
of
the
chai
rper
son.
The
Com
mis
sion
may
est
ablis
h st
andi
ng c
omm
ittee
s co
mpo
sed
ex-
clus
ivel
y of
its
mem
bers
. Eac
h st
andi
ng c
omm
ittee
com
plie
s w
ith th
e re
-qu
irem
ents
of
ap
plic
able
sta
tute
s an
d D
epar
tmen
tal r
egul
atio
ns. E
ach
com
mitt
ee p
rese
nts
to th
e C
omm
issi
on fi
ndin
gs a
nd r
ecom
men
datio
ns f
oraction by the full Commission. Timely notification
of the establishment
of
com
mitt
ee a
nd a
ny c
hang
e th
erei
n , in
clud
ing
its c
harg
e, m
embe
rshi
p, a
ndfr
eque
ncy
of m
eetin
gs, w
ill b
e m
ade
in w
ritin
g to
the
Com
mitt
ee M
anag
e-m
ent O
ffic
er. A
ll co
mm
ittee
s ac
t WId
er th
e po
licie
s es
tabl
ishe
d by
the
Com
mis
sion
as
a w
hole
.M
anag
emen
t and
sta
ff se
rvic
es a
re p
rovi
ded
by th
e E
xecu
tive
Di-
rect
or w
ho s
erve
s as
the
Des
igna
ted
Fed
eral
Offi
cial
to th
e C
omm
issi
onand by the National Institute
of
Edu
catio
n.
Mee
tings
all meetings. Standing committees meet as required at the call
of
thei
rChairperson with the concurrence
of th
e C
o~ss
ion
C!~
rper
son.
All
mee
tings
are
ope
n to
the
publ
ic e
xcep
t as
dete
nrun
ed o
ther
wIs
e by
, the
As-
sistant Secretary for Educational Research and hnprovement. Notice
of
all
mee
tings
sha
ll be
giv
en to
the
publ
ic. M
eetin
gs a
re c
ondu
cted
, and
rec
ords
of
proc
eedi
ngs
kept
, in
acco
rdan
ce w
ith a
pplic
able
law
s an
d D
epar
tmen
tre
gula
tions
.
Com
pens
atio
n In
acc
orda
nce
with
the
Gen
eral
Edu
catio
n P
rovi
sion
s A
ct a
nd o
ther
app
lica-
ble laws, Commission members shall be entitled to an honorarium
of $1
00per day for official business o
f th
e C
omm
issi
on. T
heir
per
die
m ~
d tr
avel
expe
nses
will
be
paid
in a
ccor
danc
e w
ith F
eder
al T
rave
l Reg
ulat
ions
.
Ann
ual C
ost E
stim
ate
Est
imat
e of
th
e di
rect
cos
t for
ope
ratin
g th
e C
omm
issi
on, i
nclu
ding
com
-
pens
atio
n an
d tr
avel
exp
ense
s fo
r m
embe
rs a
s w
ell a
s co
sts
for
stud
ies,
but
excl
udin
g st
aff
supp
ort,
is $
332
000. Estimate
of
annu
al p
erso
n-ye
ars
staff required is 16. Estimate o
f di
rect
ann
ual c
osts
for
adm
inis
trat
ive
, sup
-po
rt, s
taff
and
sta
ff p
er d
iem
and
trav
el e
xpen
ses
is $
453
000.
The
Nat
iona
lIn
stitu
te
of
Edu
catio
n w
ill p
rovi
de a
dditi
onal
adm
inis
trat
ive
and
rese
arch
assi
stan
ce to
the
Com
mis
sion
.
Rep
orts
In a
dditi
on to
its
final
rep
ort,
whi
ch is
exp
ecte
d ei
ghte
en m
onth
s fr
om th
einitial meeting, the Commission submits to the Congress by March 31
each year an annual report which contains as a minimum a list
of th
e na
mes
and business addresses
of the members, a list
of the dates and places
of th
emeetings, the functions
of the Commission, and a swnmary
of C
o~ss
ion
activ
ities
and
rec
omm
enda
tions
mad
e du
ring
the
year
, Suc
h re
port
IS tr
ans-
mitt
ed w
ith th
e S
ecre
tary
's a
nnua
l rep
ort t
o C
ongr
ess.
The
Com
mis
sion
mak
es s
uch
othe
r re
port
s or
rec
omm
enda
tions
as
may
be
appr
opria
te. A
copy
of
th
e an
nual
rep
ort a
nd o
ther
rep
orts
is p
rovi
ded
to th
e C
omm
ittee
Man
agem
ent O
ffice
r.
Ter
min
atio
n D
ate
It is
est
imat
ed th
at th
e tim
e ne
cess
ary
for
the
Com
mis
sion
to c
ompl
ete
itsac
tiviti
es a
nd r
epor
t is
at le
ast 1
8 m
onth
s. T
here
fore
, to
insu
re th
e co
mpl
e-tio
n of
th
e re
port
, the
Sec
reta
ry d
eter
min
es th
at th
is C
omm
issi
on te
nni-
nates not later than two years from the date
of
this
Cha
rt~r
.A
PPR
OV
ED
:
App
endi
x 8:
Sch
edul
e of
the
Eve
ntD
ate(
s)Pl
ace
Hos
t(s)
Com
mis
sion
s Pu
blic
Eve
nts
Full
Com
mis
sion
Mee
ting
May
25,
198
2Washington, D,
Eve
ntD
ate(
s)Pl
ace
Hos
t(s)
Hea
ring
~olle
geJune 23, 1982
Roo
seve
lt U
nive
rsity
Rol
f Wei
l , Pr
esid
ent
Adm
issi
ons
and
the
Chi
cago
, Dlin
ois
Roo
seve
lt U
nive
rsity
Full
Com
mis
sion
Mee
ting
Oct
ober
9-
, 198
1Washington, D.
Tra
nsiti
on to
Pos
t-S
econ
dary
Edu
catio
nJo
hn C
orba
lly, P
resi
dent
Full
Com
mis
sion
Mee
ting
Dec
embe
r 7;
198
1Washington, D.
John
D. a
nd C
athe
rine
T.
Mac
Art
hur
Foun
datio
nFu
ll C
omm
issi
on M
eetin
gFebruary 25, 1982
Washington, D.
Chi
cago
Hea
ring
-Sci
ence
,March 1L 1982
Stan
ford
Uni
vers
ityD
onal
d K
erm
edy,
Pre
side
ntSy
mpo
siw
n-T
he S
tude
nt's
July
3D
, 198
2Sa
n D
iego
Sta
teT
hom
as D
ay, P
resi
dent
Mathematics, and
Stan
ford
, Cal
iforn
iaSt
anfo
rd U
nive
rsity
Rol
e in
Lea
rnin
gU
nive
rsity
San
Die
go S
tate
Uni
vers
ityTechnology Education
Cal
ifor
nia
1. M
yron
Atk
in, D
ean
Ric
hard
Atk
inso
n, C
hanc
ello
rGraduate School
of
Edu
catio
nU
nive
rsity
of
C
alif
orni
aSt
anfo
rd U
nive
rsity
San
Die
go
Hea
ring
- Language and
Apr
il 16
, 198
2H
oust
on I
ndep
ende
ntR
aym
on B
ynum
, Tex
as S
tate
Pane
l Dis
cuss
ion-
Aug
ust'2
:l, 1
982
Uni
vers
ity
of
Rho
deF
rank
New
man
, Pre
side
ntLi
tera
cy: S
kills
for
Scho
ol D
istr
ict
Com
mis
sion
er
of
Edu
catio
nC
olle
ge C
urri
culu
m:
Isla
ndU
nive
rsity
of
R
hode
Isla
ndA
cade
mic
Lea
rnin
gH
oust
on, T
exas
Sha
pe, I
nflu
ence
,K
ings
ton,
Rho
de I
slan
dB
illy
R. R
eaga
n, G
ener
alan
d A
sses
smen
t
Supe
rint
ende
ntH
eari
ng- E
duca
tion
for
Sep
tem
ber
16, 1
982
St Cajetan's
Cen
ter
Houston Independent School
Rob
ert A
ndrin
ga, E
xecu
tive
Dis
tric
ta
Pro
duct
ive
Rol
e in
aDenver, Colorado
Dir
ecto
rProductive Society
Education Commission
of th
ePa
nel D
iscu
ssio
n-A
pril
30, 1
982
The University
Tho
mas
Erl
ich,
Pro
vost
Stat
esPe
rfor
man
cePe
rmsy
lvan
iaThe University
of
Perm
sylv
ania
Den
ver
Exp
ecta
tions
inPh
ilade
lphi
aFu
ll C
omm
issi
onA
mer
ican
Edu
catio
nPe
rmsy
lvan
iaS
epte
mbe
r 28
- 29,
New
Yor
k, N
ew Y
ork
Rob
ert P
ayto
n, P
resi
dent
Mee
ting
1982
Exx
on E
duca
tion
Foun
datio
nH
eari
ng- T
each
ing
and
May
12
, 198
2G
eorg
ia S
tate
Alo
nzo
Cri
m, S
uper
inte
nden
tE
xxon
Cor
pora
tion
Teacher Education
Uni
vers
ityA
tlant
a Pu
blic
Sch
ools
New
Yor
k, N
ew Y
ork
Atla
nta ,
Geo
rgia
Hea
ring
- Edu
catio
n fo
rOctober 15, 1982
Har
vard
Uni
vers
ityS
herm
an D
ay, D
ean
Der
ek B
ok, P
resi
dent
Scho
ol
of
Edu
catio
nth
e G
ifte
d an
dC
ambr
idge
,H
arva
rd U
nive
rsity
Georgia State University
Tal
ente
dM
assa
chus
etts
Pat
ricia
Alb
jerg
Gra
ham
, Dea
n
Bar
bara
Hat
ton ,
Dea
nHarvard Graduate School
Scho
ol
of
Edu
catio
nE
duca
tion
"",n
rnm
m;~
~in
n M
pptin
p'N
nvpm
hPr
lfi-
lh, 1
9R2
W~shinlrton, D,
Aut
hor(
s)
App
endi
x C
: Com
mis
sion
ed P
aper
sA
utho
r(s)
Jose
ph A
dels
onT
he U
nive
rsity
of M
ichi
gan,
Arm
Arb
or
Cat
herin
e P
. Aile
sFr
anci
s W
Rus
hing
SRI
Inte
rnat
iona
l , A
rling
ton
, Virg
inia
Ale
xand
er W
Ast
inU
nive
rsity
of
Cal
ifor
nia ,
Los
Ang
eles
Ale
xand
er W
Ast
inU
nive
rsity
of
Cal
ifor
nia ,
Los
Ang
eles
Hen
nan
Bla
keU
nive
rsity
of
Cal
ifor
nia ,
San
ta C
ruz
Ric
hard
1. B
rod
The
Mod
em L
angu
age
Ass
ocia
tion
New
Yor
k, N
ew Y
ork
Nic
hola
s F
arnh
amT
he In
tern
atio
nal C
ounc
il on
the
Fut
ure
of th
e U
nive
rsity
New
Yor
k, N
ew Y
ork
Will
iam
V. M
ayer
Bio
logi
cal S
cien
ces
Cur
ricul
wn
Stu
dyB
ould
er, C
olor
ado
Rob
ert A
McC
augh
eyBarnard College, N
ew Y
ork ,
New
Yor
k
Bar
bara
B. B
umC
hris
toph
er H
. Hum
Uni
vers
ity o
f Mas
sach
uset
ts, A
mhe
rst
Phi
lip C
usic
kM
ichi
gan
Sta
te U
nive
rsity
, Eas
t Lan
sing
Paul
DeH
art H
urd
Sta
nfor
d U
nive
rsity
, Cal
iforn
ia
UT
"'."~
"'"-
-~'
"'"=
=".
~~
Pape
r
Tw
enty
- Fiv
e Y
ears
of
Am
eric
anE
duca
tion:
An
Inte
rpre
tatio
n
Ker
met
h D
uckw
orth
Uni
vers
ity o
f O
rego
n , E
ugen
e
A S
umm
ary
Rep
ort o
n th
e E
duca
tiona
l Sys
tem
s of
the
Uni
ted
Sta
tes
and
the
Sov
iet U
nion
: Com
para
tive
Ana
lysi
s
Max
A E
ckst
ein
Que
ens
Col
lege
/City
of
New
Yor
kFl
ushi
ngSu
sarm
e Sh
afer
Ari
zona
Sta
te U
nive
rsity
, Tem
peK
erm
eth
Tra
vers
Uni
vers
ity o
f D
linoi
s, C
ham
paig
n-U
rban
a
Eleanor Farrar
The
Hur
on In
stitu
teC
ambr
idge
, Mas
sach
uset
tsM
atth
ew B
. Mile
sC
ente
r fo
r Po
licy
Res
earc
hN
ew Y
ork,
New
Yor
kB
arba
ra N
eufe
ldT
he H
uron
Inst
itute
Cam
brid
ge, M
assa
chus
etts
Exc
elle
nce
and
Equ
ity in
Am
eric
an E
duca
tion
The
Am
eric
an F
resh
man
, 1966-19
81: S
ome
Impl
ica-
tions
for
Edu
catio
nal P
olic
y an
d Pr
actic
e
Dem
ogra
phic
Cha
nge
and
Cur
ricu
lwn:
New
Stu
dent
sin
Hig
her
Edu
catio
n
"Uni
vers
ity E
ntra
nce
Exa
min
atio
nsan
d P
erfo
nnan
ce E
xpec
tatio
ns
Zel
da G
amso
nU
nive
rsity
of M
ichi
gan,
Arm
Arb
or
Will
iam
E. G
ardn
erU
nive
rsity
of
Mir
mes
ota ,
Mirm
eapo
lisJo
hn R
. Pal
mer
Uni
vers
ity o
f W
isco
nsin
, Mad
ison
An
Ana
lytic
Com
pari
son
ofE
duca
tiona
l Sys
tem
sT
hom
as L
. Goo
dU
nive
rsity
of M
isso
uri-
Col
wnb
ia
Sec
onda
ry P
ublic
Sch
ools
inA
mer
ica
Tho
mas
L. G
ood
Gai
l M. H
inke
lU
nive
rsity
of M
isso
uri-
Col
wnb
iaA
n O
verv
iew
of
Scie
nce
Edu
catio
nin
the
Uni
ted
Stat
es a
ndS
elec
ted
For
eign
Cou
ntrie
s
Donald B. Holsinger
Sta
te U
nive
rsity
of N
ew Y
ork ,
Alb
any
Pape
r
, "
Som
e Id
eas
Abo
ut S
tude
nt C
ogni
tion
, Mot
ivat
ion
and
Work" (A Critique of the Symposiwn on The
Stud
ent'
Rol
e in
L
earn
ing)
A C
ompa
rativ
e R
evie
w o
f C
unic
ulw
n: M
athe
mat
ics
and
Inte
rnat
iona
l Stu
dies
in th
e Se
cond
ary
Scho
ols
ofFive Countries
A R
evie
w o
f Effe
ctiv
e S
choo
ls R
esea
rch:
Impl
icat
ions
for
Prac
tice
and
Res
earc
h"
"A L
ittle
Lig
ht o
n th
e Su
bjec
t Kee
ping
Gen
eral
and
Libe
ral E
duca
tion
Aliv
e
Cer
tific
atio
n an
d A
ccre
dita
tion:
Bac
kgro
und
Issu
eA
naly
sis,
and
Rec
omm
enda
tions
" .
Wha
t Is
Le
arne
d in
Sch
ools
: Res
pond
ing
to S
choo
lD
eman
ds, G
rade
s K
-
Sch
oolin
g in
Am
eric
a: S
ome
Des
crip
tive
and
Exp
lan-
ator
y St
atem
ents
"
Tim
e , C
onte
nt a
nd E
xpec
tatio
ns a
s Pr
edic
tors
of
Sch
ool A
chie
vem
ent i
n th
e u.
S. A
and
Oth
er D
evel
-op
ed C
ount
ries:
A R
evie
w o
f LE
A E
vide
nce
Aut
hor(
s)A
utho
r(s)
Pape
rT
orst
en H
usen
Uni
vers
ity o
f Sto
ckho
m, S
wed
en
Nan
cy K
arw
eit
John
s H
opki
ns U
nive
rsity
Bal
timor
e , M
aryl
and
Howard London
Brid
gew
ater
Sta
te C
olle
geM
assa
chus
etts
Mar
tin 1
. Mae
hrU
nive
rsity
of
llIin
ois,
Cha
mpa
ign-
Urb
ana
Mat
thew
B. M
iles
Cen
ter
for
Polic
y R
esea
rch
New
Yor
k, N
ew Y
ork
Eleanor Farrar
Bar
bara
Neu
feld
The
Hur
on In
stitu
teC
ambr
idge
, Mas
sach
uset
ts
Bar
bara
Neu
feld
Eleanor Farrar
The
Hur
on In
stitu
teC
ambr
idge
, Mas
sach
uset
tsM
atth
ew B
. Mile
sC
ente
r fo
r Po
licy
Res
earc
hN
ew Y
ork,
New
Yor
k
Will
iam
Neu
mar
mSy
racu
se U
nive
rsity
, New
Yor
k
C. R
ober
t Pac
eU
nive
rsity
of
Cal
ifor
nia,
Los
Ang
eles
Har
vey
1. P
roko
pSa
n D
iego
Uni
fied
Sch
ool D
istr
ict
Cal
ifor
nia
Lauren B. Resnick
==
~~,~
.
Pape
r
A C
ross
- Nat
iona
l Per
spec
tive
on A
sses
sing
the
Qua
l-ity
of
Lea
rnin
gD
anie
l P. R
esni
ckC
arne
gie-
Mel
lon
Uni
vers
ityPittsburgh, Permsylvania
Fre
deric
k R
udol
phW
Iilia
ms
Col
lege
Will
iam
stow
n , M
assa
chus
etts
Tim
e 01
1 T
ask:
A R
esea
rch
Rev
iew
Aca
dem
ic S
tand
ards
in th
e A
mer
ican
Com
mun
ity C
ol-
lege
: Tre
nds
and
Con
trov
ersi
esC
liffo
rd S
jogr
enU
nive
rsity
of
Mic
higa
n, A
nn A
rbor
Ric
hard
E. S
now
Sta
nfor
d U
nive
rsity
, Cal
iforn
ia
Mot
ivat
iona
l Fac
tors
in S
choo
l Ach
ieve
men
t"
The
Ext
ent o
f Ado
ptio
n of
Effe
ctiv
e S
choo
ls P
ro-
gram
sRobertJ. Sternberg
Ric
hard
Wag
ner
Yal
e U
nive
rsity
, New
Hav
en, C
orm
ectic
ut
Deb
orah
Stip
ekU
nive
rsity
of
Cal
ifor
nia,
Los
Ang
eles
A R
evie
w o
f E
ffec
tive
Scho
ols
Res
earc
h: T
he M
es-
sage
for
Sec
onda
ry S
choo
lsJu
dith
Tor
ney-
Purt
aU
nive
rsity
of
Mar
ylan
d , C
olle
ge P
ark
John
Sch
will
eM
ichi
gan
Sta
te U
nive
rsity
, Eas
t Lan
sing
Col
lege
Pre
ss a
nd S
tude
nt F
it"
Bea
tric
e W
ard
Jolm
R. M
erge
ndol
ler
Ale
xis
1. M
itman
Far
Wes
t Lab
orat
ory
for
Edu
catio
nal
Res
earc
h an
d D
evel
opm
ent
San
Fra
ncis
co, C
alifo
rnia
Ach
ieve
men
t and
Qua
lity
of S
tude
nt E
ffor
t
Inte
llige
nce,
Mot
ivat
ion
and
the
Qua
ntity
and
Qua
lity
of A
cade
mic
Wor
k an
d T
heir
hnpa
cts
on th
e Le
arni
ngof
Stu
dent
s: A
Pra
ctiti
oner
s R
eact
ion
" (A
Cri
tique
of
the Symposium on
The
Stu
dent
's R
ok in
Lea
rnin
g)
Jona
than
War
ren
Edu
catio
nal T
estin
g S
ervi
ceB
erke
ley,
Cal
iforn
ia
Standards, Curriculum. am! Perfnnnanc.e: An Histnr-
Dea
n K
Whi
tIaH
arva
rd U
nive
rsity
Cam
brid
ge, M
assa
chus
etts
Edu
catio
nal E
xcellence-The Secondary
Scho
ol-
Col
lege
Cor
mec
tion
and
Oth
er M
atte
rs: A
n H
isto
rica
lA
sses
smen
t"
Col
lege
Adm
issi
ons
and
the
Tra
nsiti
on to
Pos
tsec
ond-
ary
Edu
catio
n: S
tand
ards
and
Pra
ctic
es
Inte
llige
nce,
Mot
ivat
ion
and
Aca
dem
ic W
ork"
(A
Cri
-tique of the Symposium on
The
Stu
dmt's
Rok
inL
earn
ing)
"Und
erst
andi
ng I
ntel
ligen
ce: W
hat's
in I
t for
Edu
ca-
tors
?"
Mot
ivat
ing
Stud
ents
to L
earn
: A L
ifel
ong
Pers
pec-
tive
The
Val
ues
Lear
ned
in S
choo
l: P
olic
y an
d P
ract
ice
inIn
dust
rializ
ed C
ount
ries
The
Yea
rs B
etw
een
Ele
men
tary
Sch
ool a
nd H
igh
Sch
ool:
Wha
t Sch
oolin
g E
xper
ienc
es D
o S
tude
nts
Hav
e?"
The
Fac
ulty
Rol
e in
Edu
catio
nal E
xcel
lenc
e
Value Added and Other Related Matters
Aut
hor(
s)Pa
per
App
end
IX D
: Heo
ri
Tes
timon
yHerbert ZimiIes
Ban
k S
tree
t Col
lege
of E
duca
tion
New
Yor
k, N
ew Y
ork
Com
mis
sion
ed p
aper
s w
ill b
e av
aila
ble
in th
e E
RIC
sys
tem
afte
r Ju
ly 1
983
(See
Ord
erin
g W
orm
atio
n).
Als
o av
aila
ble
thro
ugh
the
ER
IC s
yste
m a
fter
July
198
3:
Clif
ford
Ade
hnan
Nat
iona
l Ins
titut
e of
Edu
catio
nW
ashi
ngto
n, D
,
The
Cha
ngin
g A
mer
ican
Chi
ld: T
he P
ersp
ectiv
e of
Edu
cato
rs
Sci
ence
, Mat
hem
atic
s, a
nd T
echn
olog
y E
duca
tion
A S
tudy
of
Hig
h Sc
hool
Tra
nscr
ipts
, 196
4-19
81"
H. G
uyfo
rd S
teve
r, N
atio
nal A
cade
my
of S
cien
ces,
Was
hing
ton,
D.
Ber
nard
M. O
liver
, Hew
lett-
Pac
kard
Com
pany
, Pal
o A
lto, C
alifo
rnia
Hen
ry L
. Ald
er, U
nive
rsity
of C
alifo
rnia
, Dav
is, r
epre
sent
ing
the
Cou
n-ci
l of S
cien
tific
Soc
iety
Pre
side
nts
Sara
h E
. Kle
in, R
oton
Mid
dle
Scho
ol, N
orw
alk,
Con
nect
icut
, rep
re-
sent
ing
the
Nat
iona
l Sci
ence
Tea
cher
s A
ssoc
iatio
nHarold D. Taylor,
Hil1
sdal
e H
igh
Sch
ool,
San
Mat
eo, C
alifo
rnia
, rep
re-
sent
ing
the
Nat
iona
l Cou
ncil
of T
each
ers
of M
athe
mat
ics
John
Mar
tin, P
alo
Alto
Uni
fied
Sch
ool D
istr
ict,
Cal
iforn
iaR
uth
Will
is, H
amilt
onJu
nior
Hig
h Sc
hool
, Oak
land
, Cal
ifor
nia
Sam
Ded
eria
n, S
an F
ranc
isco
Uni
fied
Sch
ool D
istr
ict,
Cal
iforn
iaLe
roy
Fin
kel,
San
Mat
eo C
ount
y O
ffice
of E
duC
4tiO
n, C
alif
orni
a
Oliv
ia M
artin
ez, S
an J
ose
Uni
fied
Sch
ool D
istr
ict,
Cal
iforn
iaR
ober
t Bel
l, G
ener
al E
lect
ric
Com
pany
, San
Jos
e, C
alif
orni
a
Judi
th H
ubne
r, r
epre
sent
ing
the
Gov
erno
rs O
ffice
, Sta
te o
f Cal
iforn
ia
Rob
ert W
. Wal
ker,
De
Anz
a-F
ooth
ill C
omm
unity
Col
lege
Dis
tric
t, C
ali-
forn
iaN
ancy
Kre
inbe
rg, L
awre
nce
Hal
l of S
cien
ce, B
erke
ley,
Cal
iforn
iaR
ober
t Fin
nell,
Law
renc
e H
all o
f Sci
ence
, Ber
kele
y, C
alifo
rnia
Mar
ian
E. K
oshl
and,
Uni
vers
ity o
f C
alif
orni
a, B
erke
ley,
rep
rese
ntin
gth
e N
atio
nal S
cien
ce B
oard
Ala
n M
. Por
tis, U
nive
rsity
of C
alifo
rnia
, Ber
kele
y, r
epre
sent
ing
the
Edu
catio
n C
omm
ittee
of
the
Am
eric
an P
hysi
cal S
ocie
tyLe
on H
enki
n, U
nive
rsity
of C
alifo
rnia
, Ber
kele
y, r
epre
sent
ing
the
u.S
.C
omm
issi
on o
n M
athe
mat
ical
Ins
truc
tion
John
Paw
son,
Edi
son
Hig
h S
choo
l, H
untin
gton
Bea
ch, C
alifo
rnia
Ala
n F
ibis
h, L
owel
l Hig
h Sc
hool
, San
Fra
ncis
co, C
alifo
rnia
Julie
t R. H
enry
, rep
rese
ntin
g th
e C
alifo
rnia
Tea
cher
s A
ssoc
iatio
n
Jess
Bra
vin,
Boa
rd o
f Edu
catio
n, L
os A
ngel
es, C
alifo
rnia
Fran
k O
ppen
heim
er, Exploratoriwn, San Francisco, California
Leig
h B
urst
ein, University of California,
Los
Ang
eles
Judy
Cha
mbe
rlain
, Cup
ertin
o U
nifie
d S
choo
l Dis
tric
t, C
alifo
rnia
Mic
hael
Sum
mer
ville
. Fre
mon
t Uni
fied
Hig
h S
choo
l Dis
tric
t, C
alifo
rnia