+ The biggest education news this week was
the release of state scores on the National Assessment of Educational
Progress (NAEP). The scores have already inspired a lot of punditry, but EIA
prefers to make a thorough study before editorializing. Nevertheless, the
results are encouraging in many parts of the country, including states both
at the top of the scale (Connecticut) and near the bottom (Louisiana).
Others, particularly California and Hawaii, have very little to cheer about.
The latest NAEP results, plus the math scores from 1996 and the most recent
SAT scores, will figure prominently in the next EIA report (to be released
in a few weeks).
+ The NAEP reading scores have not, so far, led to any questioning of the
efficacy of class-size reduction. The jury is still out on California’s
three-year, $4 billion foray into the reform (20-to-1 in grades K-3), and
Nevada’s nine-year-old class-size reduction program (16-to-1 in grades 1 and
2) has not led to significant improvement in scores. Maryland is now pushing
for statewide class-size reduction. What’s fascinating is how the campaign
for class-size reduction has changed in three years and 3,000 miles.
The holy icon of class-size reduction is Tennessee’s Project STAR, a
four-year study that concluded reducing class size to 13-17 students in
early grades improved learning substantially. In California, proponents said
reduction to 20 students wouldn’t be quite as good as 17, but would improve
the situation. Now read this excerpt from last Friday’s Legislative
Bulletin of the Maryland State Teachers Association, also citing the
results of Project STAR:
"Why reinvent the wheel? If we know that 20 is too many, that there is
literally NO improvement at that number, but that a maximum of 17 can
produce wonderful results, why bother at all with 20? Let’s get down to
brass tacks right away. Let’s not waste our time and money on something we
already know will not provide the results we so desperately want, and our
students so desperately need, for success."
While the academic benefits of class-size reduction are still in dispute,
there is one result that cannot be denied: the California Teachers
Association has exactly 37,584 more members than it had three years ago.
+ Having spent the last six years fighting off hostile ballot
initiatives, CTA will place a measure of its own on the 2000 ballot that
would reduce to a simple majority the threshold for approval of local school
bonds. State law currently requires a two-thirds majority.
+ NEA will be pushing for over $20 billion in federal school construction
funds this year and is gathering ammunition for its campaign. The union’s
Government Relations department is asking NEA activists for horror stories
about school facilities to use with Congress. Senators and U.S.
Representatives can expect the usual assortment of leaky roofs, broken
windows and toxic mold.
+ NEA practices term-limits, which means a fairly regular turnover of top
officials. But where the candidates come from makes the election process
appear less like Congress and more like the Hapsburgs.
NEA President Bob Chase ran for that position while serving as NEA Vice
President. He replaced Keith Geiger, who was also NEA Vice President before
his accession. Chase’s opponent was Marilyn Monahan, then the sitting NEA
Secretary-Treasurer. This year Chase will run unopposed. On Saturday,
delegates to the Illinois Education Association’s Representative Assembly
elected a president to replace term-limited Bob Haisman. IEA
Secretary-Treasurer Anne Davis defeated IEA Vice President Jean Tello for
the job. NEA Rhode Island President Harvey Press is facing a stiff
re-election challenge... from his own Vice President Larry Purtill.
EIA research found that of the 43 NEA state affiliate presidents whose
previous positions could be determined, 26 (60.5%) were sitting vice
presidents of the affiliate when they ran for and won the presidency.
Another four were sitting secretary-treasurers. Five others were state
representatives on the NEA Board of Directors. Only eight presidents won
their jobs from outside state headquarters — usually as a member of the
state board or the president of a large local.
+ The February 22 EIA Communiqué reported the remarks of Ohio
Education Association President Mike Billirakis, who, in introducing his own
proposal for merger discussions with the Ohio Federation of Teachers, said
"States such as Missouri, Arizona and Oklahoma are also moving toward
merger." EIA has learned that the Oklahoma Education Association’s Delegate
Assembly will vote next month on whether to formalize merger talks with the
much smaller Oklahoma Federation of Teachers. This means that Oklahoma is no
further along in "moving toward merger" than Ohio is.
+ More movement on school crime policy? The March 3 issue of Education
Week contains "Author Says Fear of Youth Crime Outstrips the Facts," and
today’s Orange County Register has "Schools rethinking ‘zero
tolerance’ drug and alcohol policies." But the rethinking doesn’t extend to
Pennsylvania, where state authorities are discussing ways to check
home-schooled children for child abuse. "[T]he system was set up to catch
child abuse at school," says Cathleen Palm of the nonprofit Pennsylvania
Council of Children’s Services. "If now you have that intersection of kids
and adults no longer present, you have lost an opportunity to catch
children’s unmet needs."
EIA’s latest report, Rotten Apples: School Crime from a Different
Angle, is still available free by contacting EIA at any of the numbers
listed below. Please provide your snail mail address.
+ Quote of the Week #1: "Money. It is all about money. The quality
of education for all Maine students in inextricably tied to money. Money
buys computers; money pays for Advanced Placement courses; money hires
educators for special needs children; money pays for guidance counselors;
and money can guarantee small class sizes. Money is the mother’s milk of
education. The more money a school has, the more learning opportunities for
its students." — from a Maine Education Association editorial.
+ Quote of the Week #2: "In North Carolina, a beginning teacher’s
base salary is $23,100 in fiscal year 1998-99. Of this figure, five percent
is $1,155; four percent is $924; three percent is $693; two percent is $462;
one percent is $231; half of one percent is $115.50." — from the lead
paragraph in a front page insert in the February 1999 News Bulletin
of the North Carolina Association of Educators.